Gender Differences in Achievement, Interest and Retention of Students' Exposed to Fabrication and Welding Engineering Craft Practice through Cognitive Apprenticeship Instructional Technique in Nigeria

Autor/inn/en	Peter, Ogundola Ilesanmi; Gabraiel, Agboola Babajide; Johnson, Ogunmilade Olusesan
Titel	Gender Differences in Achievement, Interest and Retention of Students' Exposed to Fabrication and Welding Engineering Craft Practice through Cognitive Apprenticeship Instructional Technique in Nigeria
Quelle	In: Educational Research and Reviews, 15 (2020) 4, S.194-202 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Gender Differences; Academic Achievement; Student Interests; Academic Persistence; Welding; Teaching Methods; Experiential Learning; Foreign Countries; Apprenticeships; Vocational Education; Postsecondary Education; Nigeria + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schulleistung; Studieninteresse; Schweißen; Teaching method; Lehrmethode; Unterrichtsmethode; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Apprenticeship; Lehre; Ausbildung; Berufsbildung; Post-secondary education; Tertiäre Bildung
Abstract	The study was a pre-test, post-test, non-equivalent control group quasi-experiment, involving students in intact classes. Three research questions and three hypotheses guided the study. The population and sample for the study consisted of all 64 National Technical Certificate (NTC) II students of fabrication and welding engineering craft practice in Ekiti State. These comprise 53 males and 11 females. The instruments used for data collection were the fabrication and welding achievement test and fabrication and welding interest inventory. The instruments were subjected to face and content validation by three experts. The reliability coefficients of the instruments are 0.79, 0.75 and 0.82 respectively. Mean was used to answer research questions, while ANCOVA was used to test the hypotheses. The mean score of girls was not significantly different from those of boys in the achievement test. There was a significant difference in the mean interest and retention scores of students based on gender. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01