EVALUATION OF INSTRUCTIONAL METHODS AND APTITUDE EFFECTS ON THE PSYCHOMOTOR PERFORMANCE IN BASIC ELECTRICITY AMONG TECHNICAL STUDENTS IN SOUTHERN EDUCATIONAL ZONE, CROSS RIVER STATE, NIGERIA
EDU, DAVID O.; AYANG, ETELBERT E.; IDAKA, IDAKA

Abstract
The study was an experimental, pre-test-post-test control group design analyzed. It was to determine the effects of instructional methods (demonstration and project), and students’ aptitude on their psychomotor performance in basic electricity in the southern zone of Cross River State, Nigeria as study area. Two research questions were formulated while data was generated from 80 randomly sampled technical II students using four (4) researcher-made instruments, 2 lessen plans, Basic Electricity Psychomotor Test (BEPT) and a Fundamental Electricity Aptitude Test (FEAT). Data analysis was by independent t-test and multiple classification analyses of variance (MACNOVA). It was revealed that there was no significant difference in the joint effect of demonstration and project instructional methods and aptitude on psychomotor performance of students in basic electricity. Similarly, the result showed that there was no significant mean difference in the psychomotor performance of students with high and low aptitude in basic electricity in technical colleges when taught with demonstration and project instructional methods. It was thus concluded that the methods coupled with aptitude of students’ do not significantly influence the psychomotor performance of students in basic electricity among technical II students in the southern educational zone of Cross River State, Nigeria. Recommendations, among others were that government should motivate technical school teachers through the provision of ultramodern equipment in all practical workshops and laboratories to enhance effective experimentation and demonstration of technical concepts with students. This will enable students to be conversant with practical activities in electricity far before they graduate out of school.

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