|Educational Research (ISSN:2141-5161) Vol. 3(3), pp. 277-283, March 2012
Copyright © 2012 International Research Journals
Full Length Research Paper
Effect of ‘Dick and Carey instructional model’ on the performance of electrical/electronics technology education students in some selected concepts in technical colleges of northern Nigeria
Hassan Bello1 and U. O. Aliyu2
1Vocational and Technology Education Programme, Abubakar Tafawa Balewa University, Bauchi, Nigeria
2Electrical Engineering Programme, Abubakar Tafawa Balewa University, Bauchi, Nigeria
*Corresponding Author E-mail: email@example.com;
Tel: ±2348069383119, ±2348022610465
Received 16 February, 2012
This study was conducted to find out the effectiveness of the Dick and Carey Instructional Model that served as a guide to the electrical/electronics technology education teachers in designing their instructions at the Nigeria Certificate of Education (NCE) level. It is an attempt to improve the colleges’ teachers’ ability on how to deliver their instruction successfully. All the electricity/electronics teachers that were involved in the study were adequately oriented on how to go about using the model prior to the commencement of the study. The design employed was the Quasi-experimental research, the Non- equivalent Control Group design, the instrument for data collection was Electrical/Electronics Achievement Test (EEAT II), developed by the researcher. Some of the findings due to the four hypotheses tested at 0.05 level of significance indicated that there was Significant differences between the mean achievement scores of the experimental and control groups in the post-test; and this was not attributed to sex of the subjects (Male or Female) unlike in the school proprietorship (Federal or State Colleges of Education) when post-tested. Based on these, it was further recommended that the teachers should embark on using the guidelines proffered in the Dick and Carey Model when designing instructions. In addition, the National Commission for Colleges of Education (NCCE) should subsequently, considers introducing the Model as standard for guiding teachers in planning instructional activities at N.C.E. (Tech.) level. This is to safeguard the teachers against setting complicating instructional objectives, poor use of instructional strategies and biased assessment of students’ learning outcome, thereby resulting to low academic performance of the students.
Keywords: Instructional Model, Theories of Teaching/learning, Gender, Schools Proprietorship.