Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology

Chinyere Theresa Ogbuanya, Chinedu I.O Okeke and Abdullahi M Hassan
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Chinyere Theresa Ogbuanya: School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
Chinedu I.O Okeke: School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
Abdullahi M Hassan: Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka

International Journal of Research in Business and Social Science (2147-4478), 2021, vol. 10, issue 7, 330-341

Abstract: This study examines the effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology. A quasi-experimental research design was adopted. The study constituted a total number of 122 subjects, 63 for Challenge-based learning, while 59 were for activity-based learning. The study revealed that students who taught woodwork using the challenge-based learning instructional approach had a higher mean score than students taught using the activity-based learning teaching method in cognitive achievement tests, psychomotor achievement tests and tests for retention of learning. Consequently, the research recommended that the National Board for Technical Education (NBTE) should consider a review of the Woodwork work curriculum for Technical Colleges with a view to incorporating the challenge-based learning instructional approach into the teaching of the woodwork. Key Words:Challenge-based learning, Activity-based learning, Technical College, Students’ Achievement, Interest and Retention, Woodwork Technology

Date: 2021
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