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

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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)

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

Suggested Citation

  • Chinyere Theresa Ogbuanya & Chinedu I.O Okeke & Abdullahi M Hassan, 2021. "Effects of challenge-based and activity-based learning approaches on technical college students’ achievement, interest and retention in woodwork technology," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 10(7), pages 330-341, October.
    • Handle: RePEc:rbs:ijbrss:v:10:y:2021:i:7:p:330-341
    DOI: 10.20525/ijrbs.v10i7.1369
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    References listed on IDEAS

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    1. Abei Zhang & Chijioke Jonathan Olelewe & Chibueze Tobias Orji & Nnenna Ekpereke Ibezim & Nnadi Hillary Sunday & Peter Uzochukwu Obichukwu & Oliver Okechukwu Okanazu, 2020. "Effects of Innovative and Traditional Teaching Methods on Technical College Students’ Achievement in Computer Craft Practices," SAGE Open, , vol. 10(4), pages 21582440209, December.
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