COMPARATIVE EFFECT OF LECTURE METHOD AND MULTIPLE INSTRUCTIONAL APPROACH ON STUDENTS’ COGNITIVE ACHIEVEMENT IN BASIC TECHNOLOGY IN OSUN STATE

Abstract

The study compared the effect of lecture method and multiple instructional approach on
students’ cognitive achievement in basic technology. Two research questions were answered and
two null hypotheses were tested at 0.05 level of significance. Quasi-experimental design was
adopted for the study, specifically, the non-equivalent control group design. The study was
carried out in Ilesa Education Zone of Osun State. The population of the study was 1,876 JSS
two students, while the sample comprised 80 JSS two students drawn from two intact classes in
two junior secondary schools in Ilesa. Experimental group was taught using multiple
instructional approach, while the Control group was taught using lecture method. The treatment
lasted for four weeks after pretest has been administered using Basic Technology Achievement
Test (BTAT) as instrument for data collection. The instrument was subjected to face and content
validity. Test-retest method was adopted to establish reliability of the instrument which yielded a
coefficient of 0.75. Data collected were analyzed with mean and analysis of covariance
(ANCOVA). The result revealed that students taught with multiple instructional approach
performed better than students taught with lecture method in basic technology. There was no
significant difference in the mean scores of male and female students in basic technology after
the treatment. Based on the findings of the study, it was recommended that relevant agencies
should instruct basic technology teachers to adopt multiple instructional approach when teaching
to enhance students’ cognitive achievement.