Comparative Effect of Brain-Based Learning and Collaborative Instructional Models on Students’ Skills Performance in Motor Vehicle Technology in Public Technical Colleges in Akwa Ibom State, Nigeria

Abstract

This study was conducted to determine the comparative effect of brain-based learning and collaborative instructional models on students’ skills performance in Motor Vehicle Technology (MVT) in Public Technical Colleges in Akwa Ibom State, South-South Nigeria. The selected skills for the purpose of this study include partial engine overhaul, schedule vehicle maintenance, and maintenance of epicyclic gearing systems. Three specific objectives, three research questions and three corresponding null hypotheses were raised to guide the study. The study adopted quasi-experimental design (pre-test - post-test group design). The study was conducted in the nine public technical colleges in Akwa Iborn State. The population for the study comprised 297 Senior Technical Two (ST2) students offering motor vehicle technology as a vocation in the nine Public technical colleges. Simple random sampling technique was used to select two out of the nine public technical colleges. The sample that actually participated in the study consisted of 100 ST2 students from the two selected technical colleges at intact class level. A researcher-developed instrument tagged Motor Vehicle Skills Performance Test (MVSPT) was used to gather data for the study. The data obtained from the instrument were analysed using mean to answer research questions and analysis of Covariance (ANCOVA) to test the null hypotheses at 0.005 level of significance.  The findings revealed that students exposed to brain- based learning and collaborative instructional models significantly differed in their performance in MVT. Based on the findings of this study, it was concluded that efficient acquisition of creativity and psychoproductive skills in MVT skills programme could certainly be improved by the use of brain-based learning instructional model. On the bases of the conclusion of the study, it is recommended among others that MVT instructors and teachers should adopt brain-based learning model of instruction in conjunction with collaborative instructional model in the teaching of MVT skills programme.