Evaluating Task and Project Instructional Impact on Woodwork Students’ Skill Acquisition in Technical College in South-South, Nigeria

Abstract

The study assessed the impact task and project instruction on woodwork students’ skill acquisition in Technical College in South-South Nigeria. Two research questions and two hypotheses were formulated for the study. This research employed a quasi-experimental design, involving a pre- test and post-test control group. The population of the study was 102 General woodwork students as at 2020/21 academic session in public Technical Colleges in the study area. Purposive sampling technique was used to select all the 102 General Woodwork (GW) students from six Technical Colleges, with 48 and 54 students designated as experimental groups and control groups respectively. The instrument for data collection was Machine Woodwork Skills Acquisition Evaluation Checklist (MWSAEC) developed by the researcher. The instruments were validated by three technical teacher education lecturers and one lecturer in Measurement and Evaluation and the corrections suggested reflected in the final instrument used for the study. The reliability index of .87 was established for the instrument using Kuder Richardson’s formula 21 (KR-21). Mean and analysis of covariance (ANCOVA) was used for testing the null hypothesis at 0.05 level of significance. The result of the study among others revealed that there is a significant difference in the impact of task instructional sheet and project instruction utilization on skills acquisition of student in machine wood boring and shaping. Thus, this paper recommended among others that wood work teachers in Technical Colleges should use task instruction sheet approach to teach machine wood boring and shaping as this approach is more effective in enhancing students' manipulative skills compared to the project instruction method.

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