Cognitive Apprenticeship and Expository Instructional Methods of Teaching Maintenance in Motor Vehicle Technology In Bayelsa State Technical Colleges
Abstract
The study examines students’ academic performance in maintenance skills in Motor Vehicle Technology when taught using cognitive apprenticeship and expository instructional methods. The study was anchored by two research questions and two corresponding hypotheses. It utilized a quasi-experimental, pretest–posttest design. The population consisted of 221 Senior Technical Two (ST2) students offering MVT across six technical colleges in Bayelsa State. Using purposive sampling, a sample of 35 participants was selected. Motor Vehicle Technology Performance Test was used to collect data. The reliability of the instrument was determined using Cronbach’s alpha, resulting in a coefficient of .93. To analyse the research questions, mean scores were computed, and the null hypotheses were examined using Analysis of Covariance at .05 significance level. The findings indicate that learners taught with cognitive apprenticeship method performed better in scheduled vehicle maintenance and tyre maintenance compared to those taught with expository instructional method. Based on these results, the study concluded that cognitive apprenticeship enhances students’ academic performance in MVT maintenance skills. Recommendations include incorporating cognitive apprenticeship into the technical college curriculum and ensuring that technical college principals, in collaboration with the State government, train and retrain teachers to effectively utilize cognitive apprenticeship method for teaching maintenance in MVT and other workshop- based subjects.
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