Effects of K-Yan Multimedia Instructional Strategy on Students’ Retention in Woodwork Technology in Federal Colleges of Education (Technical) in North-East, Nigeria
Abstract
K-YAN multimedia instructional strategy is an emerging technology that has been gaining considerable popularity in the educational sector in developed countries in recent years. This form of technology is new in Nigeria, with Borno and Jigawa state being the first to adopt it. This study, therefore examined the effect of K-YAN multimedia instructional strategy on students’ retention in woodwork technology. Area of study was North-East, Nigeria. Population of study was all NCE (T) 2 students in Federal Colleges of Education (T) in North- East, Nigeria with a population of 355 students. Sample size is 150 students; purposeful sampling was used to determine sample size of the study. The study used Quasi-experimental research designs. Three purposes, three research questions and three hypotheses were formulated to guide the study. Woodwork Achievement Test instrument (WWAT) was developed, The instrument was validated by four experts from Modibbo Adama University,Yola, Abubakar Tafawa Balewa University, Bauchi, and Federal College of Education (T) Gombe respectively. Data collected were analyzed using mean and standard deviation to answer research questions, while ANCOVA was used to test the hypotheses at 0.05 level of significance. The reliability of the instrument (WWAT) was tested at Ramat Polytechnic using 30 students, and a reliability coefficient of 0.89 was obtained. Findings from the study showed an improvement in students’ retention in both groups. However, there was significant difference between the instructional approaches in favour of experimental group. The study concluded that, K-YAN multimedia teaching strategy enhances students’ retention. It was recommended that K-YAN multimedia be encouraged among woodwork technology teachers, students and professional organizations. It was equally recommended that seminars, workshops and conferences for all technology teachers be organized for this new technology.
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Introduction
The application of modern multimedia technology in educational training programs has demonstrated some level of impact over the Lecture method, resulting in diversified methods of teaching and learning. According to Abd-El-Aziz, et al. (2017) the pervasiveness of the use of multimedia technology and the internet in the modern instructional process is assuming a recurrent decimal of change in the field of education, particularly technology education. This is because, multimedia is more frequently becoming part of our daily lives, and its presence in education is not a mistake. As a result of these, Bartlett and Strough {2003) stated that, besides potential advantages to students, multimedia formats may offer benefits to instructors teaching multi- section causes because this type of format ensures uniformity in the lecture content across the sections.
If the philosophy of Nigeria's certificate in education (Technical) NCE (T) is to remain relevant in all areas it was meant to serve, retention of academic activities by students need to be improved. However, there are diverse factors that can hinder students from retaining what has been taught which includes: none availability of training materials, lack of equipment, lack of guidance in schools, lack of well trained technical teachers, lack of good teaching methodology and the underutilization of available technological innovations or inappropriate application of new technological skills. However, this study focuses only on the teaching method employed by teachers in Federal Colleges of Education Technical (FCET).
Conclusion
K-YAN multimedia instruction was found effective in retaining woodwork technology concepts like carcase construction, framing construction and finishing processes. Students taught using the K-YAN multimedia learning strategy retained more information in carcase construction, framing construction and finishing processes than their counterparts taught using the lecture method. In a nutshell, K-YAN multimedia learning represents an effective method in enabling student’s retention. KYAN multimedia teaching and learning strategy played major role in turning the woodwork environment to be creative and interactive memorable. Finally, using the K-YAN multimedia learning strategy as a teaching method reflects improved students’ retention level. More so, it develops students’ skill which includes communication skill, retrieval of information and becoming computer compliant. Furthermore, K-YAN multimedia learning helps the teacher to cover the syllabus within time; this was to the advantage of both the teacher and the students.