Effects of Demonstration, Project-based and Lecture Instructional Methods on Polytechnics Students’ Academic Achievement in Workshop Practice in Delta and Edo States

Abstract

The study examined the effects of demonstration, project-based, and lecture instructional methods on polytechnic students’ academic achievement in workshop practice in Delta and Edo States. Four research questions were raised and answered and four corresponding hypotheses were formulated and tested at the 0.05 significant level. A non-equivalent pre-test, post-test, quasi-experimental research design using a   factorial design was adopted for the study. The population of this study comprised a total of 235 National Diploma (ND) Year II workshop practice students in three (3) government-owned polytechnics in Delta and Edo States for the 2022/2023 session. As the number of ND II polytechnics students offering Workshop Practice was not large, purposive sampling techniques were carried out, and the sample size of the study remained 235. The instrument used for the study was the Work Practice Achievement Test (WPAT). Face validity of the WPAT was done by three experts from Delta State University, Abraka. The reliability of the validated instrument was computed using the Kuder-Richardson formula-21, and a reliability index of 0.71 was obtained. The students learned in their various groups for six weeks and at the end of the instruction, a post-test was administered to the students with the WPAT. Data collected for the research questions were answered using mean scores and standard deviations.  The findings showed that there was: significant difference in the mean academic achievement scores of polytechnic students taught workshop practice using demonstration, project-based and lecture instructional methods but no significant difference in the mean academic achievement scores of male and female students taught workshop practice with various instructional methods in Delta and Edo States polytechnics.