EFFECTS OF KOLB’S EXPERIENTIAL AND GARDNER’S MULTIPLE INTELLIGENCE LEARNING MODELS ON STUDENTS’ COGNITIVE ACHIEVEMENT IN ELECTRICAL INSTALLATION AND MAINTENANCE WORK

Abstract

This study investigated the effects of Kolb’s experiential and Gardner’s multiple intelligence learning model on students’ cognitive achievement in electrical installation and maintenance work. Two research questions guided the study while three hypotheses formulated were tested at 0.05level of significance. The study adopted a quasi-experimental treatment group design and it was carried out in North West Nigeria. The population for the study was 1300 National Technical Certificate II (NTC II) students offering electrical installation and maintenance work in technical colleges in North-West, Nigeria. The simple random sampling technique was used to select 127 students consisting of 109 male and 18 female students assigned to two treatment groups using intact class. The instrument used for data collection was Electrical Installation and Maintenance work Cognitive Achievement Test (ECAT).The instrument was developed by the researchers. To ensure content validity, the instrument was subjected to face validation by five experts. The internal consistency of the instrument was determined by using Pearson moment correlation coefficient of reliability 0.84. The data collected was analyzed using mean to answer the two research questions while ANCOVA was used to test the three null hypotheses. The study found out, among others, that Gardner’s multiple intelligence learning model was more effective than Kolb’s experiential learning model in improving student’s cognitive achievement in electrical installation and maintenance work. There was no influence of gender on students’ cognitive achievement. However, gender had no significant influence on students’ cognitive achievement. The study found no significant interaction effect of methods and gender on students ‘cognitive achievement. The study recommended among others that NBTE should incorporate Gardner’s multiple intelligence learning model in the teaching/learning of electrical installation and maintenance work in technical colleges. In addition, workshops, seminars and conferences should be organized by federal ministry of education and states science and technical schools management board for teachers to enable them update their knowledge and skills on the use of Gardner’s multiple intelligence learning model for improving students’ cognitive achievement in electrical installation and maintenance work