Effects of Co-Operative Learning, Inquiry Teaching, and Lecture Methods on Basic Technology Students’ Academic Achievement in Delta State

Abstract

This study examined the effects of co-operative learning, inquiry teaching, and the lecture method on Basic Technology students’ academic achievement in the Delta Central Senatorial District. The study aimed to compare the effectiveness of these teaching strategies and determine the influence of sex on students’ academic achievement. Six research questions and six hypotheses guided the study. The study adopted a 3×2 factorial, pretest, posttest, control group quasi-experimental design. The population comprised 9,842 JSII Basic Technology students, from which a sample of 299 students was selected using intact classes from six public secondary schools in Delta Central Senatorial District. The instrument used for data collection was the Basic Technology Achievement Test (BTAT), which was validated by experts in Basic Technology, Technical Education, and Measurement and Evaluation. The reliability of BTAT was determined using the Kuder-Richardson formula 21, yielding a reliability coefficient of 0.78. The BTAT was administered as both a pretest and a posttest before and after the intervention. Data were analyzed using mean, t-test, ANOVA, and ANCOVA. The findings revealed that there were significant effects of co-operative learning, inquiry teaching, and lecture methods on students’ academic achievement in Basic Technology. Among these, co-operative learning had the most significant positive effect on students' achievement, followed by inquiry teaching, while the lecture method had the least impact. Based on these findings, the study concluded that co-operative learning and inquiry teaching are superior instructional strategies compared to the lecture method in enhancing students' academic achievement in Basic Technology. The study recommended that educators and policymakers prioritize the adoption of cooperative learning strategies, incorporate inquiry teaching in instructional delivery, and minimize reliance on the traditional lecture method.