Speaker
Description
Dawasa, I. M.
Federal College of Education (Technical) Potiskum
dandawasa1974@gmail.com
Track: Research, Innovation and Knowledge Ecosystems
This paper examined the effect of Scenario-Based Learning (SBL) as an innovative teaching strategy in enhancing students’ academic achievement in Electrical Machines and Power in Colleges of Education in North-East Nigeria. Specifically, the paper determined the mean achievement scores of Students taught Electrical Machines and Power using SBL and those taught using lecture method, and the academic achievement of Male and Female students taught the course using SBL in Colleges of Education in North East, Nigeria. The paper was guided by two research question and two hypotheses. It was motivated by persistent decline in the academic performance of students in the course across the region, which have been linked to the continued use of conventional lecture methods by the course lecturers across the region. A quasi-experimental research design involving pre-test, post-test, was adopted. The population used comprised all NCE III Electrical Technology students within the Colleges of Education. The instrument for data collection was achievement instrument test developed by the researcher tagged: Electrical Machines and Power Achievement Test (EMPAT). The Instrument was validated by three experts and its reliability was obtained using PPMC in which 0.976 was obtained. The data collected were analyzed using mean and standard deviation and ANCOVA was used to test the hypotheses at 0.05 level of significant. The study revealed that students taught using SBL method had a higher post-test mean scores compared to those taught using lecture method. It also revealed that the SBL was effective in enhancing students’ achievement in Electrical Machines and Power for both genders, with no pronounced disparity between male and female students. The paper recommended among others that Lecturers of Electrical Machines and Power in Colleges of Education should adopt SBL method as instructional strategy in teaching.