ENHANCING KNOWLEDGE RETENTION OF BRICK/BLOCKLAYING AND CONCRETING (BBC) STUDENTS THROUGH PEYTON’S FOUR-STEP MODEL IN TECHNICAL COLLEGES

Abstract

This study is on enhancing knowledge retention of Brick/Block laying and Concreting (BBC) students through Peyton’s four-step model in Technical Colleges. The study adopted the pre-test, post-test non-equivalent group design. The population for the study was 349 respondents which comprised NTC II students of BBC. The sample size for this study was 144 NTC students selected from the study population. Instrument used for data collection was Brick/Block laying and Concreting Achievement Test (BBCAT) with 40 multiple choice questions. The instrument was face and content validated by three experts from the Department of Industrial Technical Education, University of Nigeria, Nsukka. The BBCAT was trial tested to determine its reliability, using Pearson’s Product Moment Correlation Coefficient. A reliability of 0.75 was obtained. The data collected was analysed in line with the research questions and hypotheses. The mean gain was used to answer research questions, while Analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance, with the use of Statistical Package for Social Sciences SPSS (Version, 20). The study found out that Peyton’s four-step model is effective in enhancing students’ retention in Brick/Block laying and Concreting, the effect was found to be significant. The study recommended among others that Brick/Block laying and Concreting teachers should adopt Peyton’s four-step model to improve teaching and learning of Brick/Block laying and Concreting course, Government and spirited individuals should provide the state-of-the art facilities for Brick/Block laying and Concreting workshops and laboratories so as to bridge the gap between the workspace and the learning institutions.