Effects of Kolb’s Experiential and Gardner’s Multiple Intelligence Learning Models on Students’ Cognitive Achievement and Interest in Electrical Installation and Maintenance Work

Abstract

This study investigated the effects of Kolb’s experiential and Gardner’s multiple intelligence
learning models on students’ cognitive achievement and interest in electrical installation and
maintenance work. Three 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 Kaduna state, 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 Kaduna state, 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 instruments used for data collection were Electrical
Installation and Maintenance work Cognitive Achievement Test (ECAT) and Electrical
Installation and Maintenance work Interest Inventory Test (EIIT). The instruments were developed
by the researchers. To ensure content validity, the instruments were subjected to face validation
by five experts. The internal consistencies of the instruments were determined by using Pearson
moment correlation coefficient of reliability 0.84 and 0.81 respectively. The data collected was
analyzed using mean to answer the three 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 and interest 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 school’s 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 and interest in electrical installation and
maintenance work