Effects of Kolb’s Experiential and Gardner’s Multiple Intelligence Learning Modelson Students’ Cognitive Achievement and Interest in ElectricalInstallation 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