Effects of e-Learning Method on Students’ Academic Achievement in Electrical Installation and Maintenance Work in Government Science and Technical Colleges of Adamawa State, Nigeria

Abstract

This study investigated the effects of the e-learning method on students' academic achievement in Electrical Installation and Maintenance Work (EIMW) and was guided by three specific objectives, two research questions, and three null hypotheses. A quasi-experimental, pre-test-post-test, non-equivalent control group design was adopted. The population comprised all 139 National Technical Certificate (NTC) II students in the EIMW trade. A sample of 92 students from two randomly selected GSTCs participated, with GSTC Yola (n=43) as the experimental group (taught using e-learning) and GSTC Numan (n=49) as the control group (taught using the demonstration method). Data were collected using the Electrical Machine Winding Achievement Test (EMWAT). Mean and standard deviation were used to answer the research questions while ANCOVA were used to test the hypotheses. Findings revealed a statistically significant difference in the mean academic achievement scores between the two groups, with the e-learning group outperforming the demonstration group. The study also found a significant difference in the achievement of male and female students, as well as a significant interaction effect between teaching methods and gender on students' mean achievement scores. The study concludes that e-learning is a more effective pedagogical strategy for teaching EMW than the traditional demonstration method, but its effectiveness is not moderated by gender. It is recommended that e-learning be integrated into the EIMW curriculum, supplemented with gender-sensitive instructional designs and a blended learning approach to optimize learning outcomes for all students