Reflective teaching strategy on students achievement and interest in basic technology

The design for this study was quasi experimental, specifically the non-randomized control group pretest posttest design involving two groups – the control group and experimental group was used in this study. 6125 (JSS III) students who are offering Basic Technology in Minna Educational zone formed the population of this study. 241 Junior Secondary three (JSS III) students of two co-educational schools offering Basic Technology were sampled. The two-co-educational secondary schools were randomly drawn using balloting from four co-educational schools offering Basic Technology in Minna educational zone. Two intact classes were used for the study. In each of the sampled schools, all the JSS III students in the intact class randomly selected belonged to one group either the experimental (RTS) or control (TAT) group and thus received the same treatment. Basic Technology Achievement Test (BTAT) and the Basic Technology Interest Inventory (BTII), were developed and validated. An internal reliability consistency of BTAT was found to be 0.75 using Kuder Richardson formula 20(K – R20) and that of BTII was 0.85 using Cronbach Alpha. The BTAT and BTII were administered as pretest to the two groups. Mean and Standard Deviation was used to analyzed research questions; while analysis of covariance (ANCOVA) was used in testing the hypotheses at 0.05 level of significance. The result of the analyses indicated that the effect of RTS on students’ achievement and interest in Basic Technology was significant and gender was not a significant factor on students’ academic achievement and interest in Basic Technology among others.