EFFECT OF INTEGRATING FORMAL AND NON FORMAL INSTRUCTIONAL APPROACHES FOR TEACHING LUBRICATION SYSTEM IN YOBE STATE TECHNICAL COLLEGES FOR JOB CREATION

Abstract

The study was carried out to determine the effects of integrating two instructional approaches (formal and non-formal) in teaching lubrication system (practical work) on students’ skills performance in Yobe State science and Technical Colleges. The study used quasi-experimental research design which employed the pre-test, post-test control group design. The population of the study was made up of 44 NTC II students of Motor Vehicle Mechanics Trade in the 2012/2013 session. Two intact classes from GSTC Potiskum (experimental) and GSTC Damagum (control) groups were used. Two research questions were answered and one hypothesis was tested at 0.05 level of significance. The instrument used for data collection was a performance test with 5-points rating scales tagged motor vehicle lubrication process evaluation skills (MVLPES), after the instrument validation the results were field tested for its reliability which were administered on the selected population. Analysis of Covariance (ANCOVA) was used for data analysis. The findings of the study revealed that students taught lubrication system (practical work) using the integration of formal and non-formal instructional approaches performed better than those taught only formal instructional approach. The study recommended that integration of formal and non-formal instructional approaches to be employed because it improved the performance of students in lubrication system (practical work); and Master Craftsmen should be employed in addition to the existing technical college teachers to teach practical lessons to motor vehicle mechanics students.