Effects of Divergence and Convergence Stages of Kolb’s Cycles of Experiential Learning on Performance of Electrical Installation Students in Nigerian Tertiary Education Level

Abubakar Sadiq Bappah¹ , Ahmad Aliyu Deba² , Mohammad Bappah Malala³

1. Dept. of Vocational and Technology Education, Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi, Bauchi State – Nigeria.
2. Dept. of Vocational and Technology Education, Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi, Bauchi State – Nigeria.
3. Dept. of Vocational and Technology Education, Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi, Bauchi State – Nigeria.

Section:Research Paper, Product Type: Journal-Paper
Vol.10 , Issue.11 , pp.42-52, Nov-2024

Online published on Nov 30, 2024

Copyright © Abubakar Sadiq Bappah, Ahmad Aliyu Deba, Mohammad Bappah Malala . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
This study determined the effects of divergence and convergence stages of Kolb’s experiential cycle in Electrical Installation concepts on students’ psychomotor performance in three (3) Nigerian Certificate in Education (NCE) (T)) awarding tertiary education institutions in North East, Nigeria. Two research questions and two null hypotheses guided the study. Quasi experimental research design specifically the pretest-posttest non-equivalent was adopted for the study. The population of the study comprised of two hundred and twenty six (226) Electrical/Electronic Technology Education (EETE) students and three existing intact classes that comprised of one hundred and thirty four (134) EETE students from the three colleges formed the sample of the study. Two of the classes each were randomly assigned as experimental groups while the other one as the control group respectively. Electrical Installation Psychomotor Achievement Test (EIPAT) was used as instrument for data collection. The instrument was trail tested and the result was used to ascertain the reliability of the instrument whereas the content validity of the EIPAT was determined by three experts in the field EETE. Treatments were given to the experimental groups while the control group received normal instruction respectively for the period of three (3) weeks each. 6-hours practical activities were delivered to the students during 3-weeks laboratory sessions for each group. The experimental group were accordingly taught using the two Kolb’s cycle models of experiential learning while the control group using conventional instruction. The EIPAT was administered to students as pretest and posttest for both experimental and control groups prior and after the treatment respectively. Data collected was analyzed using mean and standard deviation to answer the research questions while t-test statistics was used to test the null hypotheses at 0.05 level of significance. The results indicated that experimental groups performed better than control group and the convergence cycle was found more effective compared to the divergence approach. In conclusion the use of Kolb’s learning cycle of experiential learning is powerful in the delivery of Electrical Installation concepts. Finally, the study recommends that EETE instructors should adopt the Kolb’s learning cycle during practical instructions.

Key-Words / Index Term :
Divergence, Convergence, Kolb’s Cycle of Experiential Learning, Students’ Performance, Electrical Installation, Tertiary Education

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