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The Use of Structured and Think-Aloud Pair Problem-Solving Instructional Strategies on Students’ Interest and Retention in Machine Shop Practice

Alexander Gbenga Ogundele(1), Ibrahim Yakubu Umar(2), Shehu A. Ma’aji(3), Abubakar Mohammed Idris(4),


(1) Federal University of Technology
(2) Federal University of Technology
(3) Federal University of Technology
(4) Federal University of Technology
Corresponding Author

Abstract


The study assessed how students' learning results in the machine shop practice were affected by structured and think-aloud pair problem-solving instructional tactics. The subjects of this research are 80 Nigerian Certificate in Education (NCE) III metalwork technology students from all colleges of education. The machine Shop Practice Interest Inventory (MSPII), Machine Shop Practice Cognitive Achievement and Retention Test (MSPCART), and Machine Shop Practice Psychomotor Skill Achievement Test are the instruments utilized for data collecting (MSPPAT). Several study findings showed that (i) Students who were taught Machine Shop Practice using the Think-Aloud Pair Problem-Solving instructional strategy had mean gain interest scores that were higher 29.19 than those who were taught using the Structured Problem-Solving instructional strategy, which had a mean score of 27.86. (ii) In comparison to students taught using the Think-Aloud Pair Problem-Solving instructional approach, students taught Machine Shop Practice utilizing the Structured Problem-Solving instructional method had higher mean gain retention scores of 41.37. The study suggested, among other things, that lecturers for Machine Shop Practice should employ structured problem-solving teaching strategies to improve students' cognitive recall and think-aloud pair problem-solving instructional strategies to increase students' attention.

Keywords


Instructional strategy; Interest; Machine shop practice; Retention; Structured problem-solving; Think-aloud pair problem-solving

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