EFFECTS OF NUMBERED-HEADS TOGETHER COOPERATIVE LEARNING STRATEGY ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN FOUNDRY IN KANO STATE, NIGERIA
Keywords:
Numbered-Heads Together (NHT), Academic Achievement, Retention and FoundryAbstract
This study investigated the effects of Numbered Heads Together on students’ academic achievement, interest and retention in foundry in technical colleges of Kano state, Nigeria. Two research objectives, research questions and corresponding hypotheses guided the study. The study adopted a quasi-experimental design, specifically the pre-test, post-test, and post-posttest non-equivalent control group design. The population comprised 2940 NTC II metal students from all technical colleges, 2 intact classes from 2 colleges out of which 32 were randomly selected. The Foundry Achievement Test (FAT) served as the instrument for data collection. The instrument was validated by six experts and yielded a reliability coefficient of 0.812 using the Cronbach Alpha method. The study lasted for 6 weeks after data were collected. The data were analyzed using mean and standard deviation to answer the research questions, while hypotheses were tested using ANCOVA. The findings revealed that NHT strategy is more effective in improving students’ academic achievement and retention in foundry compared to conventional teaching method. The study also revealed that, there is significant differences between the mean academic achievement and retention scores of students taught foundry using NHT and those taught using conventional teaching method. Based on the findings, the study recommended that the awareness for significance of the NHT in enhancing students’ academic achievement should be intensified. Technical college teachers should adopt and use the NHT learning strategy to improved students’ academic achievement in Foundry and other metalwork subjects.
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