EFFECT OF INTELLIGENT TUTOR IN ENHANCING THINK-PAIR-SHARE IN LEARNING OF LIGHT EMITTING DIODE TELEVISION TROUBLESHOOTING

Abstract

The study determined the effect of Intelligent Tutor (IT) in enhancing Think-Pair-Share (TPS) in the learning of LED TV troubleshooting. One research question and one null hypothesis tested at .05 level of significance guided the study. The study adopted the quasi-experimental design, involving pre-test, post-test, non-equivalent treatment groups A and B using a population of 329 electronic students. Multistage random sampling technique was used to select a sample of 166 electronic students from Technical Colleges offering Radio, Television, and Electronic Work trade (RTVE) at National Technical Certificate (NTC) level in North-west, Nigeria. The instruments for data collection is the LED TV Troubleshooting Skills Performance Test (TTSPT). The TTSPT and reters’ guide along with lesson plans, teacher training manual, and tables of specifications were validated by two electronic experts in the Department of Industrial and Technology Education, Federal University of Technology Minna, Niger state and one in the Department of Vocational and Technology Education, Abubakar Tafawa Balewa University Bauchi, Bauchi state. The inter-rater technique was used to find out the reliability of the TTSPT in which three raters used a scoring guide to rate 20 electronic students in the pilot tested class on their LED TV troubleshooting skills. The inter-rater reliability was calculated using Kendall’s Coefficient of Concordance and the size of the concordance was found to be .87 which shows that there was high agreement among the raters, and therefore, the instrument has score reliability. The internal consistency of the TTSPT was checked using Kuder-Richardson 20 (KR20) and was found to be 0.76. Data were collected by administering TTSPT on treatment groups A and B of TC II electronic students as pre-test and post-test. The mean gain of each group was computed to answer the research question while ANCOVA was used to test the null hypothesis at .05 level of significance. Findings that emerged from the investigation revealed that the effect of IT for enhancing TPS learning method on students’ LED TV troubleshooting skills performance is higher than the effect of Traditional Workshop Practice for enhancing TPS learning method. Based on this finding, it was concluded that the IT which was augmented with TPS learning method is a reliable opportunity for enhancing electronic students’ skills performance in LED TV troubleshooting. It was therefore recommended that State and Federal Ministries of Education should provide the needed support in terms of facilities and equipment for the planning, inclusion, and implementation of IT for enhancing TPS in learning of LED TV troubleshooting in Technical Collages in North-West, Nigeria.