Relevant Instructional Strategies for Effective Teaching of Automobile Emission Control System in Colleges of Education (Technical) in Nigeria

Abstract

Determining relevant strategies for effective teaching of automobile emission control system (AECS) at Colleges of Education level in Nigeria is necessary to equip pre-service automobile teachers and prospective service technicians with requisite competencies for effective maintenance of AECS system. This is in line with the global effort to promote sustainable transportation and automotive repair practices. This paper identified relevant instructional strategies for effective teaching of AECS at Colleges of Education in Nigeria. Descriptive survey was adopted, where responses of 108 respondents were sought. These comprised 46 automobile teachers from Colleges of Education and 62 purposely selected industry-based workshop supervisors of service industries in the North East Nigeria. A structured questionnaire with a reliability coefficient of 0.83, Cronbach’s Alpha was used for data collection. The data was analysed using mean, standard deviation and t-test statistics. Finding of the study revealed that Demonstration method, flexible scheduling, competency based method, institution-industry partnership, problem solving method, problem based learning, computer animations, service learning, among others, are relevant strategies for effective teaching of AECS in Colleges of Education in Nigeria. The finding suggests that effective teaching of AECS at the Colleges of Education level can result from application of many instructional strategies including small group instruction, multimedia application and industry partnership. The study recommended that automobile teachers at Colleges of Education levels in Nigeria should make use of the identified instructional strategies in planning instructions and delivery of contents related to AECS.