Effect of Classical Conditioning Learning Technique on Students’ Academic Performance and Interest in Electronics craft practice in colleges in Rivers State.

Abstract

The study examined the effect of classical conditioning learning technique on students’ 
academic performance and interest in electronics craft practice in Colleges in Rivers State. 
The study was directed by three research questions and tested three hypotheses at a 
significance level of .05. The study adopted a quasi-experimental research design. The study 
utilized the entire population size of 180 students and 20 lecturers, dividing them equally 
into experimental and control groups across two colleges in Rivers State and were doing 
electronics craft practice. The instrument was validated by two research experts from 
Industrial Technical Education Department at Ignatius Ajuru University of Education, Port 
Harcourt. The mean statistics was utilized to address the three research questions, and the 
null hypotheses were checked using ANCOVA (Analysis of Covariance) at a significance 
level of .05. The findings reveal significant differences in mean gains between experimental 
and control groups, indicating the superior effectiveness of classical conditioning 
techniques. The findings led to the following recommendations: educational institutions 
should consider incorporating classical conditioning techniques into their teaching 
methodologies, particularly in technical subjects like electronics craft practice, to enhance 
students' academic performance and interest, educators should undergo specialized training 
programs to familiarize themselves with effective implementation strategies for classical 
conditioning techniques in the classroom, curriculum developers should design learning 
materials and activities that facilitate the integration of classical conditioning techniques, 
ensuring alignment with learning objectives and student needs. This approach promotes a 
student-centered instructional approach, encourages students' autonomy in acquiring 
knowledge, and fosters self-discovery learning.