The Use of Vee-Diagram Learning Style on Students Entrepreneurial Skills Acquisition and Retention In Construction of a Standard-Variable Resistor in Ilorin, Kwara State.

Abstract

This quantitative study investigated the impact of the use of vee-diagram learning style on students' entrepreneurial skills acquisition and retention in constructing a standard-variable resistor in Ilorin, Kwara State. The research employed a pre-test, post-test, quasi-experimental, non-equivalent, non-randomized control group design, involving an experimental group exposed to the vee-diagram learning style and a control group taught through conventional methods. The sample of the study included One hundred and thirty-five (135) Senior Secondary Three (SS3) science students from two public co-educational schools in Ilorin. Data was collected using the Physics Creative Ability Test (PCAT), Physics Entrepreneurial Skills Acquisition Test (PESAT) and Physics Entrepreneurial Skills Retention Test (PESRT), validated by experts and assessed for reliability with reliability indices of PCAT, PESAT, and PESRT as 0.89, 0.94, and 0.94 respectively. Statistical analysis used for this study included descriptive statistics (mean and standard deviation), inferential statistics Analysis of Covariance (ANCOVA), and reliability testing using SPSS software version 25.0. Findings indicated a significant difference in entrepreneurial skills acquisition based on students' levels of creative ability, emphasizing the efficacy of the vee-diagram learning strategy. However, no significant difference was observed in retention scores across different levels of creative ability using the same learning strategy. These results underscore the importance of tailoring instructional methods to enhance skills acquisition while considering varied learner capabilities in technical subjects.