Science, Technology and Mathematics (STM) have, over the years, become universal buzzword commonly and increasingly used to refer to the three sister disciplines that have propound effects on human civilization. An understanding of these disciplines by all citizens is very vital and crucial in the 21st century and must be part of everyone’s basic education to enable him live successfully and control the environment. Thus it is impossible for a civilization to survive without the education of its youths in STM.

INNOVATIONS, SUCCESSES AND CHALLENGES IN SCIENCE TECHNOLOGY AND MATHEMATICS (STM) TEACHING AND TEACHER EDUCATION IN NIGERIA

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The importance of teaching Science, Technology and Mathematics (STM) in a developing country like Nigeria cannot be over emphasized. Recognizing this fact, the Federal Government of Nigeria (FRN, 2008) has among the objectives of Basic Education, the laying of sound basis for scientific and reflective thinking in children. The policy further states that STM will continue to be taught in an integrated manner in schools, as a way of promoting in children, the appreciation of the practical application of basic science. The main thrust of the policy therefore, is on the inculcation of the values of science and technology in the lives of Nigerian children. There is no doubt that, the world of science teaching must differ in emphasis, purpose and in many kind from that of pre-ICT (Information Communication Technology) era. For sure the emerging scientific revolution in ICT together with the trend toward globalization demands a programme in Science, Technology and Mathematics with new focus (Wasagu, 2015). It may not be debatable to say that now is the time to evaluate and redefine the purpose of Science, Technology and Mathematics (STM) teaching in our schools with the aim of enhancing creativity.

EFFECT OF THREE TEACHING TECHNIQUES ON ACADEMIC ACHIVEMENT, INTEREST AND RETENTION IN RADIO AND TELEVISION TRADE AMONG STUDENTS OF TECHNICAL COLLEGES IN KOGI STATE

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Abstract The study investigated the effect of three teaching techniques (modeling, coaching and scaffolding) on students’ achievement, interest and retention in Radio and Television in Technical Colleges in Kogi state. Three research questions were posed and answered. The study was conducted using quasi-experimental research design. The population for the study comprised all 106 second year students offering Radio and Television trade in the Three Technical Colleges in Kogi State. Two sets of instruments were used for data collection. These include Radio and Television Achievement test (RTVAT) and Radio and Television Interest Inventory (RTVII). The RTVAS has been validated by test developer in Radio and Television with National Business and Technical Examination Board while the interest inventory instrument was face validated by experts. Cronbach Alpha reliability technique was used for obtaining the internal consistency of the Radio and Television Interest Inventory (RTVII) instrument with a coefficient of 0.80. The items of the RTVAT were re-arranged in such a way that item one in the pre-test was not item number one in the post-test instrument. After two weeks of the post-test, retention test was carried out without giving the students prior information using the post-test questions. The data collected were analyzed using mean. The findings of the study showed that, all the three teaching techniques (modeling, coaching and scaffolding) indicated increase in academic achievement, interest and retention of learning of the students but the group taught with coaching technique had the highest performance. Based on the findings, the study therefore recommends among others that more attention should be given to adoption of modern and interactive teaching techniques in Nigerian schools and colleges.

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