Raising Cognitive Ability and Achievement Levels of Some Nigeria Students in Home Economics Using Cognitive Acceleration Training Programme

Abstract

This study examined the effect of Cognitive Acceleration Training Programme (CATP) on cognitive ability and achievement of Upper Basic II Home Economics students in East Senatorial District of Kogi State Nigeria. The study adopted quasi-experimental design of a non-randomized pre-test post-test control type. The sample consisted of 390 (196 males and 194 females) students drawn from eight schools using purposive sampling technique. CATP in addition to Home Economics Achievement Test (HEAT) and Australian Council for Educational Research (ACER) test with reliability coefficients of 0.95 and 0.82 respectively were used for data collection. Data were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 alpha level. Findings revealed that students that were exposed to Cognitive Acceleration Training Programme (CATP) in addition to the conventional strategy of teaching exhibited higher achievement (1,379 = 214.961, p=0.00). It is found that students with low cognitive ability level benefited more from CATP. There is significant difference in the mean gains in cognitive ability and achievement scores among low, moderate and high cognitive ability students’ exposed to cognitive acceleration training programme (F 2, 211=2.975,P =0.05; F 2, 211 =5.737, P=0.004). Based on the findings it is recommended that CATP be introduced into upper Basic School Curriculum in order to enhance students’ achievement in Home Economics. In service training, seminars, workshops and symposia should be organized by the state and federal ministry of education for training of teachers on the use of CATP in schools.