Reflective teaching strategy on students achievement and interest in basic technology

The design for this study was quasi experimental, specifically the non-randomized control group pretest posttest involving two groups – and experimental used in study. 6125 (JSS III) students who are offering Basic Technology Minna Educational zone formed population of 241 Junior Secondary three co-educational schools were sampled. two-co-educational secondary randomly drawn using balloting from four educational zone. Two intact classes In each sampled schools, all JSS III class selected belonged to one either (RTS) or (TAT) thus received same treatment. Achievement Test (BTAT) Interest Inventory (BTII), developed validated. An internal reliability consistency BTAT found be 0.75 Kuder Richardson formula 20(K R20) that BTII 0.85 Cronbach Alpha. administered as groups. Mean Standard Deviation analyzed research questions; while analysis covariance (ANCOVA) testing hypotheses at 0.05 level significance. result analyses indicated effect RTS on students’ achievement interest significant gender not a factor academic among others.