Abstract
The study investigated the effect of concept attainment model in block, bricklaying and concreting in Zamfara State Technical Colleges. Three objectives were raised and three hypotheses were formulated and tested at 0.05 level of significance. The design of the study was quasi-experimental using pretest, posttest non equivalent control group. The population of the study was 109 NTC II students of the two Government Technical Colleges in Zamfara State, Nigeria. Instrument used for data collection was cognitive skill test tagged Building Technology Cognitive Skill Test (BTCST) adapted from NABTEB from 2010-2015. The instrument was content and face validated by three experts and KR-21 Formular was used compute a reliability index of 0.78. The treatment lasted for six weeks and data were analyzed using Analysis of Covariance (ANCOVA). The result of the study revealed that, concept attainment model is better than lecture method in enhancing students’ cognitive skills in block, bricklaying and concreting. It was recommended that concept attainment model of teaching should be incorporated in the teaching of block, bricklaying and concreting, and practicing teachers should be exposed to concept attainment model of teaching.