Abstract
The study is a comparative analysis of two instructional strategies used for teaching Analogue Electronics Circuits is an undergraduate course in the department of Electrical/Electronic Technology Education at Federal College of Education (Technical), Bichi. The two treatment groups are: Group/Activity Learning Group (GALG) consisting of 21 students and the Lecture/Tutorial Learning Group (LTLG) consisting of 12 students. These two groups were students admitted in the 2012/2013 academic session. The instrument used for the study was the end of semester examination question paper for the 2012/2013 and 2013/2014 academic sessions. There are seven questions for the students to answer 5. The examination questions/marking schemes were moderated in preparation for the semester examination. The results from the marked scripts were Analyzed using mean and t-test. The results shows that significant difference exist between the mean (X) score of students taught Analogue Electronics Circuits using the Group/Activity method, compared to those taught using Lecture/Tutorial method. Therefore, the null hypothesis (Ho) which state that ?? 1/2 There is no significant difference between the mean scores of students taught Analogue Electronics Circuits using the Group/Activity instructional strategy, and those taught using Lecture/Tutorial instructional strategy?? 1/2 was rejected. Thus, the study recommended the use of group/activity learning strategy by higher education teachers in teaching Analogue Electronics Circuits.