EVALUATION OF INTELLIGENT TUTORING SYSTEM ON COGNITIVE AND PSYCHOMOTOR RETENTION IN BASIC-ELECTRONICS TECHNICAL COLLEGES IN LAGOS STATE, NIGERIA

Abstract

This study examined the effectiveness of an Intelligent Tutoring System (ITS) on cognitive and psychomotor retention among Basic Electronics students in technical colleges in Lagos State, Nigeria. ITS, a computer-based learning system designed to deliver student-centered instruction, remains underutilised in technical education, limiting its potential to enhance retention. The objectives were to investigate the effect of ITS on students’ cognitive retention in Basic Electronics and to determine its
effect on psychomotor retention. A quasi-experimental design was employed, involving 233 participants comprising students, teachers, instructional designers, and technologists selected through multi-stage sampling. Data were collected using validated instruments, including the Basic Electronics and Psychomotor Achievement Test and expert validation forms, with reliability indices ranging from 0.70 to 0.9 6. Pre-tests, post-tests, and retention tests were administered over eight weeks, and analyses
conducted with ANCOVA at 0.05 significance level revealed that experts rated the Basic-Electronics Intelligent Tutoring System (BEITS) highly. Students taught with BEITS achieved significantly superior cognitive and psychomotor performance compared to those taught conventionally, with
retention outcomes also favouring BEITS. Findings confirmed that BEITS enhances individualised learning, retention, and performance, establishing it as an effective instructional innovation. Recommended among others, that broad integration of ITS into technical college curricula, alongside
educator training and infrastructural investment, to maximize its impact on students’ cognitive and
psychomotor development.