Published Article

ABSTRACT

This work was done to assess the effect of collaborative learning on skills acquisition in blocklaying and concreting works by students in Nigeria

and Ghana. Collaborative learning is based on the model that knowledge can be created within a population where members actively interact

by sharing experiences and take on asymmetric roles. Blocklaying and concreting is a practical and skilled-based task which requires the

cooperation, understanding and shared experiences/ideas to accomplish. Hence, the need for collaborative learning. Among the educational

institutions, technical colleges are the institutions that impart necessary skills that lead to the production of craftsmen, technicians, block laying

and concreting workers, enterprising and self-reliant. Block laying and concreting as a course in the technical colleges curriculum involve the

skills required in accomplishing task in mixing of mortar, molding of blocks, laying of blocks, concreting, etc. Skill is basic to life. However,

blocklaying and concreting is one of the trade courses offered in technical colleges for the purpose of acquiring theoretical knowledge and

practical skills in building construction. The development of an appropriate instrument for assessing the performance of student in blocklaying

and concreting can improve the quality of productions and skills of the students. This paper recommends among others, that blocklaying and

concreting teachers in technical colleges should implement and enforce collaborative learning among his or her students, and block laying and

concreting teachers should be acquainted with the developed instrument to enhance uniform standard in assessing students’ practical work.

KEYWORDS: Block laying and Concreting, Collaborative Learning, skills Acquisition, Manipulative skill, Self-reliant.