This study investigated the differential effectiveness of computer tutorial and simulation techniques on students' achievement, interest, self efficacy belief and retention of learning in vocational electronic technology courses. The participants were 110 third year students from two public universities in Enugu State, Nigeria. The instruments used for data collection were vocational electronic technology psychomotor test (VETPT), vocational electronic technology interest inventory (VETII) and vocational electronic technology self efficacy instrument (VETSEI). These instruments were validated by experts and the intrinsic validity was carried out on VETII and VETSEI using Rulon's formula. The Kuder-Richardson Formula 20 (KR-20) was used to determine the reliability index of VETPAT. The internal consistency of the VETII and VETSEI was also determined using Cronbach alpha reliability method. The test scores generated from the pre-test and post-test using VETPT, VETII and VETSET were analyzed using Mean and Analysis of Covariance (ANCOVA) to answer research questions and for testing the null hypotheses. The findings revealed higher mean achievement and interest among students taught vocational electronic technology with simulation technique compared with those taught in computer tutorial environment. The main effect of computer tutorial on self-efficacy and academic retention of students in vocational electronic technology was higher than the effect of simulation technique. © 2021 Tempus Publications. All rights reserved.
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