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EFFECTS OF QUALIFICATION OF TECHNICAL EDUCATION TEACHERS ON THE PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN EXTERNAL EXAMINATION IN PLATEAU STATE CENTRAL
CHAPTER ONE
BACKGROUND TO THE STUDY
In the Nigeria national policy on education (1981) it stated that school education should “equip students to live attentively in our modern age of Technical education” in accordance with this aim of education, Boge (1979) has his to say, “in an era that is most accurately described by its social and religiousprocess, one major educational problem is preparing the young people to cope with the intellectual and religious environment characterized by rapid changes” in order for students to understand this rapidly, social and religious society, it is assumed that these young people should have some basic understanding for the Technical education
Experimental Technical education is one of the most recently included subject content of the curriculum Technical education it inclusion, Technical education has continued to occupy its separate place and some time, it is often neglected in some schools even where the various branches of Technical education are taught they are done without regard for the basic requirement needed in spite of the effort made during the present decade by the federal and state government of Nigeria to give Technical education subject their role in education note much has been achieved in some selected schools in Shagamu Local Government Areaof Lagos state the effect of the deficiency in teaching Technical education in schools are particularly evident in developing countries such as Nigeria
STATEMENT OF PROBLEM
RESEARCH QUESTION
HYPOTHESIS
The ineffective teaching of Technical education schools is brought by several factors the researcher has it in mind that the factors listed below could be responsible for it
PURPOSE OF STUDY
The purpose of this study is to find out the problem militating against the teaching of Technical education the schools
SIGNIFICANCE OF STUDY
The teaching of Technical education has not been as effective as it output to be is easily of students in schools it is therefore necessary to diagnose the various factors responsible for this unheeding state of affairs and proper means by which the anomalies could be arrested
The importance of Technical education in the life of man need to be over emphasized therefore if the subject is note effectively taught, the rudiment that are necessary for development of the basic concept of Technical education would be lacking at the secondary schools level and this could permeate the other state of the nation’s educational level it is believed that the importance of Technical education is well under stood and all the factors responsible for it’s unhealthy development are quickly nipped on the bud it would be possible to build a Technical education culture oriented society which will augur well for the healthy development of the nation
SCOPE AND DELIMITION OF STUDY
The study will be restricted to Shagamu Local Government Areain Benin City Lagos state a large number of primary school is located there hence Shagamu Local Government Areawill serve as the centre of the study this will enable one to know the factor militating against effective teaching of Technical education
Selected secondary schools in Shagamu Local Government Areaare to be used for the study
The selected schools are:
LIMITATION OF STUDY
To carry out a project such as this there are bound to be procedural and methodological flew inherent in the item developed human biases are likely to aggravate the internal weakness that are likely to exist however, conscious effort will be made to evolve method that will control for such extraneous influences in order to ensure the validity and reliability of the study
It is also expected that distance, times, finance and lack of human co-operation can pose serious threats to the successful execution of this project to this end it is hoped that every effort will be made to minimize, if not totally eliminating such threats and steps taken be highlighted to serve as a guide to those who may wish to replicate the project
DEFINITION OF TERMS
In the course of study, it is important to know what the following terms stand for technology may be defined as the use of organized knowledge to solve practical problems
Technical education laboratory is a place equipped for experimental studies in Technical education
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A REVIEW OF INVESTIGATION INTO THE STATUS OF SAFETY PRACTICES IN ELECTRICAL/ELECTRONICS WORKSHOPS OF TECHNICAL COLLEGES IN DELTA NORTH SENATORIAL DISTRICT OF DELTA STATE
ABSTRACT
Safety practices are critical in ensuring the well-being of students and staff in technical colleges, particularly in high-risk environments like electrical and electronics workshops. This study investigates the current status of safety practices in the electrical/electronics workshops of technical colleges in the Delta North Senatorial District of Delta State, Nigeria. Through surveys and observational assessments, the study evaluates the adequacy of safety equipment, adherence to safety protocols, and the level of safety awareness among students and instructors. Key findings reveal significant gaps in safety practices, including insufficient safety gear, lack of regular safety drills, and inadequate enforcement of safety regulations. The study recommends improvements in safety training, provision of appropriate safety materials, and stricter adherence to safety standards to mitigate risks and enhance workshop safety. The findings emphasize the need for policy intervention and institutional commitment to ensure a safer learning environment in technical education settings.
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
In recent years, the importance of safety practices in educational institutions, especially in technical colleges, has gained significant attention due to the growing concern about the safety of both students and instructors in practical environments. This is particularly crucial in technical disciplines such as electrical and electronics, where students work with potentially hazardous equipment and materials. Electrical/electronics workshops are an essential part of technical colleges, providing students with hands-on experience in using electrical circuits, machinery, and tools necessary for their training. However, these workshops pose inherent risks, including electrical shocks, fires, burns, and injuries from mechanical tools.
In Delta North Senatorial District of Delta State, like many other regions in Nigeria, technical colleges are expected to provide a safe learning environment for students. However, the status of safety practices in these institutions remains unclear, with concerns about the adequacy of safety protocols, equipment, and training. It is essential to examine the extent to which safety measures are implemented and whether these practices meet the necessary standards required for preventing accidents and ensuring the well-being of students and instructors in electrical/electronics workshops.
The need for this study arises from the increasing number of reported accidents in technical workshops, which underscores the importance of assessing the current safety measures and their implementation in the electrical/electronics workshops in technical colleges within Delta North Senatorial District.
1.2 Statement of the Problem
In many Nigerian technical colleges, including those in Delta North Senatorial District, there are concerns about the effective implementation of safety practices in electrical/electronics workshops. Despite existing safety regulations and guidelines, incidents of electrical shocks, fires, injuries from equipment, and other workshop-related accidents have been reported in various institutions. The primary issues contributing to these accidents include inadequate safety equipment, insufficient safety training for students and instructors, lack of proper supervision, and non-compliance with safety regulations.
This study seeks to investigate the current status of safety practices in electrical/electronics workshops in technical colleges in Delta North Senatorial District, Delta State. It will identify the key factors affecting the implementation of safety protocols, assess the adequacy of existing safety measures, and explore the challenges faced by the colleges in ensuring a safe learning environment.
1.3 Research Objectives
The main objectives of this study are:
To assess the current status of safety practices in electrical/electronics workshops in technical colleges in Delta North Senatorial District.
To examine the types of safety measures and equipment available in these workshops.
To evaluate the training and awareness programs on safety for both students and instructors.
To identify the challenges faced by technical colleges in implementing safety practices in electrical/electronics workshops.
To recommend strategies for improving safety practices in electrical/electronics workshops in these colleges.
1.4 Research Questions
The study aims to answer the following research questions:
What is the current status of safety practices in electrical/electronics workshops in technical colleges in Delta North Senatorial District?
What types of safety measures and equipment are available in the workshops?
To what extent are students and instructors trained on safety practices in electrical/electronics workshops?
What challenges do technical colleges face in implementing safety practices in their workshops?
What strategies can be implemented to improve safety practices in these workshops?
1.5 Significance of the Study
This study will provide valuable insights into the status of safety practices in electrical/electronics workshops in technical colleges in Delta North Senatorial District. It will contribute to the existing body of knowledge by identifying gaps in the implementation of safety measures and the challenges faced by educational institutions in ensuring the safety of students and instructors.
The findings of this study will be useful to:
Educational Administrators: The study will help school administrators and policymakers understand the current state of safety practices in their institutions, allowing them to make informed decisions on improving safety measures.
Safety Regulators: The findings will inform safety regulatory bodies and governmental agencies, highlighting the areas in need of regulatory attention and intervention.
Instructors and Students: By raising awareness of safety issues, the study will encourage a culture of safety and help improve safety training for both students and instructors.
Researchers: The study will add to the academic literature on safety practices in vocational and technical education, serving as a reference for future studies.
1.6 Scope of the Study
This study focuses on the electrical/electronics workshops of selected technical colleges in Delta North Senatorial District, Delta State. It will examine the current status of safety practices within these workshops, the available safety equipment, and the level of safety training provided to students and instructors. The study is limited to a specific geographic area (Delta North) and does not extend to technical colleges outside this district or other fields of study apart from electrical/electronics.
1.7 Delimitations of the Study
The study is limited by the following factors:
Geographical Limitation: The study will focus only on technical colleges within Delta North Senatorial District, Delta State, and will not cover other regions in the state or Nigeria.
Sample Size: The study will involve a select number of technical colleges due to time and resource constraints, which may limit the generalizability of the findings.
Scope of Inquiry: The study will concentrate on safety practices specific to electrical/electronics workshops and will not cover other areas of vocational training.
1.8 Operational Definition of Terms
Safety Practices: Measures and procedures aimed at preventing accidents, injuries, and fatalities in the workplace, particularly in technical workshops. These include the use of personal protective equipment (PPE), proper handling of equipment, emergency procedures, and safety training.
Electrical/Electronics Workshops: Practical learning environments in technical colleges where students are trained in the theory and application of electrical and electronic systems, circuits, machinery, and tools.
Technical Colleges: Educational institutions that provide vocational and technical training in various fields, including electrical/electronics, mechanical engineering, carpentry, and more, with a focus on equipping students with practical skills.
Delta North Senatorial District: One of the three senatorial districts in Delta State, Nigeria, which comprises several local government areas, including the study area for this research.
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SPATIAL ISSUES IN TEACHING HOSPITAL DESIGN IN NIGERIA. A CASE STUDY OF UNILORIN
Abstract
The design of teaching hospitals plays a pivotal role in the effective delivery of healthcare services and medical education. This study explores the multifaceted issues inherent in teaching hospital design in Nigeria, with a specific focus on the University of Ilorin Teaching Hospital (UITH) as a case study. The research employs a mixed-methods approach, combining architectural analysis, stakeholder interviews, and a review of relevant literature to comprehensively examine the challenges and opportunities associated with the design and functionality of teaching hospitals.
Key issues explored include spatial planning, infrastructure adequacy, technology integration, accommodation of evolving medical practices, and the alignment of physical spaces with educational objectives. The study also delves into the perspectives of healthcare professionals, educators, and administrators to understand their experiences and expectations regarding teaching hospital design.
The findings reveal that teaching hospital design in Nigeria faces significant challenges, including outdated infrastructure, limited technological integration, and inadequate spatial planning. These challenges impact both healthcare delivery and medical education. The study further identifies opportunities for improvement, emphasizing the need for innovative design solutions, flexible spaces, and collaborative approaches that cater to the evolving needs of healthcare and medical education.
The case study of UITH provides valuable insights into the specific challenges faced by a prominent teaching hospital in Nigeria. The research contributes to the discourse on healthcare infrastructure development and medical education, offering recommendations for policymakers, architects, and healthcare administrators to enhance teaching hospital design in Nigeria and, by extension, the broader context of healthcare delivery and medical education in the region.
Introduction
eaching hospitals, at the intersection of healthcare provision and medical education, are vital institutions that shape the future of medical practice and training. The spatial design of these healthcare facilities plays a pivotal role in creating an environment conducive to both effective patient care and optimal learning experiences for medical professionals. In the Nigerian context, the unique challenges and opportunities associated with spatial issues in teaching hospital design require focused examination.
The University of Ilorin Teaching Hospital (UITH), situated in Ilorin, Kwara State, stands as an exemplar within the Nigerian healthcare system. As a case study, UITH allows for an in-depth exploration of the spatial considerations that impact the delivery of healthcare services and the educational experiences of medical professionals.
1.2 Rationale for the Study
While much attention has been directed towards general issues in teaching hospital design, there exists a notable gap in research that specifically addresses spatial considerations. The physical layout, organization, and utilization of space within teaching hospitals are critical factors that influence medical practice and education. This study aims to bridge this gap by focusing on the spatial intricacies of teaching hospital design in Nigeria, using UITH as a representative case study.
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INVESTIGATION INTO THE STATUS OF SAFETY PRACTICES IN ELECTRICAL/ELECTRONICS WORKSHOPS OF TECHNICAL COLLEGES IN DELTA NORTH SENATORIAL DISTRICT OF DELTA STATE
ABSTRACT
Safety practices are critical in ensuring the well-being of students and staff in technical colleges, particularly in high-risk environments like electrical and electronics workshops. This study investigates the current status of safety practices in the electrical/electronics workshops of technical colleges in the Delta North Senatorial District of Delta State, Nigeria. Through surveys and observational assessments, the study evaluates the adequacy of safety equipment, adherence to safety protocols, and the level of safety awareness among students and instructors. Key findings reveal significant gaps in safety practices, including insufficient safety gear, lack of regular safety drills, and inadequate enforcement of safety regulations. The study recommends improvements in safety training, provision of appropriate safety materials, and stricter adherence to safety standards to mitigate risks and enhance workshop safety. The findings emphasize the need for policy intervention and institutional commitment to ensure a safer learning environment in technical education settings.
Chapter 1: Introduction
1.1 Background of the Study
1.2 Problem Statement
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Definition of Key Terms
Chapter 2: Literature Review
2.1 Concept of Safety Practices in Technical Education
2.2 Safety Standards in Electrical/Electronics Workshops
2.3 Importance of Safety in Technical Colleges
2.4 Regulatory Framework for Safety in Technical Education
2.5 Global Best Practices in Workshop Safety
2.6 Challenges to Effective Safety Implementation
2.7 Theoretical Framework
Chapter 3: Research Methodology
3.1 Research Design
3.2 Population and Sample Selection
3.3 Data Collection Instruments
3.4 Data Collection Procedures
3.5 Data Analysis Techniques
3.6 Validity and Reliability
3.7 Ethical Considerations
Chapter 4: Data Analysis and Discussion
4.1 Overview of Safety Practices in Delta North Technical Colleges
4.2 Availability and Condition of Safety Equipment in Workshops
4.3 Adherence to Safety Protocols by Instructors and Students
4.4 Safety Awareness and Training Programs
4.5 Challenges Faced in Implementing Safety Measures
4.6 Discussion of Key Findings
Chapter 5: Conclusion and Recommendations
5.1 Summary of Findings
5.2 Implications of Findings for Technical Colleges
5.3 Recommendations for Improving Safety Practices
5.4 Policy Implications and Future Research Directions
5.5 Conclusion
References
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THE DEVELOPMENT OF VOCATIONAL AND TECHNICAL EDUCATION IN NIGERIA
ABSTRACT
Vocational and Technical Education (VTE) plays a crucial role in equipping individuals with the practical skills and knowledge necessary for economic development and industrial growth. This paper examines the evolution and current state of VTE in Nigeria, highlighting its importance in addressing unemployment, fostering entrepreneurship, and enhancing workforce competency. Through a historical analysis, the study traces the policy frameworks, institutional advancements, and governmental initiatives aimed at strengthening VTE. It also explores the challenges hindering its growth, such as inadequate funding, lack of infrastructure, and insufficient skilled personnel. The findings suggest that effective development of VTE requires a collaborative effort between the government, private sector, and educational institutions. Recommendations for improving vocational and technical education in Nigeria focus on policy reform, industry partnerships, and curriculum enhancement to better align VTE with the needs of a rapidly changing economy.
TABLE OF CONTENT
Chapter 1: Introduction
1.1 Background of the Study
1.2 Problem Statement
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope and Limitations
1.7 Definition of Key Terms
Chapter 2: Literature Review
2.1 Concept of Vocational and Technical Education (VTE)
2.2 Historical Development of VTE in Nigeria
2.3 Policy Frameworks Governing VTE
2.4 Global Trends in Vocational and Technical Education
2.5 VTE and Economic Development
2.6 Challenges in VTE Development
2.7 Theoretical Perspectives on VTE
Chapter 3: Research Methodology
3.1 Research Design
3.2 Population and Sampling Techniques
3.3 Data Collection Methods
3.4 Data Analysis Procedures
3.5 Validity and Reliability of the Study
3.6 Ethical Considerations
Chapter 4: Analysis and Discussion
4.1 Historical Evolution of VTE in Nigeria
4.2 Government Policies and Their Impact on VTE Development
4.3 Role of Private Sector and NGOs in VTE
4.4 Challenges Facing Vocational and Technical Education in Nigeria
4.5 Success Stories and Case Studies of VTE Programs
4.6 Discussion of Findings
Chapter 5: Conclusion and Recommendations
5.1 Summary of Key Findings
5.2 Implications for National Development
5.3 Recommendations for Enhancing VTE in Nigeria
5.4 Future Directions for VTE Development
5.5 Conclusion
References
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ANALYSIS OF GENDER DISPARITIES IN ENROLLMENT AND PERFORMANCE IN TECHNICAL PROGRAM
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
In recent years, the field of technology has become a pivotal driver of global economic growth and innovation. However, despite efforts to promote inclusivity, gender disparities persist in technical education and the workforce. Understanding the factors contributing to gender imbalances in enrollment and academic performance within technical programs is crucial for fostering equality and maximizing the potential of diverse talent.
In spite of the general commitment to the principle of non – discrimination as enshrined in section two of the 1999 Constitution of the Federal Republic of Nigeria, males and females are not given equal opportunities to advance socially, physically, educationally, politically and economically. Evidences abound that several negative aspects of gender relations, such as gender-based divisions of labour, disparities between males and females access to power and resources, gender biases in rights and entitlements, remain pervasive in Nigeria (National Gender Policy, 2006). The fact however remains that girl’s education in colonial West Africa did not make rapid progress as that of the boys. According to UNICEF (2011) the gap between the male and female literacy rates is not just about men and women and the educational opportunities provided for them, but it is also a statement about the society’s development, and its capacity and willingness to provide such opportunities. In Nigeria today, the Federal Government has stipulated in the National Policy on Education that every Nigerian child (male and female) shall have right to equal educational opportunities irrespective of any real or imagined disabilities, distinctions or dichotomies such as gender, ethnic group, religion or social status (Federal Republic of Nigeria (FRN, 2013). It is unfortunate that despite all the appreciable efforts of the government to achieve equalization of educational opportunities (educational parity), there still exist noticeable disparities in educational attainment in terms of gender in technical education in tertiary institutions in Rivers State. This is a current educational issue of no mean order. Gender issues have long been identified as one of the most pressing hindrances in the Nigerian Education System and the world at large. This is more amplified and recurring in technical education. However, the National Policy on Education (FRN, 2013) gives an equal opportunity document which is devoid of gender bias specifically in technical and vocational courses for skill development. Dokubo, (2010) also indicates that the goals of technical and vocational education are oriented towards producing skilled manpower and no distinction is made between the sexes in skills acquisition. Technical Education is a training geared towards the development of the individual both mentally, physically, technically and emotional. It is an education that involves both males and females, hence gender unbiased. Consequently, Technical and Vocational Education (TVE) is used as a comprehensive term referring to those aspects of the educational process involving in addition to general education, the study of technologies, related sciences, and the acquisition of practical skills, attitudes understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO, 2002). According to Ibeneme (2007), Nigeria does not seem to accord technical and vocational education (TVE) the attention it deserves. Surprisingly, gender disparity in technical education in Nigeria has been an issue of serious concern to educators, women themselves and other stakeholders. Gender disparity in technical education in Nigeria has been an issue of serious concern to educators, women themselves and other stakeholders. Usoro, Usoro, Ibritam and Udofia (2009) identified causes of gender disparity in the Nigerian technical colleges to include: sex factor, parental interest, teachers, government and nature of technical education, female preference for some subjects and not others, traditional prejudice against education of women in Nigeria and Africa. In Ghana, Swaziland, Zambia and other African nations, males dominate over female counterparts in secondary and tertiary institutions in technical related courses as reported by Wheldon and Smith cited in Hogan, Akpan and Udeme (2013). Causes cited include; sex factor, discrimination in admissions process, nature of technical education subjects and females’ subject preference.
The effect of educational disparity among male and female in technical education is glaring because despite the introduction of the Universal Basic Education in 2000, the female gender is still lagging behind in education generally but especially in technical education and this has much implication in the social-economic status of the females in the nation. If drastic measures are not taken, tomorrows’ education in Nigeria may be all male affairs as the females dominate the markets, the farms and the homes to make more babies and increase poverty in the land. According to The National Population Census (2006), figures shows that Nigeria as a country have a sex composition that is almost fifty fifty (50:50) for males and females, but the country’s’ educational pendulum bob swings to the male gender. According to Foluke (2010), these inequalities have condemned thousands of children to a life without quality education, to a life of missed opportunities and aborted dreams. Foluke suggested that, to eliminate gender disparity and reduce the gender gap in education, there is the need for a change in people’s mindsets especially among the female counterpart, an education system and structures that will take care of the constraints bedeviling it.
1.2 Statement of the Problem
Gender disparities in technical education have been a subject of concern, with evidence suggesting variations in enrollment rates and academic achievements between male and female students. This study seeks to investigate the extent and nature of these disparities, shedding light on potential factors that contribute to the observed differences.
1.3 Purpose of the Study
The primary aim of this research is to conduct a comprehensive analysis of gender disparities in enrollment and performance in technical programs. By identifying the challenges faced by male and female students, the study intends to provide insights that can inform policies and interventions aimed at fostering a more inclusive and equitable learning environment.
1.4 Research Questions
To achieve the objectives of this study, the following research questions will guide the investigation:
What is the current enrollment distribution of male and female students in technical programs?
Are there significant differences in academic performance between male and female students in technical programs?
What factors contribute to gender disparities in enrollment and performance in technical education?
1.5 Objectives of the Study
The specific objectives of this research are as follows:
To assess the gender distribution in enrollment across various technical programs.
To analyze and compare the academic performance of male and female students in technical courses.
To identify and examine the factors influencing gender disparities in technical education.
1.6 Significance of the Study
This study is significant as it contributes to the ongoing discourse on gender equality in technical education. Findings from this research can inform educational policies, curriculum development, and interventions aimed at promoting diversity and inclusivity in technical programs.
1.7 Scope and Limitations
The study focuses on [Specify the region, institution, or specific technical programs] and may not be representative of broader global trends. Limitations may include constraints in data availability and the generalizability of findings.
1.8 Organization of the Study
This research is organized into [specify the number of chapters or sections], each addressing a specific aspect of the analysis. Chapter Two provides a review of relevant literature, while Chapter Three outlines the research methodology. Subsequent chapters present the findings, discussion, and conclusion of the study.
In summary, this chapter sets the stage for the research, establishing the context, rationale, and scope of the investigation into gender disparities in enrollment and performance in technical programs.
Chapter Two:
Literature Review
2.1 Introduction
This chapter reviews existing literature related to gender disparities in enrollment and performance in technical programs. The literature encompasses studies, research articles, and theoretical frameworks that contribute to understanding the multifaceted factors influencing gender imbalances in technical education.
2.2 Historical Overview of Gender Disparities in Technical Education
Historically, technical education has been marked by significant gender disparities, reflecting societal norms, expectations, and limitations imposed on individuals based on gender roles. The roots of gender disparities in technical fields can be traced back to different historical periods, each characterized by distinctive societal attitudes and beliefs regarding the appropriateness of certain professions for men and women.
During the early stages of industrialization, technical education became closely associated with the emerging fields of engineering, manufacturing, and technology. The prevailing societal norms of the time reinforced the perception that certain professions were more suitable for men, while others were deemed more appropriate for women. This division led to the exclusion of women from technical education and the associated career paths.
World War II marked a turning point as women actively contributed to technical fields due to the shortage of male workers. Women took on roles in manufacturing, aviation, and other technical sectors, showcasing their competence and capabilities. However, despite their contributions, the post-war period saw a reversion to traditional gender roles, with women encouraged to return to more “conventional” occupations.
The Women’s Liberation Movement of the 1960s and 1970s brought attention to gender disparities in various spheres, including education and the workforce. Advocacy for equal opportunities and breaking gender stereotypes gained momentum. This era saw the introduction of policies and legislative measures aimed at reducing gender-based discrimination in education, including technical education.
Despite policy interventions, gender stereotypes persisted in the late 20th century, influencing societal perceptions of suitable career choices for men and women. The prevailing narrative often discouraged women from pursuing technical education, contributing to a persistent gender gap in enrollment and representation in technical fields.
In the late 20th century and continuing into the present, there has been a gradual shift towards recognizing and addressing gender disparities in technical education. Efforts to promote inclusivity, challenge stereotypes, and create a more supportive environment for women in technical fields have gained traction. However, challenges such as implicit bias, lack of role models, and institutional barriers continue to impede progress.
The 21st century has witnessed rapid technological advancements, transforming the landscape of technical education. While opportunities have expanded, gender disparities persist. The evolving nature of work in technical fields necessitates a reevaluation of traditional gender norms to ensure equitable participation and representation.
In summary, the historical overview reveals a complex interplay of societal norms, policy changes, advocacy efforts, and persisting stereotypes that have shaped gender disparities in technical education. Understanding this historical context is essential for unraveling the deep-rooted challenges and crafting effective strategies to promote gender equity in technical fields. The subsequent sections of the literature review will delve into theoretical frameworks and contemporary perspectives on gender disparities in technical education.
The historical context of gender disparities in technical education is explored, examining how societal norms and educational policies have shaped access and opportunities for individuals based on gender. This section delves into the evolution of gender roles and expectations in technical fields and the implications for enrollment and performance.
2.3 Theoretical Frameworks
Various theoretical frameworks are examined to provide a conceptual basis for understanding gender disparities in technical education. The Social Cognitive Career Theory, Gender Schema Theory, and Intersectionality Theory are among the frameworks considered, shedding light on the intricate interplay of societal, cognitive, and individual factors affecting gender imbalances.
2.4 Factors Influencing Gender Disparities
The gender disparities observed in technical education are multifaceted, influenced by a complex interplay of societal, cultural, institutional, and individual factors. This section provides a critical analysis of the key factors contributing to gender imbalances in enrollment and performance in technical programs.
Societal stereotypes and cultural expectations play a pivotal role in shaping individuals’ perceptions of gender roles and suitable career choices. Prevailing norms often associate technical fields with masculinity, perpetuating the belief that certain professions are inherently more appropriate for men. The reinforcement of these stereotypes discourages women from considering technical education, contributing to the underrepresentation of women in these fields.
The absence of visible female role models in technical fields can perpetuate stereotypes and limit the aspirations of young women. Without relatable figures who have succeeded in technical careers, aspiring female students may struggle to envision themselves pursuing similar paths. The scarcity of female role models can influence the perception that technical fields are not viable or welcoming options for women.
The educational environment, including curricula and teaching materials, may exhibit biases that contribute to gender disparities. A curriculum that unintentionally or implicitly reinforces gender stereotypes may deter female students from pursuing technical subjects. Additionally, the lack of representation of women’s contributions in technical history and literature may further marginalize female students.
Peer influence and social dynamics within educational settings can significantly impact students’ choices. Gendered expectations and peer pressure may lead female students to conform to traditional gender norms, steering them away from technical programs. The influence of peer groups on the perception of technical subjects as gender-specific can contribute to the perpetuation of disparities.
Family and parental expectations often play a crucial role in shaping individuals’ career choices. Deep-rooted beliefs about gender roles within the family may influence parents’ guidance and expectations for their children. Gendered expectations from families may steer girls toward non-technical fields and boys toward technical pursuits, contributing to the disparities observed in enrollment.
Institutional biases and discriminatory practices within educational institutions can create barriers for female students. Biased admission processes, discriminatory grading practices, and limited resources allocated to support female students in technical programs can hinder their academic success. The perpetuation of institutional biases contributes to the overall gender disparities in technical education.
Perceptions of future employment prospects and economic considerations may influence students’ decisions when choosing educational paths. If certain technical fields are perceived as less accommodating or rewarding for women, it can impact their willingness to pursue such careers. Concerns about workplace discrimination and limited opportunities may contribute to gender imbalances in technical enrollment.
Media representation plays a significant role in shaping public perception and influencing individuals’ career choices. If media portrayals predominantly depict men in technical roles and reinforce traditional gender norms, it can contribute to the marginalization of women in technical fields. Misrepresentations in the media can perpetuate stereotypes and discourage women from pursuing technical education.
In summary, the factors influencing gender disparities in technical education are deeply ingrained in societal, cultural, and institutional contexts. Addressing these factors requires a multifaceted approach that challenges stereotypes, promotes inclusivity, and provides supportive environments for female students in technical programs. The subsequent sections of the literature review will explore interventions, initiatives, and the impact of gender disparities on career choices and opportunities in technical fields.
This section critically analyzes the key factors contributing to gender disparities in technical program enrollment and performance. Factors such as societal stereotypes, cultural expectations, role models, and institutional biases are examined. Additionally, the influence of family, peer groups, and media on shaping perceptions of technical fields among different genders is explored.
2.5 Interventions and Initiatives
A comprehensive review of interventions and initiatives aimed at mitigating gender disparities in technical education is presented. Studies evaluating the effectiveness of programs, mentorship initiatives, and outreach efforts designed to encourage gender diversity in technical fields are examined. This section highlights best practices and identifies areas where further research and action are needed.
2.6 Impact on Career Choices and Opportunities
The literature review addresses the repercussions of gender disparities in technical education on subsequent career choices and opportunities. Studies exploring the correlation between technical education experiences and career trajectories are analyzed, considering how disparities at the educational level can contribute to occupational imbalances in technical professions.
2.7 Global Perspectives on Gender Disparities
An international perspective is integrated into the literature review to provide a broader understanding of gender disparities in technical education. Comparative studies and analyses of gender imbalances in technical programs across different countries contribute to a comprehensive view of the challenges and potential solutions on a global scale.
2.8 Intersectionality of Gender with Other Identities
The literature review explores how gender intersects with other identities, such as race, ethnicity, socioeconomic status, and disability, to create unique challenges or advantages in technical education. Understanding the intersectionality of identities is crucial for developing inclusive strategies that address the diverse experiences of individuals within the technical education landscape.
2.9 Measurement and Assessment of Gender Disparities
This section reviews the methodologies and metrics employed in assessing gender disparities in technical education. Research designs, survey instruments, and statistical analyses used in studies evaluating enrollment rates, academic performance, and persistence in technical programs are scrutinized to understand the strengths and limitations of existing research.
2.10 Gaps in Current Knowledge
The literature review concludes by identifying gaps in the current understanding of gender disparities in technical education. These gaps serve as a foundation for the current study, indicating areas where additional research is needed to address nuanced aspects of gender imbalances in enrollment and performance in technical programs.
In summary, this comprehensive literature review provides a foundational understanding of the historical context, theoretical frameworks, influencing factors, interventions, global perspectives, intersectionality, measurement approaches, and gaps in current knowledge related to gender disparities in technical education. The insights gained from this review will inform the subsequent chapters of the research study.
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AN ASSESSMENT OF THE TECHNICAL SKILLS OF STUDENTS IN THE ANAMBRA STATE: IMPLICATION FOR THE DEVELOPMENT ENTREPRENEURSHIP IN ANAMBRA STATE, NIGERIA
Abstract
Technical and Vocational Education and Training (TVET) is essential in developing highly skilled workers to satisfy the requirements of various industries. An empirical study is required to assess students’ technical competency in TVET programs. This is necessary to successfully equip students with technical abilities that satisfy their current job needs and professional expectations. In fact, very little is known about the technical abilities of college students attending technical schools. The present study evaluated students’ technical skills at government technical colleges in Anambra State, Nigeria. Two hundred fifty-five students were purposively pooled from the government technical college located in different parts of Anambra State and participated in the study. They completed a questionnaire measuring technical skills in six dimensions. The result revealed a high technical competence outcome for material and application (75.5%), work planning (71%), practical knowledge (66.7%), and theoretical knowledge (59.4%). Also, the findings indicated low technical skills for equipment maintenance (15.6%) and workshop management (18.1%). The result has implications for the sustainability and development of TVET in Nigeria.
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STRATEGIES FOR IMPROVING SKILLS ACQUISITION AMONG BUILDING STUDENTS IN TECHNICAL COLLEGES IN ANAMBRA STATE
Abstract:
Skills acquisition is a pivotal aspect of technical education, particularly in disciplines such as building technology. This study explores strategies aimed at enhancing skills acquisition among building students in technical colleges within Anambra State, Nigeria. The research recognizes the importance of practical skills in the building industry and seeks to address the challenges faced by students in acquiring and applying these skills effectively.
The methodology involves a mixed-methods approach, incorporating surveys and interviews to gather data from building students, instructors, and industry professionals. The study identifies existing gaps in skills acquisition and examines the factors influencing effective skill development in technical colleges. Additionally, it investigates the relevance and adequacy of the current curriculum in meeting the demands of the building industry.
Several strategies are proposed to improve skills acquisition, including curriculum enhancement, hands-on training programs, industry collaborations, and the incorporation of modern technological tools into the learning process. The research aims to provide actionable insights for educational policymakers, instructors, and stakeholders to enhance the overall quality of skills acquisition among building students in Anambra State’s technical colleges. The anticipated outcomes include improved student competence, increased employability, and a better alignment between educational offerings and industry needs in the field of building technology.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Technical education, particularly in fields such as building technology, plays a crucial role in equipping students with practical skills essential for the workforce. In Anambra State, Nigeria, technical colleges serve as vital institutions for skills acquisition, contributing to the development of a competent workforce in the construction and building industry. However, despite the importance of these institutions, challenges exist in effectively enhancing skills acquisition among building students.
Skills acquisition is a multifaceted process encompassing theoretical knowledge, hands-on experience, and the ability to apply acquired skills in real-world scenarios. The construction industry is dynamic, requiring students to possess not only theoretical knowledge but also practical competencies to meet industry demands. This study aims to investigate the current state of skills acquisition among building students in technical colleges in Anambra State and propose strategies to address identified challenges.
In Nigeria, vocational education starts in the junior secondary school (Pre-vocational) in the form of vocational orientation and continues to tertiary level of education. The objectives of vocational education in senior secondary school (FGN, 2004) are to:
Provide trained manpower in the applied sciences technology and commerce at sub-professional grades.
Provide technical knowledge and vocational skills necessary for agricultural, industrial, commercial and economic development.
To achieve the stated objective at the senior secondary school, there shall be comprehensive with a core curriculum designed to broaden pupils knowledge and outlook (FGN, 2004). Students are made to select a vocational subject of which metalwork one of those to be selected.
Metalwork trade in Vocational education is the art of studying different metals; develop skills in using the metals to form different objects. The technological concept of metal work requires specific competency for occupational success.
According to Nigeria Board for Technical Education (NBTE),(1992), states that for a programme to achieve its stated objective resources for teaching various courses must be employed.
Human resources exist within people and consist of a persons potential abilities as well as current attributes, these resources include energy, knowledge, education, talent, attributes, skills and any other characteristics which require cognitive, affective or psychomotor abilities. Human resources in metal work in secondary schools can thus be school administrators (principals) technical teachers, workshop attendant, artisans and other members of staff who are either directly or indirectly involved in improving and molding creative ability, aptitude, value and commitment of students in metal work curricular.
Material resources according to Ozuzu (2004) are the facilities and materials procured for effective training of students in practical skills and applied scientific knowledge in the technical college. They include tool, equipment machines, instructional and training materials consumables, finances, textbook, responsive curriculum and management .Vocational aim at imparting to its recipient practical skills, basic scientific knowledge attitude and competence that enable them to work very effectively in industrial self-reliance ventures. This is organized in schools through a systematic and well organized training which requires that acquisition of skills that is provided with the facilities. Maaji (2003) observed that school training facilities in these vocational colleges must be comparable to those in industries. The development of useful skill according to Anyakoha (1994) can be reinforced by the appropriate section and use of learning facilities and sources.
Every vocational training institution especially secondary schools face problems of providing and maintaining suitable workshop and appropriate teaching material. Ezeji (2003) explained that vocational education requires a workshop setting with adequate teaching facilities as a virtue learning situation in which the learner may experiments, tests, constructs, assembles and disassembles, refer design, fabricates and study. The emphasis is that adequate workshop experiences are essential for effective vocational education, this implies that metal work teachers should have experiences and skill comparable to those applicable to work in industries. The school principal, as an administrator, should ensure that adequate resources are made available and properly utilized to achieve the objective of actual work instruction in the secondary schools.
To ensure adequate vocational education of learners by imparting the required skills to them adequate teaching resources must be provided. This adequate knowledge and skills is necessary to ensure that learners are empowered to carry out their planned programme of activities successfully for the adequate selection and use of teaching resources. Adeogun (2001) discovered a very strong positive significant relationship between instructional resources and academic performance. According to Adeogun, schools endowed with more materials performed better than schools that are less endowed.
Nwachukwu (1998) affirms that these teaching resources should also attract and hold attention, assist in transfer of essential information and procedure that make learning real and permanent.
The provisions of appropriate human and material resources have badly affected vocational education (in which metal work is a sub-set) in Delta state technical colleges (secondary schools). (Akpan, 2001) observed that some students shrink at the mere mention of metal work because of the wrong notion that vocational subjects are for dropout.
The skill acquisition and self-reliance that have been the main objective of technology education are not achieved. In Delta State secondary schools, yearly students in Junior secondary schools pass out with good grades in introductory technology and new basic technology) but few are found in metal work class in senior secondary schools. In 1984 Nigeria began to experience oil glut with its attendant decline in the countries oil revenue which resulted in inflation and bad economy, this situation affected some schools and caused them to be closed down which led to the idling of the programs of the nation policy on education. Government started paying lip services and the quality of training programmes changed from original aim of practical skill acquisition in metal work to theoretical skill acquisition.
Machines and equipment’s procured by the Federal Republic of Nigeria for metalwork and other vocational subjects are installed, maintained and utilized in some schools while in Some other schools that have not benefitted from the distribution of the machines still present their few metal work students for NECO and WAEC yearly. The search for the realization of the stated objectives of vocational education in metalwork in secondary schools in Delta State, it is imperative to evaluate and account for teaching resources. It is not only deciding whether facilities and equipment are adequate but how these available resources could be used to achieve the best results.
For a student to learn efficiently, the students’ needs to understand that learning occurs in three domains, cognitive, psychomotor and affective domains. (Okpara, 1994). Okpara opines that the cognitive domain is concerned with the recall or recognition of information and knowledge and the development of intellectual or mental skills and abilities. The psychomotor domain is concerned with the development of manual or manipulative skills. Affective domain on the other hand is concerned with the learners social development and the interest, attitudes, emotions, appreciations and values,(Scot, 2002, Okoro, 2002). The learning of every subject involves an element of the domains for example in Metalwork technology one requires sufficient theoretical knowledge, (cognitive) interest appreciation and good attitude towards the practical work confection and practical skills in fabrication, fingering, weltering and so on. (Psychomotor).
Education is usually directed towards the cognitive domain but one should also note that without proper interest, attitude towards a subject, the learner will find it very difficult to learn what the teacher is trying teach.
Educated Psychologist Ausbel, Novak and Henessian (2004) and America Psychological Association (APA), (2002) have pointed out that learning occurs in three domains which is greatly influenced by several factors these referred to as cognitive, Psycho motor and affective factors that influence learning respectively.
Affective factors influence learning those are those factors that affect peoples interest and attitude towards learning a particular subject or trade (Okafor, 2002). For a student to improve in skills in metalwork technology, the students interest, attitude must be considered, the students interest must be supported by proven ability, aptitude attribute etc.
Environment is a very important educational factors to be considered in achieving the goal of any educational programme. The school environment refers to factors within the school that influence the teaching-learning process. The school environment includes classrooms, library, technical workshops, teachers quality, teaching methods, peers, among other variables that can affect the teaching –learning process (Ajayi 2001). The extent to which pupils learn could be enhanced depending on what the school environment provides the learners and teachers. It is believed that a well planned school will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching-learning process and academic performance of pupils. Relating this to the assertion of Williams, Persaud and turner (2008) quoting, Arseden (2005) which reported that safe and orderly classroom environment, school facilities were significantly related to students academic achievements.
It is an important principle in vocational education that vocational education will be efficient in proportion as the environment in which he must subsequently work. Thus an effective vocational education can only be given where the training jobs are carried out in the same way with the same apparatus, the same books and the same machine as applicable in the occupation itself.
The formats in which the curriculum content is presented to the teachers and learners could influence students interact in studying and understanding of the subject. Olaitan (2003) identified six approaches in which curriculum content is brought clearly and logically to the teachers and learners in the school. These are integrated approach, Job analysis approach, functional analysis approach, task analysis approach, competency based approach and modular approach; of these approaches only two are used for technical subjects. These are the integrated approach which is used in designing the curriculum of introductory technology in secondary schools and the modular approach which is used in designing the curriculum of technical subjects in technical colleges.
The importance of school administration in the academic achievement has long been acknowledged. It is believed that students develop interest and learn better in an environment that is relaxed and none threatening, parents also can considered the atmosphere of school environment before sending their children to any school. Student motivation is a major problem in most classrooms. Hoot stein (2002) noted that many children are bored, inattentive and unable to see much connection between school work and their lives outside the classrooms. He added that student’s boredom diminishes their attention, lowers their achievement and is a likely reason for dropping out of school. Teachers therefore need to use affective instructional strategies or teaching to reduce students boredom and enhance students interest which will result to good academic performances. Ezeji (2001) noted that teachers have important role to play in boosting moral and development of children interest and learning in general. Without doubt it is accepted that trained graduate teachers are more efficient in teaching field than their untrained counterpart.
Strategies offer a frame work within which an organization or individual defines possible means of achieving its goal and objectives. Swanso (1995) describe strategy as a well planned service of action for achieving an aim especially success against an opponent. There is a need to lay strategies to improve students skills in metalwork, the trainees on completion of the programme for metalwork like any other vocational course in the technical colleges according to national policy of education (FRN 2004) shall have three options.
Secure employment either at the end of the whole course or after completing one or more modules of employable skills, set up their own business and become self-employed and be able to empty other, and pursue further education in advance craft/technical institutions such as polytechnics, colleges of education technical and universities.
1.2 Statement of the Problem
While technical colleges in Anambra State are designed to provide practical skills to students, there are concerns regarding the effectiveness of the current strategies in place for skills acquisition among building students. Issues such as outdated curriculum, insufficient hands-on training, and a gap between educational offerings and industry requirements may hinder students from acquiring the necessary competencies for the building sector. This research seeks to identify and address these challenges to enhance skills acquisition among building students in technical colleges.
1.3 Objectives of the Study
The primary objectives of this study are as follows:
To assess the current state of skills acquisition among building students in technical colleges in Anambra State.
To identify the challenges hindering effective skills acquisition in the field of building technology.
To propose strategies for improving skills acquisition among building students in technical colleges.
To evaluate the potential impact of the proposed strategies on students’ competence and employability in the building industry.
1.4 Research Questions
What is the current status of skills acquisition among building students in technical colleges in Anambra State?
What are the challenges faced by building students in acquiring practical skills in the field of building technology?
What strategies can be implemented to enhance skills acquisition among building students in technical colleges?
How might the proposed strategies impact students’ competence and employability in the building industry?
1.5 Significance of the Study
This research holds significance for various stakeholders, including educational policymakers, instructors, students, and the building industry. By identifying and addressing the challenges faced by building students in skills acquisition, the study aims to contribute to the improvement of technical education in Anambra State. The findings may inform curriculum revisions, teaching methodologies, and industry collaborations, ultimately enhancing the overall quality of skills acquisition among building students.
1.6 Scope of the Study
This study focuses specifically on skills acquisition among building students in technical colleges within Anambra State, Nigeria. The research encompasses an examination of the current state of skills acquisition, challenges faced by students, and the proposal of strategies tailored to the context of building technology education in the state.
1.7 Organization of the Study
The study is organized into five chapters. Chapter One provides an introduction to the research, including the background, statement of the problem, objectives, research questions, significance, and scope. Chapter Two reviews relevant literature on skills acquisition in technical education. Chapter Three outlines the research methodology, while Chapter Four presents the findings and analysis. Finally, Chapter Five offers conclusions, recommendations, and avenues for future research.
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THE PROBLEMS AND PROSPECTS OF TEACHING TECHNICAL EDUCATION IN NIGERIA SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Vocational/ technical education are among the vital tools an individual can use to be developed. It is a training for useful employment in trade, industries, agriculture, business and home making etc. the emphasis on vocation/technical; education is to prepare one for self reliance. American vocational association (1971) sees vocational subjects as those designed to develop skills, abilities, understanding, attitude, work habit and appreciation encompassing knowledge and information needed any workers to enter and make progress in employment on a useful and productive basis. It contributes to the production of good citizens by developing their physical, social, civic, cultural and economic competencies. The advent of formal education in Nigeria neglect vocational and technical education entirely. Despite all efforts made to recognize it, yet little or no attention was given to it. No meaningful development was made in the area of vocational education until 1981, when the National policy on Education was published. Due to total neglect, vocational education suffered a major decline in quality, number, policy and directive in Nigeria due to the total neglect. It was after the oil boom era 1970s that it dawned on the nation that there was acute scarcity of skilled manpower.
Osuala (1999) emphasized that the term either technical or vocational education has no single universally accepted definition but what is common is the various definitions is its goals and objectives that remain the same. Technical education has been defined as that phase of education which seeks to help the
people, students and the populace acquire specific mechanical or manipulative skills required in industrial arts or applied science.
The national policy on education (2004), stated the goals and objectives of vocational and technical education as follows:
(1) to provide trained manpower in applied science, technology and commerce particular at sub-professional grades.
(2) to provide technical knowledge and vocational skill necessary for agriculture, industries, commercial and economic development.
(3) to give training and impact the necessary skills leading to the production for craft-man, technicians and other skilled personnel who will be enterprising and self-reliant.
(4) enable our young men and women to have intelligent understanding of the increasing complexity of technology.
(5) to give an introduction to professional studies in engineering and other technologies.
Yole (1986) reported that occupational areas within which vocational and technical educational education subjects fall largely into are: Agriculture, Home economics, Business and mechanics, capacity, countering, Arts etc. However, Agriculture and carpentry remain improper choices because they do not attract much interest amongst the students. Anyakoha (2000) emphasized that Home economics is a unique and dynamic field of study. Its central theme is the improvement of lives of individuals, field of study1 that draws knowledge from many disciplines including science and humanities in order to fulfill its objectives. Bing a vocational subject that focuses on the welfare of individuals, families and societies, Home economics contributes meaningfully to the solutions of the problems of the society such as unemployment, poverty, malnutrition (Olcitan 2000).
Osuala (1992) also stressed that Home economics as a vocational subject is required to equip the learner with the knowledge of skill and attitude necessary for threw effective management of the home, it requires skills, wisdom, dedication, care, intelligence, unusual patience and very strong power of observation and imagination. Therefore, a student that has these qualities should study vocational/ technical subjects especially Home economics rather the reverse is the case. Federal Government wants vocational/technical education to occupy a prominent position in our secondary schools, Nigerian schools pay little or no attention to vocational/technical subjects. Teachers and students seem not to understand what it is all about and consequently, develop some contempt and aversion for the subjects. As such of vocational/technical subjects remain unhealthy. Many of the occupations and trades are regarded as ignoble and unbecoming. An average Nigerian parents does not want his son to earn a living as a full time farmer, a watch-repairer, a plumber, a house painter, for many Nigerians, these jobs are
for the poor and underprivileged. Padunny (1994) stressed that typically the higher the occupational status of the students parents, the positive their attitude towards science. This is to say that higher occupational parents would want their child to be doctors, engineering etc. without considering if the child would actually read science subject to achieve that. The influence of parents in the development of students interest in vocational/technical subjects cannot be over emphasized this is because parent seem to have much influence on children’s choice of educational career. The socio-economic status of parent of a child determines the type of career one choose to do, some parents have biased and rigid thoughts regarding the occupational choices of a child/children. Parents forgot that every type of work, once it is beneficial to the individual and society, is worthy and noble. (Nwankwo 1996). The result of this is a quasi calculated attempt to frustrate the good intention of the federal and state government about vocation/technical education. The quality sign of potential success in students vocational pursuits require the identification of the students interest, aptitudes, abilities, values and judgments, if these will be discovered, it requires a guidance counselor who will give the appropriate occupational information to the student with proper exposition to various opportunities available in the would of work. It is not surprising that students are not interested in vocational/technical subjects. Osuala (1992) opined that, at the heart of our society and economic problem is a national attitude that implies that vocational/technical subjects are designed for somebody else’s children and is meant primarily for the children of the poor. This same attitude is shared by students. Thus, it makes the students lack interest in the study of vocational subjects particularly Home economics.
1.2 Statement of the Problem
The importance of technical education to the world and to a nation’s technology breakthrough has been highlighted in the foregone section. This has been the reason why technical education is given prominence in the school curriculum and timetable. However, in Edo State, the teaching and learning of technical education have not been without problems. For some time now, there has been a growing concern over the poor teaching and learning of technical education with the resultant [poor and falling standard in secondary schools’ student performance in technical education. The West Africa Senior School Certificate Examination and other related examination body recognized in Nigeria have always indicated decrease in number of passes.
In addition, students are likely to attend schools that are poorly constructed with inadequate teaching and learning facilities. The curriculum with an overcrowded syllabus. Most technical education teachers lack teaching affective characteristic and insufficient teacher training program. On the side of students, is loss of interest in learning technical education and the teachers not showing enough motivation to arouse student’s interest in learning technical education?
To what extent would all these problems of teaching and learning technical education affect student performance in technical education education? All these prompted the researcher to identify problems of teaching and learning of technical education in some selected schools in Ovia North East Local Government Area of Edo State.
1.3 Purpose of the Study
The main purpose of this study is to find out the problems of teaching and learning of technical education in Nigerian schools by considering;
The qualities of teachers teaching technical education in Nigeria schools.
The activities of students toward learning of technical education in Nigeria schools.
The factors militating against effective utilization of available instructional materials in the teaching and learning of technical education.
It is the intention of the researcher to study the problems associated with the teaching technical education in addition, the reasons behind the students’ failure of technical education and lack of interest in the subject will be elucidated upon during the course of this research work.
1.4 Significance of the Study
The need for this research is to elicit useful information that could be the problems associated with teaching and learning of technical education in secondary schools. Not until useful ideas to the problems militating against technical education education is unraveled, through a research of this kind, we will not be able to suggest useful and workable solutions to the problems.
The research will be of help to policy makers in education, in review of curriculum development and implementation, proper repositioning of teacher training program and also be of help to teachers as it will expose areas where the teachers need to put more efforts in the teaching of technical education. It will further help teachers in employing better techniques and methods of teaching to the best understanding of the students. In addition, the findings of this research will help students concerned to appreciate the subject technical education, expose the importance of technical education, the wonders, fun and happiness it gives thereby encouraging them to put in more effort and to remove every negative sentiments, and fear students have towards the study of technical education.
The study is an eye opener to the general public in making people see the usefulness of technical education in day to day activities and the indispensible contribution of technical education in nation building. It makes the society have a grasp of their action and inaction towards mathematical education.
1.5 Scope of the Study
This study is a quantitative survey that will cover five secondary schools selected in Ovia north East Local Government Area of Edo State. Both sexes of teachers and students shall be used as subjects to get information on the teaching and learning of technical education through a self-report instrument (questionnaire).
1.7 Research Question
The following research questions are put forth to guide the researcher in this study:
Do technical education teachers have the required qualification to teach technical education effectively?
Are there enough teaching aids to teach technical education effectively?
Is the technical education syllabus overcrowded?
To what extent does the environmental influence affect the performance of student in learning technical education?
How do students perceive technical education as a student?
1.8 Definition of Terms
Problems: This can be seen as obstacle that is hindering the effectiveness of a thing.
Teaching: This is the process of imparting knowledge
Learning: This is a process whereby there is a relative permanent change in behaviour due to impartation of knowledge.
Academic Qualification: Is an academic skills quality or attribute that make somebody suitable for a teaching job.
Teacher Experience: This is a kind of skill acquired through being involved in teaching over a period of time.
Teaching Techniques: Is the procedure or skill required to impart technical education knowledge to the student.
Teaching Aids: Teaching materials that helps teacher in transmitting mathematical knowledge to the students.
Student Motivation: It is a positive reinforcement that stimulate students to show interest in learning technical education.
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INFLUENCE OF E-LEARNING FACILITIES ON ACADEMIC PERFORMANCE OF BUILDING TECHNOLOGY STUDENTS IN KOGI STATE TERTIARY INSTITUTION
CHAPTER ONE
INTRODUCTION
1.1 Background of the study
E-learning is the act of taking a course online using a modem, wireless, or cable connection to access academic course materials from a computer, phone or other devices.Bermejo, 2005 defined E-learning as education that uses computerized communication systems as an environmentfor communication, the exchange of information and interaction between student and instructors.E-learning centers on the intersection of education, teaching, and learning with ICT (Okoro: 2000).It clearlypreceded bytwo other disciplines: educational technology and distance education. These two disciplines have uniquelycontributed to the intensive use of ICT for educational purposes.
E-learning is also a natural evolution of distance learning, which hastaken advantage of the latest tools to emerge in the context of technologies for structuringeducation.
University education in Nigeria today is the responsibility of entrepreneurs, agencies or groups such as religious bodies, communities, universities and corporate bodies. Decree No. 9 of 1993 prescribes minimum conditions to allow the establishment of universities under certain guidelines determined by the government. The supervision of these schools is secured by the federal and state ministries of education.
In the Nigerian University system, which includes private and public tertiary institutions, course unit system is presently being practiced. In recognition of the need to encourage private participation in the provision of university education, the Federal Government established a law 1992, allowing private sectors to establish universities following guidelines prescribed by the Government. Under the course unit system, students are required to take specific number of units of courses per week or per semester. There is flexibility of choosing a preferred elective course under this course unity system and compulsory courses in their various disciplines. The course unit system is particularly interesting in the sense that students have the flexibility of choosing a course of their choice for a particular semester. The courses are designed in a stepwise manner so as to allow graduation from lower level to higher level. The science related courses are designed to allow for laboratory works. Consequently all departments are assumed to consist of academic professionals in deferent areas of interest. Each university in Nigeria is autonomous in areas of teaching and research. Research articles, field notes, lecture material, monographs, tutorial and other training materials are deposited in their repositories.
This study is informed by the deplorable state of educational system in Nigeria due to the inadequate teaching learning facilities and infrastructures. Most libraries in Nigerian higher institutions and secondary schools have audio-visual learning materials that are rarelyutilized as a result of incessant power outages and sometimes lack of awareness on the part of the students. Hence, traditionally the main learning approach focuses on teachers rather than the students. A teacher determines what to teach, how to teach and thus, less concern about the students that is are at the receiving end. There are various learning approaches being put in place to compensate for the problems occasioned by this traditional learning paradigm. For example online instruction has the potential to provide opportunities for reflective and integrating learning outcomes. This approach provides the students adaptive personalized e-learning because it is a general term used to refer to computer-enhanced learning. It may involves the use of mobile technologies such as personal digital assistants and MP3/MP4 player and includes the use of web-based teaching materials and hypermedia in general, as rooms or web-sites, discussion boards, collaborative software, e-mail, blogs, wikis, text chart, computer aided assistant, educational animation, simulation, games, learning management software et cetera.
Therefore, the survival of business education students in institutions in the 21st century will increasingly rely on various forms of electronic delivery system and communication facilities that are available in markets as requirements for educational flexibility.
1.2 Statement of the problem
This study is informed by the deplorable state of educational system in Nigeria due to the inadequate teaching learning facilities and infrastructures. Most libraries in Nigerian higher institutions have audio-visual learning materials that are rarely utilized as a result of incessant power outages and sometimes lack of awareness on the part of the students.
1.3 Objectives of the study
The main objective of this study is to examine the influence of e-learning facilities on academic performance of business education students in Nigeria University.
To facilitate the achievement of (formal or informal) e-learninggoals.
To help students acquire more knowledge and skills.
To in improvestudents confidencethis will in turn help them to develop more successful learning strategies.
1.4 Research questions
How can E-learningimprove student’s confidence?
Can business education students acquire more knowledge and skills through e-learning?
How can e-learning facilities influence academic performance of business education students in Nigeria University.
1.5 Research hypotheses
H0: E-learning facilitation for studies does not significantly enhance academic performance H1: E-learning facilitation for studies does significantly enhance academic performance
H0: There is no significant effect of e-learning facilitation for studies on improved learning process H1: There is significant effect of e-learning facilitation for studies on improved learning process
H0: There is no significant influence of e-learning motivation for studies on self development outcome H1: There is a significant influence of e-learning facilitation for studies on self development outcome
1.6 Significance of the study
This study will be highly important to the government at all level, the parents, educational planners, decision and policy makers as well as other stakeholders in education. It will help in producing a healthy, literate self-reliant citizen that would create wealth for human development.
Through this study, the students as well as the teachers/lectures will be able to know the influence of e-learning facilities on academic performance of business education students in Nigeria University.
1.7 Scope of the study
This study centers oninfluence of e-learning facilities on academic performance of business education students in Nigeria University.
1.8 Definition of terms
E-learning:learning conducted via electronic media, typically on the Internet.
Education:the process of receiving or giving systematic instruction, especially at a school or university.
Academic: of or relating to education and scholarship.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420