STRATEGIES FOR IMPROVING SKILLS ACQUISITION AMONG BUILDING STUDENTS IN TECHNICAL COLLEGES IN ANAMBRA STATE

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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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