Occupational Preference of Vocational Technical Teacher Education Students in South-South, Nigeria (Published)
Amid increasing students’ enrollment in Nigeria Certificate in Education (NCE) vocational technical education (VTE) programmes in colleges of education (COEs), there is evident shortage of vocational technical teachers in basic education schools across Nigeria. Understanding the occupational preference of students, their career destination and reasons for the preference could assist in addressing the shortage and how to provide support to facilitate students’ transition from school to work. The study aimed to investigate occupational preference of students, reveal reasons which shaped the preference and possible differences in preference in relation to students’ field of specialization. The participants were final year (N=499) vocational technical teacher education students in South-South, Nigeria. The sample size was 222 students. The research data was collected using researcher constructed questionnaire. This instrument has a reliability index of 0.85. The data collected was analyzed by means of descriptive and inferential statistics. The findings revealed teaching as the occupational preference of the students. Students’ preference for teaching was shaped by non-monetary motivational factors as job security, love for teaching and working with people. Abundant job opportunities in teaching field, which are easy to access and flexible working hours that provide opportunities to engage in other economic activities further explained students’ preference for teaching. Students’ preference for teaching was not influenced by their areas of specialization. Consequently, it was recommended that government should introduce incentives to encourage students to enter and remain in teaching.
Keywords: Nigeria, Nigeria Certificate in education, Occupational preference, Self-employment, South-South, Teaching, vocational technical education
Development and Evaluation of Instructional Video for Teaching and Learning Woodwork Technology Psychomotor Skills in Nigerian Universities: Implication for the Production of Competent Graduates (Published)
Woodwork is one of the areas of Technical Education programme at the University level in Nigeria. The objectives of this programme have not been achieved due to the inadequate nature of materials and human resources for implementing its curriculum. In order to address the issue of Technical Education graduates not possessing employable skills, an intervening measure is to develop and evaluate instructional video for teaching and learning Woodwork Technology. The purpose of this study is to develop and evaluate Woodwork Technology instructional video. Five (5) research questions guided the study. The population of this study comprised of twenty two (22) heads of units of Building/Woodwork Construction Technology in all the twenty two (22) Universities in Nigeria whose Technical Education programme were accredited as at 2012. The purposive sampling technique was used to select 10 Heads of Units of Building/Woodwork Construction Technology. Primary data were collected using camera and its accessories, and the modified Province of Prince Edwards Island Department of Education DVD/ Video Evaluation form. The data collected was analyzed using frequency count and mean. Based on the findings of the study, it was concluded that the developed instructional video for teaching and learning practical skills in Woodwork Technology at the University level is suitable in terms of its content, instructional design, technical design, and social consideration.
Keywords: Development, Evaluation, Learning, Nigerian Universities, Teaching, Technical Education, instructional video, psychomotor skills, woodwork technology
Availability and Utilization of Instructional Facilities for the Teaching of Basic Electricity in Ebonyi State Technical Colleges (Published)
This study investigated the availability and utilization of instructional facilities and material for the effective teaching of Basic Electricity in Ebonyi State technical colleges. Two research questions and one hypothesis guided the study. It was a survey research design and the entire population of Basic Electricity technical teachers together with their SSII and SSIII students with a total of 150 were used. Due to this size of the population no sampling was carried out. Instrument for data collection was a structured and validated questionnaire with a reliability coefficient of stability 0.86. The questionnaire were distributed by hand and also collected back after completion with the help of three research assistants. Frequency counts and percentages were used to answer research question one while mean ratings were used to answer the second research question. The hypothesis was tested with t-test statistics. The findings revealed that many vital facilities and materials are not available while some available ones are not even effectively utilized for the teaching of Basic electricity. It was therefore recommended that all stake-holders should contribute financially and materially to enhance the effective teaching of basic electricity.
Keywords: Availability, Basic Electricity, Instructional Materials, Teaching, Utilization
Availability and Utilization of Instructional Facilities for the Teaching of Basic Electricity in Ebonyi State Technical Colleges (Published)
This study investigated the availability and utilization of instructional facilities and material for the effective teaching of Basic Electricity in Ebonyi State technical colleges. Two research questions and one hypothesis guided the study. It was a survey research design and the entire population of Basic Electricity technical teachers together with their SSII and SSIII students with a total of 150 were used. Due to this size of the population no sampling was carried out. Instrument for data collection was a structured and validated questionnaire with a reliability coefficient of stability 0.86. The questionnaire were distributed by hand and also collected back after completion with the help of three research assistants. Frequency counts and percentages were used to answer research question one while mean ratings were used to answer the second research question. The hypothesis was tested with t-test statistics. The findings revealed that many vital facilities and materials are not available while some available ones are not even effectively utilized for the teaching of Basic electricity. It was therefore recommended that all stake-holders should contribute financially and materially to enhance the effective teaching of basic electricity.
Keywords: Availability, Basic Electricity, Instructional Materials, Teaching, Utilization
Development of a Computer-Aided Instruction for Effective Teaching of Electrical and Electronic Devices at Nigeria Certificate in Education Technical Level in North Eastern Nigeria (Published)
The purpose of this study was to develop a Computer-Aided instruction (CAI) for teaching Electrical and Electronic Devices at N.C.E. level in North Eastern Nigeria. A flowchart for the CAI was developed by describing the steps in words and representing them by symbols. Connections between events were represented by lines with arrowheads to show the direction or order in which they occur. The CAI was developed and written in visual Basic.Net (VB, NET) targeting the .Net framework 3.5. The user interface was developed using Windows Presentation Foundation (WPF). Procedural programming was used and the CAI was tested by using it to teach an experimental group (S1), while control group (S2) was taught using lecture method. The results obtained from the two groups were then compared. Two research questions and one null hypothesis guided the study. A population of 268 students was used. A total of 80 students formed the sample for the study. A purposive sampling technique was used. A researcher-made achievement test (RMAT) was used as instrument for data collection. The instrument was validated by five experts and pilot tested outside the study area in order to establish its reliability. Reliability coefficient of 0.92 was obtained for the RMAT. The mean was used to answer research question two. Z-test was employed to test the null hypothesis at 0.05 level of significance. Statistical package for Social Sciences (SPSS) version 17 was used for the data analysis. Results of the study revealed that there was variation between the mean scores of students taught Electrical and Electronic Devices at N.C.E. II level using CAI and students taught using lecture method. The null hypothesis was rejected, indicating that there was a significant difference between the mean achievement of students taught Electrical and Electronic Devices at N.C.E. II level using CAI and students taught Electrical and Electronic Devices at N.C.E. II level using lecture method. Students taught using CAI performed better than the students taught using lecture method. The CAI was found to be effective in teaching Electrical and Electronic Devices at N.C.E. II level. It was recommended that lecturers of electrical and electronics technology at N.C.E. level be encouraged to use CAI in teaching N.C.E. II Electrical and Electronic Devices.
Keywords: Computer Aided Instruction; Effective, Development, Electrical and Electronics Technology, N.C.E. Programme., Teaching