University of Nigeria Research Publications

Aut

hor

NINGI, Ibrahim M. PG/M.Ed/98/25671

Title

Factors Militating Against Effective Teaching and Learning of Metal Work in Bauchi, Gombe,

Jigawa, Taraba and Yobe States Technical Colleges

Facu

lty

Education

Dep

artm

ent

Vocational Teacher Education

Dat

e June, 2001

Sign

atur

e

This Thesis has been approved for [lie Depa~. l~i ic~l t of Vr ra l i rm~l 'l'';iclic.~-

Jklucation, University of Nigeria, Nsukka.

I-lead of Department 8

CENT1 l~1CX'l1ZON

Ibsahi~n Mato Ningi, a postgaduatc slr~dent in !hc I ) c ~ ~ ~ I I ~ c I I ~ o I '

Vocational Teacher Edr~catio~i arid with Registratiori ~ ~ ! \ H I I ~ x

PGIM.ED19W2567 1 has saf kfactorily completed tlic reqr~irerllcnts li)r corrl sc: h

and research work for the dcg-ee of Master of Educatiori ill I r d r ~ l ; l I-ial

Teclmical Education. The ~vork eiiibodied ill the thesis report is or ipirial :111(1

has 11ot been submitted in part or in full lor- any otl~cr degree of tlik o r ; I I I ~

other University.

Professor E.U. Anyakoha (Head of Department)

To:

%y parents, zv$c Yfilrnirrr ilira/iim

and our cfii/drcrr.

ACKTO\VI,El)GF<hIENTS

First and fur-elnost m y sincere thanks are duc to DR. 0.h.l. C)kiu-o. my ~ C B ~ C I I I ~ C

adviser, for his ability to decipher the manrrscripts and guide the course of this study to a

very logical conclusion. I appreciate tllc lcsson learnt from his preci4011, ~l~ororrgl~~~cw.

diligence and determination.

1 am also indebted to the hcad of dcpnrtmcnt Prol'cwx T;, IJ. Anvrlkoha. nnd

Professor (Sir) S.C.0.A Ezeji who offered irlvaluable suggc,ktions.

Furthermore, my special tliatlks are extended to Dr. Anelnana who was the mnicv

internal reader of the thesis during the proposal defence. His valuable criticism helped Inc

in no small measure.

Not left out among those deserving special recogition for the success or rtiis

work is my wife, Hrrraira M.l Ningi (Asabe) and her children. Rlurta;rdn, hlalie.

Abubakar, Sa'adatu and Zulailiatu for their patience, moral s11ppo1-t and sacriL:ies

towards my success.

Also deserving of my appreciation are my friends Dr. Ibmhim Waziri. Dr. I.:\.

Alahra, Alh. Maim, AIL. Omar Bawl (Darade), late A h . Urnan1 Nn maidanmkr o t d

Alh. Abdullalli I Iaruna Ningi.

TABLE OF CON'TI'NTS

. . APPROVAL .. . . . . . . . . . . . . 11 ... CERTIFICATION .. . . . . . . . . . . I I I

DEDICATION . . . . . . iv ACKNOWLEDGEMENTS .. . . v TABLE OF CONTENTS .. . . . . vi ... LISTOFTABLES .. . . . . . . . . . . V I ~ I

ABSTRACT .. . . . . . . . . . . . . . . is

CllAPTER ONE .. . . INTRODUC'I'ION .. . .

Background of the Study Statement of thc Probleni Purpose of the Study .. Significance of the Study Research Questions .. Hypothesis .. . . Assumption of the Study Scope of the Study ..

ClIAITKRT\;VO .. . . . . . . . . . . . .

REVIE\V OF UEI. ATED LITERATURK .. ..

Development of technical education in Nigeria . . . . The Development of Technical schools in Bauchi. Gombe. Jigawa. Taraba and Ynbe States . . . . . . . . Teacher Related Factor Affecting the teaching of metalwork in technical colleges . . . . . .

Administrative Factors AKecting the teaching of metalwork in technical collegcs . . . . . . . . Equipment/instnrctional Facilities Factors ACfecting the teaching of metalwork in technical colleges . . Students Factors Affecting the Teaching of n~ctalwork in teclmical colleges . . . . . . Curriculum Course Content Factor Affecting the Teaching of Metalwork in 'Technical Colleges .. . . Surnn~ary of Literature Review . . . . . . . .

CI IAPTER THREE .. . . . . RIFTIIODOLOGY .. . . . .

Design of the Study .. . . Area of the Study .. . . Population of the Study . . Sample for the Study .. . . Description of the Instrument Validation of the Jnstrument .. Reliabilitv of the Instrument .. Method of ~ a t a Gathering ..

Method of Analysing Data ..

CHAPTER FOUR .. . . . . . .

PRESENTATION AND DATA ANALYSIS Research Question 1 .. . . . . Research 011estion 2 . . . . . ........... x-....... - . . . . .. Research Question 3 .. . . Research Question 4 .. . . . . Research Question 5 .. . . . . Research Question 6 .. . . . . Testing of Hypot hcsis . . . . Findings of the Studv .. . . . . Discussion of Findings . . . .

CHAPTER FIVE .. . . SUMMARY. CONCLUSION AND

R P - C t n t ~ m ~ n t nf thr P r n h l ~ m

Sunitnary of Procedure used .. Principal Findings .. . . Implication of the Finding of the Recommendations .. . . Cr,nnoctinwr fnr Clnrillrw C t ~ ~ A i n c

. . . . . . . . . . 56 RECORIICI ENDATIONS .. 5 6

.................... ...-.-... .. . . . . . . . . 5 0 . . . . . . . . . . 50 . . . . . . . . 57

Study . . . . . . 59 . . . . . . . . 60

References .. . . . . . . . . . .

APPENDIXES . . . . . . . .

APPENDlX I : Letter of ititroduction to rcspondrnts .. APPENDIX 11: The Chcstio~~tiaire .. . . APPENDIX 111: Cronbach Alpha fimwlar ;; .. APPENDIX IV: MEAN FCIRMLJLAR .. .. APPENDIX V: STANDARD DEVIATION .) 7

APPENDIX VI: T-TEST FORMULAR .. 77

LIST OF TABLES

TABLES against effective teacIlinl_~ of metalwork in technical colleges .. . . . . . . . . . . Responses of Principals, technical teachers arid students to teachers related factors militating against effective teaching of nletalwork in technical colleges .. -. . . . . . . Responses of Principals, technical teachers and students as regard to facilities/equipment factors that militates against effective teaching of metal work in technical colleges .. . . . . Responses of Principals, technical teachers and students to students related factors militating

against effective teaching of metalwork in Technical colleges .. . . . . . . . . . . Responses of Principals, technical teachers and students to curriculum course content related factors militating against effective teaching of metalwork in technical colleges .. . . . . . . Responses of Principals, teclmical teachers and students of technical colleges to the availability of machines, tools, instructional material and workshops in technical colleges . . . . . . . . The t-test of teachers related factors militating against effective teaching of metalwork in technical colleges .. . . . . . . . .

This study on factors militating against effective teaching of metalworlc in 13nilclii.

Gombe, Jigawa, Taraba and Yobe States teclinical colleges, ainis at making

recomniendations [hat will lead to impro~enient in t l~c teaching of metalwork in teclinical

colleges. To carry out this study, six research q~miions nere generated.

The poplation for the sti~dy consisted of ttvclvc principals inclr~ding thcir vices.

fifty-four technical teachers and sixty-six students randomly selected from six diKerent

technical colleges in Bauchi, Gombe, Jigawa, Taraba and Yobe States.

There was no sampling. The whole population ofl I8 respondent wm used.

Necessary information was elicited from the respondents hy the uw nf

questionnaire instrument after which data arialysis was unde~taken to answer the research

questions. The study revealed that the factors militating against effeclive teaching of

metalwork in technical colleges include:-

4. Neglected administrative functions

2. Serious scarcity of technical teacher, professional ineffectiveness and poor

governmental attitude toward teachers' knowledge in~provement.

3. Lack of workshop facilities ~ n d insuflicicncy of tools and cquipmcnt.

4 Students poor attitude toward metalwork

5. The effect of metalwork curriculum at implementation level.

6 Limited available instructional materials, tools, equipment, and nlacl~incs

Based on the above findings, the following recommendations nere ttiade-

--. -rhcm interested in metalwork and to render the required services.

2. Bauchi, Gombe, Ji~awa, Taraba and Yobe States ministries of education sliould

employ more tecl~~~ical teachcrs and award scholarships to prospective teclinical

teachers as wcll as give incentive to serving teachers.

3. The governments of the sampled states sliould adequately equip the workshops in

all the teclinical colleges in the states.

4. The curricuturn planners should review metalwork progrmme to narrow don-11 i t s

contents.

CIIAPTER ONE

lNTRODt~C7'ION

Bnckground of the Study

This study is an investigation into the problem(s) that tnilitate against etrective

teaching of metalwork in technical colleges in Bauchi, Gombe, Jigawa, Taraba, and Yobe

States of Nigeria. Metalwork is one of the major subjects of tecfinical/vocatiot~~l

education. Metalwork is of paramount importance in our daily life, and its utility valrle

cannot be underestimated.

Introduction of technical education as a comprehensive element at the jrr~iior t

secondary school level is one of the most sigdicant changes in the educational system of

Nigeria. Prior to the introduction, only few secondary schools provided training in

technical subjects and in this case mainly to the upper secoridary school classes and in

only one or two subjects. Actually, formal technical/vocational education had started

gaining the support and the ground as far back as during the coming of and the settlenrent

in Nigeria by the colonial masters, the missionaries, when they need some other people to

assist them in a simple manual work, and felt the need for trainins few people who will

be reading a simple diagram, and interpret it correctly to be a foreman or as a supervisor

of some of the necessary work in their absent. The new national policy on education

introduced in the year 1977, stated that "the junior secondary school will be both

technical and academic, it will be free as soon as possible and will teach all the I~nsic

subjects which will enable students to acquire filrther knowledge and developed skill"

(N.P.E. 1951 Rev.). It fbrther went on dehing technical education as "that aspect of

education, which leads to the acquisition of both practical and applied skills as wcll as

basic scientific knowledge," (N.P.E, 198 1). According to Siachino and Sallirigton ( 1977).

"technical education as a comparatively new phase of vocational education, is tlesiyrtrd

to meet the complex technological needs of modern industries. This type of educatiori is

considered to be of post - high scliool level and is intended to produce a classificatior~ of

workers referred to as TECHNICIANS.

In general, a technician is a person who falls between the skilled craftsman arid

the graduate engineer or scientist. Although there is no uniformity of job title

classification for technicians, by and large they participate in such work areas as rescnrch

development, design, production, maintenance, testing, sales and supervision.

As stated by Okoro (1993), technical education is a post-secondary vocational

training programme whose major purpose is the production of technicians. According to

Olaitan (1996), vocational/tech~~icaI education is that form of education, i~liicli

emphasizes the development of occupational skill needed as preparation for work. I r is a

form of education, which prornotcs the dignity of labour by entrenching work as the goal

of education. The training involves a high degree of technical knowledge and skill.

technical theory and considerable laboratory and mechanical operation procedures.

Actually, technical education is an integral part of educational prograni that

contributes to the development of self' reliance arid better citizenship by shaping the

individual youth to develop physics!, social, civics, cultirral and economic competclice.

There are many technical subjects which include woodwork, electrical/electronics, tiomc

economics, agriculture, building, civil automobile and metalwork.

A major landmark in the development of technical/vocational edrrcation as a

constructive policy, was the rorn~ation of the cornmission on higher cctucation in West

Africa marked in 1945. According to Osuala (1987), the beginning of constn~ctive policy,

dealing only with higher education, it recommended that the liigller college at Yaba bc

converted into a technical institute to produce the technicians that the country's economic

development and eventual political independence would require. The commission furtlier

recommended the re-orientation of the primary and secondary schools curricula from

literary and academic toward technical vocational subjects. 'T'echnical institutions Ivere

designed mainly for the acquisition of middle class man power, facing difficulties of

recruiting and retaining adequately qualified teachers for the technical institutes. The

federal government slightly modified the curriculum whereby craR sc.hools hccomcs a

sort of post-primary intermediate course from which pt~pils entering the trade centres

were recmited. The trade centres became known as technical trainins schools and

technical institutes were converted into technical colleges. Although only two zrade

centres and one technical institute had produced any graduates ten years afler the

programme was launched in 1955, by 1965 there were ten trade centres and five technical

institutes (renamed technical colleges in 1964) in operation (Osuala, 1998). Interestin~ly,

the country has as of now one hundred and thirty-four technical colleges, twelve onmed

by federal government across the country, and one hundred and twenty-two owned by

various state govemrnents (NABTEB, 2000).

Upon all this tangible educational expansion, there hadn't been anv irnproverncnt

in term of acute shortage of technical teachers, serious lack of equipment and nlassi\,t

failure of technical examination.

Statement of Problem

It has been observed by Osuala (1987), Bajah (1989). and Okoro (1993), that lack

of adequate qualified technical teachers, te~chins-learning instnrctional materi:hs,

workshops and equipment are capable of causing a decline in the standard of'

performance of students in technical colleges. Students' poor academic perforniance inv

ntetal work technology indicated that, there is something fishee with the sr~bject. In si~ite

of the Federal government support for the technical education in the form of cquipmciit

and staff preparation, problems still exist in terms of students' academic achievement in

the metalwork subject.

Metalwork is faced with some administrative difXculties yet to he identified awl it

is possible that such dificulties are responsible for low students' interest, ~wot

cun'rculum implementation, poor teaching and ineffectiveness of the subject. h w e v e r ,

the factors affecting the effective teaching of metalwork in Gombe. Bauchi. Ji3awa.

Taraba and Yobe States had not been investigated. There is, therefore, the need to

conduct a research such as this to ascertain the factors militating againsl effwtive

teaching and learning of metalwork in Bauchi, Gombe, Jigawa, Taraba and Yobe States

Purpose of the Study

The purpose of this study is to identi@ the factors militating against effective

teaching and leaning of metalwork techrwlogy i n technical collegcs in five states as s;~tcd

above, the specific objectives of the study include the following:

The Administrative factors militating against efktive teaching of'

metalwork

The Curriculum course content factors as constraints to effective

teaching of metalwork

The teachers related factors as opposed to el'fective teachiny df

metalwork

The equipmcnts and facilities factors militating against etkctive

teaching of n~etalwork.

The students related factors as opposed to effective teaching of

metalwnrk technology.

Significance of the Study

This study on the identification of problet~is associated with the teachiry of

nietalwork in technical colleges will:

Assist teachers to correct any teaching rneillod which may he unsuitable for the

teachins of metalwork subject;

Serve as a tool for school administrators to firrther improve their administrative

duties in effective irnplcmentation of metalwork sulject at the clnssrr)onr Icvcl;

Provide a feedback to curriculum planners for further irnprovenic~t of the

curricul~itn;

Serve as a basis for future researchers in effective teaching of other related

technical subjects.

Research Questions

This study will seek answers to the following questions viz:

(1) What are the adrninistrativelmanagement factors militating against effecti\,e '

teaching of metalwork in technical colleges?

(11) What are the teachers related factors militating against effective teaching of

metalwork in technical colleges?

(111) What are the equipments and facility factors militating against effective teachi~ig

of metalwork in technical colleges?

(IV) What are the students factors mil it at in^ against effective teaching and leanring of

metalwork in technical colleges?

(V) What are the curriculum course content factors militating against effective

teaching of nietalwork in technical colleges?

Hypotheses

The following hypothesis will be tested at 0.05 level of significance.

H0, There will be no significant difference between the mean response of metalwork

teachers and students of technical colleges in respect of teacher related factors as the

constraints on effective teaching and learning of metalwork technology.

Asswnptions of the Study

It is assumed in this study that:

I The teachers and students sampled will provide honest responses to the 1

questions asked.

11 It is also assumed by the researcher that the use of questionnaire as the instnment

for data collectiotl will be adequate for the study.

Scope of the Study

This study will be limited to the principals, technical teachers and students of

technical colleges who are directly concerned with the teaclling and learning of

metalwork technoloby in the six government technical colleges in Bauchi, Gombe.

Jigawa, Taraba and Yobe States.

Scope of the study

This study will be delimited to the priticipals, technical teachers and students of

technical colleges mho are directly concerned wit11 the teaching of metalwork technology

in the six government technical colleges in Bauchi, Gombe, Jigawa, Taraba and Yobe

States.

CI lIAPrTE R '1'1~'O

REVIEW OF RELATED LITERATURE

This chapter is concerned with review ol' literature relatirlg to tlic Iiictors

nditating aaainst the effective teaching of metalwork in technical colleges. The literature

will be derived mainly from published work in Journals, Magazine, Textbooks, S c ~ i ~ i ~ i a r

Papers, Unpublished researclies as well as student theses.

Thc review of literature will bc prescntcd w i c r tlw fbllowing l i c a d i ~ y s

1.

11.

111.

IV.

v.

v1.

Vl I.

Development of technical education in Nigeria.

The development of teclmical schools in Bauchi, Gombe, Jigawa, Taraba and 1

Yobe States.

The teacher factors affecting the teaching of metalwork in technical colleges

Administrative factors rnilitatin~ against effective teaching of rnotalwn~ k .

Equiprnent/instn~ctional facilities factrrrn tnilitnting ~pninqt ~ F T o r t i v ~ t v n v h i w rTT ~ 1 l n ~ f i l W r W l r

Student factors militating against the effective teaching and Icarning of

metalwork.

Curriculum factors militating against the effective teaching of metalwork

Development of Technical Education in Nigeria

According to Okoro (1993), education in Nigeria prior to both the I31itish

intervention and the establishment of formal educational institutes in the later p a t of

nineteenth century and the early part of twentieth century was mainly vocational. h i

important function of education in those days was to teach people I~ow to earn a living I:y

becoming expert producer of goods and services. Young men acquired the n~diments or

an occupation from their parents or from evpert craftsmen to whom they wcre

apprenticed. Fafunwa (1985) explained that children in those days learnt by doing a d

were involved in diverse kinds of practical economic activities such as blacksmithi~ig,

carving, textiles, weaving, farming, etc.

Vocational training was the only avenue of passing parental occupation, or trade

under apprenticeship, programme from one generation to another. Okoro (1993) indicated

that vocational education insured that goods and services necessary for !he survival of the'

society were produced. With the arrival of the missionaries, schools began to be

established without emphasis on vocational and technical education. At that time, the

purpose of establishing schools by missionaries according to Okoro (1993) was to

produce teachers, preachers and clerks. As the time went on literacy education gaitled

ground and drew the heart of the people. Consequently, Nigeria gradually begall to lose

her original functional and relevant educational heritage to a system of roreign eclucation.

which did not have in mind the social and economic welfare of the people. Attestirlg to

this. Beella (1987) quoted by Nwagbo (1998) stated that it is therefore, not surprisi~la tha t

more information acquisition and production and the gettinp of a certificate using any

2v.vailable means Ilas long remained one of the major pa l s in education in Nigeria.

Education in the pre-colonial times was by far better than that institutcrl Iw

missionaries in that it blended manual skill with character moulding Fafuniva 11')Ss)

pointed out that our indigenous education empliasmd social responsihility. skill and

work ethics, political participation an moral values By 1909 only I lope Waddel lrrslit~rtc

Calabar, established by missionaries in 1895 and the school established by governniclnt at

Nasarawa offered vocational training in carpentry, tailoring, mctal\vork, wc:r\.ity.

leathework etc. in Nigeria. According to Okoro (1993), before the establishment of these

schools no tcclinical or vocational schools were originally established. This was n c.lc;lr

portrayal of the non-Chailant attitude of the colonial government toward techical

emancipation in Nigeria. Ukeyi (1 866) and Fafilnwa ( 1985) described such pace at Iiich

technology cducntion was then thriving under colonial leadership 'Though in 192 5 the

British government issued the first policy on education for British colonies in Africn nit11

emphasis laid on vocational and technical education which according to Okoro (lW3).

led to the establishment of some trade centres anti tcclinical education. This, howevc;. did

not give any appreciable re-awakening because of the strong bias created in people's

mind against the viability of technical education in comparison with literary education

In the earlier part of our post independent era, the education policy ninker~ still

stuck to literary education with almost camplcte disregard for technical education ~vliich

is more hnctionnl and relevant to the nation. I t is worthy to note that rapid technological

development largely depends on the system of education adopted in the country. Ijccka

(1987) has stated that the purpose of technology education is to prodirce profesciorials

who have the skill, cxpericnce, dcdicalion. imagination. ci~riosity, scicntilic ktio\v-l~~w.

the desire and willingness to effect social change and solve cnvironniental prohlcni. 01.

re-ordering nature to satis@ human demand.

The prospects of technology education are not latent because in recent ti~lles.

technoloa education has increased its problem solving application in many field< of

human endeavour and as a result, has kindled much awareness and intercst for itwll'

across the human race. The realisation of this technolo~icnl importance proniptctf the

federal government organise in 1960 a curriculum confcrcricc in w l ~ i c l ~ ~~articip~tr~ts

advanced some recommendations for the new system of education.

The Federal Government in 1977 issued tlic National Policy on Education iri

which it condemned the general negligent attitude of the public towards vocatiol~al and

technical education.

According to Okoro (1993), government's proposal was to convert the esis~iny.

five years secondary school system into a six-year secondary school system consisting of

three years of junior secotdary school and three years of senior secondary school. The

government also proposed to introduce technical and vocational courses into all

secondary schools in order to make senior secondary school leavers imniediatdy

employable, (NPT:, 1982 P.30) These propocals of the federal Qovernnient n ere

implemented in 1982 with introductory technoloy as one of the core courses to be Itarnt

at pre-vocational level in the junior secondary schools.

The Development o f Technics1 Schools in Damchi, Gonihe, Jigawa, Tamba and Y o l w States

Bauchi and Gombe were one state since 1976 when the country was splitetl illto

nineteen (19) states out of the former twelve (1 2) states introdt~ced by the former head of

state General Yakubu Gowon. Bauchi introdt~ced three technical schools based oti its

political zones, Bauchi, Gombe and Katagum zones. When Gombe State was created in

1997, Bauchi was left with two technical schools at Gadau and G~~mau. in the same vcin,

the former Gongola State was splited into Adamawa and Taraba States while Yobe \\.as

carved out of Borne State, and Jignwa from Knno Stntc. All tlic rlewly ci'ciltcd st;itcs I I ; I ~ I

to convert one secondary school into technical college in order to meet with the rcqui~cd

manpower demands in their respective states, and all the six technical colleges foutirl i t

easy to introduce metalwork, wood work, brick laying and electrical/electronics ac a

subject of study simply because of the availability of machines and other instnrment :~rirt

tools deployed to various secondary schools across the country by the federal govei-nriicnt

for the teaching of introductory technology.

According to Osuala (1987), the objectives of the educational programmes for the

-qrd national development plans are stated as follows:

I . To expand facilities for education aimed at equalising individual access to

education through out the country.

11. To consolidates and develop the nation's system of higher education in

response to the economy's manpower needs.

111. To reform the content of gcncral education in order to make it tilo~c

responsive to the socio-economic needs of the country.

1V. To streamline and strengthen tile machinery of educational develnpniet~t r 4 tlic

country.

V. To rationalise the financing of education with a view of maliiltq ~ h c

educational system more adecpa~e :wtl tflicicnt.

VI. To make impact i r ~ tllc area of' tcd~tiology education so as to nlcut the

growing needs ofthe econoniv.

Teacher Relaled Faclors Affecting tlic Tcarhir~g of Metal Work in '~ec l in icnl Colleges

In his assertion published in the Nigerian Journal on technicnl educatioti. on

Competency Based Education, its implementation for the technical/vocational educatioti.

Okechukvw (1984) ohserced that:

One of the major problems of vocational/technical education in the country is that of obtainitis teachers who are occ~~pationally competence and also competent in the teaching niethnd and supportins skills which are integrated to the success of the instrumental process.. . .

The iniportance of the quality of teachers to educational implevlientation cannot bc over-

emphasized. This was noted by the 1969 National Curriculum Conference Committee.

which described the teacher as a "key man" in the whole educational process. Ro3t.r.

As the teacher, so is the school As the school, so is the education As the edr~cation, so is the character As the character, so is the destiny.

The role of the teacher in the destiny of the nation is revealed in the above quotation

where such competency is lacking atnong the technical teachers. I t could lead to a p e a t

number of them teaching at their limit or beyond the limit of their kno~vledge. I n the

educational setting teachers are always accorded the highest levc! of significance 7'his

view is fi~lly supported by the Federal Gove~mment of Nigeria (198 I ) cvlir,~i it notccl, "no

system of education can rise above the quality of its teachers".

This level of significance of teachers i n our educational setting u~iderscorc< the

huge expenditure on teachers training in Nigeria Also, the importance of qualiticd

teachers moved the Nigerian governnlent to intensify efforts on teachers training for all

levels of the co~rntry's educational systeni. I n Gnct, tlic need for competcnl teachers to

implement the new policy of education cannot be ovcr-empliasizcd. Teaching nq a

professional has remained the storehouse of knowledse throughout the world atid the

teaching profession remain the process of transmitting the acct~niulated weallli of

knowledge and experience.

In this vein, the quality of the educators indicate quality of educational system,

which in turn affects the economy, scientific and fechnological development of a nn t id i .

Olaitan (199 1) outlined the roles played by vocational technical teachers as including the

directing of learning, which is the traditional role of all teachers. Also mediation of

cultural heritage by way of equipping students with the skills that are relevant to tlicir

work, culture and development. Okorie & Eseji (1988) maintained that assistinp the

school guidance programme, liaising between the school and commrrnity as wcll as

curriculum development and implementation are other professional demands placcd on

vocational teachers. Towards this end, the risk of keeping in competent teachers could be

readily seen, This implies that vocational technical teachers must be masters o f the skills

they teach.

With much recognition to the need of competent teachers in our educational

system, the federal ministry of education (1995) made some specific recon~mcndalions

concerning the calibre of teachers that should teach the pre-vocational and vocational

. programmes in secondary schools. The required teaching staff for junior secondary prc-

vocational subjects are holders of the Nigerian Certificate on Education (NCE) in

vocational and technical subjects. Similarly, Iioldcrs o f bachelor's rlcgrcc

technical discipline are required to teach in senior secondary schools

colleges (Okoro, 1993).

However, due to the demand of the 6-3-3-4 system of education t

in vc.rcntiori:tl

and teclinic;~l

hat vocational

and technical subjects to be taught in all secondary schools in Nigeria, there is an acuic

shortage of qualified vocational and technical subject teachers envisage by the I

government. This is because most of the vocational and technical suhjects were ~ t r ? t

formerly offered in all secondary schools in the country, but were taught in the technical

schools alone. In this respect, the government decided (as an interim rneastrre) that in

order to produce teachers for vocational and technical courses. other categories of

personnel must be co-opted to teach the subjects. Therefore, holders of National Diplmila

or Bachelors degree it1 related science disciplines were also recommended to teach

vocation and technical subjects in secondary and technical schools, aflcr undcrtakins

courses in education that would qualify them as teachers

One other initial quality of good vocational and technical teacher is the possersioii

of extensive general knowledge or general education. This iq the type of education, wliich

is required by all citizens to live in the present world. In the view of Evans and 1lc.r-r

(1978), general or liberal education is a necessary foirndatinn Tor sound profcssio~inl

education. This is because the knowledge acquired here provides a set of build in^ Idocks

upon which to base professional teaching ~rowlh and development. The

vocational/teclinicaI teachers and the students alike would norrnally find it diltic~~lt to

provide and acquire meaningful education. Unless there is curiosity in both parties :ihoul

their environment, the ability to reason and see the importance of relating their prnfi~sinr~

to the society they live in.

The general or liberal knowledge is the inter-disciplinary approach to voc2tionnl

and technical education under the 6-3-3-4 system of education in the country today. 4pnrt

from acquiring general education, vocational technical teachers are supposed to know I

that constant updating of professional knowledge and skills is invaluable of their si~cccss

In fact, many teachers were trained decades ago and tlie curriculrlm for the proy m m e

continues to chat~se. Besides, the need of vocat io~inl and technical educatiotl cl ass roo ti^ of'

today are not all the same with thosc of scverlties ( 1970s).

One thing that is commoti, however, is tlic condition that vocational and technical

teachers should produce individuals who will always meet the current labour ninrkct

need. In order to live up to date, Hert (1983) emphasized that vocational technical

teachers should always determine the technological need of their department, social and

gained the support of their school administrators to purchase the necessary instt-uctional L

resources, help in the selection of appropriate equipment and then use the equipnlent to

train students.

The pre-requisites of good vocational and technical teachers do not end \vi l l i

certificate. Writing on the criteria for propcr evaltration of tcnclicrs w l ~ o 21-c ~ N I I I I ; I I I

resources in a school programme, Cliikwelu (1988) hinted that. apart fi-0111 the acatlcn~ic

qualification of the teachcrs their in-service training and years of teaching cupcricnc c alc

equally important. This view is supported by the fact that training insti!utions riwally

prepared teachers for every level position that would enable them develop and progress

on their job. The in-service training of the vocational teachers is therefore necesvry if

they are to be suflicient in the delivery of their assignnicrits. StnlT traini~iy 2nd

development are gainins more ground the world over. According to Wildavcr (1987 )- this

new look and staff development is referred to as ti~rrnan resources dcvclopmcnt (I l.R I)) .

The adequacy of H.R.D, however, depends on a careful examination of tlic aitns.

objectives and priority of the programme of a scliool. The training needs of a stall' nlust

be known and the most convenient way of acquiring training provided. 'I'he practice of

I-1.R.D is also applicable to educational institutes as any attempt to forestall f i ~ r t l i e r

development of teachers \vould tell on the cconomic, political. social, scientific and

technological outlook of the country in a short period or time.

In another development. leaders in vocational education are currently invol:.ed in

studies arid discussion concerning the upgrading of vocational teachers insti tu tioris

(Ezekwem, 1984). The emphasis on accountability and evaluatio~i of teaclie~q and

instit~itions have undoubtedly spurrcd effort towards the determining of' the

characteristics and competencies possessed by succcsshl teachers which in turn. llns Icd

to identifjring leaders education experiences deemed to be most valtrable to tenriling

SIICCesS.

According to Okechukwu (1983), certain aspects of competency based tenc,hins

education (C.B.T.E) progranilnc have bccn practiced by vocational ducaro~s siricc.

programmes in vocational education were initiated. For instance, the skills devclolviic~it

components of vocational education programmes have always inc.lurir.d camplcncy

levels.

Okechukwu (1983) maintained that to become occupationally qualilieti the

teacher must spend some months during training in teaching prartice or must have

cornplete adequate working experience dr~ring the NCE or R.Ed prograrnrncs. Tlicl-c.fo~-c.

a careful personnel programme of vocational/technicaI education will enable the tcclclier

to acquire necessary skills in teaching.

Programme development, according to Ezekwem (1984). reported that the

competency-based movement is going nowhere because of poleniics of Icachcrs.

administrators, legislators and others involved in the br~siness of educating the nation's

youth. Ezekwern pointed out that the danger of using competency based appr-oacli

necessary for accountability is inherent in the pressure to reduce the curriculum to a

series of lack-step objects which are primarily facts and skills acquisition. Atlitudi~~l arid

effective behaviours are dificult to state in measurable terms and oItm al-1: t ~o t

emphasized in a competency-based approach to teaching.

Rcport denling with human resources arid tlicir et'fects on teaching of vocrrtic~nal

subjects emphasizes general or libcr-al education m i sliillcd cornpctencics as futidanicd

to the successfirl teaching of vocational subjects in teclinical schools 1E7ehwcm. log.:.

Nwaokolo, 1992; Okoye, 1992 and Njoku. I C)C)O).

Specifically, in vocational education are metal work leathers aware of ! l ie

acquisition of general or liberal education and skills con~pctcricics in tlicir specific

occupations, as factors in teaching of metal work technology? This requisition has not

been answered regarding the teacher and students perception of the factors niilitritin~

against the erective teaching of metal work in technical colleges.

Administrative Factors Affecting the Effective Teaching of Meld Work in T e r l ~ ~ t i c n l Colleges

According to Odunukwe (1995), the extent to which the staff are conimitted t c y the

coals of vocational technical teaching will depend on the administrators leadersliip 1 ; 1 \ k L.

than the other fhctors like condition 01' services. Sinlildy. llic ad111i11istr slot 's ~~crcqr t ic~r~

of the staff will larsely determine the extent to which the administrator is able to nroti~atc

the staff. Odunukwe cited Fordes (197 1) in hlgbodile (1998) whv definctl staH'

administration in institution involves decision-making or policy fwmulation (311 the

recruitment, training or development, remuneration or compensation for the achievcriicnt

of the obiectives of the institutions.

The hope and proper in~plernentation of governmcnt progl-an~lnes is Iic.;n.ily

depends on administrative policy of the government, as well as competetrcc atld

temperament of the administrators. Okoro (1993) said an cducational adrninistratio~l wit11

qood leadership quality would be able to device and innovative, more erective metlwd of L.

implementing policy. He will be able to motivate and inspire his staff to give their

possible best in purstiance of the objectives of the institution. Ile firrtller stated t h a t thc

action of a good leader would be able io influence state arid federal policic5 and

education by comtnunici~ting effectively his views and experiences to the appropriate

higher authorities.

Okoro (1993), the frequency with which government is charyed due to political

instability, so are administrative policies initiated and dropped. Such mnkc shift

adminiqtrative policies have an advcrsc i111pac1 anti cll'ccts on ~l ic st~cwssIirl

implementation on any progranime that lias lasting duration svcli is t lw case with III ' \ \)

system of education, Kwaghkur (1998). The new education svstetii is higlily dcniiirrtli~y

in terms of fi~nd, intellectual abilities, niana~erial expcrtisc and tcchnologically li(c.r;ttcs

and managerial expertise and technological know-how.

It is only the technologically literates and tnanagcrially ex1wrtisc tlm are

competent to handle those demands with successfi~l outcome. The Vice Priticipal nf

government technical colleges Gadau in Bauchi State, on the 18'" October in a \laper

presented during the passing out and prize-giving day of ~~ocational training ccritcr ,\7nr.c

said: in most of the northern states, the occupation of administrative scats in ~ninistry 01'

education are products of literary education and so. arc iqorant of the conseqllencm of

some of the bureaucratic actions on educational matters that need urgent treatment.

A case in point as the new education systeni (the 6-3-3-4) which is tlie brairicldcl

of federal government but was allowed to be managed autonomously by each qtate

government. Abdulkarim (1998) the affair of such a venture needed to be placed of1 the

priority list of the government policy inlplenlenters This will ensttrc tllc wcll b c i ~ y

such a venture by assisting of its effective implementation.

In reality for effective and eficient management oT any proyamme. the

administrator must not be so ignorant of the dims and objectives of such a prograrimie.

Not only should they not be ignorant. but also they should in addition. sit~wrely

appropriate and be willing to solve the problem of the programme. The succccslid

iniplernentation of a new system of education nceded sufficient fitr~d bccnuse 01' ils

capital-intensive nature. Okekc and Orarlu (1003) i~ldicatctl that vocntintial rd11c;ltirui

under the new education policy is facing a grave financial crisis.

Wliilc it is tn~c that ~echnical cdrlcatio~i pmypralnrncs arc usmlly vc~v ~ T ~ V L V I : ; I \ t'.

they are also usually viable in the long nm if well administered.

Bauchi State and others should strain themselves to make fund a

colleges. Okoro (1991) observed that without fund adequately no educational institit[ion

could be run effectively. What government should do as the re-ordering step is to make a

retrospective observation of how a new systcrn of education has fared i n the state so as to

enable it identi@ the dogs in the wheel of the programme.

Fund raising avenues should tlierefore; be exploited to make sure that scliool

activities go on. Okoro (1991) advised. "Funds have to be raised arid m a r ~ n ~ x c l

judiciously so that the necessary tools, equipment and material can be purchased and the

day to day espenses of the institution provided for.

The Bauchi State and other neighbor~ring states governnlents and ihc scl~ool

administrators should appeal for fund from public-spirited individuals and orpnirntiorls

so as to keep technical education programme running.

Agada (1 987) cited hy Msue ( I 989), said:

1 submit that our country has potential needed to transform the 6-3-3-4 into a modem scientilically advanced programme and or-iented technologically in order to make it a successfirl programme all hands federal eo\rcrnment, and all her a9encies. state governments. indr~strial~sts and private individuals nimt be prepared to participate.. . .

All the administrators should effectively co-ordinate the teaching and lenrnina prnctL;c in

all technical and especiafly meialwork technology and incorporated crrl+x-ts o f a Iwn

education system to ensure sr~cccssfill implementation and fruitful outcome

Eqt~ipn~ent/lnsIt.actional Facilities Fnctors A l T c c i i n ~ the Tencliiny of Rletnl \\'or li i n Technical Cnlleges

The problems associated with poor performance in metalwork examination ~ i ~ l d

resdt from lack of proper use of workshop and instn~ctional facilities. This is bel-.ause

according to Chapman (1972), it is dificult to compromise between acadctnic tliec~ry and

every dav practice. Students need a lot of practical lesson to be able to disest the

principles of the course. Just as toys appeal to children and put them always in n play

mood, so do tools and equipmcnts attract and riintivate students thus making them be in

readily mood to icarn.

Most of the technological principle may tend to appear abstract in theorcticnl

lessons but become understood and simplified in practical terms. The studen\s nt'

metalwork technology will benefit more when theoretical lessons are complernentcd \k i th

practical lesson, and this will surely improve their academic performance, hlvlone

(1980). When teaching aids are used, lessorls are always il~teresting, u~~ierstond and

rightly elljoyed by students.

It is in realization of the need of workshop facilities in facilitatins the teal.lii~ls

and learning that, the federal governnlwt arid statcs ordered Ibr worksliop eclui(~rnc~~t

intended for thc teaching of pre-vocational subjects \\Iiich wcre delivered to sccoridar~

schools across the country in 1 ?85.

This was done to ensure thc sniooth take-dTof the new educatim system. ilic (3 -

3-3-4 in schools. Rut the use of equipment requires conipeterit technical teaclicrq \\I lo arc

unfortunately, in short supply in Rauchi, Gombe, Jigawa, Taraba and Yrhe States ~~.lirrol

system. A situation of this nature will only compound the problet~i of tlie studcr~ts in

effectively learning their lessoris

'Though the federal government was so gcnerous by reason of the equilmc~it it

supported the states to distribute, yet the vacuum created by coniplete lack of eq~~ilvtic~it

still exists. This is because only one unit of equipment that was supplied to the ~cliools

which is not adequate at all. Imagine the situation where a latlic machine for trlt-nilis

operation is applied without cutting tools and other accessories like chucks, mnldrills,

angle plate, face plate, krn~rling tool, thread-cutting tool, boring tool, etc tlicse 1nac41ities

in addition to their lacking of accessories need electric power supply to start them h ~ t

most of the technical schools were neither connected with the natiorial greed nor Iiave

they an alternative generator with capacity to start the niachincs, and e \ m if all the

colleges were connected with NEPA the constant power failure in tlie country is crlr~yli

to cause the students set hack. The implication of this is that workshop faciliticb$ are

prossly inadequate to ensure effective use of workshop equiplnetit. which nil1 f'ac;li~atc a

the teaching and learning of the metahwrk technolog in Bauchi, Gonibc. Ji~awa. 1 ar a h

and Yobe States. Miriistries of education sliould provide more eq~riprnent, becaircc Ii~ck cd'

equipment has demoralizing tendencies of technical teachers as ell as students 1 h t a

cliild is to scc, Sccl arid hear what is bc in~ [aught to him

It makes what would have been abstract idea concrete (tnelot~e, 1980) 1 lie

persistent l;?ilure of metalwork students in their exan~ination codd alco he cauvvl by

limited library facilities. The teacher as well as the students needs to be expovl to

teclinical journals and books in addition to the subject textbooks This wor~ld hccp them

akreast of recent discoveries and iniprovement I t is important that such instrr~ctional

lacilities that will hasten the realization of the ohjccti\cs of rnctalwork teclir~oluyi. u ~ ~ l i

as equipped library be provided The shortage of complete absence of library Eicilitics

wilt show down the academic progress of the st~rdents ~hus resulting in poor eualnirlntion

achievements.

The availability of technical dictionary or eticyclopnedia is very i n ipc r r t a l r t

because each discipline has its language and concepts that emphasize rcadin2 skills to

achieve the understanding of materials (Diffy and Sandetli, 1982). From the forewiny

related literature it is seen that ineft'ective use of workshop and instn~ctional lkciliticc or

their ahscnce at all, results in itieffective learning.

Students Factors AlTecling the Teaching o f Metal Work Technology in Tecl~rlicgl Colleges

The performance of students in ~nctalwork exatnitlation result is alt\aj,s

d:scouraging, thus i t is tnre that most students c l r t not sliow intcrcst il l sr~icricr atitl

teclinology subjects.

As a hctor, the indiviclual difircr~cc is nuotlic~- alca of' cr~nccrli ~ l i ; r ~ :~lli.ct.;

students' performance. Individuals differ in a large variety of ways 111 cocial elm.

intelligence. motivation, maturation, physical characteristics and so on Since tlw al\ility

to Ieani is noticeable and affected by most of these Cnctors, one would expect that

educators would be experts in identitjling these dilTcrences and in providing a lenrr~i~ig

environment, which makes the most of time. Unfortunately, however, Lve krioiv

snrprisingl~ little about how individual differences and lcarning alT'ct one atwtlier (Int i1

psychology can tell us more about the process, as cited by Evans and I [err (1978). tlie

safest course of action seems to provide a ividc variety of teacliillg and lenfni~iy

opportunities in the hope that one or more of ~licni n i l 1 be effective foe each indil idual.

According to Evans and I !err (1Q78). some str~thitc m y have physical problems (colour-

blindness, slow maturation, low metabolic rates) which interfere with some typcs of

learning, but not with others, or have special interest and motivation which cause tlic~n t o

succeed in some fields but fail in others. Even worst that is a scl~ool. which o l l h a

narrow proyarnme, which rewards only those students who excel in verbal lcarninp. n ho

enjoy working with symbols. llistead of with people or things and who work well ill the

classroom setting. The fully comprehensive school provides a variety of paths to sr-l~ool

success and capitalizes on individual dill'crenccs rather tlian tryins to time all i d i l itluals

into a common mould (Evans and Flerr, 1978).

Ariotlier factor is the admissicm process - inten4ews. past rccor-d uf sul.1 rwli~l

common deviccs used A test which has relatively poor predictive ability (p~i..ilic.ti\~

validity) may still be useful in improving the batting averase of the person who rli!ist Oc

decided who will be employed. From the educatiotial stand point, this type of evalr~atio~i

and student selection is unacceptable. "Value added by education" slior~ld he tlic ciitci.in11

of the programme's success and student sl~ould bc cclccted who will p i n most f t t w tlic

programme regardless of the level at which they start (Evans and Herr, IC178).

Gross error can be made individual cases, but if the proportion of srluxwfi~l

emdovees is increased bv use of test result. the person is likelv to continue u s i y this

from instructions and this must continue to be siven high research priority in psscl~olog

and vocational education (Roberts, 1957).

Curricrrlrm Corme Content Factor Affedinq tile Teaching of hletnl \ \ 'o~. l i Technology in Technical Colleges

On the lSast nature of curricdum c o w c content of pre-vocational pt-cy:nni i n tllc

new system of Nigerian education as citcd b!. Oknro (1993) that, the dcvelopet-s t l ~ c

syllabus in their zealiositv to see that no importmif trqk i n the area of teclwolog \\:is Icll

out, included for more then, can be etli.ctivcly covcrctl i n llic tli~cc vcals tlrtt;,t~ori (11'

junior secondary school course content. 'To wide curriculuni coritc~~t Iias flic irlipllcntir~~i

of poor coverage during learning activities arid tlie resr~l~arit in poor ac,rrlc~iiic

achievement.

The dificult level of a curriculum course content is anocher factor wspcc ~ctl to

cause teaching and learnins ineffectiveness Accordins to Ughaniadu ( I992 ). roo

conrplex curriculum content defies the criterion of learnability. The implication is 111nt (he

learnability of course content has bearing on its level Tlic tendcncp of a very ctvnplc~

curriculum content is to retard acadcniic perhrniance due to the diflicultp ill Icarww 111

short, the nature of curriculum content may affect academic performalicc S I I I ~ ~ C ' I I I S

examination failure is somehow related to the attitudes of student5 evalr~atorc ;ii the

sampled states a continuous assessment (AC) system or evalt~ation is adoptc:,I. am!

according to Okoro (19911, tlie procedure followed it] students evaluation shor~ld bt- taken

into consideration, the continuous assess~iient, comprehensive cxaniinatioli. also . , l~c l r~ l t l

ensure that the system adopted in adding grades lcad to rniriinlum disto~tion l'lic

evaluator should exercise maximum care while evaluating s~udents' ac;ltlc~ilic

acliievements

At school level tlie nuni\m of weekly period allocated to ~netalwork tcclinc~l(y~ is

too small for tangiblc progress. Tliis could bc contributory to the poor acadcniic

performances evperienccd by students. The school and administrators in liaisclr~ nil11

ministry of education oficials should give directive and the amount of tinic to 1~

allocated to metal \vc?rk technology in school system thr ell'cctivc ro\.csnFr, 01' lllc

sylfahus.

So~n~iiary of the I,itrra(arr I<cview

I t is not just enough to enlbracc the a\vareness of urgency rlccd o f

vocational!tecl~nicd edl~catiori as needed by Ni~eria of todav. but also to be abl(- to deal

objectively with the associated problems. Metal work being a vocational subject c m only

be effectively taught in workshop environment. which is replica of the one a\aildde it1

the society or industries. The implication of this is that, metalwork techriology s l~wld be

t au~ht in the same way, with the same tclol, and the snmc ~ ~ l n c h i ~ ~ c s atid wilh tlrc s m c

operations as in the occupation itself (Alabura, 1995) It is bclieved tliat if ' I3auclii..

Gombe, Taraba, Jigawa and I'ohe States ministries of education had ensured cor~ipliancr

with above pattern thc academic acliievem~:rit of riictalwork techrloloy studen~s nnr~ld

not have deteriorated as much.

The role with which workshop and cquiprnent play in facilitnti~lg the tcaclritry aid

learning process of metal work technological prillciples cannot be over-enrl~haqi7ctf

Metalwork being a very complc~ subject r-eqrriring most of its lessons 10 bc 1~1ig111 in

practical alone with tl~cories. l'his is because accor dirig to Robert (195'7). i t i s rltllicrtl~ t o

compromise between academic theory and everyday practice A number of Ctctrtls \kcre

highlighted as having effective influences on the process of achieving !he decir rfl 91mIq

Such hindering factors include among others, poor administrative fur~ctiuns. sllclr tnFe 411'

qualiliei: !I;. .;onnc.l, insullic~crrt woikshop equipment and orlre~ instnrctional facilities

such as . i ! i : : i iqml library rn~ler-ials, e.g. technical texts. journals ctc, students' nonchalant

Cl IAI'TER THREE

M ETl K)lJOl,OGY

This chqter presents the method and procedures to be adopted by the I.CC~YII.+CI-

in conducting this research. I t provides inlbr-mation on tlic design h r tllc stud^. .rrcba 01'

the study, population of the study, sample and sampling procedrlres, descripticm (11' the

iristrument to he used, the validation of rt~e instnlment. rclial)ilitv of lllc inst~~~liicrit.

method of data sathering and data analysis techniques.

Design for the Str~dy

The research employs a survey design to solicit i~ifor~~~atiori from pmple

concerning their views about the factors that militate against effective teaching 01' ri~etnl

work technology in Bauchi, Gornbe, Jigawa, Tarnba, and Yobe Stafes ~cchical colltyw

This design is considered most appropriate !iv the study because of its prcycrtic~.

which permit the use of questionnaire to deter-niine the opinion of the people about i ;S!ICS

Area of the Study

This study covers five states of t l~c federation tlaniely, Rauclii, Gornbe. . l i y n a .

Taraba arid Yobe States. These states were selected hecausc of their unique problcliis and

characters politically and otherwise, ( 1 ) they all fall in the same political zone. i e nortli-

east except one state Jigawa, which falls under north central zone; (2) all the ti\-c states

are in the northern part of the country.

Population of the Study

The poprrlation for tllc slurly includcs dl the principals ol' tlic six Icdlriicnl

collepes and their vices il l the fiic S ~ ~ I ~ C F . Also incli~dcd are fofly-tivo technical teat-licrs

and ninety students of mctalwnrl.. departnients 'I lic distribution sl~ould he eight teac:lic~s

from each school eucluding the prilicipalc. frl'tct'ri ( 15) students will be ra~ltlornl\.

selected from each tcctlriical collcy!, at least li\.c ( 5 ) strdcnts from each class of S5 I. I I

and 111. l'liis brings the total population of the study, therefore. to beconie onc Ilr~~iclred

and forty-four ( 144).

Sample for Ihe Study

All the six principals and their vices were included ivliile thirty (30) tccliriical

teachers and thirty-six (36) students were ra~idor~ily selected to Ibr-IN !lie smplc Iirr !he

study. 'The sample is made up of a total of eighty-row (214) respnntlcnts.

Description o f tlie lnstrume~it

In collecting data for this study a qucstiotiriaire was rrsed 'This insln~nlc~ir

developed with tlie research qrrestiom and tlic hvpn~heses in ~ n i : r t l 1'11~ qtt~~tio~iti:~rrv i s

intended to elicit information liom the principals and their vices, technical tcachcr:. arid

students The sixty items qimtionnaire is brnkc~i up into six sccticrm as lijll(l\f s

Section A: Collects information arid personricl data fur idcntilication and classiticntiot~

purposes.

Section B. Deals with the administration factor militating against efTccti\fe teachin? 01'

metalwork in technical colleges.

Section C: Focuses on teacher related factors militating against effectiw tenchitig 01'

metalwork in tecliriical colleges.

Section D: Collects information on equipmc~it/facilities hctor illat riiilitale ayair~st

effective teachins of n~etalwork it1 technical colleges

Section E: Aims at identifying the studerlt related factors nlilitating against effeclive

teaching of metalwork in teclinical collepes.

Section F: Focuses on the curriculum related Factors militatitlg against cn'ectii.c

teaching of metalwork in technical colleges. The instrunicnts were

constn~cted using the five points 1,ikert scale nhich consist of I I IC fidlo\\iw

responses arid valucs: Stron~ly agree. Agree, Undecided, Disn~rce atid

Strongly disagree with values ol'5,4,j,2 and 1 poinls rcspcctivclg.

This level of significance of teachers in our educational setting underscores t!ie

huge expenditure on teachers training in Nigeria. Also, the importance of qualitied

teachers moved the Nigerian goveninient to int cnsify efforts on teachers training for all

levels of the cot~~~try's educational system. I11 fkct, the need for competent teaclws to

implement the new policy of education cannot be over-emphasized. Teaching as a

professional has remained the storehouse of knowledge throughout tlie world and the

teaching profession remain the process of transmitting the accutnulated wealt li o f

knowledge and experience

In this vein, the quality of the educators indicate quality of educational system.

which in turn affects the economy, scientific and technological development of a natioil

Olaitan (199 1) outlined the roles played by vocational technical teachers as includiny tlie

directing of learning, which is the traditional role of all teachers. Also mediation of

cultural heritage by way of equipping students with the skills that are relevant to their

work, culture and development Okorie 82 Ezeji (1988) maintained that assistinp the

school guidance programme, liaising between the xhpol and co~~imunity as well as *

curriculum development and implementation are other professional demands placed on

vocational teachers. Towards this end, the risk of keeping in competent teachers could bc

readily seen. This implies that vocational technical teachers must be masters of the skills

they teach.

With much recognition to the need of competent teachers in our educational

system, the federal ministry of education (1998) made some specific recomrncndatic,ns

concerning the calibre of teachers that shouId teach the pre-vocational and vocational

programmes in secondary schools. The required teaching staff for junior secoridnry l>rc-

vocational subjects are holders of the Nigerian Certificate on Education (NCE) in

vocational and technical subjects. Similarly, holticrs of hachclor's dcgr cc in vocatio11:d

technical discipline are required to teach in senior secondary schoolc and technical

colleges (Okoro, 1993).

However, due to the demand of the 6-3-3-4 system of education that vocationd

and technical subjects to be taught in all secondary schools in Nigeria. there is an acute

shortage of qualified vocational and technical subject teachers envisage by the

government. This is because most of the vocational and technical subjects were not

formerly offered in all secondary schools in the cotintry, but were taught in the technical

schools alone. In this respect, the government decided (as an interim measure) that in

order to produce teachers for vocational and technical courses, other categories of

personnel must be co-opted to teach the subjects. Therefore, holders of National Diplotna

or Bachelors degree in related science disciplines were also recommended to tcacli

vocation and technical subjects in secondary and technical schools, after undertaki~y

courses in education that would qualify them as teachers.

One other initial quality of good vocational and technical teacher is the posse~sion

of extensive general knowledge or general education. This is the type of education, wliich

is required by all citizens to live in the present world. In the view of Evans and Hcr-r

(1978), general or liberal education is a necessary foundation for so~rnd professio~~nl

education. This is because the knowledge acquired here provides a set of building lllocks

upon which to base professional teaching growth arid development. The

vocational/technicaI teachers and the students alike would norr~ially find it dillict 11 t to

provide and acquire meaningful education. Unless there is curiosity in both parties about

their environment, the ability to reason and see the importance of relating their proti.ssio11

to the society they live in.

The general or liberal knowledge is the inter-disciplinary approach to vocational

and technical education under the 6-3-3-4 system of education in the country today. Apart

from acquiring general education, vocational technical teachers are supposed to know 1

that constant updating of professional knowlcctge and skills is invaluable of tlicil- success

In fact, many teachers were trained decades ago and the curriculum for the prog1.nmme

continues to change. Besides, the need of vocational and technical education classronrn ol'

today are not all the same with thosc of seventies ( 197Us).

One thing that is conimon, however, is thc condition that vocational and technical

teachers should produce individuals who will always meet the current labour tmt-ket

need. In order to live up to date, I-lert (1983) emphasized that vocational tecli~iical

teachers should always determine the technolngical need o f their department. socii~l and

gained the support of thcir school administrators to purchase the necessary inst~ucticrnal

resources, help in the selection of appropriate equipment and then use the equip~ncnt to

train students.

The pre-requisites of good vocational and technical tcachers do not erid tvi t l i

certificate. Writing on the criteria tbr proper evaluation of tcaclicrs wlio arc I ~ u n i a ~ i

resources in a school programme, Cliikwelu (1988) hinted that, apart f r m the acaclcniic

qr~alification of the teachers their in-service training arid years of tcacliing cupericnc c arc

equally important. This view is supported by the t'act that training institutions usually

prepared teachers for every level position that would enable them develop and proyvess

on their job. The in-service training of the vocational texhcrs is tliereVore necessary if

they are to be suficient in the delivery of their assignn~el~ts. Stali' trailiiri? and

development are gaining more ground the world over. According to Wildaver (1983 ). this

new look and staff deveiopnicnt is referred to as human resources devclopnient (1 1.11 D).

The adequacy of H.R.D, however, depends on a careful exatnitlation of tlic aims,

objectives and priority of the programme of a school. The training needs of a staR must

be known and the most convenient way of acquiring training provided. 'The practice of

H.R.D is also applicable to erlucational institutes as any attempt to forestall Ii~rther-

development of teachers tvould tell on the economic, political, social. scientific and

technolozical outlook of the country in a short period oftime.

In another development, leaders in vocatiorial education are currently invol\.ed in

studies and discussion concerning the u p ~ r a d i n ~ of vocational teachers inslitutior~r

(Ezekwem, 1984). The emphasis on acconntability and evaluation cf teacher-c ar~d

instihitions have undoubtedly spurrcd ettbrt towards the deterlr~ining of [he

characteristics and competencies possessed by successfUl teachers which in turn. hns led

to identifjring leaders education experiences deemed to be most valuable to tcncliitig

success.

According to Okecliukwu (1983), certain aspects of conipetcncy based tea chi ti^

education (Cl3.T.E) progranirnc have bccn praciiccd by voca~iond cducatots \it~c,c

programmes in vocational education were initiated For instance, the shills devtlq~nient

components of vocational education programmes have always included competency

levels.

Okechukwu (1983) maintained that to heconie occupationally qualified [lie

teacher must spend some months during training in teaching practice or must 1iac.c

complete adequate working experience during the NCE or B.Ed prograninies. Thcr cfor c.

a careful personnel programme of vocatinnal/tech nical education will enable t lie tcnclier

to acquire necessary skills in teaching.

Programme development, according to Ezekwem ( 1 984), reported t h a t the

competency-based movement is going nowliere because of poleniics of teachers.

administrators, legislators and others involved in the business of educating thc nntion's

youth. Ezekwem pointed out that the danger of using conipetencp based approacli

necessarj far accountability is inherent in the pressure to reduce the curriculutii to a

series of lack-step objects which are primarily facts and skills acquisition, Attituditwl and

effective beliaviours are difficult to state in measurable terms and nftcrl m r not

emphasized in a competency-based approach to teaching.

Report dealing with llurnan rcsourccs aiitf ill& effects on teaching of vocational

subjects emphasizes gcrleral or lilwral cdtrcation nnd 4~illed cornpc~t.neit.s as htlda~ni~rital

to the successfirl teaching of vocatiorlal subjects in technical schools (Ezekwem. I"X3.

Nwaokolo, 1992; Okoye, 1992 and Njoku. I W O )

Specifically, in vocational edrlcation are metal work teachers aware of the

acquisition of general or liberal education and skills compctericics in their specific

occupations, as factors in teaching of metal work technology? This requisition has not

been answered regarding the teacher and students perception of the factors niilitnti~ig

against the effective teaching of metal work in technical colleges.

Administrative Factors Affecting the Effcctivc Teaching of Metal Work in Tccirr~icnl Colleges

According to Odunukwe (1995), the extent to which the staff are cunmitted to the

coals of vocational technical teaching will depend on the ad~nitiistrators leatfersliip 5t>-le L.

t han the otlicr factors like co~idition of scrviccs. Sin~ilar ly. tlic ildi~~itiist~ a~or 's p c ~ cq~t iot~

of the staff will lar~ely determine the extent to wliicll the adminis~rator is able to ~iiolivatc

the staff Odunukwe cited Fordes (1971) in M~bodile (1998) w h o defined statl'

administration in institution involves decision-making. or policy formulation on the

recruitment, training or development, remuneration or compensation for the achievc~lie~it

O F the objectives of the institutions.

The hope and proper irnplerncntation of government programmes is Iicn\~ily

depends on administrative policy of the government, as well as competence and

temperament of the administrators. Okoro (1993) said an educational administration with

good leadership quality would be able to device and innovative, more effective method of C

implementing policy. He will be able to motivate and inspire his staff to give tlicir

possible best in pursuance of the objectives of the institution. Ile further stated t l i n t the

action of a good leader would be able to influence state arid federal policicq and

education by commur~icating effectively his views and experiences to the appropriate

higher authorities.

Okoro (1993), the frequency with which government is cliar~ed duc to political

instability, so are adn~inistrative policies initiated and dropped. Such mahc shill

adminiqtrative policies have an advcrsc itlipact allti cll'ccts on tlic srlccc.;4irl

implementation on any programme that has lasting duration such is tlic case with tic\\

system of education, Kwaghkur (1998). The new education systeln is lliglily deniardins

in terms of fund, intellectual abilities, managerial cxpcrtise and tcch~iologically litclntcq

and managerial expertise arid technological know-lic~w.

It is only the technologically literates and manaserially cupcrtisc that nfc

competent to handle those demands with successful outcome The Vice Principal o f

government technical colleges Gadau in Bauchi State, on the 18" October in a paper

presented during the passing out and prize-giving day of lmational trainins center Amrc

said: in most of the northern states, the occupation of administrative scats in rn i r i i s~~v of'

education are products of literary education and so, are ignorant of the conseqtlencm of

some of the bureaucratic actions on educational matters that need urgcnt treatnient

A case in point as the new education system (the 6-3-3-4) which is the braiticliild

of federal government but was allowed to be managed autonomously by each ~tnte

government. Abdulkarim (1998) the affair of such a venture needed to be placed nu tllc

priority list of the government policy implementers. This will ensure tllc wcll bciny or

such a venture by assisting of its effective implementation

In reality for effective and eficicnt rnanasement of any programme. the

administrator must not be so ignorant of the aims and objectives of such a prograiiiliie

Not only should they not be ignorant, but also they should in additinn- sincc.rely

appropriate and be willing to solve the proble~rl of the programme. The succcssfi~l

inlplcmentation of a new system of education needed suficient fund because 01' its

capital-interisivc nature. Okeke and Ora~iu (1003) indicated that voca~iorial cducntior~

under the new education policy is racins a grave finatlcial crisis

they are also usually viable in tlie long run if well administered. The g~vcr-trn1e1,I ot'

Bauchi State and others should strain themselves to make find available to tcctlriicnl

colleges. Okoro (1 99 1) observed that without fund adequately no educatioual insti tu! ion

cotrld be run effectively. What government should do as the re-ordering step i s to make a

retrospective observation of how a new system of education has fared in tlie state so as to

enable it identify the dogs in the wheel of the programme.

Fund raising avenues should therefore; be exploited to make sure that scllool

activities go on. Okoro (1991) advised, "Funds have to be raised and mannwd

judiciously so tirat the necessary tools, equipnient and material can be purchased and the

day to day expenses of the institution provided for.

The Bauchi State and other neighbouring states governnients and tllc scl!ool

adniinistrators should appeal for fund from public-spirited individuals and organizatiotls

so as to keep technical education programme running.

Agada (1 987) cited by Msue (l989), said:

1 submit that our country has potential needed to transform the 6-3-3-4 into a modern scientificallv advanced programme and oriented technologically in order to make it a successful prograrnnie all hands federal prernrnent, and all her agencies. state govemmetits, industrialists and private individuals must be prepared to participate.. . .

All the administrators should effectively co-ordinate the teaching and learn in^ prrxccf; ill

all technical and especially metalwork technology and incorporated srll~iccts of' a lit\\

education system to ensure srlccessfiil implemenh~ion and fruitfill outconic.

Eqeipnient/lnstrl~ctional Facilities Factors Affecting the Teaching of hletnl \Vor t i in Technical Colleges

The problems associated with poor performance in metalwork examination could

result from lack of proper use of workshop and iristn~ctional facilities. 'This is because

accordins to Chapman (1972), it is dificult to compromise between academic tlicor.!* and

every day practice. Students wed a lot of practical lesson to be able to digest tile

principles of the course. Just as toys appeal to children and put them always in n play

mood, so do tools and equipments attract and motivate students t h ~ s making them t)c in

readily mood to learn.

Most of the teclinological principle may tend to appear abstract in the01 cticnl

lessons but become understood and simplified in practical terms. The studelirs of

metalwork technology will benefit more when theoretical lessons are coniplementcd will1

practical lesson, and this will surely improve 111cir acarlerrlic perforniance, hlclone

(1980). When teaching aids are used, lessons are always interesting. understood a d

rightly enjoyed by students.

It is in realization of the need of workshop facilities in facilitating the tw:l~i~rg

and learning that. the federal governnwit and states ordered Ihr worksliop ccpipriicl~~

intended for the teachins of prc-vocational sd!jccts ~\;hicli were dclivercd to secolidnr\-

schools across the country in 1'185.

This was done to ensure the smooth take-olrof the new education systen~. the (1-

3-3-4 in schools. But the use of equipment rcquires competent tcclitiical terlclicrs \ \ l v ~ at-c

unfortunately, in short supply in Bauchi, Gombe, Jigawa, Taraba and Yobe States sr:Iiool

system. A situation of illis nature will only compound the prnbleni of the studcr~ts i n

effectively learning their lessons.

Though the federal government was so generous by reason of tlic equiprnt.111 i t

I

supported the states to distribute, yet the vacuum created by cornplcte lack of ctlt~ip~iirl~t

still exists. This is because only one unit of equipment that was supplied to tlic sclloclls

which is not adequate at all. Imagine the situation where a laihe machine for t11rn iu3

operation is applied without cutting tools and other accessories like chucks. matlclrills.

angle plate, face plate, knurling tool, thread-cutting tool, boring too!, etc. these mat.lii~ies

in addition to their lacking of accessories need electric power supply to start t l~cti~ hut

most of the technical schools were neither connected with the nah i a l greed tior 1m.e

they an alternative generator with capacity to start tlie maclincs, and ever1 if all the

colleges were connected with NEPA the constant power failure in the countrv is r . ~ l i y d ~

to cause the students set back. The implication of this

grossly inadequate to ensure effective use of worksliop ~ U I ~ I I I C I I I , W I I I L I I W I I I I ~ I C ~ I I I ~ I I C .

the teaching and learning of the metalwork technology in Bauch~. tiombe, J ip~va , I ar nba

and Yobe States. Ministries of education slrould provide Inore cquiprnent. becairsc I x L ot'

equipment has demoralizing tendencies of teclmical teachers as n ~ l l as students 13111 a

child is to scc, i'ccl and Iicar what is bcing taught to l ~ i ~ i i .

I t makes what would have been abstract idea cc.,ncrcte (mehie, 1980) 'Ilie

persistent failure of metalwork students in their examination could also Ix cau.;fd IN

limited library facilities. The teacher as well as the students needs to be espowi to

technical journals and books in addition to the subject teuthooks. This would keep tlieri~

abreast of recent discoveries and improvement. I t is important that sr~ch instn~ctiot~al

facilities that will hasten

as equipped library be provlueu. I ne snorrage or cunlplerc auserlce o r Ilnrary I ; ~ L - I I I I I C S

will show down the acadeniic progress of the students thus resulting in poor cuanritration

achievements.

The availability of technical dictionary or ency it

Ixcause each discipline has its language and concepts thar ctnpnas1i.c rcaarry S ~ I I I ~ to

achieve the understanding of materials (DitTy and Sandeth, 1982). From the fo r ewi~~y

related litereture it is seen that ineffective use of workshop and irlstn~ctional 1'acilitir.s or

their abscnct; at all, results in ineffective learning.

Students Factors Affecting the Teaching o f klelal Work Techtiology in Tecl i r~icf i l Collcges

The performance of students in tilctalwork eua~niualion result is al\trr.rc

d;scouraging, tiu us it is truc that most sti~dcrits not sliow intc~cst il l scic~~ct. a n d

technology subjects.

As a factor, thc individual difircrw i s c'l~iofl~~r ~ ~ I C ; I 111' C ~ I I C C I I I 111;it ;~l l i 'c t \

students' performance Individuals differ in a large variety of ways. I n social c l a w

intelligence. motivation, maturation, physical characteristics and so on Silice the aliil i tv

to learn is noticeable and affected by niost of these factors, one would expect that

educators would be experts in identifying tliese ciift'ercnces and in prnviding a Ica~rlitly

environment, which makes the most of time. Unfortunately, Iiowever, n c 1,11on

surprisingly little about how individual differences and Icarning aKcct one another I111til

psychology can tell us niore about the process, as cited by Evans and llerr (1978). the

safest course of action seems to provide a wide variety of teaching i

opportunities in the hope that one or marc of illcnl \ \ i l l he efi'ective foe each ~ n d ~ k ~ciual

According to Evans and Herr (1978). some str~clents may have physical problems (colnur

blindness, slow maturation, low metabolic rates) which interfere with some typw of

succeed in some fields but fail in other!

narrow programme, which rewards only t

enjoy working with symbols. Instead of with people or things and who work well i l l the

classroom setting. The fully comprehensive school provides a valiety of paths to schol

success and capitalizes on indivitir~al dill'crcnces ratlicr than t r l

into a common mould (Evans and tlerr, 1978).

Another factor is the adr~iission process - interviews. past recora 01 s!rCc cl;stirl

siniilnr situation (that is co~itinr~ous asscss~iicrit rccorri) ax1 I

common devices used A test which has relatively poor prerrrcrrve anrlrry I !)I c c rirr I \ c

validity) may still be usefill in improving thc battitig averqe ot'tlic pelson w

decided who will be employed. Frorii the educational stand point, this type ol evarr~nrwl l

and student selection is unacceptable. "Value added by education" slinuld be the cr rlcrion

of the programnie7s success and student should bc ~clccted who will gain most tictrn t l~c

programme regardless of the level at which they start (Evans and her^. 1978)

Gross error can be made individual cases, but if the PI-oportiori of sr~c~.edil l

enlployees is increased by use of test result. the person is likely to cnntinue i14riy t lri l;

test. The irony is that we still know about method of selecting those who will protit niost

from instructions and this must continue to be given high rescarch priority in psyc.l~ologv

and vocational education (Roberts, 1957).

Carr ica lom Course Conferit Factor Affecting l i~r Tc;whirrg o f kletfll \\'orlc 'fechnology in Tcchnic:~l Colleges

On the j rast nature of curricr~lum course content of pre-vocational prog:urn in tlic

new system of Nigerian education as citcd by 0kor.o (1993) that, the develolws of tllc

syllabus in their zeali~sitv to sce that no iri~pol tant topic ill !lie area of teclinolog~ n;ls let1

out. included for more then, car1 he cikclivcly covcr-cd in ihc ~hs-cc years r f r ~ ~ ;vtiol~ (11 '

junior secondary school course conterit. To wide crrrriculuin contcti~ has the i~iildic~atiori

of poor coverase during learn in^ activities a~id !he resullant it1 pc~or nc.;~ricniic.

achievement.

The dificult level of a curriculum course content is another factor sr~spc~.tctl to

cause teaching and learning ineffectiveness. According too

complex curriculum content defies the criteriou of learnabili~~. I IK IIII~IIWLIUII IS ~ ~ t r l t the

learnability of course content has bearing on its level. The teridcticy of a very ctllnl~lt.~

curriculum content is to retard acadcniic perrorniance due to the difficrdty in Iearrliry In

short, tlie nature of curriculum content niay affec.t academic per-(i~rma~~cc. S~l~cfc*uts

examination failure is somehow related to the attitudes of students eval~tators ;it the

sarnpled states a continuous assessment (AC) systcnl of evalr~atirw is ado!~~c!l. awl

according to Okoro (l991), the procedure followed in st

into consideration, the continuous assessment, compre! .,..... . -. -.................., ....... ... .....

udents evaluation should btl~akc~i

too small for tangible progrcl;s. This could bc cuntributory to the poor acnricri~ic

performances experienced by studt'~~ts. Tl~e scliool and administrators in liaisorr nit11

ministry of education oficials should give directive and the atnount of linic lo f )c

allocated to metal work technology in school systcnl for dlccti\c covernt?(5 01' llic

syllabus.

:c the awareness of urgency I

L

al work being a vocaticnal subject (.a11 ~1111

. a - 1 ' 1. I- .I . ' I t 1 .

- ie salnc niachincs and \\it11 1l1c sanic'

n n 1 1 4 - J I I n - 1 '

Sr1t11nia-y o r the 1,itcratare Review

I t is not just enough to embrac ~lccd r11'

vocational!teclinical education as needed by ker - la or today. but also to he able t c i deal

objectively with the associated problems. Met

be effectively taught in workshop environment, wrilcn IS repltca or trie one aiilrrawc tn

the society or industries. The implication of this is that, metalwork tcchnolorzv sliould hc

taught in the sanic way, with thc sanic tool, atid t1

operations as in the occupation itself (Alabr~ra. I v r 3 ~ 11 IS oerlcvea rnar 11 I m u i l ,

Gombe, Taraba, Jigawa and )'obe States ministries of ec

not have deteriorated as niuch

The role with which workshop and equipment play in hcilitatity the tcacfli~ir! :\mi

learning p

Metalwork

practical alone w i ~ n r ncorles. I nrs 1s uecausc accor amp ro lronerr \ I r u I 1, 11 IS or 1 I lcrrlr 1 u

comproniise between academic theory and cveryc el ts

-

lay practice. A nrl~iiber of l'ac.tca~ s NI

-,,,,,,. -C ,,I-!,..: .... r l , , .I,,:. ,. I ..... highlighted as havina effective influences on the I J I ~ T U C ~ ~ ( ~ 1 ~ ~ L I I I C V ~ I I ~ I ~ I C I ~ C ~ I I L . ~ , F ~ ~ c l l q

Such hindering factors include among others. poor administrative lilnc~ions. s l i ~ v ~ilye r ~ l '

qdilicc: . at- wnrwl, insu llicicrit wo, hshop equrprnent and 01 het instructional ficili! k s

such ils . r , : , i ; p x i library me~crials, c g teclinical tests, jour.nals ctc, students' nonchalant '

altitudes .c.iaids the subject, the cur-ric~~lum di!liculties/ sliortco~nings of financial

l ? m d i u ~ ~

7 7 1 ,

C! IAPTI~l< TI I R E

M lC'I'1 IOUOLOG\'

This chapter presents the method and procedures to be a d q t c d by tlic rcv~;ilclit~

in conducting this research. I t ~mnides irilb~matiuii on Ilie dcs ip l i ~ r the 4turiv. .lrcia c d

the study, population of the study, sample and sa~npl in~ procedures. Sescrip~iorr rll' ~ h c .

instrument to he used, the validatiol~ of the instrument, rclialrility or thc inr! I \ 1111cri1.

method of data gathering and data analysis tecl~niques

Design For the Study

The research employs a survey desi~n to solicit itifilrma~frw from (my~le

concerning thcir views about the factors that mifitate against eiTective teacl~inrl i s ! ' riletal

work technology in Bauchi, Gotnbe, Ji~awa, Tarah,

This design is considered most appropriate !i l l llie srutiy [jccilusc (71 ~ r s prtl\!cr [ r n .

which permit the use of questionnaire to dctcrniine the opinion of the peoplc ahout i ;wts

Arca of the Study

This study covers five stares of tlrc f'denalion namely,

Taraba and Yobe States. l'llese states w r e selecred bccar~sc of . .

characters politically and otherwise, ( I ) they all fall in the same political zone. i e 1101111-

. . t - I . I ,-I# I .i . . 1 . , 11 - 1 - 1-. . .,-- east except one stare Jtgatva, rvnlcn ram unrier norrn cenrral zone. ( 1 1 ; I I I lric I I \ C virrc*

are in the northern part of the country

Population of tlie Study

The population for tlw study inclutlcs all t lie prirreipds oT tlic six 1ccl111ic.nl

colleges and their vices in tlie fii-e st;ltes Also incli~ded are forty-two technical teadiers

arid ninety studcnts of mctalworL departnier~ts 'I lic distribution sliould be eiylrt t ea (krs

from each school excluding tfre prir~cipals. filiccvi (15) students will be rantfond\

selected from each techriical collcgc. at Irast l i e ( 5 ) stirdc~its from each class of SS 1. I t

and I l l . This brings the total population or tllc study, tticrefore. t o beconie one Iiurdred

and forty-[our ( 144).

Sample for the Study

All the six principals and their vices were included while t h i r t y (30) t tc l~~~ical

teachers and thirty-six (36) students were ra~ido~iily selected to thrn~ rlle sample l i b 1 tlie

study. The sample is made up of a total of eighty-f'or~r (84) respontlcn~s

de

hit

str

Se

This meant that, items on the questionnaire having mean value of 3.50 and above

were accepted as factors affecting the effective teaching of metalwork in technical

colleges. Any item whose mean value is below 3.50 was regarded as rejected because it

implied that the respondents disagreed that the item of the questionnaire having that value

was a factor affecting the effective teaching of metalwork in technical colleges.

!l~polhesis 'I'ctsting

Tli.: 1 . 1 9 1 1 hy~o!!rcsis stated bdc 3;v was tcstod with t-test and critical value a: 0.05

Rescarch Q w s t ion 1

What are the administrarive t'actors uilitating asaitist clTccti\-e tcacI r~*l~ 01'

metalwork it1 twllnical colleges?

Table I below presents the data collected for ansncl-ing the research qucslir i~l

TAn1,E 1

hlcan Responses of principals. Tccl?nical Teacher and Strlrlcr~ts to i\dtnin~ I : i t i\ c

I 'il

by the principals. - --- mlar wpply of electricrty to the workshop not crlsured _ R _ ~ L - ~ - - - - - - - - - - -

Leaders - self-centredness or selfisliriess - - - - .- -

Lack of - self-confidence pertaining to school ad~ii~~~~stration -- -- - -. - - - - - -- - 3.12 Lack of -- adquate motivatioii to technicnl tcacl~crs. -- 3 95

e respuiidents as shown in the talde alw\.c n~rced that f'actors s t ~ c l ~ ;IS lack (d' L l f w r al

initiative by entire administrative organ. inability to utili7e the mailable rrso1ll1.t\q i t1

ones' areas. lack of irilcrest in the subject by the atlniiriistrati~~c organ, I;\! 1. ot'

ndrninis!ratcm' rclcvant prnfcssiot~al t r n i ~ l i r y a~rtl qr~alilic;ition. rloi~-lrro '-11 1 . ~ i l l

for practical, lack of close supervisinn of the activities of 1l1e w~hject te:icl~ers 1 ) . ~ l i c

principnls, rcyrilar supply of elcctrici~y lo ~ h c workshop 1ro1 crrs~rrcd. I d c i .;rtll'-

centredness or selfishness, and lack 01' adequate motivaticm to tech~iical teachc~,. ale

factors militating against effective teachins of nictalwor-k in technical collepx as tlicir

mean responses all falls within the acceptctl limit of' -3.50 and above. ho~vever, itcrrl (0)

lack of self cnnfidence pertaining to school adnlinistration attract,.lI mean ~atinys oI : 12

represented disagreeing by rcspondcnts bccause its below accel~ted liniit.

Research Quesf ion 2

What arc the teachers related factors n~ilitnting apainst ef lk t ive tcacliirl!! of'

rnetalwnrk in techriical colleges? Table 2 bcloiv .;l~r~ws the data collcctcrt f o r ans\lfvicy

the above research question.

Acute slinr t i i y t ( 1 1 t:~lilird -

t c~Iiriic;11 teaclicrs. -- -

1,ack ol' gowl wlljr1.1 L~lmr l l - 1 .

denionstrated ( h e to I r d Cicilities. - - - - -. -.

Seminars atid ~vor ksh; y r r l r i l

regularly organized to rlpdate technical teaclicrs' knoivlcdyc. - .- - -

Poor relationsliip betwen tcchnical teachers and their stud(-?PI i -- - -. Inability to complcr(3 twk on schedule. Lack of general itiiti;ll;\.r to cncclt standard. ---- --- Inability to improvise st n~ctrlral tnaterial. -- -- - - . - . - -

Teachers free-care attitr~dc d~re t o the lack of tnotivation. - . . - . - . . - . - - - -. Strdcnts' attitr~des toward tlic subject discourage teaclicrs too -. - -

The results in table 2 revealcrl tliar i~enis 12. I r , I5 arid 1 ( 3 nttr:tctccl 111t* 1 1 ~ .Iw.:t

mean rating of 4.1 G, 3.89, 4.22 and 4 00 ~t.;pccri\!cly l'his inildics t l i i i t . tlic rcxp~ll Ivll'i

a p x d Illat, factors S I I C ~ as lack of lootf strljcct knnnlctlye h. ter.liriir.nl tc!;r. Ill.!.;.

_I I . . I , . - . - I . - . J . . I 1 , . , I I I scmriars aria wnrwnops nor reylarly oryanrieci ro rlpclarc reclinrcal rwcrier? krirur I ( ~ l ~ l ' .

poor relationship belween teclinical teachers and tlicir strrdents atid tlici~ innl i l i l ! 1 0

it1 technical colleges

Mean responses of principals. leaclicrs. a t d studcr~ts as rcga~tl

facilities/equiptnent hctors that militale against ell'rcti\.c ~ c a c l ~ j i i ~ c ~ f nietal work I t r

technical colleges

-- (N = 118) -- --

- - .- 2 1 . of materials for

nractical work.

22- - I Lack of regular electricity supply for use in the

1 I workshoo. 1 23. 1 D!-okcn tools and damaged

I I equipment not promptly replaced.

( r t R r o k e n down machines and not pmmptly

the maintenance of equipment not ~nade

-1 1--- -.

The table 3 above revealed that factorc ~ ; t ~ c . l r ac non-pr-o\++r~ of riiatc~inf I ~ ) I

o.2(i I Agree

~mclical work, lack of regular electricity fbr rlsc ill ~ l i c w~rkslinp. hrrlkrt? t o o l s :111fl

towards met?.!\\r\rk c l w to wroiig p t r c ~ ~ t i n n n f t i ~ h l 11) i t . S ~ I I ~ C I I ~ S ' IISC 0 1 ' ] . 1 0 ( \ 1 1 4 1 1 1 \

Rcsewrch Q ~ ~ e s t i c l n 6

What is the eu(ent of ndcqllacy 01' ~liwliilicc. cquipmcnt. il1~frrrcfir~ti:11 t i 1 : r f l I I 11

~vorkshop and tools it1 your technical collcprsq

T d ~ l e 0 s!io~vs the data CCIII~TI~YI h~ ;~lrsn~vit iy ilic I [WNCII ( p ~ r , ~ i t ~ t ~

colleges.

Radial drilling machine Sensitive/l~ench drilling niachirie -

l-lorizontal -- milling madline -- - - Vertical milline machine

Lahoratorv eyujtment ----- - _ _ _ l - .

-- materials -- -- 5 2 Foreine maclline 53 Tongs of different shapes Rr -- -- - 5 4 and I land doves 55 ( Wrlcline machines

Aid cabinet FZox - - - - - . - - - - - - cmrinned librarv

lrlatleqrratc I - - - - . - - - Inadctpate 1 , Inadequate I

I n order to answcr researcli question (3 tlic ~espot~tlwtq welt. mLcd t t r i r r t l r r . :~~ , . rh

cutcnt of availnlility of certai~i listed wt1rli4ic,ll rq~~ipircnt and ir~strrrctiotr:tl rmtcv;;il . 1 1 1

~vhicli, as revealed 11). the rest~lt in t a l A r 6 rwlv l i \ t ( 5 ) of tile twetltv-h.e 135) ilr~iw 1 ' 1 v

ratcd as bciny atfcquatc available Iw tlic rcspc~rid(vitz 1 I i t . w itcriis arc slinpiriy I1i:rl I \ I I I I .

with mean rating of (3 ( , I ) file cdrinet arid tiles ( 3 X 1 ) <!ore room eqi~il~riierit ( 3 7.1) t ~ w 1 ~

of' difl'cr-ent sl17l1.25 a d s ixs ( ; 51) mid I\ 4 1 1 1 1 f 1 diidd mi(1 pw~llvcl nil11 ( : ;S1

Conversely, the most inadequate itcnis it1 moql tcc+riical cnll tys \\ere 1I;itlral d r l l l k

machine with rating mean of (2 5 1 ) 1101 i70111~1 t n ~ l l i l i r r I ~ C I I I I I C / ? 6-0) ti1111 <Ii(lr ( ~ r l a t i r '

overhead 16nm pr-lector (2 71) I n t l v rw: ! r i w f ' $7) ~ ~ 1 1 eqr~ipptd l i h n r v l 7 Sf11 ' r t ~ t l

slotting tnacliine (288) Otlicrs I I I : I I i s ~ v l ~ + ; I I I W I i r v d c q ~ r ~ t ~ ~ P I V trrtit+;iI ~ \ ~ l l t t ~ ~

machine. ~rniversal milling tnachine, p i l l n ~ clritli~rg machine, slia~i~ig I I ~ ~ C ~ I ~ I I C . OIF,

benches, bench vices, laboratory equiptiicrif . iicmnnctrat ion mt crials. h r r ? i n ~ r i r . r t I r l r t v

apron arid hand ?loves, welding machine. srtf'cty glirss and go@ atid first air! t ' , t l l r I W ~

1x-n all Kill nitliin the mean range of 3 05 to 3 12 nliich iridicat4 1ti21 t l r v re<lwncIr.llf~ ~ I J

this study condered them inadequate

nietalwork in teclmical colleges

I not demor~~trated due to lack of faciliries.

.- - - - 14. Seminars arid workshops not 3.89

1 I re~ulnrly organized to ul>dnte 1 ( technical teacliers' knowledye.

C -- - -- . -. - - ~ ~ ~ & ~ & t t i o n s h i p between 1 4.22 b . 9 0

technical teachers and their. students. - - - -- - -- -- -- - - - - - - . . Inability to coniplete task 011 4.00 3 5 1

instructional materials.

the lack of motivation.

/ 1 subject discourages teachers too. - -4 - - t-

Not . . .*

--

Not

Where NI - nu~nbcr of teachers responded

N2 - r)umbcr of sl~rdents respondctl

XI - mean response of teacllc~ z

- X2 Illcan response of s ~ t ~ d c ~ i ~ s

SDl - standard deviation of the triean respcw<e ol'tecl~t~ic;d tcacl~crc

SDz - staridard dcviatioci or tile mcmi rrsponsc ol'str~deri~s

NS - Not siyilicant

S - Significant

Table 7, sliows that there i s no siyificnni rlill'c~cricc bcl~vccrr t lrc. tilcali rc.;plrrw.;

of technical teachers arid students unly in iteriw I 1 - 13 awl 3-0 I'hc i tcm~ ~ C R I S n i l 1 1 . ~ ~ ' l i t t '

shortage of q~~i~lilied tecIinic,al teaclic~s- pr;v ,r i l . : l l Irwwq rrri I I I ( ~ I ; I I \ ~ O I I , I ' 11v t

demonstrated duc to lack of facilitits and qlt~dctltq .~~ti!rrclr towards tllr sr~l~jcct t!icrwrtngV

teachers too Howevrr. f i ~ !hc [Vlic~ iet CII itenw I v I .!. 14. 15. ! 0, 17. 18. a~id 1'). I l i t I -

test revealed tlmt there is significat~t tlifirrrlcc* Ilc.t\tetn the nleari responses c y ( t l~c

technical teachers and stude~its of technical colleges

Firidinps or the Study

I t was discovered from the study lhat t l~c lkciors n~ilitatiiy ay'1itist cfli . lb!i~v

teaching of metal work in tecl~nical c o l l c p ill flauchi. (;ombe. Taraha Jigawa. and ' ~ ' o l ~

State inclrtdt.:-

1 . A serioi~s scarcity of tcclinical ~mc!x r~ ; a d professional i~tull't.c~ii~cnc.~~~; 01'

lec1iriic;rl ttxchcrs in addition to poo: y~ ci r~~iirrital attitricle towaid 1~a1:11cr s'

knowledge improvement.

2. Lack of \vorksliop facilities and delicicncy of'tnols and equiprnciit dirc t u 1:rq. l . : (4

proper mintennnce, repairs and replacement.

3 . S~~ldents' poor attitude toward metalwork lesson clue to the fact that 111ctals ; i ~ I., tot1

strnng and required too 11iuc11 force or heat lo cvol-k wirli t!~erii

4. Nezli~ent and free-care attitude ~ i v m to nwtalwotli it1 tecl~riical collvyl *;

atlmi~~istrative organs.

5 . Lack of fi~rid, whicli lead to the non-pro~.isior~ of practical woikin~ i~~aleriiils

D i w ~ ~ s s i o ~ i of Findings

.v-l~n rrl(ltlv nllvrrrl r r l t l r * i t * r i 1 r 1 r r l t r ~ ~ ( l v ~ r r r t l ~ l r i l ~ m r r ~ l l l ! ~ ~ f l r r , ~ ~ r ~ ~ r \ l ~ l q i 1.11;~1-11\~11 I * . I ~ , i ' i ~ t l r

ot' metalwork in technical colleges in Bauchi. Goillbe. Jigawa, T'araha arid Yobe St;itcc

The area of interest include, those neglected ad~iiinistrative fi~nctio~is thai Iiavc 11iilt1,tting

tendencies on the teachinp and learning of inctal\vork, teacliets' tela~ed sl~attcc~tnirly

alt'rctir~g the subject. the eqiriprnent and facilities infltienccs that 1m.c retnrcl;rt~cmnl

e fkc ts o n the teaching and l c a r ~ i i ~ i g o f i i ic ta l \vo~k. tl ic s ! r d c l ~ l s ~ rclatcd Ihc r tm ~ l i n l r l > ~ i t !

t o Iiiridcr cll'cclivc~icss of tcncliinp ;ind IMI t ~ i ~ i y t w d i t i c m

The rpsults f rom the data col lcct td s l w n s llint ninst \)I incipalq o r ad~iiiriist r :.t !m

do ~ i o t s l i t w i n l r ~ c s l ill thc allhirs trf nict: i l \vo~ l, lcsvir i t : ~ t ~ r i i l I t i I ;rcr

not provided neither are broken dou.11 l l lacl i i l~cs rcpnircd 1 1 w ( 1 a 1 1 ~ p d tools ~I-OITI[!II\-

replaced. Si~nilariy. r c g ~ l i i r s rqy lv of elcc!! icit:, i s not y w a n t c c d ' l l i c s c ~ ~ ~ u d

administrators d r ~ ~ i u t clTktivclv supcrviwtl 111,: t c ; d i i r y and learning activities r ? l rl~t.

sul)ject and, they do not motivate tl ie n ictdwr i rk tcacliers either

Tllcsc discoveries call for thc re-orieritatioti nf tfic principals n i l the i t i i l w r tau( .. o!.

inetalww-k since most o f tl lctn by reason of t l lcir qr~cililication are lint ~cclinicall\; I ~ . r s 4

1 ~ 1 t irlclir~ed to i t i n a prclccss of l c a r ~ i i ~ i g as I-ci.c.;~lctl Iy thc strltly I'I-~VII~I riiniritc~i:iw f a ot.

broken-down machines, supply ol' niatcrinls for practical rvork as ivcl l as ~ - c l d a c e t i ~ c ~ ~ ~ f 01'

(lamage tools and equipment sl ior~lt l be a c-cyrrr~lar cucrcisc nt' rl lc arlr~i i~~istr-alors I'lw

supply o f the electricity, ef l ic t ive supc~ iqioti of ri ietalnnrk act i v i t i c ~ arid tl ie r i iol i \ :1t io11

of the iechnical teacher< are esceutial ~ c ~ p o n s i l d i t i e c tliat ~ i l t o ~ l d hc aswnrcd I\\ t l r t -

adrniiiistrator s o r principals

The revelation of the dala collected on teaclicrs' rclated t i~c tors n l i l i l a l i ~ lg a: tinrt

eflciive teachirig of riietalwork i n technical cnllcycs shows tliat, teclinical t c a c 1 ~ ~ 1 ~ i l i 1' 111

acute shortage i n the school system blost of !he teachcts tliat arp t cc l~~ i i ca l l y qrralil;f.~l do

not h i e good knolvledqe of the st~bjezt a i d ate a l w nrrt ~ m c t i ~ a l l w i e ~ i t c d i\

I - L , ~ c . ;~ l ( I :~lso hat tcaclw~s sclJom allcntl ~ecllnical sen~ini~rs and workshops due to lack

I.

t i l ' i j l j i , , I l~i~lilies.

1-lw I I ~ I ~ ) I . I ; I I I C C of te~1111i~i11 ~ G I C I I C I s illid t11ci1 tr'ii~iitig ;uid retraining cm~iot be

LT c ! ~pl~;lsi~cd 'l'lie teachers being the clirecl implemcntcrs of the programme, are the

t ~ . of' thr: SIIL'C'CS of 111e progranllnc, s o more ~clctmical teachers needed to be

c ~ l l p l ~ ~ . Ld i11d fllc sen ills teaclicrs bc give11 broad [raining opportunities. A poor

tc,~Lli, ; s~utlcnts' I-clatic)nshil) ill solnc: scllools may be as a rcst~lt of the hatred, which the

> ~ i i t L 1 . . :, I I ; K C on I I W d $ x t

\ \ ' i t 1 1 rc '~~;ird to the e tp~i lmc~~t i111d Sxili~ics tictors the sti~dy revealed tl~ar

\ \~, I I ,A! I~~~,: , iiic I I L I ~ b u y I I I L I G I I c q i t ~ ~ ~ ~ ~ d L I I U I C I I O L I \ I I I C ~ I U I U I i i t d l . . I I K I ~ i!W 81~0

tI~.ii~ i t ics ril' c) r I.;shol) tools ~ 1 1 1 ~ 1 cquio~i~~r~it Sur t l ~ t~illlli~lg popi~latiim ~f students.

\\'Ilitc I I is t 1 . t ~ I I I ~ I ~ I I C ti'd~~.iil mid sialc ~l,o\.crr~ilcl~I:, dib!ribu~cd workshop equipment to

lliilll> , . , C C O I I C ~ I - ~ SCIIOOIS i111d technical C U I I C ~ C S ~ K I - U S S rhe federation, such equipment

n CI c. , I ,I 511t licic111 111 ilualiti~y '1 11c ~ l i i t i ~ dso SIIOIVS t l i i~t most of' tllc t ~ c l i ~ i i ~ ; ~ I I V O ~ ~ S I I O I ~ S

; I IY I , , , I clcc~r-ilicci i111d that ~l le neccwcy niaterials Sir ~ili~ior practical works are not

~ ) I - o \ I ~ ~ ~ ( I 'l'llc ~ L I I ~ S : also 1 ~ ~ , 1 1 c t l that ~ I I C scllr)ol litlral-y do not havc i n stock relevant

t ~ c l ~ ~ i i . . r l books alld joi~~~rals . I ' l~ur t : is IIL 'CC~ &)I. the provision of all these fix the

I \ . . I I I / . i i i ) l b o l ' t l ~ oI+xli\. c 01' I ~ ~ C I ; I I \ V O I L .

I'h: lir~tli~lgs of the study ti ill1 rcg;~rd to s~uilcnts rclated factors militating against

i.t'Ii.1 I i L. 1tli1~4iiny ill. ~ ~ ~ ~ * t i i l \ i l ) ~ k i ~ i t cc l~~~i~: i~I L X I I I ~ ~ ~ C S iis S~IO\VI I ill tal~lc 4 ~ ~ ~ e i i ! t1ii11 I I ~ O S I

: J ~ c I ~ ~ : - ~ il1-C 1101 i~lle~-csted i n I I I C L ~ ~ \ V O I - ~ . ?'hey alsu ensaged 011 inconsistell! attendance of

t l ~ c Ic<sorl o f the strbjcct. 111 x i d i l i o~ i 10 t l i r lk*l t!igt. II~OKI r ~ r tliwli (I(\ r t o t I I ~ ~ ~ *

r k + ~ q ~ r l test I ~ ~ m k s , Tllis tcrids to p:pI2ili !lip r c ~ < t v ~ lhr tlivit IWIIII-~:I~~ l-; i i l r t ! t ,

nlctiiln.ork eu;lriiiriatiori at 0. l e t d The S ~ I I ~ V alqo s110\, .; illat. IIW < l l ~ r l ( \ t l t ~ !lo 110f J i . 3 '

coed sti~tIv habits arid that tiley art 11ot pr;tc.tir.;~Il\ i ~ r d i r w l 'I'licw~ st~lct~wt.; Iwi~rv 1(.:111* , ,

. . of tonlorr-ow \vrcd some carter y ~ i t h ~ t c c scn'ic.c-s. nllkll i s \-rxl? r ~ w v t ~ . v l 111 :!?

i r ist i !~~t i( i~i ill wdcr to y i w a s c ~ i s ~ ot.dit.ct,li(~~i 10 ~ t~ r r i (w t<

011 t h curriculum course corrtctit r r l : t t t d i:ictiv s I h;il I i i r i f l v t ht- r . t l i \ c * ( i \ t. twr~ll!.~;

nt' metalnmk in t41nical collc~es, llte stlrrly sllcvvn tli:lf. t l r t ~ l~ r t ; i l \ \ r r t . k . .;\,ll;il~rla i~ I ,

wide to be covered i r i three years duration. l ' l r i s 1 .~11~ ; frw a rc\.ien. o f tllc svllalim. l ' l i ~ , r %

was also the revelation that the nurnher of perin~i pri- n.rc.4i allocatrcl to rnctnlwvk tcc:c.:l*l~

i s ton small as a g e t i liy respnr~dcrits. For ~1kc t i i . c ~rnr.liinr? ml l t : ~ ~ t i i r i : ~ I$ IIIC srd~ir'~ I

ample n i i ~ idx r o f p v i d per n ~ d i : h t I ~ l l i t * t . ~ i ~ ~ r t w I ~ c d I b r - 1 1 1 ~ .srlliirct i t 1

school/collcgc t i t~ietl ldc, Tilere waq n lw ;in i i i ( l i ~ . i i l ; r . ~ ~ ~ Irv rcsponchtq tllat, pl.;lc'fit 11

lessonc be enrplrnsi;.!.ti ;rq ay:lirrct t[ic\ 1111lc'li t l ~ ( w t . r ~ ~ , 11 t v d . 1 of tlic ~ r lb i t~c~t , ~ ! I l i r - ! i t r . 1 1 " :

to rrt ard !lie Icar-nitill ptvcc.ss

The responrlcnts also re\re;ilc~l tliat itir.l~t~:icvi 01' p11vsic.s. riintl~c; :jml c: ! rc-~~i ic~l ;

Ociry integral part of metalwork, a f T t ~ t i t dii.r.ti?.i: ~c:~c:lii~w. : ~ r i r l Icilr-tiivy 111-w~sc i t r ~ c f 1 1 1 7 1

i s d r a t r~xtkcs [lie Nwtional teclrlrical ccr t itkntc c- : i t l i i~~nt i!w ror r r i t * ~ a l n crr I; \ IY v ililli~ I *It

due to so many calculations involveti. Thc d i f t i c -~~ l~y rrclrnllv eupcric.riccd l i t tlic s t ~ r r l f ~ ~ ! r , ~

in the cuarnin;ltkm m i ~ l l t be ihre to lr7r.k nl' ; l r lc~r l~r : i t r~ prrpnt.;lticiri it, w i r w w l1:i- : I

suljccts alllorig other- thinss. fioni the nri sct

Illat is what makes the National tcrhliic.;ii c c ~ lilicrrte euirnlir~ation liu 11it\t:1\1- 1 1 \

di!licult due Iu so marly calculations i r n x ~ l t ~ t l I IIV diflir~rltj. 11~11:i1ly c \p.v iw.t ( 1 I I I ~ ~

~tr~dcrlts in t l ~ c cuanrinntio~l niiyllt hc (11 11% I : r r . l , rr l ' ; jcfvclr r : r t r* p r ' l l : l ~ : I I ~ I ~ I I a l ~ v v t

based ~ t ~ l ~ i c v t % ; I I I M V I ~ otIicr tliirip. I i m ~ llw ~ I I wl

S11rnrn4r-y of Procedrrr~ Used

The purpose of this stud

tmching of mctal\vork in t l ie live

area4 o f intci-est are adlni t i is!~

q r ~ i ) m c n t s I-dated factors slid

ef lkct ive teacli ing o f n ie la lwnrk it1

five states. There were a to ta l o f I I S respot~derrls.

The instnlme~it tbr data collection was tlic rpestiotiriairt. n+icl~ col~sistcrl of' :

( 6 0 ) itcriis t h n l was ( l iv i r l~d ilifo six S C C I ~ ~ I ~ S . TIw q ~ ~ ~ s t i n ~ i ~ i ; ~ i r . r L ~ I ~ I O I ~ \ ~ C ~ I I I I C liw 1 ' *il l(

likert rating scrtlc. The respotidellts request cd I(? eupr-css t lie l e ~ d 01' nyrw~iielit ~ l i n I I Y Y I

si~ilctl tlicir opiriiori nbor~l cncli itclii c d ' illc rpwticmrr;iilv ' l ' l i o clr~t\s~iorirmi~ t- 111 i c r c I if.;

administrative was contctit validated by a t e a m of i~idiistrial technical t.tlucatioli c ~ ( l c ~ l s

Princ ip l Firldirig

From thc r l a h cnllected th-oiyli the qr1cstiolinai1c used l i ~ ~ l i i q stud\ Illrl

tidlowing findilly ~vcr c ri iadt

I hlnst of tlic prilicipals do not sliow in1c1e5t i t 1 tlw afldirz ul' nictalnol h I Iim

provide little or no lnaterials f i r practical work and h v h c n do\ \~l ~iiaclii~ir-c - ~ r ~ c l

equipnicnt are ~iot pror~iptly ~cpaircd Alsu damayed too ls arld cqr~r lwc~~t at1 t ~ l l

pm~iipt ly replaced

2 Technical teacllers are riot giveti a n v f i ~ r m rimti\ aricxi a11d llic act i\ i t I ( . ol'

~~ictalwork tcncl~crs are not dl'cc~ivcly srqrct\~iccd

3 There i q acute shortaye of tecllnical teachers in the sampled states hlnvt 0 1 thc

serving teachers e\en those qualified do tint l~ave g ~ r d knowleclec c ~ l ' c d r r ~ ~ ~ i r ~ ~ ~ Ir,

I<rrom~ncr~dntion

Basctl on l l i c li~idinys o f t l l i s ';I~II~\ f l i r . I;~IItjlv iriy 1-c .c:r1ri i1 l i i~r1t laf i1 ,~11~ :rrc r f l : ~ , ! ,

I 'Tcclltiical se l i l ina~~s ;i11!1 l i p < I 11 I I I i ~ l I I I 1

admiriistrator-s a11d p k . i p a l s v!. l!:~irrlii. (i1111i1w. Jiya~ta. 'I';II-:I~vI a ~ i d i ~ o b ~ ' ! : I I * , \

technical ccllcges so a< to e l i r ~ i i m ~ t : 1 1 1 ~ I j ins ; i y i l i s l 111rtnli iorL proyr: i l iw3 1 hi.

Strggtslion Tor. F~sl-(ltrr Studies

T l i o n ~ l i tliis study has ident i f ied such I k10r .s f l lat ni i l i ta lc\ a9nirlst dl; , t i \ . I:

tcadlirig i ~ i ' r n c l n l \ ~ n r k , i t i s s u p p t c d t l i r l t -

1 . A similar study be conducted in anotlicr gcograpliical locaticm 1 0 deter-ti~i~ic it' t l i t .

areas have identical y roblems.

2. A study should be conducted to e ~ d u a ~ e the crl~.t-iculum of‘rnetaln-ark t o ascvtairi

ils rolc i n tlx rcalizntion process t r f ll~c objects

3. A study could as well be undertaken tn assess [lie workshop equiimieti~.; n~id

facilities in our technical colle~es.

4. A study could be conducted to ascertain tile impact and acceptaldity o f tile

metalwork programme in the society.

,'!:fc.!:\vcrn, I-'.!J. ( I 9!tc-!). /',11 itivcs!igntion into !he i m y c t of'the crrmrniL1t.c systcnl 011 I)!<: ~ O Y ~ ~ I ~ I ~ ; I : K C 01. i~;sti:\~~iom of' !~~;~hi:r ! G I ~ I I ~ I I ; ; in I'zII(.!c! Sh tc as pcrccivd ly Sc1 I . , ',!.I- S(L\!T. !'!I.!> 'l'h;:~!~:, 0 1 1 i \ l ~ . G ! t ~ of?<bpi:!, !<SLI~.:!:~L

1 1 ~ I . , R. ( 1 983). Curriculum update tiom ottice adrninistrattc~n/b~~siness educahm :, I :ln~inistrative!cticrcation, 5 0 (3) 1 12- 1 15.

I<! . ;: - ,#.or., A S. ( 1 008) Teachers' perception of the hctors limiting effective. tcachirts c ::n~ional sul~jjccts in tcchni;al schools. Unpublishcc~ M. Ed., 'Thesis, Nsukka. ! jruvei < i t , % igcria.

h4 ,130 i le 0 J ( I 998) I<'2c/ilw . .;c/?oo/ Adrrrlr!l.s/nrlr o,r itr (P d~ymssed 1:corron~y. Paper- pi ,c etf in a workshop in 13auchi Zaranda Ilotel, ultimate consultancy ~~i \p i~bI i> l

I\ ::&'(. ~al Ihisiness and 'Tecliriical Education Board (NARTEB) (2000) Guide to husirlcss rlxhnical cxunination Brochure.

b. ; , .~ :~: . , C.V (1900). A fol!ow-up study of the grade 1 teachers programme in hsines:; ., :.- ilior: in Imo State. A .Jo~~rt?tr/ ~ t f ISII.\YIIL'.S.S I~&c~~/iot~. 2 ( 2 ) 67.

I ' : ~ A ~ , ~ . O ! O , J . (1902) Staft'recruitment and selection within the State ADP Jrno Ytatc U, , ,.:lt.~s\rc.,! M.Ed thesis, Nsukka University of' Nigeria

1..! I :bo C.R. (1998) problems of teaching science subjects in secondary schools i l l Ecni~' % r &, ~~npublisl~ed bl.El> thesis University of Nigeria Nsukka.

A . I ~ U ~ W U , E. (1984). Perception of Cfassroom teachers on the teachin;_l C ~ ~ I ~ C I : . \ . -, nrcclcd by p~t-service .caching of secrctnrial subjects in Acarnbra St,rtc. ! l q ~ ~ t ~ ' h".):(! thesrs, Nsukka University of Niger~a.

Dear Respondent,

TIianks in anticipation of your co-opcratioti

API'lNlll\r; I I

QlIF,STlONPL~~lRI~

IJuestiorlnaire on Factors I ; a i ~ i 17filc'?i\re 'l'enrlrine (31' R tc-tnhl I.

.l,ccllnnlogy i n 'recllllical Colleges ill I j a ~ ~ c h i . (;rmlrc. .liya\va, 'I'arirha ; r d J'oht. stflfd'c.

for Principals. Teachers and Students.

Scd imi ,I: Pcrsnn;l\ h l a

I'lcnsc p v i d c t l ~ e fol lnnit ig i n l i ~ r ~ i ~ ; l t i r v i r~l;iri!! ~;irtrplc t i ~ ' 4 ( 1 ill lllc yl,!, +,*;

provided.

1 . Name of School: G.T.C Gatlati ( ) (; 1 ' ( ' i;nirl:wi I ) 'I' r K ~ r t i i n ( ) (; 1 ( '

I ladcjia ( ) G.T.C Gcmhu ( )

2. I - l i ~ l i e s t Qlralification: Studcut ( ) f ~ f i i c t ( ) Dildrma ( ) I kp r t r \

I l i z l i c r Degree ( ) Others ( )

3. \'ears o f Teaching Experience (if st!vIrr~t) C'law- 11-1; ( ). 6- I 0 ( ). 10- I ( I 1 i

years and abovc ( ).

4. Arc3 of Sl~ecializnlicln: hletal-work ( . \ o r ( . I c - i t I

B r ~ i l d i n _ ~ ( ), Autnmohile ( ). Otlicrs ( )

5. Dutv Post: Principal ( ), l 'cachc~. ( ). SIIII~~VII ( )

Iwtrnctions: plcnx indicate by t icking ( ) i n tht appropriate y c c to inr l imle thc t.-. f f w t

lo n h i c h you a g c e or disagree \ v i ~ l l each (d'tl ic Iivll(i\\inr! I ~ C I U I s (S .4 - S t ro ty lv , \ ~ - ~ ~ v ~

A -- Agree, U - Llndecided. D -= Uisay-eetl.

-- -- - - - -- -

1,ack -- of ceneral initiative by entirc adrninistr-ati\.e - orcan c- -. -- -

Ability to utili7e the available resolrrccs -- in - onc'c - . area - --

Lack of interest in the subJect -.- by the adrninis~rative -- orgari. Lack arlministrators' relevant proftwicwal ~rai t i in~ n d

Nonqmnkion of matcr-ial liw ~~ prac!ic:al. I,ac,k of close supervision of' tllc nc:ti\-ilks of t l ~ c srdi.icct teachers bv the Principals. - - - - - - - - -

Regular supplv of electricity !o i h- \\ ot I.diop not ensured - - - . - - .- - - Leaclers wlf-centcredncss or srlfi+icw - --

I .ack ol'srifronfidence perr;~inirx to d ~ o ~ d adniir1i~1r-aticr11

metalwork in Technic,al collcgcs shodd Ire.

-- . - . .

-- - - - - - - - - - - - Technical tcacliers

t techriical teachers knowledge _ . _ - - -

1 5 Poor rclnt ionship between t ccl~nicnl tcsclicr arid their studcn[s

- - - - - - - - - - - - - -- --

-

Metalwork.

\v01 ksllg). - - - - - --- -. - -- --- - - -- - - - - - - 2 . { Broken tools and damaged eq~ripnlerit tlol promptly

I-5-1.1 re ,I aced. -J Ilrokcn-down n~acliine and equipnicnt not protnptly repaired

- - -- -- - - - - -- . -

1 - 5 1 Iuncl for ~ i w tnainte~in~lcc oi t w i ~ a d cqtlip,~ic~~t IIOI

L m d e available. i . ~ . . .

fccl~r~ology due to wrontr pcrccl~tion attnclicd to i t - _- - -3- - -

Sti idct i ls i ~ s c o f p o o r strtdy 1i;ibit -- - -- - - -

lrregr~lnr attendance of metal \ fork tcclinology lessoris

'I'lie f d l o w i ~ i g are curriculum rd,iteA 13i(~t~11s n ~ i l i t a t i t l ~ ayniti<t cll'cc2if.e t c : r~~ l i i l ~ r !

Swt ion G . Availability of Machines, E q u i p i i i e ~ ~ t and Other Tuols (Extent)

Please indicate thc adequacv nf

riiaterials and eqrripmcnt.

VA = \'cry Adeqrmte. A = Adequate. I I - = Undecided. I -- Itiadecluate mid V1 - \ . r * r \

- - -- - - - - -- . - - - - . - - - - . . . .

!,at lie ~iincliirics - - - - - - - - - - -- - - - - - - - - . - -. . - - . . . .

Slolliw machine Radial drilling machine

-- -.

Scnsitive/bench drillir~g machine

IJniversal rliillino machine - -. -- pp - - Pillar drilling machine

Slorwe room (Eguipmetlt) - . -. .- - - -

Work benches

Welding shield - - - - --

\isliere 11- ~iumber of items in the test

Sn = total test variance -- t

Thc mean (s) whose value was obtained b!. tllc l i ~ l l n ~ v i y ti~tnitrlar

X =I valuc of opt ion

Therefore, X = 5 -1- 4 -1- 3 4 - 2 -1- 1 -15 - 3 5