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TABLE OF CONTENTS
Title page i
Approval page ii
Table of contents vi
CHAPTER ONE: INTRODUCTION
Background of the study 1
Statement of the problem 7
Purpose of the study 8
Research questions 8
Significance of the study 9
Scope of the study 10
CHAPTER II: REVIEW OF RELATED LITERATURE
Students’ Performance Vocational and Technical Studies 11
The Aims of Vocational and Technical Education 14
Attitude and Academic Performance 16
The Influence of Attitude on Students Academic Performance 17
Summary on Attitude 19
Motivation and Academic Performance 19
Effective Teaching styles outcome on Student performance 23
General Qualities of a Teacher 25
Summary of related literature 33
CHAPTER III: METHODOLOGY
Research Design 35
Area of the Study 35
Population of the Study 36
Sampling and Sampling Techniques 36
Instrument for Data Collection 37
Validation of the Instrument 37
Reliability of the Instrument 38
Method for Data Collection 38
Method of Data Analysis 38
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
Data presentation and analysis 40
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of the procedure 45
Summary of Procedure 46
Major Findings 46
Discussion of Findings 46
Implications of the study 50
Recommendations of the study 51
Suggestions for further studies 52
The study sought to assess attitudes of students towards building technology courses in technical colleges in Jigawa state. The specific purposes of the study were to determine the performance of Building Technology students with in technical colleges in Jigawa state, determine the negative attitude of students towards building technology course, analyze the role of motivation on students towards Building Technology and analyze the role of good teaching on students towards Building Technology courses. Four research questions were design and used to guide this study. The population of the study is 110 since the population was manageable there was no need for sampling. The study adopted descriptive survey research design and the area of study is Jigawa state.. The test retest method was used to establish the reliability of the instrument and the Pearson Product Moment Correlation coeffiecient was used to calculate the reliability coefficient. Mean statistics was employed to analyse the data. The summary of the findings for this study revealed that the performance of building technology students in technical colleges in Jigawa state is low, there is negative attitude of students towards building technology course, motivation has a positive impact on students towards Building Technology course and good teaching has a positive impact on students towards Building Technology course. Based on the findings, it was recommended that only qualified teachers in the field of building technology should be employed to take students on the course.
Background to the Study
Vocational and Technical Education (VTE) has a vital role to play in technological advancement of any country. It is a known fact that the training, acquisition and utilization of relevant skills by the people is indispensable for economic growth and national development [Usman, H.N. (2012)]. Also, the concept of Vocational and Technical Education has changed in scope and structure since its inception. As a component of the overall educational system, it has since increased in both prominence and complexity. As this growth occurred, the number of population which are served by Vocational and Technical Education has increased.
Ekpenyong , said that the confusion surrounding the meaning of the terms ‘vocational’ and ‘Technical’ education can be easily traceable to the different interpretations attached to them. It is common to find the terms been used compositely when they should be used in a restricted sense and vis-à-vis. Most a times, where the terms are used conjointly, some individuals (scholars inclusive) view ‘vocational’ to mean business subjects or studies, and ‘technical’ to mean technical subjects or studies. In view of the above assumptions, VTE will be defined as viewed by various authors. UNESCO in [Ekpenyong, L.E. (2011)] defines Vocational Education as ‘the education designed to prepare skilled personnel at lower levels of qualification for one or a group of occupations, trades or jobs. Okoh [Okoh, E.C. (2000)], also views Vocational Education as part of the total experience of the individual whereby he/she learns successfully how to carry on a gainful occupation which involves the development of skills, knowledge and attitudes required for success in the occupation. Nigerian Educational Research and Development Council, defined Vocational Education as those aspects of education which involves general education; the study of technologies and related science; and the acquisition of practical knowledge, understanding, attitudes and skills relating to occupations in various sections of economic and social life. Therefore, Vocational Education is a comprehensive term i.e. it prepares individuals for occupational fields and for effective participation in the world of work. Furthermore, Technical Education is that aspect of education which leads to the acquisition of practical and applied skills as well as basic scientific knowledge. UNESCO in Ekpenyong, L.E. (2011), defined Technical Education as “education designed at upper secondary and lower tertiary levels to prepare middle level personnel (technicians, middle management, etc) and at university level, to prepare engineers and technologists for higher management positions. The concept of Vocational and Technical Education is therefore a single and inseparable concept used to describe the education for the acquisition of socially acceptable skills. UNESCO (2011), defined Vocational and Technical Education (VTE) as “a comprehensive term referring to the educational process when it involves, in addition to general education, the study of technologies and related science and the acquisition of practical skill and knowledge relating to occupations in various sectors of economic and social life. Vocational Technical Education according to Malgwi , is a systematic study of techniques for making and doing things.
With the economy being more globalized than ever, it is important to have a background and a skill set that allows graduates to become immersed in the global economy right from graduation (Cote, 2007). It is important for these students or graduates to have skills in innovation in technology education and entrepreneurship to be ready to fit into the global market place on which today’s economy depends on. Entrepreneurial Skills Needed by Technical and Vocational Education.
Leadership is not a major cause of Nigeria’s under-developed status. Nigeria can become an economic power-house (and realize its visions) only if proper attention is given to education and technological development and promotes and rewards creativity, and channel its material and human resources to productive use.
The leaders must recognize the relevance of technical and vocational education in national development and adopt and adapt what works in developed nations. The resources being wasted in the on-going false re-branding campaign should have been used to re-brand the nation’s education sector.
It cannot be overemphasized that technical education is the engine for economic growth. No nation can fight a war without an army. In the same token Nigeria cannot develop without well-equipped technical and vocational institutions.
In fact, it is the missing link in Nigeria’s development policies. Because of poor training and ineffective institutions Nigeria suffers from low productivity. But the progress of any society lies in the productivity of its citizens. Higher productivity gives a nation advantage of economies of scale and lowers the costs of production and prices of goods and services.
Nigeria should begin now to take very seriously investment in education and skill training as no nation can compete effectively in the emerging global market place with poorly educated and unskilled workers. The leading factors of production in the emerging global economy are said to be technology, knowledge, creativity and innovation
Building technology is the knowledge of the technical processes and methods of assembling buildings. Drawing proper construction details requires understanding building technology. Identifying conflicts between the construction documents and the way things are being built on the job site requires understanding building technology.
Without an understanding of basic building technology, an architect cannot properly prepare construction documents for submittal to the authorities having jurisdiction for the purposes of obtaining a building permit.
Without an understanding of basic building technology, an architect cannot demonstrate (to an owner, to a contractor, or to the building department) the constructability of a design. A building is composed of interrelated systems and assemblies that work together to contribute to the building’s proper functioning. If these components are not carefully selected, specified, and detailed, with the designer taking into account these components’ effects on all the other parts of the building, the completed building may not be able to protect its occupants from drafts, moisture intrusion, mold, condensation, cold, outside noise, or excessive heat. Courses offered under building technology includes Building Science & Properties of Materials, Building Construction, Workshop Practice and Technology I, Workshop Practice and Technology II , Workshop Practice and Technology III , Building Services and Maintenance (NBTE, 2002).
The technical colleges play vital roles in Nigeria. They train and produce technicians for industry, they impart vital technical skills in the youths, they help towards the goal of self employment and job creation and in the struggle towards technological advancement and acquisition.
Through the Technical colleges, youths acquire such skills as skilled technicians: bricklayers, carpenters, painters and auto mechanics; laboratory and pharmacy technicians, electrical/electronic technicians and skilled vocational nurses, etc.
According to the Federal Ministry of education (FME) 2004, "Technical Education is defined as that aspect of education which leads to the acquisition of practical and applied skills as well as basic scientific knowledge”.
Technical education provides opportunities for the mastery of skills and knowledge in selected occupations as well as for the development of personality for useful living. They essentially:
(a) Provide general education.
(b) Provide training in selected occupations.
(c) Help trainees to develop the requisite skills and abilities necessary for securing and retaining a job.
(d) Help in creating employment and self employment.
The curricula of vocational schools are centered on craft/engineering trades, agriculture, business and home economics. Today there are a total of 132 Technical Colleges made up of:
19 Federal Technical Colleges
110 State technical Colleges
3 private Technical Colleges
The technical colleges are under the auspices of the ministries of education and the National Board for Technical Education. Each technical college is headed by a Principal.
Jigawa State is one of thirty-six states that constitute Federal Republic of Nigeria. It is situated in the north-western part of the country between latitudes 11.00°N to 13.00°N and longitudes 8.00°E to 10.15°E. Kano State and Katsina State border Jigawa to the west, Bauchi State to the east and Yobe State to the northeast. The main rivers are Hadejia, Kafin Hausa and Iggi Rivers with a number of tributaries feeding extensive marshlands in north-eastern part of the State. Hadejia – Kafin Hausa River traverses the State from west to east through the Hadejia-Nguru wetlands and empties into the Lake Chad Basin.
The socio-cultural situation in Jigawa State could be described as homogeneous: it is mostly populated by Hausa/Fulani, who can be found in all parts of the State. Kanuri are largely found in Hadejia Emirate, with some traces of Badawa mainly in its Northeastern parts. Even though each of the three dominant tribes have continued to maintain its ethnic identity, Islam and a long history of inter-marriages have continued to bind them together.
The application of motivational and' attitudinal theory in the educational sector will help in improving the learning abilities or the performance of the students. The extent to which they help in students performance is not very clear to most school teachers. This is what the researcher intends to find out.
Statement of the Problem
Despite the best intentions of successive Nigerian governments, vocational and technical education programmes are still fraught with problems, including: administrators’ misconception of the nature of vocational education, inadequate political will by the government, deficient educational monitoring and evaluation procedures, poor funding, poor incentives for teachers, a rapid rate of technological changes and students poor attitudes towards vocational courses.
It is the intention of the researcher to find out the effect of attitude of students towards building technology courses and consequently their academic performance in the courses. That is to say whether attitude have positive, neutral or negative influence on the students' performance in building technology. The extent to which it affects students performces.
Purpose of the Study
The general purpose of the study is to determined the attitudes of students towards building technology courses in technical colleges in Jigawa state. Specifically, the study will determine:
i. The performance of Building Technology students with in technical colleges in Jigawa state.
ii. Determine the negative attitude of students towards building technology course.
iii. Analyze the role of motivation on students towards Building Technology.
iv. Analyze the role of good teaching on students towards Building Technology courses.
The following research questions will be formulated to guide the study:
i. What is the performance of Building Technology students in technical colleges in Jigawa state?
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