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TABLE OF CONTENTS
TITLE PAGE - - - - - - - - - - -i
DECLARATION - - - - - - - - - -ii
APPROVAL PAGE - - - - - - - - - -iii
DEDICATION - - - - - - - - - -iv
ACKNOWLEDGMENTS - - - - - - - - -v
TABLE OF CONTENTS - - - - - - - - -vi
LIST OF TABLE - - - - - - - - - - -vii
ABSTRACT - - - - - - - - - - -ix
CHAPTER ONE: INTRODUCTION
1.0 Introduction - - - - - - - - - - -1
1.1 Background of the Study - - - - - - - -1
1.2 Statement of the Problem - - - - - - - - -3
1.3 Purpose of the Study - - - - - - - - - -3
1.4 Significance of the Study - - - - - - - - -4
1.5 Research Questions - - - - - - - - - -4
1.6 Scope of the Study - - - - - - - - - -5
CHAPTER TWO: REVIEW OF RELATED LITERATURE 10
2.0 Review of Literature - - - - - - - - - -6
2.1 Performance of electrical/electronic Students - - - - - -6
2.1.1 Workshop and Laboratories - - - - - - - -13
2.1.2 Technical Teachers Motivation - - - - - - -14
2.1.3 Infrastructural facilities - - - - - - - - -22
2.1.4 Electrical/Electronic Teachers - - - - - - - -22
CHAPTER THREE: METHODOLOGY
3.0 Methodology - - - - - - - - - -23
3.1 Design of the Study - - - - - - - - - -23
3.2 Area for the Study -- - - - - - - - -23
3.3 Population of the Study - - - - - - - -24
3.4 Sample and Sampling Techniques - - - - - - -24
3.5 Instrument for data collection - - - - - - - -24
3.6 Validation of the instrument - - - - - - - -25
3.7 Reliability of the instrument - - - - - - - - -25
3.8 Methods of data analysis - - - - - - - - -25
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question 1 - - - - - - - - - - -27
Research Question 2 - - - - - - - - - - -28
Research Question 3- - - - - - - - - - -30
Research Question 4 - - - - - - - - - -31
Research Question 5 - - - - - - - - - -32
Research Question 6 - - - - - - - - - - -33
4.2 Summary of Findings - - - - - - -- - --34
4.3 Discussion of Findings - - - - - - - - -35
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 Introduction - - - - - - - - - -37
5.1 Re-statement of the problem - - - - - - - -37
5.2 Summary of the Procedure - - - - - - - -37
5.3 Major Findings - - - - - - - -- - -39
5.4 Implication of the study - - - - - - - - -39
5.5 Conclusion - - - - - - - - - -40
5.6 Recommendations - - - - - - - - -40
5.7 Limitations - - - - - - - - - -41
5.8 Suggestions for Further Studies - - - - - - -41
Reference - - - - - - - - - - -42
Appendix - - - - - - - - - - - -46
LIST OF TABLE
Table 1. Mean scores of respondents on the electrical/electronic students and teachers on the level of student performance in electrical/electronic trade.
Table 2. Mean scores of respondents on related factors affecting students performance in electrical/electronic workshop and laboratories.
Table 3. Mean scores of respondents on the problem associated with electrical/electronic teachers motivation.
Table 4. Mean scores of respondents on teacher related factors affecting students performance in electrical/electronic.
Table 5. Mean scores of respondents on method/techniques use in teaching and learning electrical/electronic subject.
Table 6. Mean scores of respondents on the level of infrastructural facilities in vocational and technical colleges
Appendix A an Introductory Letter to Respondents
Appendix B Questionnaire
This study was carried out to determine the factors affecting the performance of electrical/electronic students in technical/vocational colleges in Kaduna metropolis, the study was carried out in Government Technical College Kajuru, Malali, and Business Apprenticeship Trade Center (BATC) Soba. Six research questions were used to guide the study. Survey research design was used for this study. A proportional stratified sampling technique was adopted for this study. The findings revealed that factors such as inadequate supply of training materials for students’ practical lessons, non-utilization of different methodologies and techniques, lack of exposure to practical skills, inappropriate use of workshop and laboratories were agreed as some of student’s related factors affecting their performance in technical/vocational colleges. Teacher’s related factors such as lack of Staff development programs, non-payment of other fringe benefits, lack of inadequate supervision and guidance, teacher’s attitude to students, inadequate instructional material, and inadequate time -allotted to electrical/electronic lessons. conclusion were drawn and recommendations made which include more qualified teachers should be employed, modern tools and equipment should be provided in workshops and laboratories and more time to be allotted for practical
1.1 Background of the Study
In Nigeria today, every community is striving hard to ensure that its members acquire a valuable commodity called education. In the traditional Nigerian society the emphasis was on literacy. In this context, a person who has gone through the formal school is considered educated. This is a very inadequate expression of what education should be. According to Mill (1976), as quoted in Akorode (1981) “Whatever helps to shape the human being to make the individual what he is and hinder him from what he is not is his education”. Nigeria Education system over the years has laid little or no emphasis on technical Education, until about three decades ago, when emphasis began to shift from literacy to science and technical Education. This was a change of direction in the educational system in an effort to make it possible for the recipient to fit into scheme of the modern world and prepare to move into the twenty-first century technologically driven society. Technical education at its inception was regarded as only good enough for those students who could not pursue art and or science subjects, but today the need for modern industrial skills is making it essential for establishment of more technical institutions in the country. Technical education has now become basic tools for the rapid industrialization and economic development of our country.
The national policy on education (FGN, 2004) defines technical education as “that aspect of education which leads to the acquisition of practical and applied skills as well as basic scientific knowledge”.
The Kaduna state government, realizing the importance of technical education to the nation’s technological development established Technical/vocational colleges across the state. These include; Government Technical colleges Malali, Soba, Kajuru, as well as Business Apprenticeship Training Centre (BATC) Mando, Kaduna. Some conventional secondary schools were also made to offer technical courses as part of their school program. Technical courses offered include; fitting/machining, electrical installation, basic electronics, automobile, carpentry and joinery, metal work etc.
The introduction of national policy on education was also an attempt to further enhance technical education and to remove bias against it which has for long bedeviled Nigerian education. In this education system, often referred to as the 6-3-3-4, the primary schools program is for six years, three years in each of junior and senior secondary schools, and four years in tertiary institution.
All students in the junior secondary school are expected to take at least two pre-vocational subjects selected from agriculture, introductory technology, business studies and home economics. Students in senior secondary school are expected to take at least one vocational subject in their final senior secondary school certificate examinations. Electrical/ Electronic courses offered in schools and colleges are basically meant to produce technicians in various Electrical/Electronic engineering fields. This is a giant move towards self-reliance in the field of technology. Electrical/Electronic engineering includes power and installation, electrical installation, television/ radio servicing, refrigeration and air conditioning, telecommunication etc.
1.2 Statement of the Problem
Despite efforts by both federal and state governments in promoting technical education, the performances of students in that area have not been encouraging particularly in the field of electrical/electronic technology. The assertion above has been observed from students’ records at the sampled schools. It is imminent therefore that if students’ performance is not improved upon, Electrical/Electronic Technology would suffer from lack of adequate qualified professionals and would cause retardation in the development of society in that field.
It is therefore necessary to identify the factors, which are militating against the performance of technical students in Electrical/Electronic courses or programs.
1.3 Purpose of the Study
This study intends to find out factors that affect the performance of electrical/Electronic students in technical/vocational colleges in Kaduna. Specifically, it is intended to:
1. Determine the level of students performance in electrical electronic courses
2. Determine the availability of workshops/laboratories and practical materials for Electrical/ Electronic students
3. Determine the level of motivation for Electrical/ Electronic teachers
4. Examine the methods/techniques used in teaching and learning Electrical/Electronic subject.
5. To determine the adequacy infrastructural facilities
6. Determine the adequacy of electrical/electronic teachers
1.4 Significance of the Study
This study is significant in the following ways:
1. It will give us a clear understanding of the factors affecting the performance of Electrical/Electronic students at post primary school level.
2. Will provide guidance as to how these factors can be minimized.
3. This study is hoped, will assist principals and other school administrators to adopt new strategies for the effective organization, management and administration of technical colleges so as to enhance effective performance of students.
4. It also hoped that this project will contribute in promoting the student’s academic performance and also give government an insight on the way forward for the advancement of technical education in general and electrical/electronics in particular.
5. It will serve as a stepping-stone for further research into the problems by interested persons
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