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TABLE OF CONTENTS
Title page - - - - - - - - - i
Declaration - - - - - - - - - ii
Approval page - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgement - - - - - - - v
Table of contents - - - - - - - vi
List of Tables - - - - - - - - ix
Abstract - - - - - - - - - x
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study - - - - - 1
1.2 Statement of the Problem - - - - - 3
1.3 Purpose of the Study - - - - - - 4
1.4 Significance of the Study - - - - - - 5
1.5 Research Questions - - - - - - 6
1.6 Scope of the Study - - - - - - - 6
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Conceptual framework - - - - - - 7
2.2 The purpose for vocational and technical education 9
2.3 The roles of technical school personal in the
maintenance and repairs of electrical and
electronics workshop equipment and tools. - - 12
2.4 Concept of skills - - - - - - - 16
2.5 Principles of Maintenance and Repairs of Workshop
Facilities and Equipment - - - - - 17
2.6 The need for Maintenance and Repairs records - 22
2.7 Related Empirical Studies - - - - - 26
2.8 Summary of review literature - - - - - 30
3.0 Introduction - - - - - - - 31
3.1 Research Design - - - - - - 31
3.2 Area of study - - - - - - - - 31
3.3 Population of the Study - - - - - 32
3.4 Sample and Sampling Technique - - - - 32
3.5 Instrument for Data Collection - - - - 33
3.6 Validity of theIinstrument - - - - - 34
3.7 Reliability of the Instrument - - - - - 35
3.8 Method of Data Collection - - - - - 35
3.9 Method for Data Analysis - - - - - 35
CHAPTER FOUR: DATA PRESENTATION AND DATA ANALYSIS
4.0 Introduction - - - - - - - 37
4.1 Research Question One - - - - - 37
4.2 Research Question Two - - - - - 39
4.3 Research Question Three - - - - - 41
4.4 Research Question Four - - - - - 43
4.5 Research Question Five - - - - - 45
CHAPTER FIVE: SUMMARY, DISCUSSION, FINDINGS AND RECOMMENDATIONS
5.1 Restatement of the Problem - - - - - 48
5.2 Summary of Procedure - - - - - - 49
5.3 Findings - - - - - - - - 50
5.4 Discussion of Findings - - - - - - 53
5.5 Implication of the Findings - - - - - 57
5.6 Conclusion - - - - - - - - 57
5.7 Recommendations - - - - - - 58
5.8 Suggestion for further study - - - - - 59
REFERENCES - - - - - - - - 60
APPENDIX A - - - - - - - - 63
APPENDIX B - - - - - - - - 64
Table LIST OF TABLES Page
1 Maintenance skills required in electrical and electronics workshops 39
2 Maintenance/repair skill possessed by Electrical and Electronics Teachers in Technical Colleges in Niger State - - - - 41
3 Technical maintenance skills needs of Electrical and Electronic Teachers in Government Technical Colleges in Niger State- - 43
4 Maintenances planning and managerial skill needs of electrical and electronics teachers in Government Technical Colleges in Niger
State - - - - - - - - - - 46
5 The strategies that could be used to enhance the maintenance and repair skill of electrical and electronics teachers in Government Technical Colleges in Niger State - - - - - - 48
This study was designed to identify the Maintenance skills improvement needs of Electrical and Electronics Teachers in Government Technical Colleges in Niger State. Five research questions were posed to guide the study. A Survey research design was adopted, while the area of the study was Niger State. The population of the study comprised 41 subjects. No sampling technique was adopted because the population is manageable. The instrument for data collection was a four point structured questionnaire containing 100 items. The instrument was face validated by three experts, while Cronbach Alpha (α) formula was used to establish reliability co-efficient of 0.43. The findings revealed that Maintenance Skill improvement needs of Electrical and Electronics Teachers in Government Technical Colleges in Niger State includes; Maintenance Technical skills, Managerial skills and Maintenance planning Skills. As such strategies to be adopted in order to enhance the skills of the Electrical and Electronics Teachers were recommended at the end of the study.
1.1 Background of the Study
Electrical and Electronics Technology related courses were taught at the senior secondary school level in Technical Colleges.The objective of the Technical college programme is to provide training and impart the necessary skills leading to the production of craftsmen, technicians and other skilled personnel who will be enterprising and self – reliant, and also to provide basic knowledge and skills that would prepare students either to perform in an occupation or to make career in the chosen subject (Federal government of Nigeria; 1998). For the student to acquire the skills inany occupation, opportunity, has to be provided for them to practice the skills they are taught in an environment that is relevant to the job skills learn (Magbeahurike, 2002). This environment is the workshop, which is where the theoretical aspects of the electrical installations and electrical electronics maintenance and repairs technology taught in the classroom in respect of improved knowledge and skills is practically manifested.
However, records have shown that these tools and equipment are not been properly maintained in most technical schools, consequently, it has led to the production of half baked graduates. Resources invested in sizeable workshop by way of design, construction and finance are very considerable and results constitute valuable assets worthy of adequate care. Unfortunately in Nigeria, attitude towards maintenance generally has been relegated to the background. Lack of prompt attention to repair of minor defects in workshops has resulted in serious damages involving costs, which exceed by many times the cost of repairing the defect itself.It has also led to the production of unskilled personnel who lack the basic skills of their chosen profession (Elly, 1993).
Kailani and Adamesu (2009) stated thatin the early eighties workshops in technical colleges seemed to be well maintained. Inspection and repairing of fault facilities like radio and television components, checking of faults of surface and conduit wiring system, verification of earthing, and other electrical accessories, were carried out by the students under the guidance of the teachers. But since the nineties, there have been gradual changes in this practice (maintenance and repairs of electrical installation and electronics workshop equipment), it might not be wrong to attribute this situation to the attitude of the teachers towards maintenance and practical work today( Kailani and Adamesu, 2009). Abbas (1996), in a study carried out on the concept of maintenance culture and ways by which it can be carried out in Nigeria vocational and technical institutions. Found that, there is a very care – free attitude towards maintenance of assets among Nigerians and that teachers in vocational and technical institutions today emphasized mostly the theoretical aspects of their subjects. What could be responsible for the teacher attitudes towards maintenance? Any person may hypothetically conclude that the teachers don’t posses the adequate knowledge of Maintenance or the skills of maintenance they possess is little. Therefore, in view of the above exposition, this study is set to determine the maintenance skills improvement needs of Electrical/Electronics teachers in Technical Colleges in Niger State.
1.2 Statement of the Problem
Over two decade in Nigeria, the quality of Technical, Vovational Education Training (TVET) and supply of craftsman have been a subject of considerable concern among educators Gamba (1981) andImrangi (1989) have express much concern on the consistently declining quality of technical school education. This ugly state of our Technical College Education might not be unconnected to the deplorable state of the state of heart facilities in terms of tools, machines and equipment used for training the students of these institutions. Olaitan (1991) stated that despite all the efforts put by the Nigerian Government to improve Technical Education in the nation,lack of maintenance and repairs workshop facilities has led to graduation of student with poor practical experience and skill acquisition. Abbas (1996) attributedthis problem to the deficiency of Technical teachers in the practical aspect of their profession. Therefore, in view of the above exposition this study is set to determine the maintenance skills improvement needs of Electrical/Electronics Teachers in Technical Colleges in Niger State.
1.3 Purpose of the Study
The general purpose of the study was to determine the maintenance skills improvement needs of Electrical and Electronics technology teachers in technical colleges in Niger state.
Specifically, the study sought to:
1. Identify the maintenance skill required in electrical and electronics technology workshop.
2. Determine the Technical maintenance skills possessed by electrical and electronics Technology teachersin Technical colleges in Niger State.
3. Identify the Technical maintenance skills needs of electrical and electronics Teachers in Technical colleges in Niger state.
4. Determine the maintenance planning and managerial skill needs of electrical and electronics Technology Teacher’s in Technical colleges in Niger state
5. Determine the strategies that could be used to enhance the maintenance and repair skill of electrical and electronics teachers in Government Technical Colleges in Niger State.
1.4 Research Questions
The following research questions were posed to guide the study:.
1. What are the maintenance skills required in electrical and electronic workshop?
2. What are the maintenance and repair skill possessed by electrical and electronics teachers in technical colleges is Niger state?
3. What are the technical maintenance skills needs of electrical and electronics teachers in government technical colleges in Niger state.
4. What are the maintenance planning and managerial skill needs of electrical and electronics teachers in government technical colleges in Niger State.
5. What are the strategies that could be used to enhance the maintenance and repair skill of electrical and electronics teachers in government technical colleges in Niger state.
1.5 Significance of the Study
The study of benefit to the National Broad for Technical Education (NBTE), National Commission for Colleges of Education (NCCE), National Universities commission (NUC) for the fact that they are managers and traine
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