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TABLE OF CONTENTS
TITLE PAGE i
CERTIFICATION ii
APPROVAL PAGE iii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF APPENDICES x
ABSTRACT xi
CHAPTER ONE
1.0 INTRODUCTION 1
1.1 Background of the study 1
1.2 Statement of the problem 6
1.3 Purpose of the study 7
1.4 Significance of the study 8
1.5 Research questions 9
1.6 Scope of the study 9
1.7 Operational definition of terms 9
CHAPTER TWO
2.0 REVIEW OF RELATED LITERATURE 12
2.1 Theoretical framework 12
2.2 Concepts of co-operative education 13
2.3 Goals of technical education in Nigeria 15
2.4 Electrical and electronic trades in technical colleges 15
2.5 The objective of cooperative education plan in electrical/electronic
trade curriculum for technical colleges 16 2.6 Teaching-learning strategies suitable for integrating co-operative
education into electrical and electronic trades curriculum 21
2.7 Problems associated with co-operative education in Nigeria 25
2.8 Related empirical studies 27
2.9 Summary of the literature review 32
CHAPTER THREE
3.0 METHODOLOGY 34
3.1 Research design 34
3.2 Area of the study 35
3.3 Population of the study 35
3.4 Sample and sampling technique 35
3.5 Instrument for data collection 35
3.6 Validation of research instrument 37
3.7 Reliability of the instrument 37
3.8 Procedure for data collection 38
3.9 Procedure for data analysis 38
CHAPTER FOUR
4.0 PRESENTATION AND DATA ANALYSIS 40
4.1 Research question one 40
4.2 Research question two 43
4.3 Hypothesis one 45
4.4 Hypothesis two 46
CHAPTER FIVE
5.0 SUMMARY, CONCLUSION AND RECOMMENDATION 48
5.1 Re-statement of the problem 48
5.2 Summary of procedure used 49
5.3 Major finding of the study 54
5.4 Discussion of major findings 55
5.5 Implication of the study 58
5.6 Conclusion 58
5.7 Recommendation 59
5.8 Suggestion for further research 60
References 62
Appendices 66
LIST OF TABLES
Table Page
1. Mean ratings of teachers’ and students’ responses on benefits of
integrating co-operative education into electrical/electronic trade curriculum in technical colleges in Kaduna state. 40
2. Mean rating of teachers’ and students’ responses on teaching-learning strategies for integrating co-operative education into electrical/electronic trade in colleges in Kaduna state. 43
3. Summary of Z-test analysis of teachers’ and students’ responses on the benefits of integrating co-operative education into electrical and electronics trade curriculum in technical colleges in Kaduna state 45
4. Summary of t-test analysis of teachers’ and students’ responses
On the teaching-learning strategies suitable for integrating
co-operative education into electrical/electronic curriculum of technical colleges. 46
LIST OF APPENDICES
Appendix page
A- Request for validation instrument 67
B- Research questionnaires 68
ABSTRACT
This study survey factors affecting electrical/electronic trade students’ achievement in national technical certificate examination in technical colleges in Katsina state. Survey design was adopted for the study while the area of study was Katsina State. Four research questions were posed to guide the study while the population of the study was 1355 subjects (23 teachers and 1332 students). No sampling was adopted for the teachers because the teachers’ population was manageable, while Simple Random Sampling Techniques was used to draw 20% (266) of the total population of student. The instrument used to collect data for this study was a structured questionnaire containing 25 items. The instrument for data collection was validated by a lecturer while the reliability of the instrument was determined through the use of test-retest method which yielded 0.40. Mean was used to analyze the data for the study. Findings revealed among others that the factors affecting the achievement of Electrical/Electronic trade students are school-based factors; socio-cultural factors and students’ related factors. Consequently, strategies were suggested to counter the problems.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Electrical Installation/Maintenance work (EIMW) and Radio, Television /Electronic work (RTEW) are few among other trades offered in Government Technical colleges in Nigeria. The products of these programmes (EIMW and RTEW) from Technical colleges are prepared to become craftsmen and technicians (Kailani, 2014). The skills they acquired qualify them for jobs in both public and private sectors of economy while the certificate obtained enabled them to further their education. Both sectors, according to Ndomi cited in Kailani and Haruna (2013) require well-trained and competent technicians who can operate and maintain the available technical equipment. Some of the products of technical colleges who are opportune to further their education to the university level or its equivalent might eventually become engineers, technologists or technical teachers in their various area of specialization. If they don’t achieve their desired goal of acquiring requisite skills as well excelling in the final National Technical Certificate (NTC) Examination, the negative implication of this could make technical college graduates unemployable as well as hindering them from furthering their education since entry qualification for further studies is based on obtaining at least five credits in relevant subjects including English and Mathematics.
Consequently, the need to survey factors affecting electrical/electronic trade students’ achievement in National Technical Certificate (NTC) examination in technical colleges cannot be overstressed since the major goal of vocational institutions is to prepare students for successful employment in the labor market as well as enabling them to improve themselves by furthering their education when the need arises.
One definite thing expected of the educational institution is to provide training to meet the demand for the human resource needs of the nation. The training of youth in the technical college aims at equipping them with useful skills and improving their knowledge in their desired areas o
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