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Title page                                                                                                  i

Approval page                                                                                          ii

Declaration                                                                                                iii

Dedication                                                                                                 iv

Acknowledgment                                                                                               v

Table of contents                                                                                               vi

List of figure/tables                                                                                   viii

Abstract                                                                                                     ix


Background of the Study                                                                         1

Statement of the Problem                                                                       6

Purpose of the Study                                                                               8

Significance of the Study                                                                        9

Research questions                                                                                 10

Delimitation                                                                                               10


An overview of electronic media                                                            11    

Available electronic media                                                                      12

Factors influencing use of electronic media in teaching                      20    

Benefits of using electronic media in teaching electrical subjects               23

Summary of the review of related literature                                           25


Research Design                                                                                     27

Area of the study                                                                                               28

Population of the study                                                                            28

Sample size and sampling procedure                                                   28

Instrument for data collection                                                                  29

Validity of the instrument                                                                         30

Reliability of the instrument                                                                     30

Method of data analysis                                                                          30


Summary of findings                                                                                37

Discussion of the study                                                                           38


Re-statement of the problem                                                                  42

Summary of the procedure                                                                     43

Implication of the study                                                                                     43    

Conclusion                                                                                                43

Recommendations                                                                                   44

References                                                                                               45

Appendix                                                                                                   49


Tables                          Title                                                           Page

Table 1:     Categories 1 level of technical /vocational                         4

                   education and training

Table 2      List of schools, number of staff and students                             28

Table 3      Mean Responses of Respondents of Factors

                   Responsible for the Unavailability of

                   Electronic Media in Technical Colleges

                   in Kaduna State.

Table 4      Mean Responses of Respondents on the                         32

                   Staff Related Problems on Teaching Electrical

                   and Electronics Subject in Technical Colleges of

                   Kaduna state.

Table 5:     Students Related Impediment on Teaching of                            33

                   Electrical and Electronics Subjects in Technical

                   Colleges of Kaduna state.

Table 6:     Maintenance – Related Obstacles on the Use                           34

                   of Electronics Media in Technical Colleges of

                   Kaduna sate.

Table 7:     Strategies for Improving the Use of Electronic                            35

                   Media in Teaching Electrical and Electronics

                   Subjects in Technical College of Kaduna State


The study sought to assess strategies for improving the use of electronic media in teaching electrical and electronics subjects in technical colleges of Kaduna state. The specific purposes of the study were to find out the factors responsible for the unavailability of electronic media in technical colleges of Kaduna states, determine staff-related problems on the use of electronic media in teaching      electrical and electronics subjects in technical colleges of Kaduna state, ascertain the student-related impediments on the use of electronic media in teaching electrical and electronic subject in technical colleges of Kaduna state, Identify the maintenance – related obstacles on the use of electronic media in teaching electrical and electronic subject in technical colleges of Kaduna state and find out strategies for improving the use of electronic media in teaching electrical and electronic subjects in technical colleges of Kaduna state. Five research questions were design and used to guide this study. The population of the study is 2100 of which 92 was used as sample for the study. 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 inadequate funding of electronics media facilities in technical colleges are among the factors responsible for unavailability of electronics media facilities, overcrowding of students making it impracticable for the teacher to demonstrate to the students, high cost of maintenance of the electronic media are maintenance – related obstacles on the use of electronics media in technical colleges of Kaduna state. Based on the findings, recommendations were made.



Background of the Study

Kaduna state is one of the 36 states of the Federal Republic of Nigeria including the Federal Capital Territory (FCT) Abuja. It comprise of 23 local government area that occupy almost the entire central position of the northern part of Nigeria with Kaduna as the state capital.

The state shares common boarders with Zamfara, Kastina, Kano, Bauchi, Plateau, Nasarawa, Niger academic, police and military institutions, a home for various industries.

The global location of Kaduna state lies between latitude 90 and 140 north of the equator and longitude 70 and 100 east of the Green which meridian. It occupies a landmass of about 70, 210 square kilometers in the map of the Federal Republic of Nigeria.

This liberal and peaceful state is inhabited by about 5,055, 684 people with some of the following man ethnic group: Hausa, Gbagyi, Fulani, Bajju, Bakulu, Atyap, Ham, Ninzom, Kagoro, Karama and so on.

English is the official language and is widely spoken all over the state and Hausa language colloquially used (National Population Commission, 1991).

The first set in Kaduna technical college started in the year 1971 at government college being temporary site and moved to the permanent site in 1973. When they were merged with students from Soba Crafts School, the two schools were running a 3 – year programme and were boarding school (National journal of professional teacher, 1993). They had the following subjects as a major courses: Wood work, metal work, building and technical drawing. And on completion of their courses, the majority would go onto employment, but an entrance examination enabled the more fortunate and moveable minority to continue onto one of the few trade schools in the worth which were located in Ilorin, Kano and Buruku where  they continued their education for another three years, learning trades such as fitting and machining, carpentry and joinery, building carbonate making, etc which all based on skills actualization, and hopefully in the end passing the relevant city and guilds of London institution examination.

However, in 1974 the Soba craft school was upgraded to the status of government secondary technical school (GSTS) to start offering a five-year programme with the increase in students intake and progress in technical education, technical subjects were introduced in more secondary schools in the state.

In Soba for example, in 1978 the school started with ninety students (90) but by the year 1981, the student population rose to one thousand one hundred (1,100). As the number kept on growing on a yearly basis beyond the number that the state government could adequately cater for, it therefore, deboarded almost all the secondary schools with the exception of the two technical schools earlier on mentioned, and built another technical school at Kajuru (Agwona, 1996).

Its true that education and specifically knowledge is power. Education is even said to be life itself, by direct inference and deduction, the technological development of a nation depends on the available technical know- how, the rudiment of which is a function of quantity and quality of available technical education and training (Abdullahi, 1990).

In any technological development efforts, technical colleges and similar institutions are designed to give the much needed skills manpower in form of artisans, craftsmen and technician in the various trades. The avenue which the training of this manpower takes place can be broadly classified into non-formal and formal as illustrate below;

Table 1: Categories 1 level of technical /vocational education and training






Road-side technicians

Artisans and operatives

Trade test III-I (optional

Non formal

Training centers government department

Formal – 1

Technical college

Craft men master crafts


Formal – 2

Polytechnic/Colleges of education/technology

Technicians higher technologist


Formal – 3


Professional engineering, professional teachers of technology


Source: Nigerian journal of professional teacher 1993.

It’s an indisputable fact that research efforts by scientists, inventors and design engineers cannot be translated into reality without the contributions of this manpower. A proficient and well bred craftsman or technician will make difference in production process, the availability and affordability of food, road, efficient transportation and housing system, the supply of essential utilities and in general, the quality of life enjoyable by the citizen.

In further appreciation of there roles of technical colleges and inspite of the apparent apathy towards technical education by governments at the national and the state levels who have continue to maintain several technical colleges that are ill-equipped, un-staffed and badly positioned to carryout their primary assignments, there is need to address these fundamental problems. In spread all over the federation have continue to perform below expectation in terms of quality and quantity of training opportunities. In the words of Aina (2006), they are characterized by poor enrolment due to reckless neglect by responsible owners, general rot in educational system, policy inconsistency, inadequate and absolute facilities, poor staffing and collapse of several industries among other reasons. Electronic media became popular over the last few years, and it appears that their application will continue to grow exponentially. The level and degree of which teachers uses this electronic media to a large extent determine its roles in teaching and learning process. Many authors have different questions and views of instructional materials not only in teaching electrical and electronic subject but also in teaching social sciences, business studies and engineering to have an effective and desire change. These authors include Nwana (2003); Aguokogbo (2000); and Green wood (2001). It was obvious that  the effort of these authors of electronic media which affect positively the behaviours of student cannot be under estimated and specifically in teaching electrical and electronic students in technical school. Among the type of electronic media; especially the interactive board, have all the necessary instructional material and other expended facility in build to facilitate teaching and learning process. Interactive board have been as most powerful weapon of instruction in both teaching

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