CONSTRAINTS
TO EFFECTIVE TEACHING AND LEARNING OF TECHNICAL SUBJECTS IN EKITI SOUTH WEST
LOCAL GOVERNMENT AREA OF EKITI STATE
ABSTRACT
The study examined constraints to
effective teaching and learning of technical subjects, in Ekiti South West
Local Government Area of Ekiti State. The research design used for this work
was descriptive research of the survey type. One hundred and twenty(120)
students were drawn from Technical School Igbara Odo, Ekiti State. Simple
random sampling technique was used to select equal number of male and female
students. The data collected through the questionnaire were analysed using
frequency counts and simple percentages.
Results showed that poor equipment
affect teaching and learning of technical subjects, lack of laboratories leads
to production of half baked graduates,
inadequacy of teaching laboratory and work shop facilities contribute to poor
technicians, the use of outdated equipment has also reduced the knowledge of
students in technical subjects. Result also showed that most people see technical education
as waste of time, as they believe that technical subjects are meant for the
less privileged. This perception of technical subjects by the people cause low
enrolment of students for technical subjects. The result of the study also
showed that respondents see technical education students as apprentices and
this has affected the teaching and learning of technical subjects.
The study concluded that inadequate
funding of technical education has caused the turn-out of half-baked technical college graduates
because there is poor funding to build and maintain workshops, laboratories or
even purchase modern equipments. Staffing of technical education is also
inadequate as experienced and skillful teachers may not be employed. Those that
are employed, because of poor remuneration do not stay long in the teaching
profession, but drift to some other more lucrative jobs especially in the
industries and abroad.
Based
on the findings of this study, the following recommendations are made; for
progress to be made in the Nigerian Technical Education Program, the challenges
identified as confronting technical education must be recognized and addressed
vigorously. Adequate resources should be allocated to the programme in order to
achieve positive outcomes. Adequate and updated facilities should be made
available to all schools for effective teaching and learning of technical
subjects, trained and qualified teachers should be recruited, salaries of
teachers should be paid as at and when due.
TABLE OF CONTENTS
PAGE
Title page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table
of contents vii
CHAPTER ONE: INTRODUCTION
Background
to the Study 1
Statement
of the Problem 8
Purpose
of the Study 9
Research Questions 10
Significance of the Study 11
Delimitation
of the Study 12
Definition
of Terms 12
CHAPTER TWO: REVIEW OF RELATED LITERATURE
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Concept
of Technical Education 13
Teaching and Learning of Technical Education 17
Information
and Communication Technologies (ICTs) in Technical Education 19
Skills
in Technical Education 21
Technical Education and School Reform in the year
2008 23
Technical design and creativity – the Fundamentals
of Technical Education 27
Benefit of Teaching and
Learning Technical Education 29
Major Constraint in Technical Education 30
CHAPTER THREE: RESEARCH METHOD
Research Design 41
Population 41
Sample and Sampling Techniques 41
Research Instrument 41
Validity of Instrument 42
Reliability of Instrument 42
Administration of the Instrument 42
Data
Analysis 43
CHAPTER FOUR: RESULTS AND
DISCUSSION
Results 44
Discussion 52
CHAPTER
FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary 57
Conclusion 58
Recommendations
59
REFERENCES 61
APPENDIX
64
CHAPTER
ONE
INTRODUCTION
Background to the Study
Technical
education is the training of technically oriented personnel who are to be the
initiators, facilitators and implementers of technological development of a
nation by adequately training its citizenry on the need to be technologically
literate, leading to self-reliance and sustainability
Uwaifo (2009). Technical education more than any other profession, has more
direct impact on national welfare. Technical education contributions are
widespread and visible ranging from metalwork technology, mechanical/
automobile technology, electrical and electronic technology, building and
woodwork technology etc.
Technical education
is defined by Encyclopaedia Britannica as “the academic and vocational training
of students for jobs involving applied science and modern technology”.
Technical education focuses more on the understanding and practical application
of the basic principles of science and mathematics.
Effective teaching may include high
level of creativity in analyzing, synthesizing and presenting knowledge in new
and effective ways. It should instill in the students’ the ability to be
analytical, intellectually curious, culturally aware, employable, and capable
of leadership (Okolie, 2014).
Teaching is an art and the equality
of teaching depends on the love, dedication and devotion of the teacher towards
the subject of the knowledge. The quality of any teaching program cannot rise above
the quality of teachers, teaching is a highly individualized activity, and the
student-teacher interaction is an intense human relationship that encompasses a
broad range of personalities and behaviors (Okolie, 2014). There is no best or
most effective teaching style, which will work well for all teachers. Many new
teachers attempt to initiate the style of a favorite teacher from the past, but
the most successful style is those that develop as naturally as possible from a
teacher’s own personal characteristics. The most effective teaching style for a
teacher will be one that reflects a combination of sound teaching techniques,
knowledge of the subject, enthusiasm for teaching and sensitivity to another’s
personal characteristics. Whatever style a teacher adopts, he/she can generally
perform in a more relaxed manner if he/she simply maximizes his/her own best
personality traits. In general, if a teacher comes across his/her students as a
caring person, their appreciation for the teacher’s personal sincerity will
enhance their impression about the teacher.
The teaching
and learning of technical education is designed to equip students with the real
life skills to enable them to apply the theoretical knowledge that they have
acquired in the real world. Technical education trains people to acquire skills
in diverse skill set, which include engineering, computing, agriculture, health
care, law, business administration, environmental sciences, project management,
and a host of other areas.
Technical
education is designed to offer people the opportunity of improving themselves
in their general proficiency, especially in relation to their present or future
occupation. Nuru (2007) opined that changes in any nation’s economy is required
to prepare young people for the jobs of the future of which technical education
have crucial roles to play. May (2007) observed that technical education are
very much still neglected in the aspect of adequate funding, personnel, modern
facilities, staff motivation which consequently are robbing the country of the
economic development to be contributed by graduates of technical education.
Asogwa and Diogu (2007) maintained that there is an urgent need for the
Nigeria’s attention to be redirected towards self-reliant and sustainable means
of livelihood which technical education provides.
Teaching and learning strategies are
traditionally referred to as methods of teaching (Kisirikoi, Wachira and
Malusu, 2008). Modern trends in teaching emphasize certain approaches which
determine the strategy to be used. These approaches include; interaction
approach, collaborative approach, transmission approach, experiential approach
and facilitation approach. Interaction approach is where there is exchange of
ideas between the teacher and the learner or among learners themselves as in
group work. Collaborative approach is where learners share ideas in groups or
projects. Transmission approach, the teacher dominates the lesson by use of
lecture. In experiential approach learners life experiences are explored and
used as a basis for development of new knowledge and passing judgment. Learning
is based on the learner’s experiences in the community. Facilitation approach
teacher provides the stimulus for the learners’ interaction with new knowledge
and also provides opportunities for the learners to learn. The teacher is
merely a guide and director of learning. From the above approaches the
technical teacher determines the strategy to use depending on the content he is
teaching the learners. The most used strategies in teaching technical education
are, lectures, practical, demonstrations, discussion, educational visits,
projects, question and answers, and assignments (Vandenbosch, 2006).
Teaching and learning resources are
all materials and equipment used to enhance effective learning (Kisirikoi and
Malusu, 2008). A teacher selects develops and reorganizes teaching – learning
resources for effective teaching. A teacher is therefore the most important
teaching – learning resource. According to Johnson (2008) having satisfactory
facilities equipments and materials should not be minimized in establishing the
curriculum because of their contribution to the effectiveness of the school.
Their availability will enhance or inhibit the implementation of curriculum. It
then follows that facilities, equipments and materials influence the
implementation of secondary technical education curriculum. Because of the
development in modern technology, teachers no longer have to rely solely on
words to make their meanings clear. There is great variety of materials around
that can be used to make meaning more vivid and more interesting. These
materials are the teaching and learning resources.
Leaning styles of students have been
found to influence the educational process and student’s opportunity to learn
(Claxton and Murell, 2007). Researchers have suggested that learning style is
influential in students’ academic choices. Schroeder (2013) acknowledged that
accommodating variations in learning styles cared improve curricular and the teaching-
learning process in high school education.
Most
analysts agree that employers of labour today demand more skills than they did
in the past (Yang,2008). Oranu (2010) also observed that there are many factors
that have contributed to the ever rising demand for skills in the labour market
which include the following; technological and organizational change, trade,
deregulation of key industries and the decline of unions.
Consequently,
Technical education can serve as change agents not only for technical systems
but also for many other societal changes. The practical nature of Technical
education makes it unique in content and approach, thereby requiring special
care and attention. The inputs of Technical education are so visible to the
extent that even an illiterate could see when ‘failures’ occur.
Technologists
are supposed to solve societal problems in sustainable ways. For them to do so,
they need to be sufficiently informed in technical education concepts and its
application of its theoretical principles to practical problems. The desire of
the stakeholders to achieve this has been met by lots of challenges. Our
inability to tackle the challenges over the years in Nigeria has put us at a
low level in technology and has perpetually made Nigeria a developing nation.
The difference between developed, developing and undeveloped countries rests on
the ability of the developed countries to convert scientific ideas to useable
technology while the developing and underdeveloped countries are yet to
effectively do so.
Some
of the problems affecting the teaching and learning of technical education are
inadequate funding, facilities and problem of government policy.
Inadequate
funding of vocational institutions has caused the turning out of half-baked
graduates because there is no fund to build and maintain workshops,
laboratories or even purchase modern equipments (Aghenta, 1985). Staffing of
Vocational technical education is generally inadequate because of poor funding.
Experienced and skillful teachers may not be employed. Those that are employed,
because of poor remuneration do not stay long in the teaching profession, but
drift to some other more lucrative jobs especially in the industries and
abroad. Consequently, inexperienced and unqualified technical teachers are
employed thereby lowering academic standard, resulting to wastage in the
achievement of technical education goals (Agbionu, 2003
Lack of facilities is another constraint affecting
the teaching and learning of technical education. Most technical
education departments in Nigeria schools do not have laboratories or workshop
space let alone usable equipment and facilities and where they exist, they are
grossly inadequate, as the laboratories only have the items or equipment that
were provided when the departments were established. It is however most surprising
to know that most technical education departments still depends on engineering
workshop and lecturers to teach technical education concepts in this 21st
century. This is a total shame and a high degree of irresponsibility on the
part of the operators of this programme. The inadequacy in teaching, laboratory
and workshop facilities has contributed to the reduction of the quality of
technical education in Nigeria.
Government
policy has constituted a problem to technical education. Education generally,
including technical education programme has been grossly neglected in Nigeria.
Technical educators have the greatest challenge of convincing the law makers on
why the law makers should give priority to the programme in allocating
resources. Many options of getting positive results have been advocated at
different forum, namely, lobbying, participation of technical educators in
governance, wooing, etc. Yet the government is playing a lopsided attitude to
the proper development of the programme in Nigeria. Anyway, let it be made loud
and clear that until they begin to change their attitude towards the programme,
Nigeria will ever remain a technologically backward and dependent nation.
Unfortunately,
despite all the glaring contributions of technical education in our nation,
Nigeria is yet to accord this type of education the attention it deserves. This
is one of the major reasons for the rising unemployment, poverty and unabated
crimes in the society today. It is on this background this research work
examine the constraints of effective teaching and learning of technical education
in Ekiti SouthWest Local Government Area of Ekiti State.
Statement of Problems
Too
much emphasis on University education in Nigeria has always affected the respect
for economic opportunities of those who are more disposed to blue collar jobs
than academics just as inadequate funding of technical institutions has resulted
in the turning out of half-baked technical graduates. In consequence, there is
no fund to build and maintain workshops, laboratories and other modern
equipments. Staffing of the technical schools is generally inadequate because
of poor funding. Experienced and skillful teachers may not be employed. Those
that are employed, because of poor remuneration do not stay long in the
teaching profession, but drift to some other more lucrative jobs especially in
the industries and abroad.
Most
technical education secondary schools do not have laboratories or workshop space
let alone usable equipment and facilities; where they exist, they are grossly
inadequate.
Technical
education programme has been grossly neglected in Nigeria and Technical
educators have the greatest challenge of convincing the law makers on why the
law makers should give priority to the programme in allocating resources.
The
movement of lecturers of technical education which are needed for the
socio-economic and technological advancement of Nigeria from one school to
other schools or to other professions (including politics) calling for better
conditions of service.
Lack of staff training and re-training:The
training of academic staff is ordinarily a continuous exercise to ensure
consistent improvement in the quality of their outputs. The training is in
two-fold: training to acquire minimum qualification to teach and continued
professional training. Both types of training can be acquired either locally or
overseas. Overseas training requires a lot of foreign exchange but the enabling
environment exists to achieve success in a record time. However, over time it
has always been difficult to get the trainees back to their respective
countries after the completion of their study.
Most people see technical education
as a waste of time and resources allotted
people prefers to go to universities to study others courses . Some people
believe technical education is meant for who do not have money to further their
education.
This
study will therefore examine the constraint of effective teaching and learning
of technical education.
Purpose of Study
The purpose
of this study is to identify the constraints of effective teaching and learning
of technical subject in Ekiti South West Local Government Area of Ekiti State.
Precisely, the research is designed to
i. Find
out whether unavailability of equipment and non-functional workshop really
hinder the progress of technical education in Ekiti South West Local Government
Area of Ekiti State
ii. Find
out the level which poor societal attitude has developed a problem that hinder
the progress of technical education in Ekiti
South West Local Government Area of Ekiti State
iii. Find
out the extent to which inadequate funding constituted a problem to the development
of technical education in study area.
iv. It
also intend to find out the degree to which government policy has constituted a
problem to technical education in Ekiti South West Local Government Area of
Ekiti State
Research Questions
The following
research questions were raised;
i. Does
inadequate equipment and workshop material constitute a problems to effective
teaching and learning of technical education in Ekiti South West Local
Government Area of Ekiti State?
ii. Does
poor societal attitude constituted a problem to effective teaching and learning
of technical education in Ekiti South West Local Government Area of Ekiti
State?
iii. Does
inadequate funding translate into a problem of effective teaching and learning
of technical education in Ekiti South West Local Government Area of Ekiti
State?
iv. Does
inadequate technical teachers constitute a problem to effective teaching and
learning of technical education in Ekiti South West Local Government Area of
Ekiti State?
v. Do
government policies and programmes develop a problems to effective teaching and
learning of technical education in Ekiti South West Local Government Area of
Ekiti State?
Significance of Study
The findings of
this research will promote positive attitude towards technical education in Ekiti
South West Local Government Area of Ekiti State. It will also make the society
to appreciate the roles of technical education in nation’s building or economic
development of the country particularly in Ekiti state.
The study
would be of benefit to the students because it widen the knowledge of student
on the concept of technical education and the problem affecting the teaching
and learning of technical education.
The study
would educate parent on the importance of technical education. The study would also add to the exiting
literature and serve as guide to researchers who may want to carry out research
on related topic.
The study
would educate policy makers on why the law makers should give
priority to the programme in allocating resources to technical education.
Finally the
researchers will make lecturers and students of technical education to see constraint of effective
teaching and learning of technical
education progress and equally find solution to the problem.
Delimitation
of the Study
The study is delimited to examine the effective teaching and learning of technical education in
Ekiti South West Local Government Area of Ekiti State. The study will consider
in Ekiit South West Local Government Area of Ekiti State.
Definition
of Terms
Constraints: A limitation or restriction to effective teaching and learning
Leaning: The
acquisition of knowledge or skills through study, experience, or being taught.
Teaching: Teaching is the process of attending
to people’s needs, experiences and feelings, and intervening so that they learn
particular things, and go beyond the given.
Technical
Education: Is a term applied to schools,
institutions, and educational
programs that specialize in the skilled trades, applied sciences, modern
technologies, and career preparation.
