TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES xi
ABSTRACT xii
CHAPTER I: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 8
Purpose of the Study 9 Significance of the Study 10
Research Questions 11
Hypotheses 12
Delimitation of the Study 13
CHAPTER II: REVIEW OF RELATED LITERATURE 14
Conceptual Framework 14
Concept of Vocational and Technical Education 14
Electrical/Electronic Technology in Colleges of Education 17
Teaching strategies for enhancing the Competence of Pre service
Teachers in Electrical/Electronic Technology 19
Training Activities for enhancing the Competence of Pre service
Teachers in Electrical/Electronic Technology 23
Training Facilities for enhancing the Competence of Pre service
Teachers in Electrical/Electronic Technology 30
Organization of Training and Working Environment to enhancing
the Competence of Pre service Teachers in Electrical/Electronic
Technology 31
Theoretical Framework 41
Review of Related Empirical Studies 47
Summary of Review of Related Literatures 53
CHAPTER III: METHODOLOGY 57 Design of the Study 57
Area of the Study 57
Population for the Study 58
Instrument for Data collection 58
Validation of the Instrument 59
Reliability of the Instrument 59
Method of Data Collection 59
Method of Data Analysis 60
CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA 61
Research Question 1 61
Research Question 2 63
Research Question 3 65
Research Question 4 67
Hypothesis 1 68
Hypothesis 2 70
Hypothesis 3 72
Hypothesis 4 74
Findings 76
Discussion of Findings 82
CHAPTER V: SUMMARY, CONCLUSION
AND RECOMMENDATIONS 87
Restatement of the Problem 87
Summary of Procedures Used 88
Major Findings 89
Implication of the Study 90
Conclusions 91
Recommendations 91
Suggestion for further Study 92
REFERENCES 93
APPENDICES 99
Appendix I: Ackerman’s (1988) Modified Radex model of abilities and skill 99
II: Ackerman’s proposed ability-performance correlations underlying
skill acquisition 100
III: Questionnaire for Respondents 101
IV: Letter for Validation of the Questionnaire 105
V: Request for Completion of Research Questionnaire 106
VI: Result of the Analysis using SPSS 107
LIST OF TABLES
Page
Table
- Mean Responses of the Respondents on the Computers Aided
Teaching Strategies that will enhance the Competence Of
Pre-service Teachers in Electrical/Electronic Technology 62
- Mean Responses of the Respondents on the Techniques that will
be adopted to effectively Utilize Training Activities for
Enhancing the Competence of Pre-service
Teachers in Electrical/Electronic Technology 64
- Mean Responses of the Respondents on the Appropriate Training
Facilities that will enhance the Competence of Pre-service
Teachers in Electrical/Electronic Technology 66
- Mean Responses of the Respondents on the How can Training and
Working Environment be Organized to enhance the Competence
of Pre-service Teachers in Electrical/Electronic Technology 67
- The t-test Analysis of the Mean Responses of Electrical/
Electronic with Teaching Experience of below 1-10yrs
and those Lecturers with Teaching Experience of above 10yrs
on the Computers Aided Teaching Strategies that will
enhance the Competence of Pre-service Teachers in Electrical/
Electronic Technology in Colleges of Education 69
- The t-test Analysis of the Mean Responses of Electrical/Electronic
Lecturers with Teaching Experience of below 1-10yrs and those
Lecturers with Teaching Experience of above 10yrs on the
Training Activities that will enhance the Competence of
Pre-service Teachers in Electrical/Electronic Technology 71
- The t-test Analysis of the Mean Responses of Electrical/Electronic
Lecturers with Teaching Experience of below 1-10yrs and those
Lecturers with Teaching Experience of above 10yrs on the
appropriate training facilities that will enhance the competence
of pre-service teachers in electrical/electronic technology in
colleges of education 73
- The t-test Analysis of the Mean Responses of Electrical/Electronic
Lecturers with Teaching Experience of below 1-10yrs and those
Lecturers with Teaching Experience of above 10yrs on how
Training and Work Environment should be Organized to
Enhance the Competence of Pre-service Teachers in Electrical/
Electronic Technology in Colleges of Education 75
Abstract
The study was carried out to determine strategies for enhancing the competence of pre-service teachers in electrical/electronic technology in Colleges of Education in North Central Nigeria. A survey research design was used. The population for the study was 101 electrical/electronic technology lecturers from eleven colleges of education. The instruments used for data collection was structured questionnaire. Four research questions and four hypotheses were formulated. Mean and standard deviation were used to analyze the data for answering research questions while t-test analysis was used to test the hypotheses of no significant difference at 0.05 level of significance. It was found out that twenty one computers aided teaching strategies, nineteen training activities; twelve training facilities were required for enhancing the pre-service teacher’s competence in electrical/electronic technology. It was also found that training and work environment can be organized in ten ways to enhance the pre-service teachers’ competence in electrical/electronic technology. There was no significant difference between the mean responses of electrical/electronic lecturers with teaching experience of below 1-10yrs and those lecturers with teaching experience of above 10yrs on the computers aided teaching strategies, training activities, training facilities and how training and work environment should be organized to enhance the competence of pre-service teachers in electrical/electronic technology in colleges of education. Based on these findings, it was recommended that teachers of electrical/electronic technology in colleges of education should adopt strategies determined in the study for enhancing the competences of the pre-service teachers. Government should organize workshops and seminars for the electrical/electronic technology teachers on how to enhance competence of students in electrical /electronic technology. Pre service teachers of electrical/electronic technology should be retrained for effective teaching in schools and colleges.
CHAPTER I
INTRODUCTION
Background of the Study
College of Education (COE) is principally a teacher training institution in the country, established to produce teachers for secondary schools. College of Education (COE) is established to train individuals to become competent in teaching science, agriculture, woodwork, home economics, metalwork, auto mechanics and electrical/electronic technology.
Colleges of education, according to Ellah (2007), are tertiary educational institutions that prepare intermediate level teachers for a minimum of three years to make them qualify to teach their respective subjects. Bakare, Zakka and Fittoka (2010) stated that these colleges run various technical education programmes such as automobile technology, technical drawing, woodwork technology, metal work technology, building technology and electrical/electronic technology.
Attama (2011) stated that colleges of education in Nigeria run the Nigeria Certificate in Education (NCE) programmes in vocational and technical courses. They are under the control of the National Commissions for Colleges of Education (NCCE) which uses the minimum standard to monitor the implementation of programmes in the colleges. Bakare, et al (2010) also explained that colleges of education are established for producing graduates who can teach and practicalise what they have learnt. Colleges of Education as referred to in this study are specialized and conventional colleges that offer technical education programmes. That is colleges of education technical and states colleges of education that offer’s technical education departments which have been accredited by the National Commission for Colleges of Education (NCCE) to train pre-service teachers.
Pre-service teachers are the students undertaking a course of learning in the Colleges of Education, which shall lead to the award of Nigeria Certificate in Education. Pre-service teachers according to NCCE (2008), are candidates whom have gained admissions in the Colleges of Education to study a programme or course of his/her choice for a period of three (3) years; to enable them teach effectively at the basic education level. The pre-service teachers are candidate undergoing training in the colleges of education for the purpose of teaching and they possess the pedagogy as required in the area they are trained, that is the knowledge and skills that teachers need for effective teaching, (NCCE, 2008). Pre-service teachers as referred to in this study are the NCE III candidates that are measuring in electrical/electronic technology option. The NCE III are chosen because, it is at this level of study that the pre-service teachers chose their area of specialization, and the electrical/electronic technology is an area of specialization at the NCE III, (NCCE 2008).
Electrical/electronic technology is one of the technical education options offered at colleges of education that exposes students to practical knowledge and skills. It is concerned with the acquisition of practical knowledge and skills by pre-service teachers in areas such as; measuring electrical quantities, magnetism and electromagnetism, electrical circuits, electrical/electronic drawing, electrical machines and power, telecommunications, and maintenance and repair of electrical equipment, (NCCE, 2008). According to Onifade (2005), electrical/electronic technology option is designed to produce electrical/electronic personnel for manufacturing, assembling, servicing of power generator, transmission, distribution and utilization in industries. Electrical/electronic technology is a programme designed for inculcating or equipping students with knowledge, skills and attitude in electricity and electronics to enable them impart the same to students in Schools and Colleges.
Electrical/electronic technology as referred to in this study is an option in the technical education that equip pre-service teachers with pedagogical skills in power generation, transmission and distribution; installation and maintenance of electrical equipment, repairs of elect/elect appliance, domestic and industrial wiring systems, circuit wiring, protection system and testing. The objectives of the electrical/electronic technology option in colleges of education as stated by the Federal Government of Nigeria (FGN) (2004) are: To produce qualified and competent electrical/electronic teachers who will be capable to teach electrical/electronic technology subjects in the secondary schools; To produce NCE electrical/electronic technology teachers who will be able to inculcate the scientific and technological attitudes and values into the society; To produce qualified NCE electrical/electronic graduates who will start the so much desired revolution of technological development right from the Nigerian schools; To provide students in electrical/electronic with necessary competencies so as to qualify them for a post NCE degree programme in electrical/electronic; To equip and produce qualify NCE electrical/electronic graduates with the right skills to engage in a life work in the industry as well as self employment.