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STRATEGIES FOR ENHANCING THE COMPETENCE OF PRE-SERVICE TEACHERS IN ELECTRICAL/ELECTRONIC TECHNOLOGY IN COLLEGES OF EDUCATION IN NORTH CENTRAL NIGERIA

Vocational Technical Education Project Topics & Materials

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

  1. 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

  1. 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

  1. Mean Responses of the Respondents on the Appropriate Training

Facilities that will enhance the Competence of Pre-service

Teachers in Electrical/Electronic Technology                                         66

  1. 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

  1. 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

  1. 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

  1. 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

 

  1. 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.

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