ACKNOWLEDGEMENTS v
LIST OF TABLES….xi
LIST OF GRAPHS .xiii
ABSTRACT………xiv
Abstract
This is a study of the principles and guidelines that should be adopted in
implementing technical education in Kaduna state. To carry out the study, four
research questions and four hypotheses were formulated. To collect relevant
data from the target population, Questionnaire was used. The questionnaire was
administered through research assistance in 12 inspectorate divisions. The
population made up of 44 School Administrators and 66 vocational Teachers
randomly selected. Percentages, Mean and Standard Deviation were used to answer
research questions. While Chi-Square and ANOVA statistics were employed to test
the null hypothesis at 0.5, level of significant. The choice of inclusion of
graphical statistical operations is to avoid the overlooking of some important
findings by the reader. A correlation of Principals data (that are non vocational
teachers) to the five groups of vocational teachers yielded a positive
correlation of +0.957. This shows the acceptability of the suggested reform in
the secondary schools if implemented. The study revealed, three major elements
help student learn i.e. the teaching methodology, location of technical subject
and evolutional modal adopted. It is recommended that Kaduna state government
should increase practical skill development in school. The knowledge and
ability of teaching staff/instructors should also be improved. The ability, to
arouse curiosity and make learning environments stimulating help encourage
students’ interest in technical subjects.
TABLE OF CONTENT page
CHAPTER 1
INTRODUCTION …………….1
Background of the study………....1
Statement of the problem………....3
Purpose of the study………….......4
Research Questions………………4
Hypothesis………………………..5
Significance of the study…………..6
Definition of terms………………...7
CHAPTER 2
REVIEW OF RELATED LITERATURE…8
Introduction of Vocational Education in Nigeria…10
Social (culture Wars) and Modal Development Decisions for Vocational
Education..13
Problems Associated with Teaching of Vocational [Technical] Subjects…….14
Schools, Teachers and Society……….14
Financing Vocational Technical Education...........16
Equipment and Space…………………18
Training of Vocational Technical Teachers...............19
Evaluation of Vocational (Technical) Education........22
Summary of review of Literature…….25
CHAPTER 3
RESEARCH METHODOLOGY…26
Design of Study…26
Area of Study…..27
Population of the Study.28
Sample and Sampling Technique.29
Instrument for Data Collection...29
Validation of the Instrument.30
Reliability of Instrument .30
Administration of the Instrument.............31
Method of Data Analysis…31
Decision rule …32
CHAPTER 4
DATA COLLECTION AND ANALYSIS….33
Testing of Hypothesis.........54
Summary of Findings 59
Discussions of Findings.63
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of the Problems….69
Summary of Procedure Use...….70
Principal Findings……………...71
Conclusions………………..….72
Implication of the Study……….73
Recommendation…………...…74
Suggestions for Further Research.75
REFERENCES……77
APPENDICES
Appendix A. Letter To The Honourable Commissioner Ministry Of Education, Kaduna
State. 81
Appendix B. Letter Of Ientroduction…82
Appendix C. Questionnaire………….84
Appendix D. BORISHADE/ATIKU Press Release On Technical Education….90
Appendix E.ASUU (2002) Communiqué....91
Appendix F. ASUU (2003) Press Conference……92
Appendix G. Theories of Principles of Vocational Education……….....94
Appendix H. Statistical Formulae And Calculations For Testing Of
Hypotheses Developed…95
Appendix I. Multiple Regressions On Calculated Prediction On Data..99
Appendix J. Acceptances View Graphical Resonated: Of 110, Respondent On
Districts Allocation
System For Technical Education In Secondary Schools …101
Appendix H. The Whole 110 respondent on Likert scale on Methodology Allocation
and Evaluation,
to be Adopted………………...…....102.
LIST OF TABLES
Table Page
1. Government secondary schools in Kaduna state as at 2001.and economic
activities within each
inspectorate.….....27
2. Population of the study………………..28
3. Commonly vocational subjects taught…....34
4. Vocational teachers’ availability…….......35
5. Teachers Industrial experience….35
6. Schools’ workshop/laboratory availability….36
7. Industrial visits by students...…36
8. Availability of organization/industry at 50 km radius........36
9. Related science core subjects in secondary schools to vocational
education……..38
10 School Administrators Mean Rating of Teaching Methodology to be adopted for
vocational
education (ve)……… ...……40
11 School Administrators Mean Acceptances of District Allocation systems for
effective performances
in Vocational [Technical] Education
(VE)…..………42
12 School Administrators Mean rating of Evaluation Modal in vocational
Technical education (VE)
subjects...…...….…44
13 Vocational Teachers Mean Rating of Teaching Methodology to be adopted for
vocational education…....………….47
14. Vocational Teachers Mean Acceptance of District Allocation systems
for effective performances
in Vocational [Technical] Education
(VE)…………49
15. Vocational Teachers Mean rating of Evaluation Modal in Vocational Technical
Education (VE)
subjects.………….52
16. Chi-square table of school Administrators and vocational Teachers on
vocational activities provided
in secondary
schools……………………………………..…...54
17.Analysis of variance (ANOVA) on the Mean Rating of schools Administrators
and vocational
Teachers on teaching methodology to be adopted for
vocational technical education
(ve). ……………….……56
18. Analysis of variance (ANOVA) on the Mean Rating of school Administrators
with vocational
Teachers on District Allocation
systems for effective performance, in vocation [Technical]
education...................57
19. Analysis of variance (ANOVA) on the Mean Rating of School Administrators
(with vocational
Teachers on evaluation modal in vocational
Technical education……………....…58
20 Summary of ANOVA of Responses by Schools Administrators and Vocational
Teachers regarding
Their Perception of Expected Guidelines for the
Implementation of Vocational Technical Education
in Secondary Schools…….59
LIST OF
GRAPHS
Pages
Graph: 1. Resonated Presentation of the commonly vocational subjects taught in
Secondary Schools……...……………35
Graph: 2. Graphical resonated: of respondent on activities of vocational
education at secondary
schools in items 4>8………….………37
Graph: 3. Graphical resonated: of respondent on Related core subjectsto
vocational education at
secondary schools in item 8 ………39
Graph 4: Graphical representation of Cluster Mean Rating forTeaching
Methodology by
school Administrators………..41
Graph 5: Graphical representation of Cluster Mean Rating for District
allocation systems by
school Administrators……….44
Graph 6: Graphical representation of Cluster Mean Rating for Evaluation modal
by
school Administrators……...…..…...46
Graph 7: Graphical representation of Cluster Mean Rating for Teaching
Methodology by
school Administrators……...…49
Graph 8: Graphical representation of Cluster Mean Rating for District
allocation systems by
vocational Teachers.……….....51
Graph 9: Graphical representation of Cluster Mean Rating for Evaluation modal
by
vocational Teachers………...…53
Graph 10: Graphical resonated of 110 respondents on District Allocation System
for technical
education in secondary Schools………….100
Graph 11: Whole 110 respondents on Likert scale on Methodology, Allocation and
Evaluation,
to be Adopted……….101
