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PROJECT TOPIC- SKILLS REQUIRED BY WOODWORK TECHNOLOGY TEACHERS FOR IMPROVING PRACTICAL PROJECTS IN TECHNICAL COLLEGES IN KANO AND JIGAWA STATES IN NORTHWESTERN NIGERIA

PROJECT TOPIC-  SKILLS REQUIRED BY WOODWORK TECHNOLOGY TEACHERS FOR IMPROVING PRACTICAL PROJECTS IN TECHNICAL COLLEGES IN KANO AND JIGAWA STATES IN NORTHWESTERN NIGERIA

ABSTRACT

This study was conducted using descriptive survey research to determine the skills required by woodwork technology teachers for improving practical projects in technical colleges in Kano and Jigawa States in North-western Nigeria. Four research questions were developed and answered in line with the purpose of the study. Four null hypotheses were formulated and tested at the probability of 0.05 level of significance. A structural questionnaire was developed from the related literature reviewed for the study. The questionnaire was facedvalidated by three experts. The questionnaire was tested for reliability using test-retest method and the result showed a coefficient of 0.88. Copies of the questionnaire were
administered on 112 respondents to obtain data and same were returned. The data were analysed using the mean and standard deviation to answer the research questions and t-test statistics to test the null hypotheses. The findings of the study showed that woodwork` technology teachers required skills for improving practical project in technical colleges in Kano and Jigawa States. Recommendations made include need for Kano and Jigawa States governments to package the identified competency items in skills required by woodwork technology teachers for improving practical projects in technical colleges into workshop materials and organize workshop on them for the benefit of wood work technology teachers, training and retraining of woodwork technology teachers and provision of instructional resources.

CHAPTER ONE
INTRODUCTION

Background of the Study

A nation is made up of people whose individual contributions improve national  growth and development. An individual needs to develop and acquire necessary skills to enable him meet his own and national aspirations. Vocational and Technical Education leads to the acquisition of skill and techniques in chosen occupation or profession to enable an individual earn a living. The Federal Government of Nigeria (FGN, 2004) viewed vocational and technical education as those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life.

The major aim of vocational and technical education is to provide education for self reliance. Osuala (2004) stated that vocational and technical education is a training intended to prepare the students to earn a living in an occupation where success is dependent largely on technical information and an understanding of the laws of science and technology as applied to modern design, production, distribution and services. Uwaifo (2008) described vocational and technical education as result oriented. It brings about technological  advancement and aims to provide new manpower for employment and provide further training for those already qualified, so that they can keep up with modern working methods. 

To this effect, Joshua (2002) viewed vocational and technical education as a type of education made up of theoretical and practical instruction given to those who wish to be employed in commerce and industry or any type of enterprise that requires the use of tools and machinery for the operation, production, preservation and distribution of goods and services. However, from the definitions above, it could be understood that vocational and technical education is that aspect of education that prepares individuals with necessary skills, knowledge and attitudes needed for a purposeful employment to earn a living.

Vocational and technical education is the type of education offered in technical colleges. Okoro (2001) stated that technical colleges are regarded as the principal vocational institutions in Nigeria which are established to prepare individuals to acquire practical skills, knowledge and attitudes for effective participation in the world of work. Okoro stated further that technical colleges give training intended to prepare students for entry into various occupations.

The national policy on education (FGN, 2004) outlined the aim of technical colleges which include preparation for useful living within the society and preparation for higher education. It means that the quality of instruction at technical colleges, must in addition to the development of the cognitive or intellectual abilities of the youth, be oriented towards the acquisition of appropriate work skills, abilities and competences for the individual to live and contribute to the development of the society. However, the purpose of technical education with regard to the trade related courses in technical colleges is not likely to succeed using “chalk and talk” approach alone, except through effective use of educational resources to bring the students in contact with the school curriculum and learning activities.

PROJECT TOPIC-  SKILLS REQUIRED BY WOODWORK TECHNOLOGY TEACHERS FOR IMPROVING PRACTICAL PROJECTS IN TECHNICAL COLLEGES IN KANO AND JIGAWA STATES IN NORTHWESTERN NIGERIA

Adeogun (2009) stated that resources refer to the available facilities that can be used to achieve educational goals and objectives. Orebanjo (2010) also recorded that good human resources particularly well trained, qualified and devoted teachers help students in various aspects of development in practical projects and skills acquisition in woodwork related services. Woodwork technology is one of the programmes offered in technical colleges in Nigeria.

Wagner and Kicklighter (1986) stated that woodwork technology requires technical skills from students for good performance in woodwork trades such as; frame construction,carcase construction, stool construction and the skills in the use of tools and equipment to 
effectively conduct in woodwork practical project. Hence students in woodwork technology need to acquire appropriate skills in order to be employable in woodworking establishments. Skill according to Okorie (2000) means expertness, practised ability, dexterity and fact. Osuala (1987) defined skills as the competent to perform efficiently and expertly in one or more kinds of repetitive process, jobs or special equipment demanding manual dexterity.
Abdullahi (2010) opined that a skill is the capability of accomplishing a job with precision of certainty, practical knowledge in combination with ability, cleverness and expertness. Okorie and Ezeji (1988) remarked that to possess a skill is to demonstrate the habit of acting, thinking or behaving in a specific activity in such a way that the process becomes natural to the individual through repetitive practices. Osuala (2004) asserted that most technical skill training actually present greater challenges to the learner by integrating practical work, theoretical knowledge, observation, ability and encouragement in an occupation.

The expected usefulness of the technology for education recipient, therefore, include ability to create jobs and earn a living through application of acquired practical skills especially in woodwork technology.
The study of woodwork technology in technical colleges in Kano and Jigawa sates is not yet providing the necessary skills in practical projects as expected from woodwork technology students in technical colleges (Olaniyan, 2001). The information obtained from the Executive Secretaries, science and technical schools board, Ministry of Education Kano and Jigawa states, showed that for the past five years there has been poor performance of woodwork students in woodwork technology trades, especially in practical projects.

This could be due to lack of improved skills by the woodwork teachers in conducting practical projects, shortage of technical personnel as well as inadequate funding of woodwork practical projects. In this respect, technical teachers are referred to those who obtained technical training/theories and practice of education that are related to the knowledge, skills and attitudes to the youths who will later use the knowledge and skills acquired to improve and reduce unemployment problems (Ikpe, 2005).

In this respect, technical teachers are referred to those who obtained technical training on theories and practice education in related to the knowledge, skills and attitudes to improve on aspects of practical projects and reduce unemployment problems in the society.
The concept of practical project can be viewed as a piece of research work or an enterprise by a school or colleges student carefully planned to achieve a particular aim (Osuala, 2004).

It is an activity that produces something of value for other people; exertion of physical and mental energy for accomplishment of specific purpose; or a form of activity/job that has social approval and satisfies a real need of the individual to be active, productive, creative respectful and to acquire prestige. On the other hand, Lawry (1991) remarked that practical project is a means of developing students’ general professional skills and attitudes similar to those met by professionals at the workplace. It provides students with a real problem to which they are expected to provide a suitable solution or socially approved practical activity which will show their freedom, intellectual and physical movement.

Okoro (1993) and Bukar (1994) reported that project is an instructional method employed by industrial technical teacher to achieve a satisfactory level of skill acquisition. There are number of factors influencing the increase in the number of unemployed graduates from technical colleges. According to Okoro (1993) one of such is the inadequate preparation of students for projects in schools and colleges for effective performance. Hence, industries reject many applicants due to lack of appropriate practical skills. It is therefore, pertinent to note that woodwork technology teachers need to improve their skills in practical projects so as to train students to the point of acquisition of productive, saleable or employable skills in both private and public services. 

The performance of technical college students in terms of practical projects in woodwork technology in Kano and Jigawa states is faced with numerous problems such as lack of improved practical skills from the woodwork technology teachers, inappropriate teaching methods for conducting practical projects, acute shortage of qualified woodwork teachers, lack of facilities as well as inadequate funding.

These problems, as identified by Olaitan (1996), have contributed to the poor performance of college students in woodwork technology which need to be improved. It is therefore, noteworthy that improved skills of woodwork technology teachers would contribute to a large extent to the effective performance of woodwork technology students in practical projects in technical colleges in Kano and Jigawa states. This, therefore, calls for means or ways of improving the skills of woodwork technology teachers in practical projects in the states technical colleges. 

Statement of the Problem

PROJECT TOPIC-  SKILLS REQUIRED BY WOODWORK TECHNOLOGY TEACHERS FOR IMPROVING PRACTICAL PROJECTS IN TECHNICAL COLLEGES IN KANO AND JIGAWA STATES IN NORTHWESTERN NIGERIA

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