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STRATEGIES OF EFFECTIVE TEACHING AND LEARNING PRACTICAL SKILLS IN TECHNICAL AND VOCATIONAL TRAINING PROGRAMMES IN NIGERIA

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Chinujinim Godstime Thomas at Federal College of Education (Tech) Omoku
Chinujinim Godstime Thomas
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Teaching and Learning practical skills in Technical and Vocational training institutions require essential strategies to instilling the right attitudes and technological know-how that will enable the learners to function in the society. The study sought to examine the teaching methods that are applicable in delivering practical contents in technical and vocational education in Nigeria. The study adopted descriptive survey study in three tertiary institutions in Rivers state that offered technical and vocational education courses. The population of the study consists of 205 academic staff in the three tertiary institutions. A sample size of 104 respondents which represent 51% of the entire population was drawn using proportionate stratified random sampling technique. A research questionnaire was developed and validated by two experts, which were used for the data collection for the study. The reliability of the instrument was established using Cronbach Aplha formula to correlate the responses of 30 academic staff that were part of the population but not part of the study sample. The reliability analysis yielded a reliability index of 0.89 which was considered sufficient for the study. The data were collected by personally administering and retrieving the instrument from the respondents by the researcher with the help of two assistances who are staff in the three institutions. 93 completed instrument were retrieved which represent 95% return rate. Data collected were analyzed using mean /standard deviation. The null hypnosis was tested using ANOVA on a 0.05 level of significance. The study found that: traditional teaching methods are also used in teaching of practical skills; Most of the traditional methods that are being used in teaching practical skills in technical and vocational education in Nigeria are no longer relevant; the most relevant methods of teaching practical skills are the use of demonstration methods, enquiry, project and assignment methods. That regular embarking on excursion, use of apprenticeship system, students' industrial work experience scheme (SIWES) programme, and Skills acquisition programme, use of models and computer simulations and Cooperative training programmes are relevant alternatives to the teaching of practical skills in technical and vocational education institutions in Nigeria.
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International Journal of Scientific Research Engineering & Technology (IJSRET), ISSN 2278 – 0882
Volume 5, Issue 12, December 2016
STRATEGIES OF EFFECTIVE TEACHING AND LEARNING
PRACTICAL SKILLS IN TECHNICAL AND VOCATIONAL
TRAINING PROGRAMMES IN NIGERIA
ENGR. AMAECHI, O. JOSEPH
E-mail: amaechijoseph@yahoo.com
Faculty of Vocational and Technical Education,
Ignatius Ajuru University of Education Portharcourt River state, Nigeria
THOMAS, C. GODSTIME
E-mail: chinujinimthomas@gmail.com
Faculty of Technical and Science Education
Rivers state University of Science and Technology
Nkpolu, Port harcourt, Rivers State, Nigeria
Abstract
Teaching and Learning practical skills in Technical and Vocational training institutions require essential strategies to
instilling the right attitudes and technological know-how that will enable the learners to function in the society. The study
sought to examine the teaching methods that are applicable in delivering practical contents in technical and vocational
education in Nigeria. The study adopted descriptive survey study in three tertiary institutions in Rivers state that offered
technical and vocational education courses. The population of the study consists of 205 academic staff in the three tertiary
institutions. A sample size of 104 respondents which represent 51% of the entire population was drawn using
proportionate stratified random sampling technique. A research questionnaire was developed and validated by two
experts, which were used for the data collection for the study. The reliability of the instrument was established using
Cronbach Aplha formula to correlate the responses of 30 academic staff that were part of the population but not part of the
study sample. The reliability analysis yielded a reliability index of 0.89 which was considered sufficient for the study. The
data were collected by personally administering and retrieving the instrument from the respondents by the researcher with
the help of two assistances who are staff in the three institutions. 93 completed instrument were retrieved which represent
95% return rate. Data collected were analyzed using mean /standard deviation. The null hypnosis was tested using
ANOVA on a 0.05 level of significance. The study found that: traditional teaching methods are also used in teaching of
practical skills; Most of the traditional methods that are being used in teaching practical skills in technical and vocational
education in Nigeria are no longer relevant; the most relevant methods of teaching practical skills are the use of
demonstration methods, enquiry, project and assignment methods. That regular embarking on excursion, use of
apprenticeship system, students’ industrial work experience scheme (SIWES) programme, and Skills acquisition
programme, use of models and computer simulations and Cooperative training programmes are relevant alternatives to the
teaching of practical skills in technical and vocational education institutions in Nigeria.
Key words: Teaching strategies, practical skills, technical and vocational education.
1. INTRODUCTION
Teaching and learning strategies in technical and vocational education programme is to impart the basic scientific
knowledge, attitudes and practical skills necessary for self reliance and national development. The practical know-how,
scientific skills and knowledge are to make the recipient (individual) to be creative and productive in order to function as
a performing member of the society. In essence the main goals of teaching technical and vocational education in Nigerian
technical colleges are to prepare students for the world of work through the acquisition of theoretical and practical skills
(FRN, 2004 as cited in Ali & Muhammad, 2012). This implies that; the technical institutions are expected to train and
produce graduates who are equipped with the practical rudiments of their chosen trades. The trades offered in the
technical and vocational institutions include: Mechanical engineering trades, Electrical/electronic trades, Construction
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Volume 5, Issue 12, December 2016
trades, Vocational trades such as Home economics, Fine and Applied Arts and Business trades (International Qualification
Assessment Services, IQAS, 2011). It means therefore, that the rationale for training students in these trades is to impart
or rather for the acquisition of knowledge, attitudes and practical skills that are marketable and lucrative for a sustainable
development. Therefore, to impart these qualities in any individual effective teaching strategy or techniques must be
employed during the teaching and learning process.
Teaching in general context has often been referred to as an occupation, enterprise and an act of explaining, reading and
writing (Suleiman & Nuhu, 2009). Though, this basic definition of teaching also applies to the regular classroom setting in
technical and vocational education programme. But, in the teaching of practical skills, there are various teaching methods
and techniques available to be adopted, just as in all other fields and to all teachers; the most appropriate teaching methods
to adopt in teaching technical and vocational skills should be that which can motivate the students and sustain their
interest in the course of instruction (Yinusa, 2014). Furthermore, in terms of practical skills acquisition, it is very
appropriate to adopt a teaching method that can bring out the manufacturing process and exploration of materials into the
classroom situation (Yinusa, 2014).
An effective teaching strategy is believed to be a source of critical thinking or inspirational disposition on the part of the
students (Johanesse, 2012; Borinski, 2003 as cited in Yinusa, 2014). That is, teaching strategies utilized by teachers in
technical and vocational education programme must also improve in line with the changing needs of the contemporary
society (Okoye, 2010). Therefore, a good teaching strategy for technical and vocational skill acquisition lessons in Nigeria
must possess certain qualities capable of bringing out the innovations and making the lesson student-centered activity. The
following characteristics of teaching methods are outlined by (Onuegbu, 1979; Obiwusi, 1981; as cited by Okoye, 2010)
are as follows:
1) It should progress from simple activities to the more complex tasks.
2) It should possess qualities capable of arousing the interest and enthusiasm for active participation of the students.
3) It should be flexible to accommodate individual differences of the learners.
4) It should be structured in such a way that will satisfy the basic needs of the students.
5) It should be motivating for achievement without boredom.
6) It should link classroom activities with real life activities.
7) It should be able to put into action all five senses (hearing, seeing, feeling, testing and touching) for effective
retention of knowledge and transfer of skills acquired.
The technical and vocational skills teacher is expected to possess adequate and sufficient practical experience necessary
for imparting the skills to the learners through the use of appropriate teaching methods. In Nigeria, the national policy on
education (2004) places considerable emphasis on vocational and technical education, practical skills acquisition and
lifelong learning. It emphasizes on the study of technologies and related science, and the acquisition of practical skills,
attitudes and knowledge relating to occupation in various sectors of the economic and social life. That is why Ubong &
Oguzor (2007) maintained that teachers and schools teaching technical courses should emphasize on the practical aspects
of the different specialties for the technical and vocational education. Therefore, the need for effective strategies of
teaching and learning technical and vocational practical skills in our tertiary institutions cannot be overemphasized.
Though, there is no one best method of teaching practical skills instructions in technical and vocational education, but a
method or combination of different methods may be more desirable to use. There are already known strategies of teaching
that can be adopted to facilitate the acquisition of practical skills in technical and vocational education programme in
Nigeria. This; according to the recommendation of Olarewaju (1994); STAN 1999); Ajibade (2009) and Olokede &
Olusanjo (2009) include: 1) Demonstration method 2) Discussion method 3) Project method 4) Discovery method
5) Lecture method 6) Field-trip method 7) Assignment method 8) Electronic learning method 9) Enquiry method 10)
Problem solving method. The technical skills teacher can select among these methods to be used in teaching of practical
skills instructions in technical and vocational institutions in Nigeria.
2. PROBLEM OF THE STUDY
The technical and vocational skills teacher is expected to be able to deliver skills which match new technologies and
practices in the industry as well deliver skills to the current and future workforce in a flexible manner and at a consistent
level of quality. Hence, the need to revisit the existing methods of teaching, to ascertain if they are still effective in
teaching of practical skills instructions in our technical and vocational institutions.
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The problem of this study therefore is what strategies are effective in teaching and learning of practical skills in our
technical and vocational institutions? It is against this background that the researchers carried out this study to investigate
the teaching strategies that are effective in teaching practical skills in technical and vocational education programme in
Nigeria.
3. PURPOSE OF THE STUDY
The main purpose of this study was to examine the strategies of teaching technical and vocational skills in
technical & vocational institutions in Nigeria. To this end the study specifically accomplished the following objectives:
i) Identify teaching strategies used by technical and vocational educators in teaching practical instructions.
ii) Examine the effectiveness of various teaching strategies used in teaching practical skills instructions in
technical and vocational education.
iii) Identify the effective strategies to teaching and learning practical skills in technical and vocational education.
4. RESEARCH QUESTIONS
The following research questions were raised to guide the study.
1) What are the teaching strategies teachers’ uses in teaching practical skills in technical and vocational
education institutions in Rivers State?
2) How effective are the teaching strategies used by teachers in teaching technical and vocational skills in
technical and vocational institutions in Rivers State?
3) What are the effective strategies teachers employ in teaching technical and vocational practical skills
instructions in technical and vocational institutions in Rivers State?
5. HYPOTHESIS
Ho: There is no significant difference in the response of academic staff amongst the three tertiary institutions in Rivers
State on the effectiveness of teaching strategies used in practical skills instruction in technical and vocational education
program in Rivers State.
6. METHOD AND MATERIALS
The study adopted a descriptive survey design. The study was carried out in three tertiary institutions in Rivers state that
offered technical and vocational education courses. The population of the study consisted of 205 academic staff in the
three tertiary institutions under this study. A sample size of 104 respondents which represent 51% of the population was
drawn using proportionate sampling technique. A questionnaire titled ‘Alternative practical teaching methods in technical
and vocational education’ was developed, validated by two experts and used for the study. The reliability of the
instrument was established using Cronbach Aplha formula to correlate the response of 30 academic staff that was part of
the population but not part of the study sample. The reliability analysis yielded a reliability index of 0.89 which was
considered sufficient for the study. The data were collected by personally administering and retrieving the instrument
from the respondents by the researcher with the help of two assistances who are staff in the institutions. 93 completed
instrument were retrieved which represent 95% return rate. Data collected were analyzed using percentage count and
mean /standard deviation. The null hypnosis was tested using ANOVA on a 0.05 level of significance.
7. RESULTS
Research question one:
1) What are the teaching strategies teachers’ uses in teaching practical skills in technical and vocational
education institutions in Rivers State?
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Volume 5, Issue 12, December 2016
Table1. Respondents mean on teaching methods teachers use in teaching practical skills in technical and vocational
education institutions in Rivers State.
S/N
Teaching methods
Mean
SD
Decision
1
Demonstration method
2.56
1.379
Not Utilized
2
Discussion method
3.09
1.479
Utilized
3
Field-trip method
2.91
1.464
Not utilized
4
Enquiry method
2.46
1.221
Not utilized
5
Project-based method
3.48
1.203
Utilized
6
Discovery method
3.55
1.298
Utilized
7
Assignment method
3.13
1.429
Utilized
8
Lecture method
3.69
1.375
Utilized
9
Problem solving method
2.68
1.295
Not utilized
10
Closed circuit television method
2.09
1.324
Not utilized
Table 1: Shows that, items 2, 5, 6, 7 & 8 with mean ranges of 3.09 to 3.69 were utilizes by the respondents in teaching
practical skills in technical and vocational education institutions in Rivers State. While, items 1, 3, 4, 9 & 10, with mean
ranges of 2.09 to 2.91 indicated that they were not utilized in teaching practical skills in technical and vocational
institutions in Rivers State.
Research questions two:
2.) How effective are the teaching strategies used by teachers in teaching technical and vocational skills in technical
and vocational institutions in Rivers State?
Table2. Respondents mean on relevance of teaching methods used by teachers in teaching technical and vocational
skills in technical and vocational institutions Rivers State.
S/N
Mean
SD
Decision
1
3.09
1.479
Effective
2
2.46
1.221
Not Effective
3
2.56
1.379
Not Effective
4
3.48
1.203
Effective
5
3.10
1.561
Effective
6
3.33
1.477
Effective
7
3.13
1.429
Effective
8
2.96
1.488
Not Effective
9
2.68
1.295
Not Effective
10
2.91
1.464
Not Effective
Table 2: Shows that, items 1, 4, 5, 6, & 7, with mean ranges of 3.09 to 3.48 were still effective to use by the respondents
in teaching practical skills in technical and vocational education institutions in Nigeria. While, items 2, 3, 8, 9 & 10, with
mean ranges of 2.46 to 2.96 signifies that the teaching methods are no longer effective to be used in teaching practical
skills in technical and vocational institutions in Rivers State.
Research questions three:
3.) What are the effective strategies teachers employ in teaching technical and vocational practical skills instructions
in technical and vocational institutions in Rivers State?
Table3. Respondents mean on alternative practical teaching methods can teachers use in teaching technical and
vocational skills instructions in technical and vocational institutions in Rivers State
S/N
Description
Mean
SD
Decision
1
Regularly embarking on excursion with students which enhance
their practical skills acquisition in technical and vocational
3.78
1.206
Agreed
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education.
2
Students should be regularly attached on students’ industrial
work experience scheme (SIWES) programme.
3.73
1.172
Agreed
3
Apprenticeship system should be encouraged to give students
firsthand practical experience.
3.99
1.298
Agreed
4
Skills acquisition programme should be conducted for learners in
technical and vocational institution.
3.89
1.220
Agreed
5
The use of models and computer simulations in teaching practical
skills should be encouraged.
3.92
1.329
Agreed
6
Engaging students in Cooperative training programme during the
cause of their study.
4.00
1.209
Agreed
Table 3: Shows that the respondents unanimously agree that all items in the table are effective strategies to teaching and
learning of practical skills in technical and vocational education institutions in Rivers State.
Hypothesis
There is no significant difference in the response of academic staff amongst the three tertiary institutions in Rivers State
on the effectiveness of teaching strategies used in practical skills instruction in technical and vocational education
programme in Rivers State.
Table 4. ANOVA comparison of response of three groups academic staff amongst the three tertiary institutions in
Rivers State on the effectiveness of teaching strategies used in practical skills instruction in technical and
vocational education programme in Rivers State.
Source
Sum of
squares
df
Mean
squares
f-value
calculated
f-value
critical
Significance
level
Between
groups
Within
groups
Total
2.287
56.688
58.975
2
90
92
1.144
.630
1.816
3.07
0.05
Significant at p<0.05 level
Table 4 shows that there is no significant difference in the mean response of academic staff amongst the three tertiary
institutions in Rivers State on the effectiveness of teaching strategies used in practical skills instruction in technical and
vocational education programme in Rivers State. From the Table, the calculated f-value (1.816) is less than the critical f-
value (3.07) thus, the null hypothesis is accepted.
8. FINDINGS AND DISCUSSIONS
The major findings of the study were that:
1. The teaching strategies are also used in teaching of practical skills contents in technical and vocational education
programmes in tertiary institutions in Rivers State.
2. Most of the teaching strategies that are being used in teaching practical skills in technical and vocational
education in Nigeria are no longer relevant.
3. That the most effective strategies of teaching practical skills are the use of demonstration methods, enquiry,
project and assignment methods of teaching in technical and vocational education institutions in Rivers State.
4. That regular embarking on excursion, use of apprenticeship system, students’ industrial work experience scheme
(SIWES) programme, and Skills acquisition programme, use of models and computer simulations and
Cooperative training programmes are effective strategies of teaching practical skills in technical and vocational
education institutions in Rivers State.
The finding of the study agrees with Yinusa (2014) when he asserts that, in terms of practical skills acquisition, it
is very appropriate to adopt a teaching method that can bring out the manufacturing process and exploration of materials
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Volume 5, Issue 12, December 2016
into the classroom situation. Also supports the view of Ubong & Oguzor (2007) who maintained that teachers and schools
teaching technical courses should emphasize on the practical aspects of the different specialties for the technical and
vocational education. These findings is also in accordance with the assertion of by okoye, that teaching methods utilized
by teachers in technical and vocational education programme must also improve in line with the changing needs of the
contemporary society (Okoye, 2010). Therefore, the need for effective alternative practical methods of teaching technical
and vocational skills in technical institutions is very timely.
9. CONCLUSION
The rationale for effective strategies of teaching practical skills in technical and vocational education institutions
in Nigeria is to impart the basic scientific knowledge, attitudes and practical know-how necessary for self reliance and
national development.
The practical skills can only be imparted through the use of appropriate and effective teaching methods and
techniques that are capable of spurring the learners to creatively explore their potentials and maximize them for the
betterment of the society.
Technical and vocational education institutions in Nigeria should not rely on the traditional methods of teaching,
because imparting practical skills is paramount. Therefore, they should exhaust all effective measures to imparting the
knowledge, attitudes and skills required for the individual to function effectively in the society.
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3. Federal Republic of Nigeria (2004). National policy on education. Lagos: NERDC International Qualification
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federal republic of Nigeria. Edmonton, Alberta, Canada. Government of Alberta.
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Full-text available
  • Jun 2023
Despite inclusion of excursion and Students’ Industrial Work Experience Scheme (SIWES) to address aspects of power technology in the curriculum of technical colleges as proposed by the National Board for Technical Education, a cavity exists in the relationship between technical colleges in Katsina State and Katsina Electricity Distribution Company (KEDCO). As a result of this gap students from technical colleges in Katsina lacks adequate skills in power technologies that will empower them to become self-enterprising or be consumed by power industries. The purpose of conducting this study is to investigate cultivation of electrical power technology skills in technical colleges in Katsina State of Nigeria. Survey research design is used as the design of the study. Questionnaire served as the data collection instrument whilst descriptive statistics analysis is used in the representation of data as results of the study. The area of the present study covered five (5) technical colleges and eight (8) designed power sub-stations, namely: IBB, Kofar Guga, Fadama, Kofar Sauri, Daura, Musawa, Malumfashi, Funtua KTRD, and Textile Injection sub-stations. However, findings revealed that no relationship exists between technical colleges and power industry such as KEDCO towards excursion as well as SIWES which expose students to various skills in power technologies. Quite a few means of cultivating electrical power technology skills by students in technical colleges included: inviting and involving qualified electrical engineers as guest lecturers during school activities and as resource persons during curriculum review. Finally, conclusion was hinged on functional context theory and recommendations were advanced.
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... Egwelu (1992), also stated that there is an increased return-on-investment in training electrical technology students through reception of revenues after graduates secured employment. Godstime and Joseph (2016), equally, found out that effective electrical power skills pave way for creating employment for electrical technology graduates in technical colleges especially if more technical supportis received through supervision of students during SIWES. This reflect burden reduction on the part of the government by receiving support from KEDCO. ...
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... Teaching method is a way used by teachers to create learning environment and specify the nature of the activity in which the teacher and the learner must be involved during instructional delivery process (Ugwu, 2014). According to Amechi and Thomas (2016) O'Bannon in Ugwu (2014) categorized teaching methods into two; teachercentered approach and learner-centered approach. Teacher centered approach includes all the teaching methods that see the teacher as processor of knowledge. ...
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"Status of Vocational Education in Bihar"
Research
Full-text available
  • Oct 2024
The development of human civilization has been based on the knowledge and skills passed down from generation to generation, which have allowed people to traverse, adapt to, and manage their social and natural circumstances. As the cornerstone for wealth, well-being, and democratic participation, education plays a pivotal role in economic growth, societal change, and national advancement. Notably, vocational education has a critical role in national progress by integrating economic, social, and demographic development and strengthening institutional and individual capability. The Twelve Five Year Plan (2012-2017) places a strong emphasis on the idea that education is essential for the development of human resources, especially in developing countries. Nelson Mandela emphasized that education is crucial for nation-building and healing, and its impact goes beyond skill development. Furthermore, as Twining (1987) claims, the content of vocational education serves as the foundation for many aspects of everyday life, illustrating the ubiquitous significance that education plays in both individual lives and society systems.
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Technical and Vocational Education Master's Course Curriculum: Presentation of suggested course titles for teacher training universities of technical and vocational education in Iran
Article
Full-text available
  • Jan 2024
This article was carried out to present the subjects and titles of the technical and vocational education master's courses in Iran with a qualitative approach and using a descriptive-analytical method. The studied population included 10 curriculum titles of the Master's course in the education field of Farhangian University and 25 curriculum titles available in the Master's course of the technical and vocational education of other countries' universities. The results of the analysis and comparison of the differences and similarities of the courses showed that although there are differences and diversity in the number, type, and subject titles of this field in the universities, the titles of the courses in different universities share the following general titles. Based on the findings of the research, Compensatory lessons "Philosophy of Islamic education and training in the Islamic Republic; Teacher ethics from the perspective of Islam", compulsory courses "management, principles of teaching, technology, evaluation, research, philosophy and curriculum" and elective courses "psychology and counseling; Adult Education; Issues and challenges in technical and vocational education; Internship and seminar" and thesis are suggested for the master's course in the field of technical and vocational education of Iranian universities.
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Suitability of Practical Skills in Automobile Engineering Craft Practice for youth empowerments and Self-Reliance in post COVID-19 Pandemic Economy
Article
Full-text available
  • May 2022
The study was carried out to identify the suitability practical skills in automobile craft practice for youth empowerments and self-reliance in post covid-19 pandemic economy. The survey design was adopted to carry out the study in Rivers State in southern part of Nigeria. The population of the study was 273, comprising of 201 Technical college teachers and 72 workshop attendants in six government technical colleges in Rivers State. The entire population was used as respondents, since the researcher considered the population to be of manageable size. A structured questionnaire titled "Automobile Practical Skills Survey" in Nigeria. The instrument consisted of 91 items statements in five subsections structured on a 5-point rating scale. The instrument was validated by three specialists from the Faculty of Education, Rivers State University, Port Harcourt. And the reliability of the instrument was established using test re-test method. Copies of the instrument were administered to 30 respondents at Government Technical and Science Colleges Ahoada, who were not part of the study sample but has similar characteristics with the study population. The reliability were achieved using cronbach Alpha formula which yielded the reliability index .92, .87, .88, 92, & .79 the figures guaranteed the reliability of the instrument. The copies of the questionnaire were administered to the respondents by the researcher with the help of one research assistants from each of the institutions under study. All copies of the instrument which were administered on face to face to the respondents on the first visit and 270 copies were retrieved immediately they were completed. This ensured that there was a 99% returned rate, and all the returned instrument were found useable and considered adequate for the analysis. The data collected from the respondents were analyzed by the aid of using Statistical Package for Social Sciences (SPSS). The research questions were answered with descriptive statistic mean. The decision for the research questions was based on the range for which any item mean response value that falls either below or above the real lower limit 2.50 shall be regarded as not suitable and suitable for below and above respectively. The study found service station mechanic work, petrol engine maintenance work, diesel engine maintenance work, engine reconditioning, auto electrical/electronic work practical skills in automobile craft practice for youth empowerments and self-reliance in post covid-19 pandemic economy. It was recommended that teachers and workshop attendants in technical colleges should always apply effective instructions techniques in delivering practical skills in automobile craft practice that are very suitable for youth empowerments and self-reliance in post covid-19 pandemic economy. The curricula of the Nigeria technical colleges should be reviewed to accommodate latest practical skills in automobile craft practice suitable for youth empowerments and self-reliance in post covid-19 pandemic economy.
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Assessment of Teaching Strategies Adopted for Effective Implementation of Science Subjects and Trade Modules Curriculum in Nigerian Technical Colleges
Article
Full-text available
  • Sep 2014
The study assessed the teaching strategies adopted for effective implementation of science subjects and trade modules’ curriculum in Nigerian technical colleges. The purpose was to determine the effectiveness of the various teaching methods adopted for implementing the content of the science subjects and trade modules in Nigerian technical colleges. The study employed descriptive research design of survey type. The sample for the study consisted of 180 technical college science teachers and trade teachers selected from Ekiti, Ondo and Osun state technical colleges using multistage sampling technique. Teaching Strategies Rating Scale (TSRS) with reliability coefficient of 0.76 was used to collect necessary data. The data collected were analysed using descriptive and inferential statistics. The findings of the study revealed that projects are well selected and planned for the students and students are encouraged to always work on their own rather than group work. The group method, field trip and E-learning/ICT method are not always employed by science and trade teachers in imparting the content of the curriculum. It was concluded that the implementation of the content of technical education curriculum faces some set back due to the lecture method adopted by the teachers which made them to be more theoretical in their practice. It was recommended that the teaching strategies adopted for implementing the science subjects and trade modules in Technical Colleges should be revisited in line with the complexity of the content of the curriculum. The teachers should embark on the use of: group method, field trip method, project method and ICT method recommended for the teaching and learning of Science and trade subjects. DOI: 10.5901/jesr.2014.v4n6p391
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Vocational Education and the Development of Adult Learners in Nigeria Through Skills Acquisition Schemes
Article
Full-text available
  • Sep 2007
A number of persons in any society may not, in spite of the availability of chances for education, acquire formal education up to the level that would position them for sustained personal growth in paid employment or in self-employment. Also, the concept of life-long learning requires continuous exposure to methods and knowledge generally in the chosen trade or profession of the individual. Programmes are therefore designed to meet the needs of persons that did not acquire enough formal education or none at all as well as those that need to sustain learning for self-development. Skills acquisition programmes are therefore designed under structured programmes of adult education to meet the needs of adult learners. This paper reviews the concepts of adult education and skills acquisition, the latter as an aspect of adult education with emphasis on Nigeria. It reviews a case involving a tertiary institution in Nigeria as sponsored by petroleum producing companies. The paper highlights the need for greater emphasis on practice during training under skills acquisition.
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Understanding micro teaching theory and practice
  • Jan 2009
  • A Ajibade
Ajibade, A. (2009). Understanding micro teaching theory and practice. Osogbo: Simba Ventures.
International education Guide for the assessment of education from the federal republic of Nigeria
  • Jan 2004
Federal Republic of Nigeria (2004). National policy on education. Lagos: NERDC International Qualification Assessment Services (IQAS), (2011). International education Guide for the assessment of education from the federal republic of Nigeria. Edmonton, Alberta, Canada. Government of Alberta.
Three key skills needed inside organizations
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  • M Johanesse
Johanesse, M. (2012). Three key skills needed inside organizations. California: Legacee.
New approaches to the teaching of integrated science
  • Jan 1994
  • A O Olarewaju
Olarewaju, A. O. (1994). New approaches to the teaching of integrated science. Ibadan: Alafas Nigeria Company.
Introduction to principles and method of teaching
  • Jan 2009
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Olokede, N. O. & Olusanjo, M. O. (2009). Introduction to principles and method of teaching (2 nd ed). Abuja: Akitol prints.
Teachers and teaching methods: the facts on learning for sustainable development
  • Jan 2009
  • 131-139
  • L Suleiman
  • J I Nuhu
Suleiman, L. & Nuhu, J. I. 2009). Teachers and teaching methods: the facts on learning for sustainable development. Sokoto educational review, 11 (2), 131-139.