DEVELOPMENT AND VALIDATION OF CELL PHONE MAINTENANCE TRAINING MODULES FOR NATIONAL DIPLOMA STUDENTS

Abstract

The study was carried out to develop and validate cell phone maintenance training modules for national diploma students. Five research questions were answered while five null hypotheses were formulated and tested at 0.05 level of significance. The study adopted research and development (R&D) design and was carried out in Lagos State, Nigeria. The population for the study was 137 which comprised 35 Lecturers, 14 Instructors of Electrical/Electronic  Technology from  Department of  Electrical/Electronics Technology, Yaba College of Technology, Lagos State Polytechnic Ikorodu and Lagos City Polytechnic Ikeja, 21 Supervisors in MTN, GLOBACOM, Celtel, Etisalat and Samsung and 67 Road Side Cell Phone Technicians in Lagos State. Purposive sampling technique was used to select  67  literate  road  side  cell  phone  technicians from  Ladipo  Market  Oshodi,  Alaba International Market Ojo and Computer Village, Ikeja Lagos State. The entire population of the lecturers, instructors and supervisors was involved in the study because of their manageable size. Cell phone maintenance training module questionnaire (CMTMQ) was used for data collection for the study. The instrument was face validated by three experts. Internal consistency of CMTMQ was determined using Cronbach Alpha reliability method and the overall reliability coefficient of 0.86 was obtained. Seven trained research assistants were involved in the data collection using CMTMQ. Out of 137 copies of CMTMQ administered to 35 lecturers, 14 instructors, 21 supervisors and 67 road side cell phone technicians, only 104  copies  were  properly completed and  returned  representing 75.91 percent return rate. Factor analysis and mean were used for answering the research questions while analysis of variance (ANOVA) was employed for testing null hypotheses at 0.05 level of significance. The findings of the study revealed that 12 objectives and 140 contents were required  for  the  development of  cell  phone  maintenance  training  modules  for  national diploma students. The findings of the study revealed that the following number of facilities, delivery systems, evaluation techniques and activities were confirmed necessary for implementing cell phone maintenance training modules: facilities 50, delivery systems 58 and evaluation techniques and activities 33. The hypotheses tested revealed that there was no significant difference in the mean responses of lecturers, instructors, supervisors and road side cell phone technicians on nine out of 12 objectives, 140 contents of cell phone maintenance training modules and 40 out of 50 facilities for maintenance of cell phones. The hypotheses tested also revealed that there was no significant difference in the mean responses of lecturers, instructors and supervisors in telecommunication industries on 57 out of 58 delivery systems, 31 out of 33 evaluation techniques and activities that could be used for assessing each of the cell phone maintenance training modules. It was recommended that National Board for Technical Education and other government agencies such as Nigerian Universities Commission, National Commission for Colleges of Education and Nigerian Educational Research and Development Council should integrate the developed cell phone maintenance training modules to polytechnics, university, colleges of education programmes and secondary school curriculum for training of students. It was also recommended that the developed cell phone maintenance training modules should be integrated to the programmes of skill acquisition centres to train youths to enable them acquire cell phone maintenance skills.

Background of the Study

CHAPTER ONE INTRODUCTION

Mobile communication technologies are modified computers with communication features. They have the capability of receiving, processing, transmitting data, voice and video signals through wireless link. Darby (2005) stated that mobile communication technologies are those technologies which depend upon the broader phenomenon of internet protocol (IP) convergence when data, voice and video travel over a single channel. According to the Report of United Nations Educational, Scientific, and Cultural Organization (UNESCO) (2005) IP includes devices such as internet, which converts the package that belongs to a voice, data or video exchange into the appropriate presentation. Mobile devices can enable someone to use a variety of communications technologies such as: (i) wireless fidelity (Wi- Fi) – a type of wireless local area network technology; (ii) Bluetooth – connects mobile devices wirelessly; (iii) global system of mobile (GSM) for communications and general pocket  radio  service  (GPRS)  data  networking  services  for  mobile  phones; (iv)  dial-up services – data networking services using modems and telephone lines and (v) virtual private networks – secure access to a private network.

Examples of mobile communication technologies or devices are hand held audio and multimedia guide, handheld game, personal audio player and mobile or cell phones. Prasart (2006) listed mobile communication technologies to include laptop, notebook computer, smart phones, low ends cell phones, personal digital assistant (PDA), tablet personal computer (TPC) and pocket personal computers (PPC). Commonly used mobile communication technologies or devices according to Scourias (2007) include hand held

audio, multimedia guide, handheld game, personal digital assistance, personal audio player and mobile or cell phones. Baby (2007) said that personal digital assistant is an affordable gadget which offer high end features and act as office assistant since it can store personal and official files. The most commonly possessed and operated mobile communication technologies by individuals in Lagos State are laptops, ipad and cell phones. Others which are highly restricted to professionals include walki talki and mobile tapes.

A cell phone is also called mobile phone, hand phone, handset or mobile. It is a portable telephone that uses wireless cellular technology to send and receive phone signals. Hahn and Kibora (2008) described cell phone as an electronic device used to make mobile telephone calls across a wide geographic area. David (2011) said that mobile phone is a cordless telecommunication device. Business Link (2011) reported that that a cell phone can make and receive telephone calls to and from the public telephone network which includes other mobiles and fixed-line phones across the world. It does this by connecting to a cellular network owned by a mobile network operator. Cell phone is a telephone that does not have wires and works by radio wave that can carry calls to anywhere. Feig-Nancy (2007) stated that cell phones and their network vary very significantly from provider to provider and country to country. However the basic communication method of all of them is through the electromagnetic microwaves with a cell base station. Some mobile phones adopt advanced mobile phone service (AMPS) for the digital advanced mobile phone service (D-AMPS), code division multiple access (CDMA) 2000, evolution data only (EVDO), GSM, universal mobile telecommunication system (UMTS), and GPRS for the digital communication. Sarah (2009) added that each mobile or cell phone network has a unique radio frequency. Donner and Steenson (2008) explained that cell phone makes use of different mobile communication methods, such  as  short message service  (SMS), Wireless Application Protocol (WAP), Wireless Local Area Network (WLAN), WIFI, GPRS, Bluetooth, Infrared, Infra red Data Association (IrDA) and I-Phone.

Cell phones are in different types manufactured by different companies with their trademarks or brands. Some are nokia, samsung, motorola and philip products among others. They have a number of features in common, but manufacturers also try to differentiate their

own products by implementing additional functions to make them more attractive to consumers. Waard,  Schepers, Ormel  and  Brookhuik (2010)  said  that  cell  phones  have features beyond sending text messages and making the short or long distance voice calls, the other features include internet browsing, MP3 playback music, email, personal organizer, built  in  cameras,  multimedia  messaging  (MMS),  short  messages  service  (SMS),  call registries, built in games, voice mails, downloading, video call, bluetooth and infrared. In addition to functioning as a telephone, Reardon (2010) also explained that modern mobile phone typically supports additional services such as e-mail and internet access; short-range wireless communications, as well as business and gaming applications, and photography. Cell phones that offer advanced computing abilities are referred to as smart phones. They are capable of sending and receiving emails, editing documents and storing files. Prasart (2006) described smart phones as third generation (3G) mobile phones which mostly use symbian operating system, linux and windows. Smart phones are non-touch screen devices that offer a robust mobile operating system (James, 2011).

Among the common components found in cell phones are a rechargeable battery to provide  power  source  for  the  phone  functions,  input  mechanism  (keyboard  and  touch screens) and display to allow the user to interact with the phone. Subscriber identification module  (SIM)  card  allows  an  account  to  be  swapped  among  devices.  David  (2011) mentioned components of cell phones to include liquid crystal display (LCD), menu button, keypad, antenna, battery, microphone, earpiece, power switch, battery terminal, power integrated circuit, oscillator, frequency divider, central processing unit, flash chips and SIM. Cell phones and their components are prone to faults like hardware faults, software faults and setting faults (Boniface, 2008). Cell phones help in selling and buying of goods and services with ease but has created some management problems to the users in the areas of maintenance, repair and servicing (James, 2011). Most of the users could not easily locate efficient technicians who can repair and service faulty cell phones thereby making users whose cell phones are bad to abandon them for the purchase of new ones. If the faults could be repaired or maintained, it will reduce continuous spending of money and  electronic

wastage which can cause health problems such as cancer to people especially where they are disposed carelessly.

Moreover, the polytechnics that are mandated by Government to produce skilled technicians and technologists to maintain and repair all kinds of electronics such as cell phones still lack contents of cell phone maintenance. Available GSM maintenance modules recently prepared by Nigerian educational research and development council (NERDC) for secondary schools in Nigeria are not valid and were not empirically carried out (see appendix IX). In order to maintain damaged or malfunctioning cell phones, there is need to develop and validate cell phone maintenance training modules for training of individuals. No module has been empirically developed for training of individuals on maintenance of cell phones. People maintaining cell phones in Nigerian society are not formally trained and therefore use trial  by  error  approach  during  maintenance  and  cause  more  problems  to  cell  phones contracted to them (Seun, 2010).

Maintenance is the process of preserving something or state of being maintained. Maintenance according to Olaitan in Ihediwah (2007) is a set of measure or steps taken to ensure that a given piece of equipment or infrastructure is kept in good operational order until it attains its maximum possible life span. In the Report of Microsoft Corporation (2009) maintenance is described as the work done regularly to keep a machine, building, or piece of equipment in good condition and working order. According to the Report, two major types of maintenance can be carried out on cell phones. They are preventive and corrective maintenance. Preventive maintenance is  systematic inspection, detection, correction and prevention of incipient failures, before they become actual or major failures. Corrective maintenance is the activity undertaken to detect, isolate and rectify a fault so that the failed equipment, faulty cell phone, machine or system can be restored to its normal operable state. Maintenance therefore is the activities carried out to repair, service, flash, upgrade, jail break and configure damaged or malfunctioning cell phones. Since these activities are something what unique, cell phone maintenance module is needed for training of students (trainees).

Module according to Olaitan (2003) is a unit of curriculum based on the development of entry level competencies of students. The modules Olaitan further stated are of equal length that will take approximately specific hours of instructional time to achieve by the average group of students. Onuka (2003) said that modules lend themselves to training in bits and reduce training periods. According to Anyawu, Nzewi and Akudolu (2004), module is a self-contained, independent unit of a planned series of learning activities designed to help students accomplish certain-well defined objectives. Modules are presented in booklet with each booklet produced for each class. Oristian (2007) stated that module is an organized package of information that includes elements such as objectives, contents, assignment or activities and assessment. Onuka (2008) explained that in a module, the training objective, content and methodology are presented at a glance in a concise form for the use of trainers and trainees to ensure that they participated effectively in training programme. That is, module is an organized unit of instruction for training of individuals.

Training is  the  activity of  learning skills.  Nick  (2011) described training as  the acquisition of knowledge, skills, and competencies as a result of the teaching of vocational or practical skills  and  knowledge that  relate  to  specific  useful  competencies. Generally it reflects changes in profession rather than an upward movement in the same field. Salvi (2009) said that training can be offered as skill development for individuals and groups. Training involves presentation and learning of contents as  a means for  enhancing skill development and improving workplace behavior. Uko (2010) also described training as a process of  transferring basic knowledge, skills and attitudes to  learners to enable them improve their performance. Training is therefore the process of equipping national diploma students of electrical/electronic technology with knowledge, skills and attitudes to maintain all kinds of cell phones with relevant tools and equipment.

Cell phone maintenance training module (CMTM) conceptualized in this study is a package of information that its elements such as objectives, contents, facilities, delivery systems and evaluation techniques and activities are arranged and organized in order to train national diploma students for the maintenance of all kinds of cell phones. National diploma students are individuals in second year studying electrical/electronic engineering technology in  Nigerian polytechnics (Nick, 2011).  According to  the  Report of  National Board for

Technical Education (NBTE) (2002) a polytechnic or college of technology refers to any non university tertiary institutions in Nigeria offering varieties of technological/business diploma programmes at  National  Diploma, Higher  National  Diploma and  Post  Higher  National Diploma levels that qualify holders for registration in their professional field. Egbita (2006) stated that polytechnics equip one with necessary skills for the world of work. Polytechnics play a vital role in the educational, scientific and technologies progress of Nigeria, they are established to train and produce the technical man power necessary for the execution of the nations development plans, goals and strategies. National diploma students are individuals admitted to study in polytechnics and colleges of technology after meeting the minimum requirements laid down by NBTE. These students are awarded national diploma certificates after spending minimum of two years on a chosen course.

They have basic knowledge about the principles of operation of electronics. Bakare, Hassan and Obute (2010) explained that second year electrical/electronic national diploma students  had  been  exposed  to  the  rudimentary knowledge  and  skills  of  electrical  and electronic maintenance and repair. These students by the virtue of their training are expected to graduate with adequate skills for setting up their own business and employ others. The first step in developing training modules is to conduct a needs assessment since according to Teare and Atkinson (1996) a training need assessment is a critical activity for the training and developing function. A need as stated by Gall, Gall and Borg (2007) is a discrepancy between an existing set of conditions and a desired set of conditions. There is need to conduct need assessment study in order to identify competencies required in the training modules for national diploma students. The need assessment study is to ascertain what is currently in place and what is needed in the future. It involves identification of training objectives, designing module contents, selecting delivery systems to be used to facilitate learning, facilities to be used in the training, the evaluation techniques and activities for assessing the training modules.

Training objectives are the expected learning outcomes. Objectives are brief, clear statements that describe the desired learning outcomes of instruction; that is, the specific skills, values, and attitudes students should exhibit that reflect the broader goals (Sommefeldt

and Briggs, 2002). They are commonly specified with action verbs especially the behaviour terms. Objectives in technical education are stated in behavioural or specific ways. William (2011)  explained  that  behavioural objectives  are  educational  objectives, which  identify precisely the type of behaviour a student should exhibit at the end of a course/module or programme. Microsoft (2009) said that objectives are stated in terms of what students or trainees should be able to do using acquired knowledge, skills and attitudes. Objectives of cell phone maintenance training modules indicate what the national diploma students would be able to do as a result of exposure to the contents of modules.

Content is defined as what the teacher and the students pay attention to when they are teaching  and  learning.  Kapoma and  Namusokwe (2011)  described  content  as  a  list  of subjects, topics, skills, themes, concepts or works to be covered by teacher and his students. The contents of the CMTM include function of major components of cell phones, symptom and remedies of faults in cell phones, safety precaution needs of cell phones, skills in trouble shooting, repairing, servicing, configuring, flashing, upgrading, coupling, unlocking and jail breaking malfunctioned cell phones. Microsoft (2009) described skills in repairing as actions required to restore something broken or damaged to good condition. Skills in repairing cell phones therefore are the abilities to restore all kinds of dead or cell phones with major faults. Skills in servicing malfunctioned cell phones are the steps or actions one must take to clean, check, adjust and make minor repair to a piece of equipment such as cell phone in order to make sure that it works properly (Salvi, 2009). Configuration skills are the learnable tactics for arranging and interconnecting hardware and software components of a cell phone. These skills also enable one to configure a cell phone to browse the internet, snap pictures among others. Skills in flashing mobiles are the capacities for updating the internal programme of phone memory (Oluwaseun, 2009). Skills in unlocking blocked cell phone according to Kayne (2012) are well established habits to unlock a locked cell phone in order to be used on any GSM network with interchangeable SIM card. Skills in upgrading handsets according to Larry (2013) are the abilities required to improve the quality, standard, or performance of a cell phone, especially by incorporating new advances. Jail breaking skills are the procedural steps required by someone for bypassing the locks put in place by Apple in order to gain access to a large number of Apps that Apple has not authorized.  Skills in coupling a cell

phone are the procedural steps required to fix a dismantled parts of a cell phone together. All these skills are usually gained through training when using relevant facilities.

Facilities are physical objects that facilitate a given work or activity. Facilities according to Okorie (2000) are physical items and structures such as buildings, offices, equipment, tools, machines and other materials. Facilities include relevant tools, devices and equipment for teaching and learning relevant skills within the contents of the modules. Yavala (2011) explained that facilities are those goods and services that help to facilitate teaching and learning process in any performance. Adequate and relevant training facilities make the learning process more satisfying. Various facilities such as sets of screw drivers, infra red rework station, soldering iron, cutting pliers, vacuum cleaners, magnifying desk lamp, flashing software, booster chargers, fluxes and analog/ digital multimeter could be used for maintenance of cell phones and implementation of cell phone training modules.

Implementation strategies or delivery systems are means of teaching prepared lessons to students. Delivery systems to be selected depend on the contents of the lesson to be taught by a trainer. A good trainer matches the contents of a lesson to delivery systems in order to achieve the objectives of the lesson. Application of appropriate implementation strategies or delivery  systems  improves  students’  understanding.  It  enables  the  students  to  acquire relevant skills and knowledge. Ezeilo (2001) suggested delivery systems such as seminars, workshops and conferences.   Implementation strategies or delivery systems are different teaching methods or techniques and related resources for facilitating the implementation of the cell phone maintenance training modules. Cell phone maintenance training modules could  be  implemented  by  lecturers,  trainers,  instructors  and  supervisors  whose  their capacities are  built in  cell  phone maintenance. Lecturers are  academic staff within  the programme with minimum qualification of first degree not below second class honours lower division. Instructors are technical teachers responsible for teaching of practical skills to electrical/electronic students  in  the  polytechnics.  Road  side  cell  phone  technicians  are informally trained individuals maintaining all  kinds of cell  phones for  members of  the society while supervisors are the experienced and high ranking electrical and electronic personnel in telecommunication industries such as MTN, GLO, Etisalat and samsung. After implementation of CMTM, evaluation must follow.

Evaluation according to Olaitan (2003) is a means of ascertaining the success or failure of an enterprise by measurement or assessment of change in behaviour of the learner. Learning outcomes are evaluated using different techniques. Evaluation techniques are tools always employed by a teacher, trainer or an evaluator to evaluate learning outcomes. Osinem (2008) identified techniques that could be used to evaluate training outcomes to include oral questions, discussion, demonstration, project method and procedure testing. Trainers use several evaluation techniques to assess learning outcomes. Evaluation of CMTM involves activities design to determine the extent to which the objectives of the training modules have been achieved. Such activities include tests, quiz, interview, assignment, home work, debate, essay questions and objectives questions.

CMTM will  equip the national diploma students with skills in trouble shooting, repairing, servicing, flashing, upgrading, unlocking, configuring and jail breaking malfunctioned or faulty cell phones if properly implemented and mastered by students. It will help in solving maintenance problems facing the users of cell phones. It will also assist in reducing unemployment among youths. Cell phone maintenance training module will serve its  purpose if  the  procedures for  curriculum development and  implementation are  duly followed. Curriculum development according to Uzoka (2010) is a process where curriculum experts identify learning contents to be included and means of achieving them. These means are  the  learner  objectives,  selection  of  learning  experiences  and  organization, personal resource materials, delivery system, contents and evaluation techniques (Olaitan, 2003). Curriculum development process consists of producing the curriculum materials including the course objectives, contents, learning experience, resources or facilities, and evaluation techniques. Research design suitable for this study is research and development (R & D) design. The R&D design is used when developing new educational products such as CMTM. This study is designed to develop and validate cell phone maintenance training modules for national diploma students.

Statement of the Problem

Cell phone maintenance training module is a training package to equip national diploma students with skills and knowledge required for maintenance of all kinds of cell phones. Lack

of CMTM to train individuals gives rise to various forms of utilitarian problems for users of cell phones. Most of the users could not easily locate skilled and efficient technicians who can repair or service their faulty cell phones thereby making users whose cell phones are bad to abandon them for the purchase of new ones. Unavailability of CMTM to train individuals for maintenance of cell phones indirectly amounts to continuous spending of money and electronic wastage which can cause health problems such as cancer to people especially where they are disposed carelessly.

Moreover, the polytechnics that are mandated by Government to produce skilled technicians and technologists to maintain and repair all kinds of electronics such as cell phones still lack contents of cell phone maintenance activities. Available GSM maintenance modules recently prepared by Nigerian educational research and development council for secondary schools in Nigeria are not valid and were not empirically carried out. These modules are dominated by basic knowledge but lack skills in trouble shooting, repairing, servicing, upgrading, coupling, jail breaking, and configuring all kinds of malfunctioned cell phones for  the  users.  These situations emphasize the  need  for  cell  phone maintenance training modules. This need in turn necessitates the development of cell phone maintenance modules for national diploma students.

Purpose of the Study

The main purpose of this study was to develop and validate cell phone maintenance training modules for national diploma students. Specifically the study sought to achieve the following:

1.  Determine the objectives of cell phone maintenance training modules

2.  Determine the contents of cell phone maintenance training modules

3.  Identify facilities required for maintenance of cell phones

4.  Determine the delivery systems that could be employed for implementing cell phone maintenance training modules

5.  Determine the evaluation techniques for cell phone maintenance training module

6.  Develop and validate the cell phone maintenance training modules

Significance of the Study

The findings of this study will be of great benefit to national diploma students, society, industries, institutions, administrators of skill acquisition centres, government, curriculum planners and developers, instructors, and educational researchers. The findings of this study will provide information to national diploma students on cell phone maintenance training modules. Developed and validated cell phone maintenance training modules could be used to retrain the students who may therefore become proficient in repair and maintenance of all kinds cell phones. After retraining, such students could establish their own businesses and cater for themselves and their families without looking for white collar jobs.

The findings of this study will benefit the society if implemented. The society will have crops of trained and qualified electrical/ electronic technology personnel who can carry out repair and maintenance operations on all kinds of faulty or malfunctioned cell phones belonging to the members of the society. These students could also give advises to the customers on the proper ways to make use of their cell phones in order to increase its’ shelf life. Mobile communication technology industries such as Samsung, Motorola, MTN, GLOBACOMM, Etisalat, among others will also benefit from this study if findings implemented. A crop of cell phone technicians who have acquired cell phone repair and maintenance skills will be available for employment in the industries. It is hoped that if these trained personnel are employed, it will improve the productivity of the industries. Retraining of the students as technicians by the industries or employers will not be necessary since the students have been trained, which reduces unnecessary expenses on them.

Institutions such as universities, polytechnics and colleges of education will also benefit from this study as these training modules could be adopted and used to train the students while in schools through organized entrepreneurship education. Also the training modules could be adopted to retrain graduates of technical colleges in Lagos State and country as a whole.

The findings of the study will provide information on cell phone maintenance training modules which will benefit the National Board for Technical Education, Nigerian Commission for Colleges of Education, Nigerian Educational and Research Development Council, and Nigerian Universities Commission. Each commission or board could integrate the empirically conducted training modules into programmes of polytechnics, colleges of education, universities, technical colleges and skill acquisition centres for training and retraining of students or individuals on maintenance of all kinds of cell phones. Cell phone maintenance training modules could be used to train National Youths Service Corps (NYSC) members during their service years. This will expose them to skills required for maintenance of different types of cell phones.     Instructors in cell phone technology industries can use the developed and validated cell phone maintenance training modules to update their training manuals. They could use the updated manuals to teach their students for better performance of their jobs. Road side technicians will also benefit from the findings of the study. It will provide information to the road side technicians who want to enrich themselves with repair, servicing,   flashing,   jail   breaking,   upgrading   and   configuration   skills   required   for maintenance of different kinds of cell phones. The findings will also revealed skills required for maintenance of cell phones to individuals who want to learn how to repair or maintain cell phones. Individuals can pick up the instructional material and read in order to enrich their knowledge.

The findings of this study will provide information to entrepreneurs on cell phone maintenance training modules and training requirements. Entrepreneurs could also use this information for recruiting employees during interview in order to increase productivity. The information could also ginger them to release the workers for retraining in order to update their knowledge and skills in the areas where deficiencies are identified.

The findings of this study will also benefit the curriculum planners and developers. The findings will help them to be acquainted with the already developed and validated training modules available which could be integrated into the curriculum of polytechnics and technical colleges in order to train students. National Board for Technical Education could

also adopt cell phone maintenance training modules for integration into the programme of polytechnics in Nigeria without carrying out fresh studies.

Neighboring nations will also benefit from the findings of  this study as already developed and validated cell phone maintenance training module could be adopted to train or retrain electrical/electronic technology graduates, students and youths since all cell phones have similar principles of operation and characteristics. The researchers will also benefit from the study. The cell phone maintenance training modules could be  to the relevant training institutions by the researcher. The researcher can also establish GSM/cell phones training centre where people will be trained on how to repair and maintain all kinds of cell phones. Other researchers will also benefit from the findings of the study. The information provided by this study will serve as sources of literature to educational researchers.

Research Questions

The following research questions guided the study:

1.  What are the objectives of cell phone maintenance training modules?

2.  What are the contents of cell phone maintenance training modules?

3.  What are the facilities required for maintenance of cell phones?

4.  What are the delivery systems that could be employed for implementing cell phone maintenance training modules?

5.  What are  the  evaluation  techniques that could  be  used for  assessing  cell  phone maintenance training modules?

Hypotheses

The following null hypotheses were tested at 0.05 level of significance:

H01:   There is no significant difference in the mean responses of lecturers, instructors of electrical/ electronic technology in polytechnics, road side cell phone technicians and supervisors in telecommunication industries on the objectives of cell phone maintenance training modules

H02:   There is no significant difference in the mean responses of lecturers, instructors of electrical/ electronic technology in polytechnics, road side cell phone technicians and supervisors   in   telecommunication   industries   on   the   contents   of   cell   phone maintenance training modules

H03: There is no significant difference in the mean responses of lecturers, instructors of electrical/ electronic technology in polytechnics, road side cell phone technicians and supervisors   in   telecommunication   industries   on   the   facilities   required   for implementing cell phones maintenance training modules.

H04: There is no significant difference in the mean responses of lecturers, instructors of electrical/electronic  technology  in  polytechnics  and  supervisors  in telecommunication   industries  on  the  delivery  systems  that  could  be  employed for implementing cell phone maintenance training modules

H05:   There is no significant difference in the mean responses of lecturers, instructors of electrical/electronic technology in polytechnics and supervisors in telecommunication industries on the evaluation techniques that could be used for evaluating of the cell phone maintenance training modules.

Delimitation of the Study

This study only covered Lagos State and primarily focused on development and validation of cell phone maintenance training modules for national diploma students. The developed cell phone maintenance training modules were validated but not trial tested. The study covered objectives of cell phone maintenance training modules, contents of cell phone maintenance training modules which covered components of cell phone, symptoms and remedies of possible faults in cell phones, safety precautions in using cell phones, safety precautions in maintaining cell phones, skills in troubleshooting, repairing, servicing, flashing, unlocking, configurating malfunctioned cell phone. Also focused in the study are delivery systems, facilities for the maintenance of cell phones and evaluation techniques and activities for assessing each of the cell phone maintenance training modules. The draft of cell phone maintenance training modules was produced and validated, reproduced and packaged

for national diploma students. Skills in repairing, servicing, flashing, upgrading and configurating other mobile communication technologies such as notebook computers, ipad, palmtop computers or personal digital assistants, global positioning system (GPS) devices, wireless debit/credit card payment terminals, walki talki, walk man and laptops were not identified.

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