ABSTRACT
This study was designed to determine the availability, adequacy and utilization of resource materials for teaching and learning of Introductory Technology in Kogi State Junior Secondary Schools. The purpose of the study was specifically to evaluate the material resources available, adequacy of human resources available and the utilization of these human and material resources for effective teaching and learning of Introductory Technology. The population of the study was made of 144 respondents which was made up of
45 principals and 99 Introductory Technology Teachers. Four research questions and two hypotheses guided the study. Relevant literature on human resources, material resources and evaluation were reviewed. Instrument used for data collection was a structured questionnaire. The instrument was validated and the reliability determined. The data collected were analyzed using mean and standard deviation to answer the research questions. The two hypotheses were tested at 0.05 level of significance using t-test. The researcher found that the material resources for teaching and learning of Introductory Technology were inadequate. The few available ones were not properly utilized. Similarly the human resources for teaching and learning of the subject were also inadequate. The few Introductory Technology teachers were overloaded with work. Based on the findings, recommendations were made. Prominent among the recommendations was that the Kogi State Government should provide adequate human resources, material resources and curriculum related materials for the effective teaching and learning of Introductory Technology in the schools.
CHAPTER I INTRODUCTION
Background of the Study
A nation that wants to be great in terms of self sufficiency and economic emancipation must be actively involved in technology. Nigeria as a developing country needs technology to improve her economy. Nigeria government has identified the need to accelerate the rate of technological advancement through human resource development. Human resource development is the only pivot on which technological advancement revolves and human resource can only be developed through education. It is on this basis that the country has always invested much financial resources on education and policies were formulated to enhance the contribution of vocational/technical education to national development. Vocational/technical education contributes towards meeting vital national needs. Both human and natural resources are conserved and applied in a manner that saves energy, time and materials and teaches people how to work effectively and cooperatively in the public interest (Aguisabo, 1991).
Okorie (2001) maintained that technology which is expected to equip the learner with the needed skills for laying of solid foundation for life-long learning most start from post primary institution. According to the National Policy on Education (2004) post primary institution is the type of education children receive after primary education and before tertiary stage. The objectives
of post primary education as outlined in the National policy on
Education include;
1. To offer diversified Curriculum to cater for the differences in talent, opportunities and future roles.
2. To provide technical knowledge and vocational skills necessary for Agriculture. Industrial, Commercial and economic development. In line with the objectives, FRN (2004:30-32) maintained that Junior Secondary School (JSS) shall be both pre-vocational and academic and that it should be tuition free, universal and compulsory. It shall teach basic subject which will enable students acquire further knowledge and skills. It was also stated in the National Policy on Education that the preparatory aspect of pre-vocational training offered to students at the Junior Secondary school level is for the purpose of;
(a) Acquiring technical skills.
(b) Exposing students to carrier awareness by exploring useable options in the world of work.
(c) Enabling youths have an intelligent understanding of the increasing complexity of technology.
According to Sam (2001) technology has occupied a prominent position as physical sign of development in the world. Nigeria as a developing nation, has accepted the fact as evidenced in the inclusion of technology education in the National policy on Education. Technology is reflected in almost all the levels of education starting with the junior secondary school. The students get first contact with the study of Introductory Technology at the junior secondary school. In order
to achieve these stated objectives of Introductory Technology, the resources for its implementation need to be evaluated periodically to find out the strengths and weaknesses of the programme.
Introductory Technology is one of the compulsory pre- vocational subjects which students are supposed to take at the junior secondary school (JSS) level. It is an integrated subject which comprises metal work, wood work, technical drawing, electrical/electronics and building construction. Introductory Technology seeks to widen the learner’s knowledge and inculcate in him the process of technology (Okafor, 1998). In addition it aims at making the learning of vocations more relevant to the child’s environment. The emphasis is on the learner having direct experience in doing, thinking and in discovery. Hence it is child centered and activity oriented. It is in this basis that Okafor, (1992) stated that the implementation of Introductory Technology Programme calls for the provision of workshop activities for the learners without which its objective may not be realized. He further stated that the provision of these activities of course presupposes the availability of the relevant teaching resources such as workshop tools, machines, equipment, facilities and human resources.
Teaching/learning resources include all these devises, machines, and materials used to effect a predetermined purposeful change in the behavior of the learners. Human resources mean all teaching and non-teaching staff of a school as well as any outsiders who can make positive contributions towards the attainment of stated goals for learners. Material
resources, or the other hand include; audio, visual and audio visual materials. Others are tools, equipment, Machines, charts, workshop, as well as all existing infrastructure necessary for effective and smooth interaction between the teacher and the learner. Indeed technical education can not be meaningful at whatever level without these resources. The provision of human and material resources to secondary schools would eventually lead to increased enrolment. Okebukola (1999) opined that with increased student enrolment in school in the face of unemployment and desire for saleable skill acquisition by Nigerians; according to Okebukola (1999) placed great demand on workshop space existing technical equipment and maintenance as well as the resourcefulness of the teacher. The issue is how many of these Introductory Technology teachers possess competency and is sufficiently motivated to put material resources into use, what are the available resources for teaching Introductory Technology in junior secondary schools in Kogi State?
According to Okoro (2000) evaluation is the appraisal of the worth or value of a thing or action and the making of appropriate decision on the basis of such appraisal. He maintained that programmes in education are established for some purposes and it is the function of programme evaluations to determine the extent to which the purposes of the programme are being achieved. There are models used for programme evaluation. Prominent among them are the Kentucky Vocational Education Evaluation model; CIPP model (context, impact,
process and product,) for evaluation programmes in Nigeria and the secondary school evaluation model.
Olaitan (1996) asserted that one way, vocational and
technical educators have ensured the continued survival of the programme is by constantly searching for programme improvement through the evaluation process. The efficiency or deficiency of a programme is derived from evaluation activities. In spite of the need for quality control provided by regular evaluation, such regular evaluation appears to be scanty or even lacking among vocational subjects (Okebukola 1999). This is particularly so with the teaching/learning resources which constitute essential complement of the Introductory Technology curriculum, in Kogi State. Based on these facts, the researcher intends to assess the teaching resources for effective teaching/learning of Introductory Technology in Kogi state junior secondary schools.
Statement of the Problem
The importance of teaching/learning resource in the effective implementation of educational policies has gained world wide recognition. Students poor performance in external examinations and lack of interest in school subjects are attributed to a number of factors among which are inadequate or poor utilization of human and material resources. Many authorities have expressed concern about these serious obstacles to academic work. Achimugu (2000) argued that it is unethical for government to open schools and expect them teach Introductory technology and yet not provide basic equipment and qualified personnel. There is a general belief that Introductory
Technology is not well taught in Kogi State Junior Secondary Schools as revealed in 2004 report of Kogi State Science and Technology Education Board. The board’s report showed that in
2001, 2002 and 2003 Junior Secondary School certificate
Examinations in Introductory Technology, only 15.25 percent,
17.02 percent and 17.23 percent of the candidates obtained grade of credit and above out of 142,633; 188,134 and 159,328 respectively who sat for the examination. The actual provision of these resources and their proper utilization in teaching Introductory Technology has remained a problem affecting Secondary schools in Kogi State. Akinsehinde (1998) stated that lack of appeal and drudgery associated with the teaching of vocations in the society are to a great extent, as a result of inappropriate use of resources in the teaching and learning. Cognizance of the importance of Introductory Technology, but also of vocational development of individuals. It is necessary to assess the resources for teaching and learning of the subject matter e.g. a step in achieving and sustaining the supply and utilization of these resources in Kogi State junior secondary schools.
Purpose of the Study
The purpose of this study is to assess the teaching resources available for effective teaching and learning of Introductory Technology in Kogi state Junior Secondary Schools. Specifically the study sought to evaluate;
1. Material resources available for teaching and leaning of Introductory Technology in Kogi state Junior Secondary Schools.
2. Adequacy of available Human resources for teaching and learning of Introductory Technology in Kogi State Junior Secondary Schools.
3. The utilization of available material resources for teaching and learning of Introductory Technology in Kogi state Junior Secondary Schools.
4. Utilization of human resources for teaching and learning of Introductory Technology in Kogi State Junior Secondary Schools.
Significance of the Study
The findings of this study will be useful to the teachers, students, examination bodies, curriculum planners, parents, Government and ministry of education. The findings of this study will be of benefit to school administrators. The findings of this study will also provide the information necessary for the supply and utilization of resources require for teaching Introductory Technology in Kogi State Secondary School for the improvement in students classroom performance.
The findings of the study also arrived at offering useful advice to the school administrators and education policy makers which may require adequate provision of qualified teachers and provision of adequate instructional facilities so that students will benefit by receiving effective instruction and this will enhance their interest and subsequently student’s performance in Introductory Technology will improve tremendously. These include skill manipulation, maintenance, safety and more students will opt for technical subjects at the senior secondary school and tertiary levels of education.
The findings will also reveal the strength and weaknesses in teaching resources to Kogi State Government. It will also sensitize the curriculum planners thus assisting them in planning training programmes that will take cognizance of practical skills. Furthermore, the findings of this study will be of benefit to inspectors and instructional supervisors in Kogi State Ministry of Education. These education officers will be exposed to the wide range of technical competencies and resource materials used in Introductory Technology. This could also help in creating empirical bases for most government decisions in terms of policy making and implementation.
Research Questions
The following research questions guided this study.
1. What are the material resources available for teaching and learning of Introductory Technology in Kogi State Junior Secondary Schools?
2. Who are the human resources available for teaching and learning of Introductory Technology in Kogi State Junior Secondary Schools?
3. To what extent are the available material resources utilized in teaching and learning of Introductory Technology in Kogi State Junior Secondary Schools?
4. To what extent are the available human resources utilized in teaching and learning of Introductory Technology in Kogi State Junior Secondary Schools?
Hypotheses
The following null hypotheses were tested at 0.05 level of significance.
HO1:There is no significant difference in the mean responses of Introductory Technology teachers and Principals on the human resources available for teaching and learning of Introductory Technology.
HO2: There is no significant difference in the mean responses of Introductory Technology teachers and Principals on the material resources available for teaching and learning of Introductory Technology
Delimitation of the Study
The study is delimited to Junior Secondary Schools offering Introductory Technology in Kogi State and to human and material resources for teaching and learning Introductory Technology.
This material content is developed to serve as a GUIDE for students to conduct academic research
EVALUATION OF TEACHING RESOURCES FOR TEACHING AND LEARNING OF INTRODUCTORY TECHNOLOGY IN KOGI STATE JUNIOR SECONDARY SCHOOLS
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