MATERIAL RESOURCE MANAGEMENT FOR EFFECTIVE TEACHING OF ELECTRICAL ELECTRONICS TECHNOLOGY IN COLLEGES OF EDUCATION (TECHNICAL)

Abstract

Most of the material resources in different schools workshop are poorly managed for instructional activities in electrical/electronics technology. The improper management of material resources is manifested in the large number of  obsolete  and  unserviceable  equipment  prevalent  in  school  shops.  The upshot of improper management of material resources is dearth of functional tools and equipment and this cripples effective teaching and students acquisition of skills. This study was carried out to determine material resource management for effective teaching of electrical/electronics technology education in South-South and South- Eastern States of Nigeria. Four research questions   were   developed   and   answered.   Four   null   hypotheses   were formulated and were tested at 0.05 level of significance. A structured questionnaire was developed and used for data collection and was validated by three experts. The reliability of the questionnaire was established by Cronbach’s   alpha   reliability   method   and   the   result  showed   reliability coefficient of 0.91. Copies of questionnaire were administered to 42 respondents to collect data. The data collected were analyzed using mean to answer the research questions and t- test statistics to test the null hypotheses. The findings of the study showed that all the 50 items of the questionnaire on planning, organizing, controlling and coordinating were agree by respondents as needed in management of material resources for effective teaching of electrical/electronics  technology.  The  results of  the  null hypotheses tested revealed that there was no significant difference in mean responses of the respondents  on   the   planning,   organizing,   controlling   and   coordinating strategies for proper management of material resources for effective teaching of electrical/electronics technology education. The study recommended that government through the ministry of education should organize workshop on the findings of this study for lecturers and instructors to enhance their knowledge and skills on management of material resources.

CHAPTER ONE INTRODUCTION

Background of the Study

Technical education is the aspect of education designed to prepare  individual for employment in  specific  area of  occupation. Adeyemi and Uko-aviomoh (2004) defined it as that aspect of education,  which  leads  to  the  acquisition  of  practical  and  applied skills as well as basic scientific knowledge. Philips (2001) described technical education  as the  academic  and vocational preparation of students for jobs involving applied science and modern technology. The Federal Ministry of Education (FME) (2001) stated that the main objective of technical education is the preparation of graduates for occupations that are classed above the skilled craft but below the scientific   or   engineering   profession.   The   Federal   Ministry   of Education (2004) outlined the range of courses in technical education which electrical/electronics is included. Electrical/Electronics technology is a course in technical education that equips one with specific skills, knowledge, and attitudes so as to maintain, repair, and construct basic electrical/electronic systems in practice. John (2009) stated that electrical/electronics technology equips student with knowledge, skills and attitudes needed for performance in the field of electrical/electronics and for gainful employment

Electrical/Electronics   technology   is   offered   in   technical colleges,  polytechnics,  monotechnics,  colleges  of  education (technical)  and  universities.  College  of  education  (Technical)  is  a level of education for production of technical teachers with Nigeria Certificate in Education (NCE). Eyibe (1998) stated that one of the objectives of technical education at NCE level is to produce technical teachers who  will be able to inculcate scientific and technological

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attitudes and values into the trainees. Technical education prepares recipients for employment opportunities in technical fields. Osuala (1991) stated that technical education prepares technicians for employment  opportunities  by  giving  them  training  in  the  use  of drawing instruments, gauges, applied sciences, mathematics, common sense, initiative, analysis, and diagnosis; by training them on how to collect data, make computations, perform laboratory test and prepare report;   and   by   providing   experience   in   planning,   repairing, supervising and controlling machines.  Electrical/electronics lecturers in colleges of education (Technical) are expected to inculcate these skills in their students as contained in the curriculum. This can be achieved  through  effective  teaching.  Britton  in  chukwuani  (1989) stated that for teaching to be a pleasure and be effective, that the material resources needed in workshop must be of appropriate number through proper planning.

Material resources according to Odigbo (1999) refers to either fixed or movable objects,  equipment,  supplies and facilities which may be private, public or government property that may be turned into educational use for attainment of set goals. Material resources in technical education are the essential concrete features that enable the instructor   teach   effectively   in   Industrial   Technical   Education workshop and classrooms (Okoro, 1991 and Oranu, 1994). Wang (1993)  stated  that  material  resources  which  he  called  physical facilities helped the teacher to convey intended messages effectively so that learner receives, understands, retains, and applies experiences gained to reach overall educational goals.

Material resources for teaching of electrical/electronics technology  among  others  include;  workshop,  laboratory, workbenches,  wiring  boards,  meters,  Drilling  machines  (portable),

cold chisels, power hand drills, electric soldering iron, universal pipe bending machines, Drill bit set, files (assorted), screw drivers (assorted), Hydrometers, Batteries (assorted), Hammers, (assorted), Steel  rules (assorted),  Magnets (assorted),  Relays,  Switches (assorted),   Tubes   (assorted),   Thermostats,   Conduit   pipes,   Joint junction boxes, Socket outlets, Plugs (assorted), Digital meters, Analogue meters, Oscilloscopes, Function generators, Television receivers,   Radio   receivers,   Variable   power   supply,   Inductors (assorted), Lead sucker, Side cutters, etc. These resources are of great importance to teaching of electrical/electronics technology.

Britton in Chukwuani (1989) stated that material resources for technological education must be in perfect condition for success to be achieved. He added that for teaching to be a pleasure that the material resources needed in a laboratory or workshop must be of appropriate number through proper planning. Onyemaechi (2004) stated that the effectiveness of any tool, equipment, and machine in performing specific function will be the outcome of effective management by lecturers, instructors, students and school administrators alike. This is why Uzoagulu (1995) pointed out that for technological education to be effective, a culture of prudent management of available local and imported materials must be developed to avoid wastage of resources.

Management according to Tarig (2008) is defined as a process of coordinating work activities so that they are completed efficiently and effectively with and through people. He went further to say that management is a process of planning, organizing, leading and controlling all activities of the organization in pursuit of pre- determined objectives. Davis (2007), listed management functions to include: planning, organizing, leading or motivating, coordinating and controlling. Management in the context of this study is the act of

planning,  organizing,  controlling  and  coordinating  the  activities of electrical/electronics technology in order to achieve its objectives.

Material resources for teaching of electrical/electronics technology cannot be effectively utilized to achieve objectives without proper planning, organization, coordination, and controlling. Azubike (1993)  described  material  resource  management  as  a  process  of making decision on how material resources could be procured, managed, used and maintained for the development of vocational education. Olaitan, Nwachukwu, Onyemachi, Igbo and Ekong (1999) stated that effective techniques for laboratory resource management is the   involvement   of   laboratory   staff   in   planning,   organizing, controlling, and coordinating training facilities for the purpose of learning skills in various occupations.  Material resource management in the context of this study is the act of planning, organizing, coordinating and controlling material resources of an organization or institution like technical colleges of education.

Geoffrey and Everard (1985) stated that it is important to make sure that material resources actually present in a school are known and that there is need for keeping up to date inventories which are periodically checked. This should be done by the lecturer in charge or instructors and periodically supervised by the head  of department. Lecturers and instructors in this study are those teaching and directing the activities of electrical/electronics technology for students acquisition  of  knowledge  and  skills.  The  extents  to  which  they perform their duties depend on their experiences and their possession of skills for managing material resources of electrical/electronics technology.   Ben   Peretz   (1996)   stated   that   teachers   like   other practioners learn from their experiences, which shape the wisdom of practice enacted in the classrooms. In the same vein, Adebesin (2003)

stated that effective workshop management requires that the manager be vast in the area of store keeping. Ivowi (1996) corroborated this fact by stressing that teachers should be able to plan, organize, coordinate  and  encourage  growth  and  creativity  in  teaching  and learning in order to meet instructional objectives.

Planning according to Dale (1981) implies the thoughtful determination and systematic arrangement of all factors required to achieve the goals and objectives of electrical/electronics education. Oranu (1994) stated that well planned material resources will not only enhance the learning process, but also pave way for launching new programme. Failure to plan gives rise to inefficiency, lack of direction and waste of resources.

Organization involves the grouping of activities and filling together of people in the best possible relationship to get the work done effectively and economically and to help in achieving objectives of technical education. Reh (2008) stated that organization of equipment will ensure that spare parts are available and of right stuff. Peter   (2003)   observed   that   many   school   workshops   looked unorganized and unplanned for daily routine activities. Teaching of electrical/electronics  technology  requires  that  tools  and  machines must be ready for use when needed and in the best possible condition through organized record keeping but this has not been efficient in colleges of education (technical).

Leading is a  management function  that involves influencing people so as to contribute to organization group goals (weihrich and koontz,  2003).  It  is a  management  effort  that  involves  manager’s ability to stimulate high performance in the employees. It implies that head of departments as managers should stimulate culture of prudent

management of material resources in the lecturers and instructors to enhance effectiveness.

Coordination is a management function, which results in the integration of the activities of people in the use of facilities and materials  and  handling  the  asset  of  the  enterprise  to  accomplish unified approach to pre-determined goals and objectives. Nwachukwu (2006) stated that coordinating is the task of management whereby the plans and organization are kept under continuous surveillance so that operating  efficiency  is  monitored  and   difficulties  are   foreseen. Effective coordination ensures smooth running of a set up. Effective coordination  of  material  resources  for  teaching  of electrical/electronics  will  create  enabling  environment  and  ensures that  all materials are  put to  use  for students acquisition of  skills. Oliatan, Nwachukwu, Igbo,Onyemacchi, and Ekong (1999) stated that when tools and equipment are effectively coordinated, the result will be the production of efficient, effective and employable graduates. But Okafor (2007) observed that the NCE technical final year students have not acquired enough psychomotor skills needed for self-reliance. The implication is that material resources have not been effectively coordinated to result to the production of employable graduates.

Controlling involves seeing that the action is according to specification and taking remedial actions when needed to prevent unsatisfactory results. Movement of materials in electrical/electronics workshop  or  laboratory  should  be  controlled  to  avoid  loss  of materials. Uwaifo and Uwaifo, (2009), observed that these materials suffer pilferation in the hands of teachers and students. This is an evident  of  poor  management  of  material  resources  and  as  rightly stated by Adebesin (2003) that mis-management of available material resources       in       vocational       technical       department       which

electrical/electronics is included has aggravated its inadequacy. This implies that effective supervision should be adopted to control the use of materials resources.

The ultimate goal of any instructional activity is to facilitate effective teaching and meaningful learning. Ukeje (1998) described teaching as the process of guidance by which the learner is made to grasp  ideas  and  facts  and  develop  skills.  It  is  the  process  of transmitting knowledge, attitudes and skills. Effectiveness according to Awotua-Efebo in Ogbuanya (2005) is generally referred to as the extent to which somebody achieves his purpose. It is about doing the right things in the teaching / learning process so that at the end of he lesson (s), the goals and objectives of the lesson (s), can be achieved. Effective teaching therefore, involves more than the simple transmission of information and includes motivating students and creating a positive classroom environment as well. Effective teaching of electrical/electronics education requires proper management of material resources for students acquisition of skills.

Emphasizing  this,  Uzoagulu  (1993)  asserted  that  to  give training and impact the required skills, equipment and materials must be properly managed and effectively utilized. This implies that proper management has a ripple effect as it affects all facets of teaching and learning. Adeyemi and Uko-Aviomoh (2004) writing on effective delivery   of   technological   education   observed   that   the   size   of workshop, laboratory, classroom or studio is not determined to accommodate the number of students that may be taught in it. Peter (2003) observed that there is generally poor management of classrooms, workshops, and training materials, obsolete equipment, improper record keeping and poor maintenance of tools, equipment and machines in technical education workshops.

Consequently, the NCE (Technical) graduates of electrical/electronic technology perform poorly in skill demonstration and transfer (Uwaifo and Uwaifo 2009). Under this scenario, it becomes   necessary   that   material   resources   should   be   properly managed by school administrators, Head of Departments, teachers and instructors alike to aid the student’s acquisition of desired vocational skills and to reduce wastage and vandalization of materials.

Statement of the Problems

Teaching and learning of electrical/electronics technology is heavily dependent on workshop activities. The NCCE minimum standard  (2000)  stipulates  that  NCE  teachers  should  be  able  to inculcate  scientific  and  technological attitudes and  values into  the society.  Achieving   the   stated   objective  demands  that  adequate material resources must be available and properly managed for effective teaching of electrical/electronics technology. Management of workshop facilities is paramount to effective teaching and learning of electrical/electronics technology but this has not been efficient in colleges  of  education  (technical).  Ogunyinka  (2001) observed  that most tools and equipment in technical institutions have broken down due to poor management and maintenance culture.

Ugwu (1998) observed that there are no proper record to show of tools and equipment lent out to members of staff and students and this leads to losses of tools and equipment, which would have been put   to   use   by   proper   management.      Poor   attitude   to   proper management of material resources has led to wastage, vandalization or pilferation, abandonment and non-utilization of these resources and students produced are poorly equipped. There is poor management of workshops  and  training  materials,  obsolete  equipment,  improper

record keeping and poor maintenance of tools, equipment and machines. Regrettably, Uwaifo and Uwaifo (2009) observed that some available facilities and equipment are put out of use because of lack of maintenance. He observed that the graduates of most NCE (technical) programmes are unskilled personnel who are adequately not governed with   the   a-z   of  the  contents  of  the  course  chosen  to   study. Instructional activities in electrical/electronics cannot be carried out effectively without proper management of available resources. This is why Uzoagulu (1993) asserted that to give training and impart the required skills, equipment and materials must be properly managed and effectively utilized. In the colleges of education (technical) the improper management of material resources is manifested in the large number of obsolete and unserviceable equipment. The problem is the dearth  of  functional  tools,  equipment  and  machines  for  use  by students and this cripples effective teaching and acquisition of skills. In   view   of   these   problems,   there   is   need   to   investigate   the management of these resources for effective teaching of electrical/electronics technology in colleges of education (technical).

Purpose of the Study

The major purpose of this study is to determine the material resource management for effective teaching of Electrical/Electronics Education  in Colleges of  Education (Technical) in  South-  Eastern States of Nigeria.

Specifically, the study will determine the;

1.    planning strategies for proper management of material resources.

2.    organizing   strategies   for   proper   management   of   material resources in teaching of electrical/electronics education.

3.    controlling   strategies   needed   for   management   of   material resources in teaching of electrical/electronics education.

4.    coordinating  strategies   for   proper   management   of   material resources in teaching of electrical/electronics education.

Significance of the Study

Management of material resources is very important to effective teaching of electrical/electronics education. When material resources are judiciously managed, it will reduce wastage and  enhance skill acquisition. This study will be of benefit to teachers, students, and government.

This study will determine management of material resources in teaching, thereby enabling the teachers to be informed on how to improve  their  knowledge  and  skills  on  management  and  utilize material resources as integral part of teaching and learning. This can be done by organizing a seminar for teachers to educate them on the findings of this study.   This will help them to solve the problem of wastage and unproductiveness. Thus making them effective and efficient teachers.

Teachers adequate knowledge on management of material resources will help to improve the shelf life of tools and equipment, thereby saving government cost of frequent replacement of these resources. The findings of this study will check cases of under utilization, over- utilization and wastage of resources in schools by providing strategies for proper management of resources.

The findings of this study will equip the curriculum planners with necessary information on management of resources. This will enable them to emphasize management of resources in the curriculum of  technical  teacher  education  so  as to  facilitate  teaching-learning

process. It will also enable them to look out for skills in management of material resources even during teachers selection for employment.

Students are the focus of all educational improvement. As the quality of teachers improves through the seminar, the quality of knowledge and skills imparted to the students gets improved. Thus, students will be equipped to meet with the challenges in the labour market. Moreover, the students’ skill development and demonstration will undoubtedly increase the labour force and thereby improve the nation’s economy, which in turn will enhance people’s standard of living.

The employers of labour will equally benefit from this study because they will be hiring employees who are skilled and competent to meet the challenges of the workplace. Hence, production will increase, leading to industrial growth. The growth of industries will help  to  solve  problem  of  unemployment thereby reducing societal

vices.

Finally, the society will benefit from the study since they are the beneficiaries of end product of any curriculum process. When the students are skillful and productive, they will be useful to their community and to the wider society.

Research Questions

The study will seek answers to the following research questions.

1.  What are the planning strategies needed for proper management of material resources in teaching of electrical/electronics education?

2. What are the organizational strategies that will help in the management of material resources for effective teaching of electrical/electronics education?

3.  What are the controlling strategies needed for proper management of material resources for effective teaching of electrical/electronics education?

4. What are the strategies for coordinating material resources for effective teaching of electrical/electronics education?

Hypotheses

The following null hypotheses are formulated to guide the study and will be tested at 0.05 level of significance.

Ho1:   There is no  significant difference in the mean responses of lecturers and instructors of electrical/electronics technology, on the  planning  activities  needed  for  proper  management  of material resources

Ho2: There is no significant difference between the mean responses of lecturers and instructors of electrical/electronics, on the organization strategies that will help in management of material resources for effective teaching of electrical/electronics education.

Ho3: There is no significant difference between the mean responses of lecturers and instructors on the controlling strategies needed for management of material resources for effective teaching of electrical/electronics education.

Ho4:  There is no significant difference between the mean responses lecturers and instructors of electrical/electronics technology, on the strategies for coordinating material resources for teaching of electrical/electronics education.

Delimitations of the Study

Management functions of material resources include, planning, organizing, controlling, coordinating, supervising, evaluating, and storage. This research work will cover the areas of planning, organization, controlling, and coordinating. The subjects of the study will include experienced and less experienced lecturers and instructors of electrical/electronics technology. Those lecturers/instructors who have taught for six years and over are considered as experienced while those whose experience is below six years is considered as less experienced. This restriction is to make the study to be effective, more reliable and efficient.

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