FACTORS MILITATING AGAINST THE PERFORMANCE OF STUDENTS IN INTRODUCTORY TECHNOLOGY

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ABSTRACT

It is disheartening to say that until recently, Introductory Technology Education was not paid attention to by the introducers and the acquirers. Many people had different notions that introductory technology education is of no and therefore was not given recognition.

Virtually today, introductory Technology has attracted National interest because it is the basis for the technological development of every nation. It was on this background that the researcher unraveled the factors militating against the performance of the students in Introductory Technology in Junior Secondary School level in Nigeria, a case study of Calabar, Cross River State. In the course of the research work, twenty one Introductory Technology teachers were randomly sampled. the work was guided by research questions, monitored and information gathered was analyzed.

Based on the research findings, it was discovered that absence of training facilities, shortage of technical teachers, inadequate finding, vast curriculum and poor recognition and remuneration as well as ineffective guardian and counseling services are identified as the most endemic problems militating against the performance of students in introductory Technology.

Thereafter, conclusion and recommendations were provided for the problems

TABLE OF CONTENT

CHAPTER ONE

INTRODUCTION

1.1       Background of the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Significance of the Study

1.5       Research Questions

1.6       Delimitation

1.7       Limitation

1.8       Assumptions of the Study

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1              Historical Evolution of Technology and

Curriculum Innovation in Nigeria

2.2       Report of UNESCO

2.3       Policy planning and implementation

2.4       Economic need for Affiliation and Self Actualization

2.5       Summary of Literature Review

CHAPTER THREE

METHODOLOGY

3.1       The Design

3.2       The Area of Study

3.3       Population

3.4       Source

3.5       Samples for the Study

3.6       Sampling Technique

3.7       Instrument for Data Collection

3.8       Validity and Reliability of the Instrument

3.9       Administration of Questionnaire

3.10     Data Analysis Techniques

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1       Summary

5.2       Implication of the Study

5.3       Conclusion

5.4       Recommendations

Reference

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

Education is the panacea for technological advancement of any nation. The progress of any nation depends largely on the technological know – how of that country. It was in realization of the fact that only technological education can emancipate us from the western economic and technological slavery, that the National Policy on Education (1977), revised (1981) recommended expand technical institutions in the country. In 1979, all secondary schools in the country were required to offer Introductory Technology along side other subjects as one of the compulsion subjects at the Junior Secondary School Level.

It has been observed that the curriculum of our schools before the introduction of the 6-3-3-4 system was too academic, theoretically oriented and failed to address the needs and aspirations of the Nation. The system turned out job seekers instead of job creators. The search for a functional curriculum, which will address the needs and yearning of the nation, led to the emergence of the 6- 3- 3-4 system in 1982. The curriculum contains among other things pre-vocational subjects, which included introductory technology; Home Economics and Business Education, which are compulsory at the Junior Secondary Schools.

Introductory technology as an integrated subject included- woodwork, metal work, basic electricity /electronics, building construction, technical drawing, plastic and rubber technology, and auto/ mechanical work. Introductory technology lays the foundation for the acquisition of skills and knowledge that are basic for technological development. The skills and knowledge acquired at the this level will equip the students to be self reliant if they are unable to study beyond the Junior Secondary School Level.

According to Nnadi (1988) “The new system would ensure that the basic foundation is laid easily for the acquisition and utilization of knowledge and skill on which the technological programme the country would continue to depend”. It is intended that the programme would launch Nigeria into the technological new world order.

It is sad to mention that resources are grossly inadequate for the teaching of this important subject in our schools, especially schools in Calabar, Cross River State where, in some places, buildings to house the equipment / machines do not exist, while in some places there and building, equipment and machines but no electricity and workshop exist there by making it difficult for the equipment / machines to be installed.

It is not only the material resources that are in short supply but also human resources and ideologies.

Adigin (1974 :137) indicated that “evidence, abounds to show that the supply of introductory technology teachers is grossly inadequate both in number and quality. Although the literature has shown that there is acute shortage of resources for the teaching of the subject, in other places, it is equally important to ascertain the extent of the factors militating against the performance of students in introductory technology in Cross River State, basically in Calabar Municipal Council Area of the state.

1.2       STATEMENT OF THE PROBLEM

After graduation of students studying Introductory Technology from the Junior Secondary School Level of Education, they hardly exhibit simple technological skills; hence they fail in most of the challenges they face while in the labour market. With the lack of knowledge of tools and poor standard workshop arrangement, lack of competent instructor, poor guidance and counseling an vast curriculum, all result to some of the factors militating against the performance of students in Introductory Technology in the Junior Secondary School Level.

The questions addressed are as follows:

1.                  What effects does the curriculum has on the performance of the students in Introductory Technology?

2.                  What effects does the available resources for the teaching of introductory technology has on the students?

3.                  What effects does the motivation of technical teachers have on the performance of students in Introductory Technology?

4.                  What effects does effective guidance and counseling has on the performance of Introductory Technology Students?

1.3       PURPOSE OF THE STUDY

The purpose of the study is to investigate the factors militating against the performance of students in introductory technology at the Junior secondary school level in Calabar Municipal Council Area of Cross River State precisely, the study tend to:

i.                    Determine the factors responsible for the poor performance of students in Introductory Technology.

ii.                  Assess the condition of services of technical teachers.

iii.                Address the need for students’ guidance and counseling in schools.

iv.                Assess the effectiveness and efficiency of introductory technology teachers.

1.4       SIGNIFICANCE OF THE STUDY

The investigations of the study will enable education policy markers in Government, administrators of schools, classroom teachers, industries and the society at large to be aware of the problem of students poor performance introductory technology in the Junior Secondary school level of education, which if not tackled with care can hinder move towards the country’s technological advancement.

The outcome of the study will help technological teachers to adjust and correct their lapses and improve on them efforts made so far for better performance.

Most importantly, students will benefit from the results of this study immensely, in that they will seek proper counseling for purposeful progress in their respective career choice in life.

Finally, the result of this study will be of immense benefit to practicing technical education teachers to be.

1.5       RESEARCH QUESTIONS

1.                  Do teachers really cover the introductory technology scheme of work?

2.                  What are the available resources for the teaching / learning of introductory technology in Nigeria secondary schools?

3.                  What is the rate of utilization of the resources in the teaching /learning of introductory technology for national development?

4.                  What efforts are being made by school administrators and the Government to encourage technical teachers for effective participation in Nigeria School?

5.                  What are the effects and relevance of guidance and counseling in Nigeria secondary schools for technological development?

1.6       SCOPE

The work of this study was confirmed to Twelve(12) Secondary Schools in Calabar Municipal Area of  Cross River State.

Out of the twelve schools, three are private schools and Nine are government owned secondary schools.

1.8       ASSUMPTIONS OF THE STUDY

With genuine attestation to this study, it was assured that:

i.                    The respondents’ information gathered are authentic and genuine.

ii.                  The teachers used in the study are ideal respondents.

iii.                The data analysis computation is correct.

iv.                The population sample used is large enough to be a representative of the total population with respect to the limited time involved.

STRATEGIES FOR IMPROVING MAINTENANCE OF LABORATORIES AND EQUIPMENT OF VOCATIONAL AND TECHNICAL EDUCATION FOR EFFECTIVE SERVICE DELIVERY IN TERTIARY INSTITUTIONS

THE IMPACT OF TEACHERS WELFARE PACKAGE ON TEACHERS JOB SATISFACTION

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CHAPTER ONE

INTRODUCTION

Education is a means of propagating the felt end immediate norms and values of society. It is also a means of sustaining old norms, and values of society. Through education the national aspirations are met. Subsequently, it is the general consensus that no amount of educational reform or progress would rise above the desires for teachers.   It is important to note that for any national aspirations to be met in the areas of education, the teacher factor can not be undermined; he teacher is the heart of the educational progress and also the main determinants of the educational system.The general notion that teachers are not properly taken care of by government and private sector have to come to mind. The quest for teachers both graduates and non-graduates cannot be undermined, but unfortunately the increasing distaste for the teaching profession is likely to hinder the progress of educational development.  The teachers are usually disregarded, hence they are called all sorts of names.

The respect which teachers used to enjoy in he missionary days is no longer there, all these tend to inhibit the profession.The teacher welfare packages could be termed as goal-directed behavior.  The teacher welfare packages are also concerned with the individual desires, how they can be accomplished in teacher work situation.Job satisfaction has been subject of several studies in educational organizations.  There have been many publications on it.  The pioneering efforts of Hoppock (1997) and Houser (1999) research on the nature, causes and correlates of job satisfaction have mushroomed in educational organizations.

Much of the studies on the concept are carried out because it is an interesting area.  The concept of job satisfaction rests on the assumption that a satisfied worker is invariably an efficient and effective employee.  Many studies equate job satisfaction with employee attitude.Job satisfaction is not simply a matter of need fulfillment although a teacher needs may be fulfilled; his feelings of satisfaction will depend very much on whether he thinks that he compares favourably with other people in similar jobs, positions or places. The teacher perception of his job situation will be directly related to the values which they place on the various aspects of his job and its environment as sources of satisfaction and dissatisfaction.  Job satisfaction refers to the accomplishment acquired by experiencing various job activities and rewards. Satisfaction is resulting from the attainment of some desired goal.

The objectives of the 6-3-3-4 system of education are still very valid as at today, if only there are satisfied teachers that are dedicated to carry out their educational functions.  These objectives are based on the following:  a free and democratic society; a just and egalitarian society; a united, strong and self-reliance nation; a great and dynamic economy, and a land of bright and full opportunities for all citizens.The other aspects of educational system are taken into consideration.  These include finance, infrastructures, facilities and equipment, etc.The National Joint Negotiating Council for teachers was set up in 1994.  The Council submitted numerous recommendations to the government which accepted them in part.

There was also the Ashby Committee; the committed was set up by the Federal Government in 1967.  One of its terms of reference was the recommending of suitable salary grading for duty posts on the basis of salary scales already approved in the cited sessional paper No. 2 of 1995.  There was also the Udoji salary and this recent Teacher Salary Advancement (TSA); eighteen percent minimum wage increment. All these various increments of committees that were set up recommended various teachers welfare packages that were implemented.  However, over the years the high cost of living and the quest for better living conditions led to more series of present day agitation on the part of teachers, they have complained about the eighteen percent present day salary, and welfare packages have proved to be inadequate.  In other words, the work satisfaction of teachers would dwindle.

The trend would invariably affect the products of the educational system and the system in itself. Against this background, this study would find a means of investigating welfare packages on job satisfaction, the teachers and governments role would be looked into.  The following questions would guide in the investigation:Does the teacher welfare package influence teacher job satisfaction?  To what extent do government regulations on teacher welfare packages control teacher job satisfaction?  Will the timely and continued review of government decision of welfare packages affect teacher job satisfaction?  Does teacher job satisfaction come only from teacher welfare package? To what extent are teacher welfare packages influence by sex and qualifications?

C

COMPARATIVE ANALYSIS OF EDUCATION/ECONOMICS AND ECONOMICS STUDENTS PATTERN OF CARRYOVER IN COURSES BETWEEN 2007-2010 IN UNIVERSITY OF BENIN

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CHAPTER ONE

INTRODUCTION

Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation or community depends largely on the quality of education of such a nation. It is generally believed that the basis for any true development must commence with the development of human resources. Formal education remains the vehicles for social-economic development and social mobilization in any society. In recent times there has been a decline in the standard of education even at the University level, this has caused differential academic performance of student in the Universities across Nigeria. Academic performance has been described as the scholastic standing of a student at a given moment. This scholastic standing could be explained in terms of the grades obtained in a course or groups of courses, this is done after examination has been conducted.This study looks at comparative analysis of Education/Economics and Economics students pattern of carryover in courses between 2007-2010 in University of Benin. Students get carryover in course when they fail the particular course of study that is when they get grade . Grade is a carryover grade. The national University commission has generalized grading system for Nigerian Universities. The table below show this, Table 1. GP as based on criteria established by the national Universities Commission (NUC) guidelines.A = 70% and above = 5pointsB = 60%-69% = 4pointsC = 50% – 59% = 3pointsD = 45- 49% = 2pointsE = 40  44% = 1pointsF = 0  39% = 0 points

FACTORS AFFECTING THE EFFICIENT MANAGEMENT OF STUDENTS ACADEMIC RECORDS

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CHAPTER ONE

INTRODUCTION

Record keeping in an organizational set-up is very important and cannot be overemphasized. This is because continuity depends on availability of useful records of past activities. In a complex organization like that of the university, it is not possible to keep every information in the brain because the volume of information is heavy, therefore records must be kept.

The keeping of records predated the existence of man. For instance, in Genesis l and 2 God kept a chronological record of all his creations of the world from day one when he created the heaven and earth to the seventh day when he rested from all his works which he had made. In Nigeria, Education law demands that every educational institution should keep certain school records such as log book, admission register, visitors book ,inventory book, account book etc The keeping of record is often organized around a life cycle that all records should follow viz-creation, storage, retrieval (for use as needed), retention and disposition which includes protecting all vital documents (records).

According to the International Organization for Standardization 2001, record can be defined as information created, received and maintained as evidence and information by an organization or person in pursuance of legal obligation or in the transaction of business. Mbiti (1978) sees school records as comprising all the books and files or other document containing information relating to what goes on in that school, who is in the school as well as what type of property the school owns.

According to the Fund and Wagnalls Standard Desk Dictionary (2000), record is an account in writing or other permanent form serving as a memorial or authentic evidence of facts or events. It is regarded as information handed down or preserved. Record management is the practice of maintaining the records of an organization from the time they are created up to their eventual disposal; this may include classifying, storing, securing and destruction (or in some cases, archival preservation) of records. Record management is primarily concerned with the evidence of an organizations activities and is usually applied according to the value of the records rather than their physical format.

In the past, record management was sometimes used to refer to only to the management of records which were no longer in everyday use but still needed to be kept (semi-current or inactive records) often stored in basement of offsite. More modern usage tends to refer to the entire life cycle of records from the point of creation right through until their disposal.   An academic record or academic transcript is an official statement of all results achieved through study. It includes a complete listing of all the courses, the credit points achieved for courses and the grade point average (G.P.A), if applicable and a complete status, if you have already graduated from your course.

Additional information is provided to help understand your academic record. Every student who has ever been enrolled at the university will have details of their achievements recorded in the university database, the official record of these achievements is called an academic record or academic transcript; this record details your entire academic history with the university. Record keeping occupies a strategic position in the efficient and effective management of the university system.

In fact, it is central in the administration of institutions of learning because it documents the planning and implementation of appropriate course of services allowing monitoring of work. In the conventional paper based organization such as the universities, paper continues to be viewed as the materials for records in administrative documentations (Igwoku 2008). The approach is for records created in the course of day-to-day business of the universities to be stored and kept in hard copies as evidence of an action, decision or process.

However, the process of record keeping provides a framework for keeping, maintaining and providing for the disposition of records and what is contained in them. They are therefore intended to benefit all members of staff by facilitating continuity and evaluation of services and preserving privacy.  This framework is provided for by guidelines designed to educate people on decisions regarding professional record keeping. For instance, American psychological association (APA 2007) contains the “ethical principles of psychologist and code of conduct†generally required for the maintenance of appropriate records of psychological services.

In Nigeria, just as in America, the nature and extent of the record will vary depending upon the purpose, setting and context of the services. However, whatever the record may be, it is important that the staff get familiar with the legal and ethical requirement for record keeping in their specific professional context and jurisdiction. Generally, record keeping must be guided by some level of confidentiality, proper maintenance security, preservation of the content and context etc (Uwaifo 2004, Akporhonor and Iwhiwhu 2007). Unfortunately, the Nigeria situation in the business of record keeping and management especially in the university system has not been too successful because of lack of management components (Omeyi, 1997).

Writing in support of the above finding, Ibiam (2004) noted that many years of neglect had done great damage to the education sector and record keeping is not an exemption. In his view, Iginodala, 1998) believes that personnel (secretaries and filling clerks) who maintain the registry system with filling cabinets containing the paper evidence of university business are inadequate and infact ignorant of their responsibilities. This calls to question the reliability and authenticity of records kept in such a system. Giving credence to this Afolabi (1999) asserted that record management practice in Nigeria has a number of problems which may include insufficient skilled and experienced record management personnel and possibly, low priority of record management in the scheme of things. Awe (2000) viewed the problem in record keeping from the perspective of these bodies  government, university management, the staff and the students. He accused these bodies of being responsible for unavailable inaccurate/incomplete and dishonest records. And according to (Ututlu 2001) these adversely affect planning for and provision of structures and facilities, adequate finding, proper formulation and review of policies.

Other associated problems of record keeping identified generally in the educational system in Nigeria include lack of record manual and filing guidelines which lead to loss of vital information (Egwunyenga 2005) and inadequate computer terminals (Oketunji, 20020 others are difficulty in record retrieval and lack of appreciation by management and staff of the need for well controlled records (Egunleti 2001). The result of the forgoing is high profile failure in accountability. The management of these problems would mean the development of efficient and effective options within and between universities this indeed requires urgent attention. Ogundele (2001) believes there is serious training need for staff.

Full introduction and sustenance of computer and internet services as well as record management integration (Baje 1998; Fadokun 2004) adequate manual classification, security, storage facilities and funds are generally recommended for good record keeping (Tower 20040. It is hoped that if these options are adopted in the university system, perhaps most, if not all the problems associated with record keeping would have been addressed.

1.2  STATEMENT OF THE PROBLEMS 

Record keeping can be viewed as very important in any organization as it helps in the storage/preservation and retrieval of vital information needed for future purposes. Unfortunately, in Nigerian universities today, not much importance is attached to record keeping. This has resulted into the dearth of useful information needed for the growth and expansion of these institutions. Records keeping and management practice in Nigerian universities is bedeviled with a lot of set backs such as: inadequately trained staff who are incompetent to be incharge of record keeping, the use of manual system rather than computerized methods for storing vital information, the negative altitude of staff towards record keeping, improper security of records, lack of record keeping policy, inadequate resource as well as lack of record retention and deposition schedule.Undoubtedly, having accurate records is paramount to avoiding a disconnection and ensuring a cohesive continuity in the affairs of any organization with the inclusion of Nigerian universities.

2.3  RESEARCH QUESTIONS

The following research questions were postulated for this study

1. Does the level of workload of staff in charge of record keeping affect the efficient management of students academic records in University of Benin?
2. Does the level of qualification of personnel in charge of keeping records effect the proper management of students academic records in the University of Benin
3. Does the experience of personnel in charge of students academic records affects the efficient management of students academic records in the University of Benin?
4. Does the attitude of staff in charge of record keeping towards continuous update of the methods of collecting and storing records affect the proper management of students academic records in the University of Benin
5. Does the use of computerized methods for keeping records affect the efficient management of students academic records the University of Benin
6. Does adequate entry of students academic result affect the efficient management of students academic records in the University of Benin?
7. Does correct proof reading and grading system affect the efficient management of students academic records in the University of Benin.
8. Does the enormous task of record keeping affect the proper management of students academic records?

1.4  RESEARCH HYPOTHESES

The following null hypothesis will guide the study:

1.  There is no significant relationship between the level of workload of staff in charge of record keeping and efficient management of students academic records in the University of Benin.
2. There is no significant relationship between the level of qualification of personnel in charge of keeping records and efficient management of students academic records in the University of Benin.
3. There is no significant relationship between the experience of personnel in charge of students academic records and the efficient management of students academic records in the University of Benin.
4. There is no significant relationship between the attitude of staff in charge of record keeping towards continuous update of the methods for collecting and storing records and the efficient management of students academic records in the University of Benin
5. There is no significant relationship between the use of computerized methods for keeping records and efficient management of students academic records in the University of Benin
6. There is no significant relationship between adequate entry of students academic result and proper management of students academic records in the University of Benin.
7. There is no significant relationship between correct proof reading and grading system and efficient management of students academic records in the University of Benin
8. There is no significant relationship between the enormous task of keeping records and efficient management of students academic records in the University of Benin…