Post on 01-Feb-2021
1
WORKSHOP PRACTICE MANAGEMENT SKILL IMPROVEMENT
NEEDS OF ELECTRICITY/ELECTRONICS TEACHERS IN
TECHNICAL COLLEGES IN ADAMAWA,
BAUCHI AND GOMBE STATE
BY
MAMMAN YARO ALI PG/M.Ed/02/32751
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA
NOVEMBER, 2008
i
Title Page
WORKSHOP PRACTICE MANAGEMENT SKILL IMPROVEMENT
NEEDS OF ELECTRICITY/ELECTRONICS TEACHERS IN
TECHNICAL COLLEGES IN ADAMAWA,
BAUCHI AND GOMBE STATE
BY
MAMMAN YARO ALI PG/M.Ed/02/32751
A RESEARCH THESIS SUBMITTED TO THE DEPARTMENT OF
VOCATIONAL TEACHER EDUCATION UNIVERSITY OF NIGERIA,
NSUKKA
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
AWARD OF MASTER OF EDUCATION IN INDUSTRIAL
TECHNICAL EDUCATION
NOVEMBER, 2008
ii
Certification
Mamman Yaro Ali, a post graduate student in the Department of Vocational
Teacher Education with registration No. PG/M.Ed/02/32751 has satisfactorily
completed the requirements for course work and research work for the degree of
master in Industrial Education. The work embodied in this thesis is original and
has not been submitted in part or full for any other diploma or degree of this or
any other university.
_____________________ _____________________
Mamman Yaro Ali Dr. E.A.O. Anaele
Student Supervisor
iii
Dedication
This work is dedicated to my late Dad, Mallam Mamman Yaro, my mum,
Hauwa Umaru Gongoshi, my wife Hafsat Ali Abdullahi and to my children,
Hauwa, Mohammad Salim, Imran Aliyu Mohammed, Mus’ab Ibn Aliyu, as well
as all those working for the development of vocational and technical education
in Nigeria.
iv
Acknowledgement
I am grateful to Dr. A.E.O. Anaele, my supervisor, whose warm
receptions, attention and guidance made this work successful. Thanks to Dr.
(Mrs) T.C. Ogbuanya, my reader, for those valuable criticisms and suggestions
which enhance the quality of the work. My gratitude goes to Dr. Bashir Bukar
of Technical Education Department, Kaduna Polytechnic for the encouragement
and great insight given to me in this study. Thanks to Aliyu Isma’ila Numan for
the financial support rendered during the time of this study. My appreciation
goes to Mallam Isma’ila Yusuf Pindiga of Electrical Engineering Department,
Kaduna Polytechnic Mallam Hussaini Idi Kwami the architect Mallam Habibu
Sara, Alhaji Lawal Isma’ia Randagi, Mallam Isa Ardo, for all the
encouragement and financial support towards this work.
My appreciation goes to my lecturers Prof. S.C.O.A. Ezeji, Prof. S.O.
Olaitan, Prof. O.M. Okoro, Prof. E.C. Osuala, Prof. J.U. Okorie, Prof. J.N.
Ogbazi, Dr. B.A.Ogbro, Dr. E.C. Osinem, Dr. Usman, my content reader Dr.
T.C. Ogbonya and the Head of Department Prof. E.E. Agomuo. Thanks to the
principals of all the technical colleges involve in the study. Thanks to all the
teachers who attended to the questionnaire during the field work.
My gratitude goes to the management of Kaduna Polytechnic for granting
me study leave which enable me to carry out this study. I appreciate the pains
taking effort of Mahmud VICAL Business Centre Kaduna Polytechnic in typing
the work. Finally, my deepest gratitude is to ALLAH who made everything
possible.
v
TABLE OF CONTENTS
TITLE PAGE i
APPROVED PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENTS vi
ABSTRACT ix
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 8
Purpose of the Study 9
Significance of the Study 10
Research Questions 12
Hypotheses 12
Delimitation of the Study 13
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Theoretical Framework 15
Conceptual Framework 18
Electricity/Electronics Programmes in Technical Colleges 21
Technical Colleges as Part of Technical Education 24
Workshop Practice 26
Planning Skill needs of Electricity/Electronics Teachers
for Improving Workshop Practice in Technical Colleges 28
vi
Organizing Skill needs of Electricity/Electronics Teachers
for Improving Workshop Practice in Technical Colleges 32
Controlling Skill need of Electricity/Electronics Teachers for
Improving Workshop Practice in Technical College 35
Coordinating Skill needs of Electricity/Electronics Teachers for
Improving Workshop Practice in Technical Colleges 37
Directing Skill needs of Electricity/Electronics Teachers for
Improving Workshop Practice in Technical Colleges 40
Review of related empirical studies 42
Summary of Literature Review 45
CHAPTER THREE:METHODOLOGY
Design of the Study 47
Area of the Study 47
Population of the Study 48
Instrument for Data Collection 48
Validation of the Instrument 49
Reliability of the Instrument 49
Method of Data Collection 50
Method of Data Analysis 50
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Presentation and Analysis of Data 51
The Findings of the Hypotheses 66
Discussion 67
vii
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of the Problem 75
Summary of Procedure Used 76
Principal Findings 77
Implication 78
Conclusion 79
Recommendations 79
Suggestions for Further Studies 80
References 81
Appendices 86
viii
Abstract
The general objective of the study was to determine workshop practice
management skill needs of Electricity/Electronics teachers in technical colleges
in Adamawa, Bauchi and Gombe States. The study was a survey. The
population comprised 81 Electricity/Electronics teachers in technical colleges in
the states. No sampling was carried out as the whole population was used. A
structured questionnaire containing 75 items was designed and used for data
collection. A total number of 81 copies of the questionnaire were distributed and
all the 81 copies were retrieved given a return rate of 100 percent. The data was
analysed using mean and standard deviation to answer the research questions. t
– test was used to test the hypotheses at 0.05 level of significance. The findings
of the study are: involve students in contributing to their attainment of overall
objectives in the workshop, plan effectively for tool storage and facilities. It was
recommended that enough materials should be provided by the government for
use in the workshop.
1
CHAPTER ONE
INTRODUCTION
Background of the Study
The survival of any nation depends on the premium attached to the
education of its citizen. Education, whether general, vocational or technical is
the corner stone of technological, political and economic development.
According to the new National Policy on Education Federal Republic of Nigeria
(FRN) (2004), technical education is that aspect of education which leads to the
acquisition of practical and applied skill as well as basic scientific knowledge.
Technical College Education according to the National Technical
Vocational Education (TVE) master plan for 2001-2010, is one of the four
levels of technology education. Technology education on the other hand is any
type of teaching/learning that focuses not on artifact but on public knowledge,
skills and procedures for making, using and doing things in specifiable and
reproducible ways. Technical Education is education designed to prepare
individuals for work in the industry and commerce (Nwachukwu,2001). It is this
type of education that is offered in technical college. According to Okorie
(2001), technical colleges are the institutions where craftsmen are trained to the
craft level and awarded National Business and Technical Examination Board
(NABTEB) certificate. The aim of technical college is to produce graduates
with saleable skill. In technical colleges, technical teachers give training on
various disciplines such as Electricity/Electronic technology, building
technology, wood work technology, metal work technology to mention but a
1
2
few. These disciplines are also called trade subjects.
Trade subjects are unique subject because they are skill oriented and
requires the use of workshop for the provision of learning situation which a
learner could experiment, study, imagine, create, design, construct, dismantle,
repair and build equipment (Sulaiman,2000). This is in line with the statement
of Waheel (2002) that technical education is supposed to link together the heads
and the hands so that the people could use their brains and their hands to
produce. The students attitude toward technical subjects can be positively
improved if the right workshop management skill are employed by the technical
teachers. Workshop here refers to a structured building where different hand
tools and machine are kept (Usman,1990).Electrical/ electronics workshop is a
place where electrical and electronic equipment and materials for practical
lessons are kept and utilized for training in skill acquisition. In
electrical/electronics workshop students are taught how to solder joints,
diagnose faults, repairs, dismantle, design, maintained and service
electrical/electronics goods. Electrical/electronics as a practical subject suppose
to be taught by qualified technical teachers with a view to producing competent
craftsmen that can face the challenge of that aspect of the economy. For
effective performances in workshop practice teachers require a high degree of
management skill and the master of the subject matter to be taught (Ogwo and
Oranu, 2006).
According to Koontz et al (1983), management is the process of
designing and maintaining an environment in which individuals, working
3
together in groups, efficiently accomplish selected aims. This definition
suggests that essentially, managers are vested with the responsibility of
designing an internal environment for optimal performance within an
organization. While designing the internal environment, managers- must also be
responsive to the many elements of the external environment such as the general
economic climate, technology, political, social and ethical factors that affect
their area of operation. Cats-Baril and Thompson (1997) simply defined
management as the act of keeping an organization alive and functioning to
accomplish a series of tactical and strategic objectives.
Management is the process of planning, organizing, leading and
controlling of the resources of an organization in the efficient and effective
pursuit of specified organizational goals. Gullick (1993) also defined
management as the process of getting activities completed efficiently and
effectively with and through other people. Consequently, be identified
management functions as planning, organizing, staffing, directing, and
coordinating.
Planning is the most basic of all managerial functions. It bridges the gap
from what is to what ought to be. It makes it possible for things to occur that
would not otherwise happen. A company's plan establishes what kind of
business enterprise will be in, and its objectives for each. More detailed
planning must then take place within each business unit; manufacturing,
marketing, finance, human resource, etc. According to Dunod (1986) planning
involves selecting missions and objectives of the enterprise and the actions to
4
achieve them. It requires decision making that is, choosing from among
alternative future courses of action. Furthermore, Koontz (1983) sees planning
as an intellectually demanding managerial innovation in which the entrepreneur
consciously plan courses of action and base his decision on purpose, knowledge
and considered estimates. Unless plans are made events are left to chance. The
planning function is very important and primary in electrical/electronics
workshop. Every aspect of the workshop should be subject to planning in order
to ensure safety and also to make the utmost use of resources, to promote
knowledge, attitudinal change and skill acquisition. The development of good
workshop plans enables the electrical/electronics teacher to take a hard look at
the enterprise by examining its activities for the future, and to justify his
decisions before they are implemented.
Organizing is the first step in the implementation of business plans and
goals. It involves developing an intentional structure of roles, responsibilities
and authorities for effective performance (Koontz, 1983). According to
Baumback (1993) the organizing function involves classifying and dividing the
work or activities of the business into manageable units. Like planning, the
organizing function in electrical/electronics workshop must be performed
continuously because materials especially consumable ones are brought in and
used up from time to time. Organizing the electrical/electronics workshop does
not really materialize until someone does it. Staffing is finding the right person
for the right job. In organizing, the manager establishes positions and decides
which duties and responsibilities belong to each. Some authors see staffing as a
5
separate and essential function of management which requires continual
attention as new employees are needed to replace those who leave the
organization. However, some people (e.g. Baumback, 1993) feel that staffing is
indeed part of organizing, especially if an established concern already has
employees to fill the positions available. For staff to work efficiently, the
organization structure must be understood, and principles must be put in
practice.
Leading as a management function relates to followership (Knootz,1993).
It is accomplished by means of communication of ideas and instructions to
subordinates, and based on an understanding of what motivates people
(Baumback,1993). Basically, people tend to follow those in whom they see a
means of satisfying their own needs. Personalities, emotions and conditions
outside the workshop environment affect most workers. Family problems look
large with many workers; others are upset with the details of their jobs. A good
workshop organizer understands the importance of these personal factors in
workers' lives and is alert to the symptoms that indicate trouble is brewing. The
electrical/electronics teacher suppose to instruct, explain, train and sometimes
demonstrate what the other instructors are to do.
The managerial function of controlling is the measurement and correction
of the performance of the activities of subordinates in order to make sure that
enterprise objectives and plans devised to obtain them are being achieved.
According to Koontz et al (1993) the control function consists in verifying
whether everything occurs in conformity with the plan adopted, the instructions
6
issued and principles established. The objective of control is to point out
weakness and errors in order to rectify them and prevent recurrence. A
prerequisite of control is a standard with which actual performance can be
compared. If there is no standard, then there is no effective measure of
attainment. Furthermore, Barret (2003) stated that the control function checks
whether the plans are being realized and put into corrective measures where
deviation or shortfall is occurring. Without effective controls, an
electrical/electronics workshop will be at the mercy of all the internal and
external forces that can disrupt efficiency and the electrical/electronics teacher
will be unaware of it and therefore unable to combat such forces.
Skill, according to Okoro (2000), is a well established habit of doing
something which is obtained through training and involves repetitive
performance. It involves the acquisition of performance capabilities. Osuala
(1995) also defined skill as physical and mental abilities that required high
degree of coordination between the body and the brain. Skill improvement is
therefore a process whereby teachers or instructors go for further training in
order to improve and update their knowledge and skills. This implies that
technical teacher skill improvement will enable each generation to function
effectively and assist in meeting the needs of the society. Management skill is a
personal characteristic that can contribute to high performance in management
job. Schermerhon (1989) asserted that management skills are personal
characteristics which help greatly in carrying out management tasks.
In other words, management skill for electrical/electronics workshop
7
practices are those skills and habit of managing the workshop obtained through
training and repetitive performance. For an effective workshop practice to take
place in technical colleges, efficient management skill is required by the
technical teachers. The skill improvement needs as regards management skill
may differs between institutions in the urban centers and those in the rural areas.
This is because, institutions in the urban center may have more influence on
ministry officials due to proximity to supply of materials and equipment and
even qualified and experienced electrical/electronics teachers.
Also, electrical/electrical teachers in urban centers may be more exposed
to opportunities such as seminar, workshop and conference on management
skills much more than those in rural areas. Male and female
Electricity/Electronics teachers may differ in their opinion regarding control and
coordinating skill improvement needs due to difference in gender. For the
Electricity/Electronics teachers in technical colleges to perform credibly, and
enable their product to remain efficient and competitive in constant state of flux
and changes of the world and work and global workforce, they have to be
updating their knowledge constantly.
Statement of the Problem
Electricity/Electronics workshop practices are poorly managed and
coordinated in most technical colleges. This, according to Abbas (2000), is
attributed to the fact that Electricity/Electronics teachers in technical colleges
lack management skill necessary for carrying out the activities in
Electricity/Electronics workshop practices.
8
The management skill includes planning, organizing, controlling,
coordinating and directing. Lack of management skill have caused many
management related problems in the Electricity/Electronic workshop. The
problems are lack of good involvement of students in practical exercise, lack of
good storage of materials, lack of good record keeping, lack of good
maintenance culture and lack of proper handling of activities in the workshop
which may sometimes lead to accident and equipment failure.
Sunderson (2000) observed that one of the most critical problems
confronting teachers in the workshop is the method of tool storage. On the other
hand Abbas (1999) noted that there is a problem of poor organization and
maintenance of equipment in the Electricity/Electronics workshop in technical
colleges. All pointing down to lack of management skill for carrying out
workshop practices in electrical/electronics.
The problem or this study is therefore to determine workshop practice
management skills improvement needs of Electricity/Electronics teachers in
technical colleges.
Purpose of the Study
The general purpose of the study is to determine, the workshop practice
management skills improvement needs of electricity/electronics teachers in
technical colleges. Specifically, the study determined
1. Planning skill improvement needs of Electricity/Electronics teachers for
improving workshop practice-in technical colleges.
2. Organizing skill improvement needs of Electricity/Electronics teachers for
9
improving workshop practice in technical colleges.
3. Controlling skill improvement needs of Electricity/Electronics teachers
for improving workshop practice in technical colleges.
4. Coordinating skill improvement needs of Electricity/Electronics teachers
for improving workshop practice in terminal colleges.
5. Directing skill improvement needs of Electricity/Electronics teachers for
improving workshop practice in technical colleges.
Significance of the Study
Consideration for a well managed and improved workshop practice is
very important because it is the back borne of any meaningful skill acquisition.
The findings of this study will be beneficial to the ministries of education in that
they can use the result of the study to organize training workshop and seminar
for the Electricity/ Electronics teachers in order to update their management
skills for efficient workshop practice. The ministries will also use the findings
of the study to employ teachers i.e. using the findings as an interview schedule
to select qualified electrical/electronics teachers for technical colleges.
The findings of the study will be beneficial to Electricity/Electronics
industries where technical college graduates seek for employment upon
graduation. This is due to the fact that if the technical college workshop is well
managed. Electricity/ Electronics graduates will be better equipment with
practical skills to perform more effectively in their various job assignment in the
industries. This will also help the industries minimize the huge financial
10
expenditure on retraining of technical college graduates upon employment.
The findings of the study will be beneficial to the technical teacher
training institutions in that these institutions will be able to incorporate the
aspect of workshop practice management skills identified in this study in the
curriculum. The products of these institutions are expected to teach in technical
colleges and their knowledge of workshop practice management skills will help
in improving the management of workshop practice in Electricity/Electronics
workshop in the technical colleges.
The findings of the study, will be beneficial to Electricity/Electronics
teachers because if the workshop management skills of these teachers is
upgraded the teachers will use the new knowledge to teach practicals better to
students. This invariably will motivate the student to learn and also give the
teacher job satisfaction.
The findings of the study will be beneficial to students because when the
teachers are well equipped with workshop practice management skill the
Electricity/Electronics teachers will instill these knowledge into the students.
The students will therefore learn better and be able to work more effectively due
to improve skill acquisition. If this is achieve parents will also be happy because
they will see value in their efforts.
The society will also benefit from the findings of the study because when
Students graduates with expected skills, they will reduce the problem of quack
technicians thereby, offering good services to the society. This will served a
long way in achieving the much needed technological development in Nigeria.
11
Research Questions
The following research questions guided the study:
1. What are the planning skill needs of Electricity/Electronics teachers for
improving workshop practice in technical colleges?
2. What are the organizing skill needs of Electricity/Electronics teachers for
improving workshop practice in technical colleges?
3. What are the controlling skill needs of Electricity/Electronics teachers for
improving workshop practice in technical colleges?
4. What are the coordinating skill needs of Electricity/Electronics teachers
for improving workshop practice in technical colleges?
5. What are the directing skill needs of Electricity/Electronics teachers for
improving workshop practice in technical colleges?
Hypotheses
The following null hypothesis were tested at 0.5 level of significance.
HO1: There will be no significant difference in the mean responses of
experienced teachers and less-experienced teachers in planning skill
improvement needs.
HO2: Significance difference does not exist in the mean responses of teachers
in urban centres and teachers in rural areas on organizing skill
improvement needs.
HO3: There will be no significant difference in the mean responses of male and
female Electricity/Electronics teachers on control skill improvement
needs.
12
HO4: Significance difference will not exist between male and female Electricity/
Electronics teachers on coordinating skill improvement needs.
HO5: There will be no significant difference between graduates and non-
graduate Electricity/Electronics teachers on directing skill improvement
needs.
Delimitation of the Study
The study is delimited to management skill and does not include technical
skills. Technical colleges in the state capital are considered urban schools. The
teacher who spent than five years in service is considered on experienced
teacher while those with less than five years are considered less experienced.
13
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The literature review related to the study is organized under the following
sub-headings:
1. Theoretical framework.
2. Conceptual framework
Electricity/Electronics Programme in Technical Colleges
Technical Colleges as Part of Technical Education
Workshop Practice
Planning Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges.
Organizing Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges.
Controlling Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges.
Coordinating Skill Needs of Electricity/Electronics Teachers for
Improving Workshop Practice in Technical Colleges.
Directing Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges.
3. Review of Related Empirical Studies
4. Summary of Literature Review
13
14
Theoretical Framework
Management is defined by Obi (2009) as a process by which those at the
helm of affairs plan, organize and control a business in an effort to make it
successful. Omoniyi (1997) defined management as a process of allocating an
organizational input human and material resources by planning organizing,
directing and controlling for the purpose of producing output (good and
services) desired by its customers so that organizational goals are accomplished.
Management is defined by Reginald Lee (1986) as a discipline which attempts
to define individual responsibilities by setting objectives to be achieved with the
key target areas.
Conversely, good management has a common task. The establishment of
conducive environment for effective, group effort so that individuals within the
organization will contribute to group objectives with the least cost, money, time,
effort, discomfort or materials. The objective of management in this context is
to integrate management of tools, equipment, materials and personnel in the
school workshop. An American Engineer, Tailor F. W. as requested by
Reginald Lee (1986) said this on management: “Management is a scientific
programme of activities to which different works can be broken into simpler
works”. From the above definition one can deduce that management in the
school workshop should include personnel, tools, space, materials, machines
and equipment. The workshop personnel should account for the tools, materials
in the workshop.
Scientific management uses the method of science in making decision and
15
evaluating its consequences. Science attempts through systematic procedures to
establish the relationship between variables and the underlying principles.
Management is science when its' employ systematic procedures or scientific
methods to obtain complete information about a problem under consideration
and the solution is subjected to rigorous control procedures to ensure the
correctness and establish validity.
Concepts are abstractions formed from generalizations from particulars.
Concepts are the cornerstone for the development of principles and theory. In
reality, concepts is a commonly agreed upon definition of an object, events or
process. The important of concept can be illustrated by the fact that unless a
concept is very clear to those who must use them knowledge cannot be
effectively transferred to another person. The same word must mean the same
thing to all the people. The word management and organization are typical
examples. They do not appear to imply the same phenomena among various
persons. A scholarly grouping of concepts and principles creates a theory. A
theory present a framework of principles and concepts for a clarification of
theory. A theory present in a formal manner interrelated principles. This
theories of management is the synthesis of the concept and principles of
management, we have as a result of this systematic synthesis many theories
organization theory, theories of leadership, theories X and Y, management
theory attempts to present in a concerted manner loose facts about human
behaviour in organization.
The system approach to management encourages management to perceive
16
the internal and external environmental factors as an integrated whole. As a
result of this system concept, the managers views the physical, human,
environmental and psychological facts of the job as liking to form an integrated
whole. The system concepts is often use in business to highlight the
interrelationship between the functional areas such as production marketing,
finance, procurement and personnel could seen as the sub-system. These
functions must be properly or coordinated for the enterprise to attain its desired
objectives. The function of the manager could be perceived as managing the
system. He is to create and defined the objectives of each sub-system and
integrate the sub-system. The success of manager goes beyond and effective
management of any of the functional areas, but also attain an integrated
balanced company objectives, failure to recognize this fact could make each
system pull in the opposite direction and a common objectives could be attain.
The system approach to management recognize the management system is a
complex formed system organized to functional effectively and efficiently to
adhered to desired goals, where the system does not function as expected as a
result of poor communication, personalities clashes, poor or lack of good
congruency, the entire organization suffers. Management is identical in all
formal organizations or non-profit making organization. All people who occupy
management positions perform the same type of functions. They plan, organize
staff, direct and control. They get things done through with subordinate. Their
principal responsibility is to achieve organizational objectives through group
effort.
17
Conceptual Framework
Difficulties arise in tracing the history of Management. Some see it as a
modern conceptualization, and as such, it cannot have a pre-modern history. Yet
other people detect management - like activities in pre-modem past. Ever since
people began forming groups in order to accomplish aims they could not
achieve as individuals, managing became essential to ensure the co-ordination
of individual efforts. According to Dunod (1986) management though can be
traced to the Sumerian traders and to the builders of the pyramids of ancient
Egypt. There has been an increasing awareness that the quality of management
is important to modern life, thus resulting to extensive analysis of its processes,
its environment and its techniques.
The concept of universality of management implies that all managers
irrespective of their position in the organizational hierarchy perform at one time
or the other identical functions. The concept also connected that management
know how is transferable from one organization to another. Managers seldom
perform the actual activities themselves. The functions are managerial not
technical what managers do in organizations are the same.
Obi (2005) stated that skills involve the ability to use specialized
knowledge and expertise with work related tools procedures and techniques.
Such knowledge may include machine operation and maintenance of skill in
structuring jobs for maximum efficiency. While Okorie (2000) describe skill as
an organized sequence of actions executed in a systematic pattern. Realizing the
18
importance of skill to man survival in the world of work and to survive in our
fast changing society. Olaitan (1996) emphasized that man needs five basic
skills - ability to reason, the ability to re-adjust one owns term to cultural flux,
the ability to control and spend one's time with intelligence and purpose, the
ability to adhere and sustain rewarding relationship with others and the ability to
presence and external are uniqueness while participating harmoniously in the
society. According to Okoke (2005) to posses skill is to demonstrate the habit of
thinking, action and behaving in a specific activity in such a way that the
process becomes natural to the individual through practice. This indicate that
possess relevant skill in Electricity/Electronics technology is to demonstrate the
habit of thinking, acting and teaching Electricity/ Electronics work/activity
(radio mechanic) in a way that the process of diagnosing and repairing becomes
natural to the practitioner, through repetitive practice. Therefore skill
development is very important in harnessing a nation natural resources. Skill
acquisition helps in developing intrinsic potentials in individuals.
A Manager must utilize skills to effectively organize the team, to achieve
a successful goal, in the least amount of time, and cost. Management skills are
learned in school, by experience, and information gathered from employees that
worked with managers. Management skills allows the manager to take an
assessment of the major points of his management style as well as identify the
situations where he feel the most at ease. Management is a skill that can be
learned. Some of the skills a good manager needs are explained in these articles.
19
Management skill is a personal characteristic that can contribute to high
performance in a management job. Schemaerhon (1989) asserted that
management skills are personal characteristics which help greatly in carrying
out management tasks. These among others include ability to accomplish work
under stressful condition-skill to do jobs in uncertain and unstructured situation
competencies to act free of racial gender, ethnic and other predijuces sustenance
of long hours as well as the flexibility to adapt to changes. The components of
management skill according to Storm (1999) includes planning skill, organizing,
skill, controlling skill, coordinating skill and directing skill. The development of
management skill is an important function of educational institutions. Base on
this society looks up to the school for enabling succeeding generating gain the
needed insight and power needed to build better society. The insight and power
are encompassed in knowledge, abilities and skills that enable each generations
to function effectively and assist in meeting the needs of the society (Olaitan,
2003).
Electricity/Electronics Programmes in Technical Colleges
Marts (1973) observed that Electricity/Electronics is a fascinating subject
and students easily develop interest when they are properly guided. It is
therefore the duty of the technical colleges and the teachers to guide
Electricity/Electronics students in the process that will enable them to acquire
the needed skills. The programme in most technical colleges is divided into
three or four options namely, radio and television, air-conditioning and
refrigeration, electrical installations and machines/generations.
20
Ratio and Television Stages
Patchet (1977) identified eight functional stages in radio as shown below:
Principle of radio reception and the stages of radio receiver
Electricity/Electronics students who have acquired the knowledge of the
various stages and their functions will be affective handling faults on radio
receivers. For the television Bohma (1973) observed that for a student to operate
effectively, in television service he most possess basic knowledge of the various
stages in the television set. The functional section of television according to
Bohma in block diagram is shown below:
Block diagram of picture sound signal.
Unlike the radio, the television consist of audio and visual sections. In any
description of fault, consideration is given to both the picture and sound
sections. Understanding these two major Sections will give
Sound
Amp
FM
Det AM
Det
AF
Amp Mixer IF
Amp
AF
Amp Detector
21
Electricity/Electronics students from technical colleges the expected skill from
their Electricity/Electronics teachers. The knowledge of both sections can
equipped the students to be able to carry out maintenance work on the set.
In air conditioning and refrigeration the use of schematic diagrams and
manuals according Euklund (1962) directs the students or their teachers on
troubleshooting. A circuit diagram shows the position of components their
values and types. Euklund maintains that if a students of technical college is
confronted with an unfamiliar design or fault the troubleshooting suggestions in
the manuals will aid in or her in detecting such fault and the possible solution.
The service manual also help the students from the technical colleges to be able
to service any equipment because all these how to carry out, the services is
provided the service manuals.
In electrical installations option Mu'azu (1993) observed that after having
knowledge of installing electricity into houses, Electricity/Electronics students
must be familiar with installations faults - Open circuit when one conductor is
cut i.e. current not complete short circuit when two conductors are in contract.
Earth faults - when conductor is in contact with the instrument in used. He
advised that all Electricity/Electronics students must keep an up-to-date and
photo folder and should refer to them when they are faced with complex
problems.
In machine/generators option Wayne (1999) suggested that as a means of
updating one's knowledge on latest inventions and service of latest circuit
designs, Electricity/Electronics students must refer to service manual or
22
technical magazines, schematic diagrams.
Repulsion motor - it works on repulsion principles i.e. when line poles
and stationary close to each other they will repel. When A.C current is applied
to the field windings which produces e.m.f., the windings will induce current to
the armature, the armature should also create a magnetic field. The interactions
between the two magnetic field will repel each other and repulsion takes place
then the armature moves.
Lavy and Murray (1959) emphasized the need for acceptable
troubleshooting approach. The possible steps to be taken in order to maintain
portable generators include the following. - The brushes must be changed
whenever they are found to be shorten without any delay, because if the change
has not effected it may cause a serious problem to the generator. - All electrical
connections must be electrically and mechanically sound in order to maintain
the working stability of the generator because if the connections are not sound
then there may be a problem along the line. If batteries are used for starting they
should be a regular maintenance exercise on the batteries, because they have to
be in a sound condition at all times.
Technical Colleges as Part of Technical Education
Technical college education according to the National technical
vocational education (TVE) master planner 2001-2010 is one of the four levels
of technology education. Technology education on the other hand is any type of
teaching learning that focuses not on artifacts but on public knowledge skills
and procedures for making using and doing things in specifiable and
23
reproduceable ways. Technical education is education designed to prepare
individuals for work in the industry and commerce (Nwachukwu, 2001).
Technical colleges and trade centres are regarded as principal vocational
institutions in Nigeria. They give full vocational training intended to prepare
students for entry into various occupations (Okoro, 1993). Federal Government
of Nigeria (FGN) (2004) stressed that technology education through which
practical and applied technical skills is to be acquired be obtained starting from
technical colleges. This might have been the taught of establishing the technical
colleges as Ejiogu (1996) noted that the first technical college in Nigeria which
was Federal Technical college and now Federal Science and Technical College
Yaba was established in 1948. Okoro (1999) started that technical colleges are
regarded as principal vocational institutions in Nigeria, which is designed to
prepare individual to acquire practical skills, knowledge and attitude required of
technicians at sub-professional level. Okoro later said that the technical colleges
give full craftsmen training intended to prepare students to entry into various
occupations.
To backup this, Federal Ministry of Education (FME) (2001) made it
known that the ultimate goal of programme offered in the technical colleges is
to produce a craftsman while modular system of curriculum delivery makes it
possible for the colleges to produce other level of skilled technical manpower
such as operatives and artisans. In confirmation of this subject for which well
skilled and fully qualified teachers should be provided at technical colleges.
Natural Policy on Education (2004) some of the functions of technical
24
colleges are:
i. Equip students to gain adequate skill to earn a living after graduation.
ii. To provide technological education to all its students.
In technical colleges the courses they run are departmentalized so as to
ensure that students are given training in specific trade for effective
performance some of the courses or trades offered in these colleges includes
Electricity/Electronics, metal work, building, wood work technology,
automobile technology etc, all these courses are practically oriented.
Electricity/Electronics is one of the major courses taught in technical colleges.
Technical education being of the normative structures of administering
technology education at the technical colleges, deals with the production of
technicians level of manpower. Therefore it is expected that technical colleges
graduates should acquire enough manipulating skill after their training such that
can make them keep a job.
Workshop Practice
Workshop is an organized place or a building that is set purposely with all
the conditions such as machines and equipments designed for facilitation of
practical activities. The main workshop practice normally and frequently carried
in the electricity/electronics workshop include the following: soldering exercise,
students under the supervision of the teacher performs the soldering of joints
and soldering of electronics components on the veral boards, signal tracing is
also carried out by students using the oscilloscope under the strict supervision of
the teacher. Simple domestic installations were also part of the workshop
25
practice that is frequently carried out in the electricity/electronics workshop
simple exercise were given to students to practicalise it after which the teacher
awards some marks to the individual student. These are the main workshop
practice that takes place in the Electricity/Electronics workshop, other activities
include tool storage, maintenance of equipment, if any* equipment has a
problem it is repaired in the workshop (Abbas,1990) workshop practice as
defined by Bernard Chardler (2005) is the various operation that takes place in
the workshop using knowledge, skills and experience in the specific job.
To have an efficient practice in any workshop, the in charge of that
workshop must have a practical experience so as to. Guide the exercise
smoothly. Effective planning, organizing, controlling, coordinating and
directing, all the components of management must be posses in order to have an
efficient practice.
Harry (2003) states that, there are quite a number of reasons why good
workshop practice is important, it promotes high degree of efficiency. It
maintains safe working condition it keeps cost of operation low. Proper
planning, organizing, controlling coordinating and good directing make an
excellent workshop practice. Management skill is highly needed by those
Electricity/Electronics teachers that handle these exercises. A healthy
environment is a productive environment because sick employee cannot be
productive, it was in light of this that the federal government of Nigeria, through
the federal ministry of labour and productivity in 1990 promulgated a law
known as the factory act 1990 in the law health standard of a workshop is
26
clearly stated cleanliness-overcrowding, ventilation, lighting, drainage of floor
sanitary accommodation, prohibition of taking meals in the workshop protective
clothing and appliance. The smooth operation of any workshop practice depends
on the ease with which tools are obtained and returned during the exercise. A
store is provided, where tools can be stored for safety and for easy maintenance.
Workshop is a room or place where machines, tools or equipment are kept for
production of new components as well as for maintenance and repair (Samuel &
David, 1999). Furthermore a workshop is a tool room and for any effectiveness
there must be a means of obtaining tools for usage and procedure of returning
the tools. The practices simply refers to the exercises that are routine in the
workshop i.e daily routine. Workshop practices are the activities that normally
takes place in the workshop on a daily basis or weekly depending upon the time
table of each class that will conduct practical in the workshop.
Planning Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges
Planning is particularly very important in developing country where
resources are relatively scarce. In Nigeria, where many of the business men are
inexperienced and the academic preparation is by no means very impressive,
planning to avoid waste of money, and other resources is very compelling. The
importance of planning is well recognized by the Nigerian government that it
engages in National Development Plan. Planning is a blue print for action. In
Nigeria, a business man who wishes to enter into any business has to engaged in
detailed planning in order to identify the source of raw materials, equipment,
27
determine delivery dates, source of manpower supply and some instances,
source of working capital, Many projects have failed in this country because
adequate plan were not made to identify all the important variables likely to
bear on the project that will determine their failure or success.
Many indigenous organizations are often preoccupied by the day-to-day
operation of their business with the result that they have no time set aside to
reflect on the future of their enterprise. Some have a very narrow concept of
their business and consider it idle to plan because they believe they cannot
control most of the variables. To these' group of organizations planning is very
necessary. Failure to plan give rise to inefficiency and lack of direction. It
makes organizations to constantly put off fire instead of preventing it's
occurrence. Planning for a Nigerian enterprise could mean identifying what the
organization plan to do in terms of growth, developing its shares of the market
and business volume, return to investment, identifying operating strategies,
marketing plans, and strategies and performance goals. The need for planning in
Nigeria is emphasized by the fact that the business are relatively small and when
a business man needs financial assistance from the bank the first question that
he will have to answer deal with planning.
For many managers, planning is an activity that is undertaken when the
daily pressure of doing business does no longer exit. For every organization
there is always the need for planning both in long run and short run.
Postponement of planning is very dangerous because failure to plan give rise to
ineffectiveness, and undirected and waste resources.
28
Planning is the first and perhaps the most important function of
management. The absence of planning is to prepare for the predict future event.
Planning goes beyond attempting to attain stated organizational objectives. It
involves the development of strategy and procedure require for effective
realization of the entire plan. It entails determination of control direction and
method of accomplishing the overall organizational objectives. Planning
involves the establishment of objectives, strategies to achieve the objectives and
a step-by-step determination of the activities and resources necessary to achieve
them (Nwachukwu,1998). Planning as affects workshop practice in technical
colleges involves the preparation for the activities that takes place in the
workshop in technical colleges. The Electricity/Electronics workshop is like any
other workshop in technical colleges. It has all the facilities require to be in the
workshop. For efficient practice to take place in the Electricity/Electronics
teachers needs to posses skills that is necessary to make the workshop practice
efficient.
Nwachukwu (1998) listed out the skills improvement needs of
Electricity/Electronics teachers from improving workshop practice in technical
colleges. The following are skills improvement needs of Electricity/Electronics
teachers for improving workshop practice in technical colleges.
1. Plan lesson for effective workshop practice
2. Skill in arranging for materials to be provided in the workshop
3. Capacity to plan activities based on stated objectives in the workshop
4. Expertise to plan strategies for integrating workshop personnel for
29
effective practice.
5. Knowledge of workshop safety.
6. Involve students in contributing to their attainment of overall objectives
of practical class in the workshop.
7. Capacity to plan effectively for tools storage in the workshop
8. Plan to ensure effective workshop management time table for classes.
9. Plan for practical development and growth.
10. Plan for effective management of workshop resources.
11. Plan for effective workshop practice to be undertaken in the workshop
12. Plan for uncertainties that may occur during workshop practice
13. Plan for strength and weakness of the workshop.
14. Plan for identifying procedures
15. Plan for identifying problems in the workshop.
16. Plan for identifying programmes relating to workshop practice
17. Plan for specific workshop practice to be carried out in the workshop.
Planning is an activity performed by all level of management. It is a
thought process concerning a proposed course of action. The overall plan
involves broad organizational objective while departmental plan involves the
effort to achieve subsidiary goals which contribute to the achievement of overall
organizational objectives. Planning is said to pervasive and primary. Its
pervasiveness originates from the fact that it is necessary for performing other
key management functions organizing, directing, coordinating and controlling.
We plan how to organize, direct, coordinate and control. Planning is primary
30
because it is expected to be the first activity unfortunately it is the first to forget
or given a lip service to planning help to identify the organizational philosophy
policies, programmes, procedure, practices and problems.
Organizing Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges
An organization can be seen as an entity. This is true of all business
enterprise. It can be seen as a process of coordinating individual efforts to
accomplish a common objective. An organization is a group of people bound
together to provide unity of action for the achievement of a predetermined
objective. All management theorist-fayol, follet e.t.c recognize this important
management function. Organization is very fundamental to human nature. Man
is a social animal and shares relationship with his neighbours. The subject of
organization is central to sociology, psychology and even anthropology.
In Nigeria, the problem of formal organization is not so acute because of
the nature of Nigerian business. As organization grows, the component part
become more complex, the technology changes and requires special expertise
and consequently more attention.
Every organization is made up of human and physical resources. This
resources are brought together in order to accomplish predetermined goal. In
order to accomplish these objectives, tasks must be identified, the tools and
technology required must be provided and a structure of relationships must be
identified. It is the function of management to determine the best structure that
will optimized the utilization of resources. Management organize these
31
resources. Thus organization is a means of achieving the best result from
concerted effort. Organization deals with people and their relationship, in an
enterprise. It is the organization that determine the type of people required and
their relationship. Thus the type personnel and structure required in a hospital is
different from the personnel and structure requires in a weaving enterprise or a
university.
One of the major problem confronting management is to decide the
organization structure to be adopted. Important questions relating to duties and
role of each department and line executives have to clearly defined. A decision
has to be made whether the organization is to be decentralized or centralized
and the type of staff required for each task has to be determined. A good
organizational design is the one that leads to the attainment of organizational
objectives. A good organizational design is not the one that is fixed and will
never require a change. The system is subjected to change when the
environment in which it operate changes or when the company is expecting its
operations or changes its objectives or during the process of reorganization. A
good organization is judge by its economic performance, ability to survive in a
dynamic environment and the growth and satisfaction of its members.
The following are organizing skills improvement needs of
Electricity/Electronics teacher for improving workshop practice in technical
colleges.
1. Arrangement of equipment and tools for easy access in the workshop
2. Arrange students into groups for effective workshop practice
32
3. Use of appropriate safety practice in the workshop
4. Capacity to organize workshop resources effectively.
5. Select instructional materials
6. Expertise to harmonize instructional materials for effective usage during
workshop practice.
7. Apply instructional materials
8. Apply classroom management
9. Build confidence in student through training recognition and counseling
10. Develop structure that provide for Students growth and challenges in the
workshop
11. Supply students with adequate resources to fulfill their responsibilities in
the workshop.
12. Make students work while giving them help when needed.
13. Make students know what is to be done and the result that is expected.
Sound organization structure involves dividing activities into departments
divisions, units and sub-units, defining relationships between the heads and
members that make up the units. A good structure.
(a) Identifies the operating departments, production department and finance
department
(b) Isolate the service department (personnel research)
(c) Place emphasis on balancing the structure
(d) Shows the role of committee in the organization
33
Controlling Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges
Controlling is defined as that phase of the management process which
maintains organization activity within allowable limits as measured from
expectations. These expectations may be implicit or explicitly stated in terms of
objectives, plan procedures or rules and regulations. It has also been defined as
the monitoring and modification of organizational activity and resource
utilization to ensure that predetermined standards are met and plans are carried
out. Controlling can be seen as part of management activities undertaken to
ensure that outcomes are consistent with planed organizational objectives
control requires the establishment of standards, information process and taking
of corrective action.
Fayol, observed that, the control of an undertaking consist of seeing that
every things is carried out in accordance with plan which has been adopted, the
orders which have been adopted,-the orders which have been given, and the
principles which have been laid down. Its objectives is to point mistakes in
order that they may be rectified and prevented from occurring again.
In controlling, management with only concerned with measuring
performance to see if there are deviations or exceptions from original plan. The
reasons for the deviation are sought so that appropriate corrective actions could
be taken. If a machine is programmed to produced 2,000 ball point pens and it is
found out that its only producing 1,500 pens, the reasons for the deviation has to
be sought out and corrective action taken to bring productivity to targeted
34
standard.
Control is one of the key functions of managements planning and control
go hand in hand with planning for without efficient planning and control the
organization cannot achieve any objectives. Controlling starts and soon as the
execution phase starts so as to determine if plans are being realized.
The advantage of control to management cannot be overemphasized.
Planning without control is useless since there is no other effective means of
determining if the plan objective is being realized. Some of the major
advantages of control to the organization are that control:
1. Guide behaviour toward useful organizational can lack of control results
in erratic behaviour that may be only tangent to organizational goals.
2. Ensure that resources are effectively utilized. It helps to avoid the waste
of useful resources in useless operation.
3. Focuses attention on factors essential in achieving organizational
effectiveness. It helps to focus attention in meeting performance criteria,
quality standard and achieving goals.
4. Encourage the action necessary to maintain performance
Controlling Skill Needs of Electricity/Electronics teachers for Improving
Workshop Practice in Technical College are as follows:
1. Establish goals and standards
2 Monitor results of workshop practice and compare them to establish
standard
3. Ensure resources are effectively utilized
35
4. Prevent accident in the workshop
5. Evaluate difference work method
6. Evaluate different tools and equipment in the workshop
7. Evaluate different condition of work
8. Estimate and allocate costs
9. Determine when and if a problem arises.
10. Avoid waste of resources in useless or inefficient operation
11. Focus attention in meeting performance criteria
12. Meet up with quality standard
13. Encourage the action necessary to maintain performance
14. Develop control system that will put out impeding problem
15. Take corrective action.
Coordinating Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges
The essence, of all coordinating effort is to increase the efficiency of the
organization in achieving the stated objectives. Effective coordination makes a
successful output in the enterprise. All objectives must be in the key area of
company performance and must be made current by constant review.
Management influences and infact determines the productivity of the
subordinates. Nwachukwu observed that the manager's attitude to work, his
quest for excellence and his continual explanation of higher standards of
excellence influences the performance of his subordinate. Nwachukwu also
states that a manager that accepts low quality or mediocre performance, or
36
appear to rationalize for employee where quality work is required, is directly
encouraging substandard performance. Effective coordination always gives rise
to the overall performance of the whole system. Proper coordination means that
job assign to people should be carried out as expected. Monitoring the set up
plan and making corrections where possible. Good coordination exists as goals
of the individual and the goals of the organization are perceived to be the same.
In this situation there is the unity of direction and purpose as everybody works
towards the attainment of a common goal. The supervisor can make or break an
employee. He is nearest to the operative, employee, and performs the linking-
pin-function. The way he relates with subordinates and the employee perceive
his influence as their satisfaction. The supervision to large extend determine
how organizational favours are distributed.
Coordinating skill needs of electricity electronics teachers for improving
workshop practice in technical colleges are as follows.
1. Proficiency in the formulation of goals adhere to given objectives.
2. Act in order to make students comply with lay down procedures
during workshop practice.
3. Create mental process to acquire knowledge on the situation
4. Create choice procedures
5. Select alternative course of action from available alternative.
6. Create implementation procedures
7. Process of making good use of electricity electronics practice.
8. Coordinate and encourage note taking
37
9. Discourage trance
10. Coordinate the project to be carried out in the workshop.
11. Coordination staff and students in the workshop
Directing Skill Needs of Electricity/Electronics Teachers for Improving
Workshop Practice in Technical Colleges
Directing is one of the most difficult friction of management, what is
being directed is human resources that are to make use of physical resources to
achieve organizational plan. The complexity of the function could be inferred
from the fact that no two human being are exactly the same. Aspirations differ,
temperament one not alike, they differ intellectually and physically. The leader
is one of them but plays different role that makes employee perceive him,
sometimes as part, over bearing and too powerful. For he can make or unmake
any of them, he is the man to instill confidence in them, promote open
communication and respect of one another and encourage high level
productivity. The extend to which all these are achieved depends on his ability
to direct effectively (Nwachukwu, 1999).
To direct, one has to know "where" or the direction that is contemplated.
It is the duty of the leader to show to others how increase in productivity will
help them in their goal, promotion wage increase and fringe benefits, unity of
direction results as the organization and employees aim at the same direction to
accomplish common objectives.
A leader is a person with power over others who exercise the power for
38
the purpose of influencing their behaviour. It is sake to say that
1. All leaders have influence
2. They provide direction
3. They help in the achievement of group goals.
Leaders characteristically "induce" or inspire other to achieve. Leader
occurs within a specific situation. In the social setting there is a person, a
position and a situation. Despite all that has been written about leadership, there
has been no consensus concerning primary role or function of leadership. The
directing skill needs of Electricity/Electronics teachers for improving workshop
practice in technical colleges include the followings:
1. Focus on ground process
2. Set up group work
3. Create an act of inducing compliance
4. Create the exercise of obeying others
5. Persuade others.
6. Create an instrument of goal achievement
7. Create an effect of interactions
8. Create differentiate roles.
9. Create need for occupational achievement.
10. Create need for self actualization
11. Supervise others
12. Direct others
13. Keep channel of communication open.
39
Review of Related Empirical Studies
Management skill is very necessary for technical college workshop
activity. The importance of management skill is to ensure effective teaching and
production in the technical college workshop. Electricity/Electronics workshop
has been identified by the following researches.
Gyallesu (2005) in a study on management skills improvements needs of
technicians for managing electronic maintenance shop in Kaduna State. The
main purpose of the study was identification of management skill, improvement
needs of technicians for managing electronics maintenance shop, identifying
organizational Skills improvement needs, determining personnel and other
personal skills required by the technician for Electricity/Electronics
maintenance shop.
The major findings of the study are organizational skill improvement
needs of the technicians for managing Electronics maintenance shop include:
(a) Ability to properly coordinate group activities.
(b) Skill in monitoring tidy and well ventilated shop
(c) Skill in the development of shop to achieve objectives
(d) Regular inspection of tools/materials and equipment in the workshop.
Personal and inter-personal skill improvement needs of technicians for
managing Electronics maintenance shop includes:
(a) Ability to communicate effectively with customers
(b) Willingness to seek advice of technicians from other shop
(c) Desire to set high standard in job performance
40
(d) Skill to evaluate personal strength and weakness.
Skill improvement needs of technicians on record keeping for effective
management of Electronics maintenance shop.
(a) Ability to correctly record when an item is brought to the shop for
repair
(b) Skill in recording price of parts/component and materials purchase.
(c) Ability to record the amount deposited by customers and the remaining
balance.
There is no doubt that the technician requires better skill for managing
electronics maintenance shop in Kaduna State. The study reveals that
management skill improvements are needed in virtually all the areas the
researcher asked questions.
In a study by Usman (1992) on identification of workshop management
and organization technique for improve teaching/learning in selected post
primary institutions in Kaduna state. The purpose of the study is to identity
facilities available in the technical workshop, provide information on
management practice to be adopted to enhance teaching/learning in the
workshop. Two hundred and twenty four (224) technical teachers teaching in
post primary institutions in Kaduna state and 69 principals of the various
selected institutions constitute the sample of the study. Questionnaire was the
instrument used for gathering data. The major findings of the study were:
Tool storage and teachers offices are the only two facilities that were
provided in all the 56 post primary institutions in the study.
41
None of the 56 post primary institutions in the survey offers its technical
programme in one workshop only.
There was significant difference in three (3) out of ten (10) management
practice that enhance teaching/learning in technical workshop between
principal and technical teachers.
There was significant difference between principal and technical teacher in
two (2) unit of nine (9) safety majors identified.
The strategy identified of improving the adequacy of workshop facilities
included a call on Kaduna state government to, as a matter of urgency,
provide technical department of her post primary institutions with basic
hand tools they need.
In a study by Iloeja (2001) on skill improvement needs by introductory
technology teachers for effective management of school workshop in secondary
schools in Imo state. The purpose of the study was to determining workshop
skills required by introductory technology teachers for efficient functioning of
the workshop. . :
Determining workshop management skill possessed by introductory
technology teachers for controlling workshop activities.
Three hundred and eighty one introductory technology teachers in
secondary school in the five educational zones in Imo state participated in the
study. Questionnaires are the instrument used for gathering data for the study.
The following findings were made:
Eleven management skills were required for effective functioning of the
42
school workshop.
Introductory technology teachers possessed less than fifty percent (50%) of
the management skills required for effective uses of workshop facilities.
More than fifty percent (50%) of the introductory technology teachers lack
required management skills to improved performance in the school
workshop.
Summary of Literature Review
The review of literature shows inefficient management skill on the part of
technical teachers whom Electricity/Electronics teachers are part of. The
literature shows that technical teachers need more management skill
improvement in order to carry out workshop practices more effectively. The
review of literature also provide an insight to what is expected of the technical
teachers and students in terms of workshop practices management skills
acquisition for more effective teaching and learning. These skills are in the areas
of planning, organizing controlling, coordinating and directing skill
improvement needs, most of the studies conducted in this area continued in
technical skill needs of Electricity/Electronic teachers and none was carried out
in the area of management skill needs. From the literature review none known
to me is specifically on management skill needs of Electricity/Electronic
teachers for improving workshop practice and this is the gap the study is set to
fill.
43
CHAPTER THREE
METHODOLOGY
This chapter describes the design of the study, area of the study,
population for the study, instrument for data collection, validation of the
instrument, reliability of the instrument, method of data collection and method
of data analysis.
Design of the Study
Survey research design was used for the study. According to Obodoeze
(2001), a survey research design is that which is carried out over a wide area
with a view of ascertaining what exist at the time of the research in their
national setting. Thus survey research design is most appropriate for this study,
since it covers a wide area and the respondents are not subjected to any external
influence in responding to the items in the questionnaire.
Area of the Study
The study was carried out in the following technical colleges of Adamawa
state; GTC Yola, GTC Mubi, GTC Numan, Bauchi state; GTC Gumau, GTC
Gadau, GTC Bauchi, GTC Azare, and Gombe state; GTC Gombe, GTC Kumo.
The study was carried out in these three states due to the fact that workshop
practice is poorly manage and coordinated in the technical colleges of these
three states Abbas, (1990).
43
44
Population of the Study
The population for the study comprised all the Electricity/Electronics
teachers in the technical colleges of Adamawa, Bauchi and Gombe States.
There are 30 electrical/electronic teachers in Adamawa, 31 in Bauchi and 20 in
Gombe.
The total population stands at 81 Electricity/Electronics teachers and the
entire population was used for the study because they are of manageable size.
Instrument for Data Collection
The instrument used for data collection was a structured questionnaire,
developed after review of available literature on workshop management and
skills. The instrument consisted of six sections A, B, C, D, E and F. Section A is
on personal data, section B identified skill improvement needs of
Electricity/Electronics teachers on planning. Section C was on skill
improvement needs of Electricity/Electronics teachers on organizing, Section D
identified skills improvement needs of Electricity/Electronics teachers on
controlling. Section E sought information on skill improvement of Electricity/
Electronics teachers on coordinating while Section F focused on skills
improvement of Electricity/Electronics teachers on directing. The questionnaire
was structured on four points scale as follows:
45
Highly Needed (HN) = 4points
Needed (N) = 3 points
Fairly Needed (FN) = 2 points
Not Needed (NN) = 1 point
Validation of the Instrument
To establish the validity of the instrument, copies of the questionnaires
were sent to three lecturers from the Department of Vocational Teacher
Education, University of Nigeria Nsukka. The instrument was subjected to face
validation by the lecturers. The validators were required to assess the
questionnaire in terms of clarity, appropriateness, and relevance in addressing
the problem under study. There suggestions and recommendations were taken
into consideration in the final draft of the instrument.
Reliability of the Instrument
The reliability of the instrument was established using test-retest method.
The questionnaire was administered twice on 20 respondents in Kaduna state.
After two weeks interval, it was administered on the same people. Pearson
products moments correlation was used to obtain the coefficient of reliability
which yielded a reliability coefficient of 0.98.
46
Method of Data Collection
The instrument was administered to the respondents by the researcher
through personal contacts and with the help of three research assistants. Copies
of the questionnaire administered to the respondents were collected back, where
that was not possible, a return journey was made after one week for that
purpose. A 100% returned rate was achieved..
Method of Data Analysis
For analyzing the research questions, mean, and standard deviation were
used. Therefore any item on management skill that obtain mean score of 2.50
and above was regarded as needed whereas any item with a mean score below
2.50 was regarded as not needed.
The hypotheses were tested using the t-test. If any item obtains a t -
calculated value greater than the t-table value, the null hypothesis was rejected
whereas if an item obtain t-calculated value less than the t-table value, the null
hypothesis was accepted. The hypotheses was tested as 0.05 level of
significance.
47
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter presents and analyses the result of this study. The data
obtained are analyzed according to the research questions and hypotheses that
guided the study. t-test was employed to test the hypotheses at 0.05 level of
significance.
Research Question 1
What are the planning skill needs of electricity/electronics teachers for
improving workshop practice in technical colleges?
Data obtained on the planning skill needs of electricity/electronics
teachers for improving workshop practice in technical colleges were
presented in Table 1.
47
48
Table 1
Mean Responses on the Planning Skill Needs of Electricity/Electronics
Teachers for Improving Workshop Practice in Technical Colleges.
S/N Item Mean SD Decision
1. Plan lesson for effective workshop practice 2.61 0.38 Fairly Needed
2. Provide materials for use in the workshop 3.10 0.52 Needed
3. Plan activities based on stated objective in the
workshop
2.90
0.44
Fairly Needed
4. Involving others for effective workshop practice 2.77 0.60 Fairly Needed
5. Knowledge of workshop safety 3.10 0.70 Needed
6. Involve students in contributing to their attainment
of the overall objectives of practical class in the
workshop
3.75
0.90
Needed
7. Plan effectively for tool storage facilities 3.25 0.65 Needed
8. Plan to ensure effective workshop management
timetable for classes
3.55
0.71
Highly Needed
9. Plan for practice, development and growth 2.95 0.38 Needed
10. Plan for effective management of workshop
resources
3.07
0.44
Needed
11. Plan for effective workshop practice to be
undertaken in the workshop
2.80 0.41 Needed
12. Plan for uncertainties they may occur during
workshop practice
3.30 0.65 Needed
13. Plan for strength and weakness of the workshop 2.60 0.30 Fairly Needed
14. Plan for identifying workshop practice procedure 2.55 0.40 Fairly Needed
15. Plan for identifying problems in the workshop 2.90 0.37 Needed
16. Plan for identifying progrmmes relating to workshop
practice
3.10
0.50
Needed
17. Plan for specific practices to be carried out in the
workshop
2.25
0.63
Fairly Needed
18. Plan for safety of lines and material resources 3.45 0.77 Needed
19. Provide First Aid Box 3.65 0.80 Needed
20. Plan to avoid workshop accidents 3.79 0.88 Highly Needed
Table 1 indicates that the respondents need planning skill for
improving workshop practice in technical colleges. Two items 8 and 20 are
highly needed, 11 items are needed while six items are fairly needed.
49
Research Question 2
What are the organizing skill needs of electricity/electronics teachers
for improving workshop practice in technical colleges?
Data obtained on organizing skill needs of electricity/electronics
teachers for improving workshop practice in technical colleges were
presented in Table 2.
Table 2
Mean Responses of Respondents on the Organizing Skill Needs of
Electricity/Electronics Teachers for Improving Workshop Practice in
Technical Colleges
S/N Item Mean SD Decision
21. Arrange equipment and tools for easy access in
the workshop
2.65 0.37 Fairly Needed
22. Arrange students into groups for effective
workshop practice
2.70 0.40 Fairly Needed
23. Apply standard common code of safety practice 3.10 0.63 Needed
24. Manage workshop resources effectively 2.95 0.44 Needed
25. Select instructional materials 3.40 0.81 Needed
26. Organized instructional materials for effective
usage during workshop practice
3.25 0.70 Needed
27. Apply instructional materials 3.30 0.68 Needed
28. Apply Classroom management 3.05 0.60 Needed
29. Build confidence in students through training a
recognition and counseling
3.50 0.75 Needed
30. Develop structure that provides for student’s
growth and challenges in the workshop
2.95 0.53 Needed
31. Supply students with adequate resources to fulfill
their responsibilities in the workshop
2.55 0.30 Fairly Needed
32. Make students work while giving them help
when needed
3.15 0.65 Needed
33. Make students know what is to be done and the
result that is expected
2.05 0.27 Not Needed
Table 2 shows that the respondents needed nine of the skills and fairly
needed three of these skills and do not need skill number 33.
50
Research Questions 3
What are the controlling skill needs of electricity/electronics teachers
for improving workshop practice in technical colleges?
Data on this research question is presented in table 3.
Table 3
Mean Responses of Respondents on the Controlling Skills Needs of
Electricity/Electronics Teachers for Improving Workshop Practice in
Technical Colleges S/N Item Mean SD Decision
34. Establish goals and standards for practical class 2.95 0.60 Needed
35. Monitor results of workshop practice and
compare them to establish standards
2.25 0.31 Fairly Needed
36. Ensure resources are effectively utilized 3.10 0.55 Needed
37. Prevent accident in the workshop 3.50 0.75 Needed
38. Evaluate different work methods such as
installation
3.20 0.60 Needed
39. Evaluate different tools and equipment in the
workshop
2.30 0.44 Fairly Needed
40. Evaluate different conditions of work 2.80 0.58 Fairly Needed
41. Estimate and allocate costs 2.14 0.30 Fairly Needed
42. Determine when and if a problem arises 2.30 0.36 Fairly Needed
43. Avoid wastage of resources in useless or
inefficient oper