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FACTORS WORKING AGAINST STUDENT PERFORMANCE IN INTRODUCTORY TECHNOLOGY

FACTORS WORKING AGAINST PERFORMANCE IN INTRODUCTORY TECHNOLOGY

ABSTRACT

It is disheartening to say that, until recently, introducers and acquirers paid no attention to introductory technology education. Many people believed that introductory technology education was useless and thus it was not recognized.

Today, introductory technology has piqued national interest because it serves as the foundation for each nation’s technological development. On this basis, the researcher investigated the factors influencing ents’ performance in Introductory Technology at the Junior Secondary School level in Nigeria, using Calabar, Cross River State as a case y. Twenty-one Introductory Technology teachers were sampled at random during the research process. The work was guided by , it was monitored, and the data was analyzed.

According to the research findings, the most endemic problems militating against ents’ performance in introductory Technology are a lack of training facilities, a shortage of technical teachers, inadequate finding, a broad curriculum, and poor recognition and remuneration, as well as ineffective guardian and counseling services.

Following that, conclusions and recommendations for the problems were provided.

CONTENTS TABLE

CHAPTER ONE

INTRODUCTION

1.1 Background of the Research

1.2 Formulation of the Problem

1.3 The Study’s Objective

1.4 Importance of the Research

1.5 Questions for Research

Delimitation (1.6)

1.7 Disadvantages

1.8 Theoretical Assumptions of the Study

CHAPTER TWO

REVIEW OF RELATED WORKS

2.1 The Historical of Technology and

Nigerian Curriculum Innovation

2.2 The UNESCO Report

2.3 Policy formulation and implementation

2.4 Financial Need for Affiliation and Self Actualization

2.5 Review of Summary

CHAPTER THREE

OLOGY

3.1 The Look and Feel

3.2 The Field of Study

3.3 The Population

3.4 Reference

3.5 Samples for the Research

3.6 Sampling Methodology

Instrument for Data Collection 3.7

3.8 The Instrument’s Validity and Reliability

Questionnaire administration (3.9)

3.10 Data Analysis Methodologies

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

CHAPTER FIVE

RECOMMENDATION, CONCLUSION, AND SUMMARY

5.1 Executive Summary

5.2 Implications of the Study

5.3 Final Thoughts

Recommendations (5.4)

Reference

 

CHAPTER ONE

INTRODUCTION

1.1 INTRODUCTION TO THE STUDY

is the panacea for any nation’s technological advancement. The progress of any nation is heavily reliant on its technological know-how. The National Policy on (1977), revised (1981), recommended expanding technical institutions in the country in recognition of the fact that only technological education can free us from the western economic and technological slavery. In 1979, all secondary schools in the country were required to offer Introductory Technology as one of the compulsory subjects at the Junior Secondary School Level, alongside other subjects.

Prior to the implementation of the 6-3-3-4 system, the curriculum in our schools was too academic, theoretically oriented, and failed to address the needs and aspirations of the nation. The system produced job seekers rather than job creators.

The 6- 3- 3-4 system emerged in 1982 as a result of the search for a functional curriculum that would address the nation’s needs and desires. The curriculum includes pre-vocational subjects such as introductory technology, as well as Home Economics and Business , which are required in Junior Secondary Schools.

As an integrated subject, introductory technology included woodwork, metal work, basic electricity/s, building construction, technical drawing, plastic and rubber technology, and auto/mechanical work. Introductory technology lays the groundwork for the acquisition of fundamental technological skills and knowledge. The skills and knowledge gained at this level will prepare ents to be self-sufficient if they are unable to continue their education beyond the Junior Secondary School Level.

“The new system would ensure that the basic foundation is easily laid for the acquisition and utilization of knowledge and skill on which the country’s technological program would continue to rely,” Nnadi (1988) writes. The program is intended to usher Nigeria into the technological new world order.

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

Not only are material resources in short supply, but so are and ideologies.

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

1.2 DEFINITION OF THE PROBLEM

After graduating from the Junior Secondary School Level of , ents rarely exhibit simple technological skills, and thus fail in the majority of the challenges they face in the labor market. Lack of tool knowledge and poor workshop arrangement, lack of competent instructor, poor guidance and counseling, and a large curriculum are all factors that work against ents’ performance in Introductory Technology at the Junior Secondary School Level.

The following questions are addressed:

1. What impact does the curriculum have on the performance of ents in Introductory Technology?

2. What effects do the available resources for teaching introductory technology have on the ents?

3. What impact does the motivation of technical teachers have on ents’ performance in Introductory Technology?

4. How does effective guidance and counseling affect the performance of Introductory Technology ents?

1.3 OBJECTIVE OF THE STUDY

The y’s purpose is to investigate the factors influencing ents’ performance in introductory technology at the junior secondary school level in the Calabar Municipal Council Area of Cross River State. More specifically, the y tends to:

i. Identify the factors that contribute to ents’ poor performance in Introductory Technology.

ii. Evaluate the state of technical teachers’ services.

iii. Address the need for school-based ent guidance and counseling.

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

1.4 THE IMPORTANCE OF THE STUDY

The y’s findings will make education policymakers in government, school administrators, room teachers, industries, and society at large aware of the problem of ents’ poor performance in introductory technology in the Junior Secondary school level of education, which, if not addressed carefully, can stymie the country’s technological advancement.

The y’s findings will assist technological teachers in adjusting and correcting their flaws, as well as improving on their previous efforts for improved performance.

Most importantly, ents will greatly benefit from the findings of this y in that they will seek appropriate counseling for purposeful progress in their respective career paths in life.

Finally, the findings of this y will be extremely beneficial to aspiring technical education teachers.

1.5 QUESTIONS FOR RESEARCH

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

2. What resources are available in Nigerian secondary schools for teaching and learning introductory technology?

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

4. What efforts are school administrators and the government making to encourage technical teachers to participate effectively in Nigerian schools?

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

1.6 SCOPE

This y’s findings were confirmed to twelve (12) secondary schools in Cross River State’s Calabar Municipal Area.

Three of the twelve schools are private, while the other nine are government-run secondary schools.

1.8 THE STUDY’S ASSUMPTIONS

It was guaranteed with genuine attestation to this y that:

i. The information gathered from respondents is authentic and genuine.

ii. The teachers who participated in the y are ideal respondents.

iii. The computation for data analysis is correct.

iv. The population sample used is large enough to be representative of the total population given the limited time available.

 

 

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FACTORS WORKING AGAINST PERFORMANCE IN INTRODUCTORY TECHNOLOGY

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