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Kindergarten 1 25 1:25 5

Primary 1 35 1:35 6-12

Junior Secondary 1 35 1:35 13-15

Post Basic Education (Senior 1 40 1:40 16 and
Secondary, higher school, 1 10 1:10 above
continuing education)
Variable
Special Schools

Practical Class in Technical 1 20 1:20 15 and
Colleges above

Table 1 reveals the expected standards for teacher-pupil ratio for Pre and Post Basic
Education levels in Nigeria. Unfortunately, most Nigerian private and public schools
experience overcrowded classrooms. This makes science delivery in schools, especially
Basic Science and Technology instruction rarely productive. Instruction is expected to be
delivered using hands-on and meaningful activities. Teachers’ instructional tasks become
more complicated. To control the class for students’ success is a difficult task. Teacher
eventually results into using a convenient method which will help him cover his ‘iniquity’
but may not be students’ friendly.

The challenge of overcrowded classroom is a great disadvantage to both the teacher
and the learners.In 4-Year Strategic Plan for the Development of the Education Sector (2011-
2015), Honourable Minister for Education, Professor Ruqayyatu Ahmed Rufa’I reported that
an average teacher-pupil ratio in Nigerian schools is 1:75 whereas UNESCO recommended
1:35. The situation is even worst with Basic Science and Technology classes. In most cases,
probably because of lack of adequate number of professional Basic Science and Technology
teachers, the number of students offering the subject (because it is a compulsory subject for
all students) coupled with inadequate facilities (lack of classrooms and laboratory), teacher-
pupil ratio is higher and sometimes up to 1:100 most especially in public schools. The subject
will be too overloaded with much work for the teacher, he will not use the appropriate
methodology; will always like not to engage students in practical or meaningful activities,
students are deprived of the development of right type of knowledge and skills needed for
individual and national developments. These among others are the effects of large class size

Challenge from Education Policies in Nigeria

The Nigerian constitutions of 1979 and 1989 clearly spelt of the educational objectives in
Chapter 11, section 19 (1-3). It states among other things that:-

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a. Government shall direct its policy towards ensuring that there adequate educational
opportunity at all levels.

b. Government shall promote science and Technology
c. Free compulsory and universal primary education
d. Free secondary education
e. Free university education and many more.

All these exist only on paper as only very few states in Nigeria have adopted these
educational objectives of the Federal Government.

According to Rising Sun TV News (30th June, 2017) Nigeria currently has over 12
million children are out of school. Out of the 12 million, 10 million are from the north whilst
Kano state alone has 3 million beggarsin spite of the various educational policies churned out
by previous administrators to address the challenges of education in the country. Another
problem with the Nigerian education policy stems from the fact that professionals are not
carried along when education policy is being handled. For instance in the appointment of
education policy is being ministers, stakeholders in education sector like Nigerian union of
teachers (NUT), academic staff union of universities (ASUU), Association of vice
chancellors of polytechnics (ASUP), Association of vice chancellors of Nigeria Universities
(AVCNU) are rarely consulted or carried along for their inputs, instead political parties and
politicians take upper hand in nomination and appointment of the Minister.

Comparative analysis of the education system of china and Nigeria

Nigeria patronizes and promotes China products over time. Nigeria as a nation has
been engaging China as foreign investors which have contributed significantly to Nigerian
economy and survival of individuals. The relationship that exists between China and Nigeria
in years past, exponential scientific and technological advancements of China make it
germane and attracts a scholarly study on how and why of her growth and development?
Why is it that, Nigeria remains one of the developing countries for decades though with a big
name “giant of Africa”? It is at this juncture that an intelligent examination of the education
standard of other country with a view to adapting any change where necessary should be a
concern. The case study in this paper is China.

Education in China is a state-run system of public education supervised by the ministry of
education. During the 1979-83, the government acknowledged the “9-3-4” system, which
means 9 years of basic education from primary to secondary, 3 years of senior secondary
education and 4 years of higher institution (Education in China, from Wikipedia, the free
encyclopedia).

The law made it compulsory that all citizens must attend school. From primary to junior
secondary schools were to be tuition free and reasonably located for the convenience of
children that attend primary schools in their neighborhood or villages. Parents, however pay
small fee per term for books and other expenses such as transportation, food and heating.
Chinese government has achieved a very high degree of enrollment since then.

At secondary school level, the educational reforms introduced stratification into four
types of secondary schools:-

1. Key-point middle schools
2. Non-key general or ordinary middle school
3. Specialized technical secondary school

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4. Vocational schools

In 1986 the central government sent teachers to under-developed regions of China to train
local school teachers. These schools however, were unable to supply the number of teachers
needed to attain modernization goals through 1990 (Education in China, from Wikipedia, the
free encyclopedia, retrieved 6th march 2017). The table below presents an overview of

educational system in China.

Schools in China

The Primary education school system in China lasts 6 years and it is intended for
children aged 6-12. After completing this level, children move to Junior Middle School also
known as chuzhong in China (Junior High School) which lasts for three years. After the
completion of junior (lower) middle school, students can choose to enter either general
(academic) senior secondary school or vocational senior secondary school. Vocational senior
secondary programs last 3 or 4 years. Senior secondary school is known as gaozhong and
vocational senior secondary school is known as zhongzhuan. Tertiary institution to obtain
Bachelor’s Degree also known as xueshi xuewei, runs through programs requiring 4 to 5
years of study, depending on the field of study. For Master Degrees, it is awarded upon
completion of programs requiring 2 to 3 years of education, depending on the major field of
study. Candidates may not be older than 35 years of age. The completion of a Master Degree
is required for admission to a doctoral program. Doctoral programs take 3 to 5 years to
complete. It is also possible to take a combined master’s /doctoral program in which students
are directly admitted to the doctoral programs upon completing the master’s program.
Students are not awarded a master’s degree in the combined program and are awarded with a
doctoral degree at the end of the program. This type of combined program is called shuobo
liandu in China (Classbase, online education database).

Repositioning Educational System of Nigeria: Analysis from China’s Educational
System

The two countries (Nigeria and China) believe that education is a major tool to eradicating
social ill. They rolled out policies to help them achieve as they have worked for so many
other countries. However, the policy implementation may have differed and the nationalistic
driving spirit may not be the same. In terms of financing education in Nigeria and China,
there has been a steady rise in the educational financing in China and a staggering up and
down style of financing in Nigeria.

Ozigi (2009) argued that no organization could carry out its functions effectively
without adequate financial resources at its disposal. Adedayo (2010) argued that although
enrolment is increasing at the primary, secondary, and tertiary levels of Nigeria educational
system, government’s expenditure is decreasing proportionately. He observed a sharp drop in
the total capital expenditure and remarked that this might not have been unconnected with the
economic depression which was compounded by the structural adjustment programme. The
UNESCO minimum standard for education funding is set at least 26% of the national budget.

From ongoing, for Nigerian community to have a definite breakthrough in science
and technology, Basic Science and Technology at all levels of her education should be give
priority and adequate attention in terms of planning, administration and supervision. Most
importantly, larger percentage of national budget should be directed towards achieving
science education goals especially at primary and secondary school levels like China. The

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curriculum should reflect hands-on for children to be more creative and inventive in their
daily classroom discoveries.

Similarities between Nigeria and China Systems of Education

1. Both Nigeria and China have nine years of compulsory education from primary
school to junior secondary school.

2. Both countries have same entry level of between 5 to 6 years into primary school and
12 to 15 for junior secondary school.

3. The control of educational system in both countries is in the hands of federal ministry
of education though with a little difference local authority in China has a great input
to the development of education in the local community.

Differences between Nigeria and China Systems of Education

1. In Nigeria education system, there was a change from 6-5-4 to 6-3-3-4 to 9-3-4 and
now 1-6-3-3-4 system of education. In China, it has been known as 9-3-4 system of
education since 1985 and they are not thinking of changing the policy instead, they
think of strengthening it.

2. In China, the junior secondary is popularly called the middle school but in Nigeria, it
is called the junior secondary school.

3. In China, at the middle school (junior secondary level), science is offered as Physics,
Chemistry and Biology while in Nigeria, at junior secondary school level (middle
school), science is offered as Basic Science and Technology not as separate science
subjects.

4. In Nigeria, education system is free from primary to secondary schools in few states
in the government owned school though boarding fees, uniform fees and textbooks
are to be paid for. In China, primary school to junior secondary school in government
schools is free all through although uniform fees, feeding fees, heating and transport
fees are paid by parents.

5. In terms of budgeting for education, China has maintained one percent steady rise in
the budgetary allocation to education since 1979, but in Nigeria there has been a lot of
rising and falling style of funding.

6. In Nigeria, private schools are more in number and people attend private schools
more than public schools especially in primary and secondary schools. In China
private schools are seen as backup and not the bane of educational existence and
universities are state owned and controlled. It is only in primary and nursery level of
education t hat one hears of privately owned school in China.

7. In China, there is devolution of management which gave local government more
powers to develop basic education. In Nigeria, the development and management of
basic education is that of the state and federal government thereby reducing the job of
the local government to mere nothing?

Recommendations

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Basic Science and Technology in schools form basis for studies in various science and
technology and related fields that contribute majorly to sustainable national developments.
On this note, it is strongly recommended that:

1. Nigerian government should collaborate with developed nations with a view to
improving her standard of education for sustainable national development.

2. Higher schools should review their criteria for admission to reflect high standard for
candidates applying to study Science Education programmes, especially Basic
Science and Technology programme.

3. More teachers should be employed to face the challenge of overcrowded classrooms.
4. Adequate facilities to achieve the stated objectives and produce teachers of high

quality and expectations should be supplied to training institutions by the government
on regular basis.
5. Government should appoint the qualified education experts (trained teachers) since
they are trained to implement the curriculum for national development.
6. Public primary and secondary schools infrastructural developments and capacity
building programmes should attract more percentage from national budget and
government should be more committed to realize this task.
7. Well equipped Basic Science and Technology laboratory should attract both State and
National project across primary and secondary schools nationwide for sustainable
national development.
8. Effective quality control measures should be put in place at all levels of education.

Conclusion

This paper discusses challenges of training science teachers for Sustainable National
Developments, quality assurance as a major challenge of Nigeria’s Educational System, the
challenge of teacher/pupil ratio, science education reforms in China. Looking at the history
of education system and placing it side by side with the current state of Nigeria educational
system, it is obvious that the standard of education in Nigeria is depreciating, government
and individuals are confused. Some individuals who passed through the Universal Primary
Education would know better that the current system, be it 6-3-3-4 or 1-6-3-3-4 system of
education is yet to cure the problems in the sector. Then, a form six student can write
advance level (A ‘Level) examination and were automatically admitted to 200 level of a three
year program in the university, except for medicine. Regular change in educational policy as
reflected in the present system in Nigeria can be said is one of the contributing factors to the
challenges facing education standards.
References

Adedayo, O.A.(2010) “Finance in Education; how it affects the inspectorate” paper presented
at the seminar/workshop for federal and state inspectors, principals and teachers held
at the administrative staff college of Nigeria (ASCON) top O, Badagry October, 6-14.

Economic Section, United States Embassy in Nigeria (2012).Nigeria Education Fact
Sheet.http://nigeria.usembassy.gov

Education in China. Wikipedia, the free encyclopedia retrieved 6th March, 2017.
http://en.wikipedia.org/wiki/educationinchina

Federal Ministry of Education (FME) (2004).National Policy on Education.Yaba, Lagos:
NERDC Press.

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Federal Ministry of Education (FME) (2013).National Policy on Education.Yaba, Lagos:
NERDC Press.

Nigeria Tribune Thursday, June 21,2012

Ozigi, A. O. (2009).An introduction to the foundations of education.Lagos :Macmillian
Nigeria Publishers Limited, 70-73

The Cry of the Almajiri (Part 1) (Must Read). (Rising Sun TV News, 30th June,
2017).https://risingsuntvnews.wordpress.com/2017/06/30

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Assessment of Teacher Education Programme in Functional Universal
Basic Education in Zaria Local Government Area, Kaduna State

Shehu Uthman EL-YAKUB, (Ph. D)
&

Aminu Sambo, (Ph.D)

Department of Teacher Education,
Institute of Education,

Ahmadu Bello University,
Zaria

Abstract
The researchers assessed the teacher education programme in motivating functional
universal basic education in Zaria Local Government, Kaduna State. The study was
conducted using two objectives which were translated into research questions and
hypotheses. Descriptive survey design was adopted with 340 populations using the sample
size of 196, respondents were randomly selected. The instruments used for data collection
was questionnaire titled, “Assessment of Teacher Education Programme in Functional
Universal Basic Education Questionnaire.” Frequency and simple percentages were used for
descriptive analysis and Chi-squire was used for inferential analysis. The findings of the
study revealed that: there is no significant difference in the extent to which teachers recruited
produced by teacher education institutions for functional Universal Basic Education
Programme in Zaria Local Government, Kaduna State. This further confirmed that despite
the fact that there was massive recruitment of teaching staff for the functional Universal
Basic Education Programme, the opinion of the respondents still shows that most of the
teachers recruited for functional Universal Basic Education Programme were not trained by
teacher education training institutions in the study area. It was recommended among others
that recruitment of teachers for functional Universal Basic Education programme should be
done considering those graduated from teacher training institutions in order to give the best
they can to the schools in question.

Key points: Assessment, Teacher Education and Motivation

Introduction

The possibility for all education to be functional relies heavily on the quality and
quantity of teachers expected in the relevant field of studies. Therefore, with the global
emerging trends that necessitated a call for effective training and retraining of teachers who
will implement educational programmes, attention should be focused on the quantity and
quality of teachers produced to implement the Universal Basic Education Programme in line
with the current trends of events and globalization.

Teacher quality encompasses: knowledge of substantive curriculum area content;
pedagogical skill, including the acquisition and ability to use a repertoire of teaching
strategies; reflection and ability to be self-critical, a hallmark of teacher professionalism;
empathy and commitment to the acknowledgement of the dignity of others; and management

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competence, as teacher assures a range of managerial responsibilities within and outside the
classroom to compete with the present and future curriculum challenges (Offorma, 2011).

Teacher education programmes shall be structured to equip teachers for the effective
performance of their duties (FRN, 2013). Part of it is production of a quality teacher that will
effectively implement school curriculum at any level of school system with view to
imparting functional knowledge to the learners. Nigeria should make more positive progress
in the education of its citizens in order to move along the present development in education
globally. Teacher education is part of the learning process that concerns itself with acquiring
skills in teaching profession which enhances better ability for the teacher to carry out his
profession in the most effective manner. Teacher- training institutions have been criticized
for their inability to produce teachers who are properly grounded in pedagogy and content for
functional education for better Nigeria. (Ololube 2006, Obanya 2016).

Statement of the Problem

Universal Basic Education is a programme that aimed at addressing problems of
access, quality and equity in primary and junior secondary schools. It is a 9-year educational
programme of six years duration for the primary segment and three years of junior
secondary. These two levels of basic education are universal free and compulsory for all
Nigerian children aged 6 to 15. It is with the hope to fulfill the nations’ commitment to
education for all (EFA) by the year 2015 and the MDGS. Thus, the success of this
programme can only be achieved with adequate provision of infrastructure, adequate
provision of instructional material, effective instructional supervision among other
provisions.
The Universal Basic Education programme still needs of about 40,000 qualified teachers due
to population increase (N.U.T. news and events, 2007, and road map to Nigerian education
sector, 2009). The teachers of Universal Basic Education also appear to be discontented with
their remuneration and conditions of service. With these existing problems, the free and
compulsory idea attached to the programme may seem to be only a paper work and the
realization of which can be difficult.

In view of the aforementioned problems, the researchers intended to carry out this
study on the Assessment of Teacher Education Professional development in enhancing
Functional Universal Basic Education Programme in Zaria Local Government, Kaduna State
to see the extent to which teacher education institutions produced teachers for the
achievement of functional Universal Basic Education Programme in Zaria Local
Government, Kaduna State.

Objectives of the Study

The objectives of this study are to:
1. determine the extent which teachers trained by teacher education institutions have
contributed to the achievement of functional Universal Basic Education Programme
in Zaria Local Government, Kaduna State; and
2. examine the quality of teachers produced by teacher education institutions for the
achievement of functional Universal Basic Education Programme in Zaria Local
Government, Kaduna State.

Research Questions
The following research questions are put forward to guide this study:

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1. what is the extent to which teachers trained by teacher education institutions
contributed to the achievement of functional Universal Basic Education Programme
in Zaria Local Government, Kaduna State?

2. to what extent do the teacher education institutions produced quality teachers for the
achievement of functional Universal Basic Education Programme in Zaria Local
Government, Kaduna State?

Null Hypotheses
The following are the hypotheses for this study:

1. there is no significant difference in the extent to which teachers trained by teacher
education institutions contributed to the achievement of functional Universal Basic
Education Programme in Zaria Local Government, Kaduna State; and

2. there is no significant difference in the extent to which the teacher education
institutions produced quality teachers for the achievement of functional Universal
Basic Education Programme in Zaria Local Government, Kaduna State.

Methodology

Descriptive survey design was adopted to assess the Teacher Education Programme
in Achieving Functional Universal Basic Education Programme in Zaria Local Government.
A survey design is descriptive in nature. According to Babo (2015) in Ary, Lucy and
Razavieh (2002), a survey design is used to obtain information concerning the current
position of a phenomenon. The population of this study consists of 13 quality assurance
officials and 327 junior secondary school teachers from 13 junior secondary schools within
Zaria Local Government Education Area, Kaduna State. The total population figure is three
hundred and forty (340). The sample size used for the conduct of this study was one hundred
and eighty three (183) junior secondary school teachers and thirteen (13) quality assurance
officials across the thirteen (13) junior secondary schools from Zaria Local Area, Kaduna
State. The total sample size is made up of one hundred and ninety six subjects (196). This is
based on the recommendations of sample size scale preferred by Research Advisors (2006).
However, all the thirteen quality assurances were selected from each sampled school and the
respondents from the teachers were distributed using proportionate sampling across the
thirteen junior secondary schools in the study area.

Assessment of Teacher Education Programme in Motivating Functional Universal
Basic Education Questionnaire was used for data collection. Thus, the questionnaire was
designed with 20 items using four (4) points modified Likert scale (using SA (Strongly
Agree), A (Agree), D (Disagree) and SD (Strongly Disagree)). The face and content
validation of the instrument was done by senior lecturer and associate professor in the
Teacher Education Department, institute of Education and the Department of Educational
Foundations and Curriculum Ahmadu Bello University, Zaria respectively. The instrument
was pilot tested and found reliable with 0.78 reliability index.

The researchers visited the schools under the study on different days where they
formally introduced themselves and took permission for the administration of the research
instrument. Having gotten permission from the schools under study, the researchers went
ahead and administered the instrument with the assistance of three (3) research assistants, the
respondents were served with the questionnaire the researchers waited for some time before
they fill the instrument given to them and explanations were made to some respondents who
showed the need for clarification. The data was collected within the period of two weeks and
prepared for analysis. After collection of data from the subjects, descriptive statistics of

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frequency and simple percentages were used in answering the research questions while
inferential statistics of chi-squire was employed for hypothesis test in order to make
judgment. The choice of Chi-squire was due to the fact that the data generated was ordinal
and discrete in nature and that the researchers had two groups of respondents.

In order to answer the research question descriptive statistical analysis was done
using frequency and simple percentage. Justification for using Chi square ,The data for this
study is in frequency counts of Strong Agree, Agree, Disagree and strongly disagree, hence
to determine if differences exist in the set of items that test a research hypothesis, the
appropriate tool is the chi square statistics, hence the use of it to test the two null hypotheses.

Null Hypothesis One: The null hypothesis state that there is no significant difference in the
extent to which teachers recruited produce by teachers education institutions for functional
Universal Basic Education Programme inn Zaria Local government, in Kaduna state.

Table 1: Chi square statistics on the difference in the extent to which teachers recruited
produce by teachers education institutions for functional Universal Basic Education
Programme inn Zaria Local government, in Kaduna state. (n= 196) (expected
counts are printed below observed counts in parenthesis)

Variable SA A D SD Total X2 Df X2 p

computed critical

Extent to 345 528 554 533 1960 355.183 27 40.11 0.000
which (34.5) (52.8) (55.4) (53.30)
teachers
produce
functional
UBE
programme

P=0.00, X2 computed > X2 critical at df 27

Results of the X2 statistics showed that there is significant difference in the extent to
which teachers recruited produced by teachers’ education institutions for functional
Universal Basic Education Programme inn Zaria Local government, in Kaduna state. This is
because the computed chi square value of 355.183 is above the chi square critical value
(X2 table ) of 40.113 at df 27, and the computed p value of 0.000 is lower than the 0.05
alpha level of significance. Therefore the null hypothesis which states that there is no
significant difference in the extent to which teachers trained by teachers education
institutions for functional Universal Basic Education Programme in Zaria Local government,
in Kaduna state, is hereby rejected.

Null Hypothesis Two: The null hypothesis state that there is no significant difference in the
extent to which teacher Education institutions produced quality teachers for the achievement
of functional Universal Basic Education Programme inn Zaria Local government, in
Kaduna state .

Table 1: Chi square statistics on the difference in the extent to which teachers recruited
produce by teachers’ education institutions for functional Universal Basic
Education Programme in Zaria Local government, in Kaduna state.

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(n= 196) (expected counts are printed below observed counts in parenthesis)

Variable SA A D SD Total X2 Df X2 P

computed critical

Extent to 144 253 775 789 1960 184.804 27 40.113 0.000

which (14.40) (25.30) (77.50) (78.80)

institutions

produce

Quality

Teachers for

achievement

of functional

UBE

programme

P=0.00, X2 computed > X2 critical at df 27

Results of the X2 statistics showed that the significant difference in the Extent to
which institutions produce Quality Teachers for achievement of functional UBE programme
in Zaria Local government, in Kaduna state. This is because the computed chi square value
of 184.804 is above the chi square critical value of 40.113 at df 27, and the computed p
value of 0.002 is lower than the 0.05 alpha level of significance. Therefore the null
hypothesis which state that there is no significant difference in the Extent to which
institutions produce Quality Teachers for achievement of functional UBE programme in
Zaria Local government, in Kaduna state., is hereby rejected.

Summary of the Major Findings
The null hypothesis one showed that significant differences exist in the extent to

which teachers recruited produce by teacher education institutions for functional Universal
Basic Education Programme inn Zaria Local government, in Kaduna state.( P=0.00, X2
computed > X2 critical at df 27). In the same vein, the null hypothesis one showed that
significant differences exist in the extent to which quality teachers are produced by teachers
education institutions for achievement of functional Universal Basic Education Programme
inn Zaria Local government, in Kaduna state

Discussion of Findings

The finding indicated that significant difference in the extent to which teachers
recruited produced by teacher education institutions for functional Universal Basic Education
Programme in Zaria Local Government, Kaduna State. This further confirmed that despite
there was massive recruitment of teaching staff for the functional Universal Basic Education
Programme; the opinion of the respondents still showed that most of the teachers recruited
were not produced by teacher education training institutions in the study area.

The second finding showed that, significant difference exist in the extent to which
teacher education institutions produced quality teachers for the achievement of functional
Universal Basic Education Programme in Zaria Local Government, Kaduna State. Thus, the
descriptive result further revealed that, teachers produced by teacher training institutions
have better skills of instructional delivery; facilitate the pedagogical tasks of child upbringing
among other positive contributions, but it was however discovered that Teacher training
institutions do not assist teachers to acquire skills for information and communication
technology in the study area.

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Conclusion

Based on the research findings, the researchers concluded that despite there was
massive recruitment of teaching staff for the functional Universal Basic Education
Programme, the opinion of the respondents still showed that most of the teachers recruited
for functional Universal Basic Education Programme were not produced by teacher
education training institutions in the study area and that the teachers produced by teacher
training institutions have better skills for instructional delivery; facilitate the pedagogical
tasks of child upbringing among other positive contributions, but teacher training institutions
do not assist teachers to acquire skills for information and communication technology in the
study area.

Recommendations

Based on the research findings and what have been concluded, it was recommended as
follows:

1. the recruitment of teachers for functional Universal Basic Education programme
should be done considering those graduated from teacher training institutions in order
to give the best they can give to the schools in question; and

2. efforts should be made by stakeholders to ensure effective and punctual, training of
pre-service and in-service teachers on the use of information and communication
technology in teacher education institutions in order to keep them abreast with
modern challenges.

References

Babo, B. (2015) Assessment of social studies curriculum implementation in junior secondary
schools in Yobe State, Nigeria.(Masters Thesis) Zaria: Ahmadu Bello University.

Federal Government of Nigeria (2013). National Policy on Education. Lagos: NERDC

Obanya, P. (2014). The dilemma of education in Africa. Ibadan: Heinemann Educational
Books.

Offorma, G. C. (2011). Re-engineering teacher education in Nigeria for quality service
delivery. Journal of educational studies and research, 6(2), 1-14

Ololube, N. P. (2006). Teachers instructional material utilization competencies in secondary
schools in sub-saharan Africa: Professional and non-professional teachers’ perspective.
Conference proceedings of the 6th International Educational Technology Conference
EMU, 19-21 April 2006 North Cyprus.

Research Advisors (2006). Sample Size Scale. Retrieved from the internet on 25th August,
2015 via http://research-advisors.com.

Educational Benchmark in Business Education: A panacea for Sustainable
National Development in Nigeria

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Muhammad Murtala Bala, (Ph.D)

School of Vocational and Technical Education,

Department of Business Education
Sa’adatu Rimi College of Education,

Kumbotso Kano, Kano State, Nigeria

[email protected], 08028813287

Abstract
This paper looked at the Educational Benchmark in Business Education with a view to
establishing how instrumental is it attaining sustainable national development. It discussed
about the concept of education Benchmarks, Concept of Sustainable National Development,
education and sustainable national development, Business Education for sustainable
national development, as well as, benchmarks in business education. Conclusion was also
drawn as to the importance of standard business education a tool for sustainable national
development. Finally, recommendations were made one of which was to employ only
qualified business educationist in teaching business education courses.

Keywords: Benchmarks Business Education, Sustainable National

Introduction
The setting of educational programme has a lot to do with the objectives its meant to

achieve, different educational program have diverse goals and objectives however, all are set
to the attainment of national educational objectives in Nigeria, the educational goals are set
to aid the attainment of national objectives. The fact that educational objectives are about
attainment of national objectives, it is worth noting that its guarded by some boundaries,
regulations and designed content which are otherwise referred to as minimum standard.
These are Standards which serve as yardstick or a set of standards use as a point of reference
for evaluating performance or level of quality. The desired standard is what is referred to
Educational Benchmark.

Business education according to National Policy on Education is that aspect of
technical education which train individuals about skills a for self-reliance and self-
employability. Business Education program is offered at Secondary School lever, N.C.E,
degree, Masters, and even the terminal degree (PhD) level. Hence, is a well designed
programme with a set standard, objectives as well as entry requirements at different levels.
Both the Standard and the objectives of the programme are geared towards attainment of
national educational objectives and ultimately the attainment of National Objectives.

Discussion of the contemporary issue of Sustainable national development however,
is not out of place whenever the issue of National objectives in Nigeria is discussed. The
Sustainable National Development according to Wikipedia is the principle of for meeting
human development goals while at the same time sustaining the ability of natural resources
and ecosystem services upon which the economy and society depends. Sustainable
development could therefore seen as the effort of developing the feature without jeopardizing
present.
It is on the basis of the variable so far discussed that this paper want look on how could
benchmark of business education curriculum if attained would help in achieving sustainable
national development in Nigeria.

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Educational Benchmarks
Benchmark originally referred to a mark made on a wall or building by a surveyor for

use as a reference point. The word still retains that meaning, but nowadays you’re more
likely to hear it used in a figurative sense to describe a standard used to measure the worth of
something. A particular item is selected as a benchmark, and other similar items are
compared to the benchmark. A popular sitcom may be the benchmark other shows are judged
against. (Vocabulary.com)
In education, benchmark refers to an assortment of evaluation tests administered throughout
the school year in order to find out whether or not students are meeting specified academic
standards. Benchmarking is instrumental in measuring students’ academic growth and in
designing custom curriculum to reach each student's learning needs. Dana (2016) asserts that
Benchmarking in education occurs when measurable standards are set for learning. For
example, benchmarks might be set for the concepts that must be mastered in each grade.
They might also be used to see where a particular student, class, or even school ranks in
comparison to others. Benchmark could also be seen as something that can be measured and
used as a standard that other things can be compared with.

Concept of Sustainable Development
The concept of sustainable development can be interpreted in many different ways,

but at its core is an approach to development that looks to balance different, and often
competing, needs against an awareness of the environmental, social and economic limitations
we face as a society. All too often, development is driven by one particular need, without
fully considering the wider or future impacts. We are already seeing the damage this kind of
approach can cause, from large-scale financial crises caused by irresponsible banking, to
changes in global climate resulting from our dependence on fossil fuel-based energy sources.
The longer we pursue unsustainable development, the more frequent and severe its
consequences are likely to become, which is why we need to take action now. Sustainable
development is development that meets the needs of the present, without compromising the
ability of future generations to meet their own needs.

Education Versus sustainable National Development
Education remains the instrument for effective national development. Development is

championed through education, which is often assumed to have significant influence,
Education entails the enlightenment of people in their ways of pursuit in life. Development is
associated with a positive change in the condition of either individual groups, communities or
even a country as a whole. (Umoh, 2005).

Education and sustainable national development are interwoven, intertwined, and
interconnected. While on the one hand, development is geared towards producing or creating
something new or more advanced for the society and its members. On the other hand,
education is a tool which can enhance the desired sustainable development. Umoh, 2005
therefore, refers education and sustainable development as two sides of the same coin.

The fact that education and sustainable development show glaring connectivity
probably explained why scholars emphasized the need for education for the purpose of
achieving the desired sustainable development. Ebong (1996), sees education as a systematic
procedure for the transfer and transformation of culture through formal and informal training
of people in the society. He stated that education deals with mental, physical, psychological
and social development of the citizens in a given society. He further stated that “the goal of
education in man power development is aimed at national growth and development” (Ebong

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1996). For any country therefore, to attain sustainable national development, he concluded
that “there is need for skilled man power and those skills required are basic ingredients for
national development and can only be acquired through education” (Ebong 1996).

Education provides consciousness, awareness and enlightenment to individuals in
order to properly pursue their aspirations and yearnings, It is also mentioned by Olubadewo
(2006) that it is only educated population that can command skills necessary for sustainable
economic growth and a better quality of life. Sustainable national development may therefore
be seen as the target goal since it is meant for the society and its members; education
however remains the instrument for achieving and attaining the target goal. In view of the
foregoing, education seems to be one of the determinants of whether sustainable national
development could be achieved or not and therefore, the need for a well structured
educational system that will enhance the achievement of the aforementioned development.

Benchmarks in Business Education Programme
Like any other area of educational pursued, business education programme has it’s

benchmarks standard which of enshrined in prepared document i.e National Commission for
Colleges of Education (NCCE) Minimum Standard for NCE Programme or benchmark
minimum standard by National Universities Commission for University based programme as
the case may be. It is this document that spelt out what is required for any Student that
undergoes Business education program ranging from entry requirement, objective and
philosophy of the programme, courses to be offered at different levels of the program, the
weight i.e the credit load of every course as well even the contact hours. Undoubtedly, the
issue of the total number of credits a should have before graduation is clearly spelt out in the
document. In view of these any Institution that offers business education program either at
degree on NCE as the case may be should work hand in hand with the benchmark minimum
standard. For instance it is spelt out in the benchmark that a student has to score, some marks
before passing his examination and that must be adhered to. Similarly, the minimum standard
spelt out the entry requirement in to any business education programme like pass marks in
O’level economics, accounting, mathematics and English. This is the entry requirement and
at the same times the standard to be comparing with.

The strict compliance with what is in the benchmark minimum standard would give
greater tendency to attain the set objectives stipulated the expectation on the graduate of the
programme, and it may be otherwise if such compliance has not been done.
One of the objectives of business education programme is to produce graduate who would be
self-employed and self-relied and these could only be attained if the right students have
admitted and justice is done to the curricula and extra curricula under the program.

Business Education for Sustainable National Development
Business education has been defined in several ways, most of which highlight its

vocational nature. It is a form of vocational education that is directed towards developing the
learner to become productive in teaching, paid employment and self-employment (Idialu in
Amoor, 2010). Business education prepares beneficiaries for gainful employment and
sustainable livelihood. It is generally seen as education for and about business. Business
education for business is that aspect of vocational education which provides instruction and
preparation for office occupations such as secretary, shorthand-typist or stenographer,
bookkeeper, data processor, word processor, computer analyst and accountant. On the other
hand, education about business provides knowledge and understanding of the economic,
financial, marketing, accounting, management system and other aspects of business

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endeavor. In other words, education about business prepares students to function intelligently
as consumers and citizens in a business economy.

Amoor (2010) notes that business education plays a significant role in the economic
sustainable development by providing knowledge and skills to the learners, thereby, enabling
them to adequately impart knowledge into others, and handle sophisticated office
technologies and information systems. The goal of business education is primarily to produce
competent, skillful and dynamic business teachers, office administrators and businessmen
and women that will effectively compete in the world of work. It has as its primary aim, the
preparation of people for roles in enterprises such roles could be as employee, entrepreneur
and employer or simply as self-employed.

Vocational and technical skills and competence has been identified (Rufai, 2013) as
critical success factors in the actualization of Nigerian Vision 20:2020 which is about Nigeria
becoming one of the first 20 economies in the world by the year 2020 attaining sustainable
national development. Business education holds the prospect of contributing, through its job
creation and self-employment packages, for the attainment sustainable development. A
gainfully employed individual contributes to GDP per capita, reduces poverty and
unemployment which are some of the indices of development.

Conclusion.
Education remains the foundation of human resources development required for

national development. The above facts revealed that business education will remain the best
instrument for attainment of mere development but also the sustainable one as its meant to
train somebody for self-reliance and self-employability which in turn bust its GDP and
ultimately its development.

Recommendations
The following recommendations if implemented will help in increasing the capacity of
business education to engender development:

1. Only qualified business educators should be recruited to teach business education
courses at all educational levels. The already recruited ones should as a matter of
urgency go for retraining especially in the use of ICTs.

2. Government should increase funding of business education to enable its graduate to
be self reliant

3. Obsolete technologies should give way to computers and other modern ICTs.

References
Amoor, S. S. (2010). The need to improve teacher quality in business education in Nigerian

universities International Journal of Education Research 11(1) 1-11

Bolag, A. & Umoh, H. Y. (2002). Nigerian Universities: Start to Recover from years of
Violence, Corruption and Neglect. The chronicle of the Higher Education, Lagos,
Nigeria.

Ebong, E. (1996). Fundamentals of Technology and Vocational Education. Enugu Cheston.

Olubademo, S.O. (2006). Contemporary Issues In Nigerian Education. Lagos CSS
Bookshops.https://www.vocabulary.com/dictionary/benchmark

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Rufai, R. A. (2013). Nigeria’s attainment of vision 20:2020 depends on massive vocational
and technical skills. Federal Ministry of Education Weekly Bulletin 2(58). March 26

Teachers’ Perception of Innovative Instructional Facilities and the
Teaching of Business Studies in Junior Secondary Schools in Akwa Ibom

State.

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Dr (Mrs.) Charity Friday Ido
&

Abasienie Sampson Bassey

Department of Vocational Education
University of Uyo, Uyo

[email protected])
[email protected]

Abstract
The purpose of this study was to examine Teachers' Perception of Innovative Instructional
Facilities in Teaching of Business Studies in Junior Secondary Schools in Akwa Ibom State.
To achieve this purpose, three specific purposes, three research questions and three null
hypotheses were formulated to guide the study. Correlational Survey design was used for the
study as data were collected through a 12 item structured questionnaire titled "Teachers'
Perception of Innovative Instructional Facilities Questionnaire (TPIIFQ)” and “Teachers
Job performance Questionnaire(TJPQ)”developed by the researchers. The sample size of
100 teachers was used for the study through stratified random sampling technique. The
instrument was faced validated by three research experts in the department of Vocational
Education, University of Uyo. Cronbach Alpha reliability co-efficient was used to determine
the reliability with an r-value of 0.78.The Pearson's Product Moment Correlation was used
to analyze data for the study. It was discovered that there exist a significant relationship
between teachers’ perception of filmstrip and the teaching of Business Studies in Junior
Secondary Schools in Akwa Ibom State. It is recommended among others that Business
Educators should be trained on how to utilize the new instructional facilities in schools for
innovations.

Key words: Teachers’ Perception, Innovative Instructional Facilities, Business Studies

Introduction

The way teachers view the role of instructional facilities in the classroom teaching
will to a large extent determine the level and degree of its usage. Teachers form an
impression which is favourable or otherwise, depending on specific traits they attribute to
instructional media. Teacher perception of instructional faculties media is predicted upon
what they feel media can do in teaching-learning process. Over the years, research studies by
Higging and Moseley (2001) have pointed out various external deterrents for the utilization
of audio-visual instructional materials. The major deterrents were budget difficulty in
obtaining materials, lack of audio-visual pediments, among others.

According to Fabos and Young (1999) perception can be influenced by the
personality characteristics of the perceived. It can also be influenced by the failure of the
thing/object perceived. Innovation is defined by Fabos (2000) as the process of adding value
to an already existing product. According to Wale (2002), innovation in instructional media
is defined as the process of adding value to already existing instructional facilities. The ways
and manner in which the teacher perceived innovative instructional facilities depends to a
larger extent on the teacher's understanding of the application of instructional facilities.

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Evchonz and Rogers (1994) have suggested that there are psychological components in
teachers' perception of media. Aguino (1994) has found significant personality differences
between acceptance and rejection of new instructional facilities. Other researchers have noted
that some teachers appeared to perceive instructional facilities as threatening and perhaps
inhuman. Romiszowski (1990) has grouped the roles of instructional facilities into two; In
the first instance, media are used as instructional aids, here instructional facilities are used
exclusively to enhance or enrich the teacher's presentation. Instructional facilities need in this
way is basically one-way one-way transmitter quite incapable of interpreting any messages
that the learner may transmit. Secondly, instructional facilities are needed as instructional
systems. They are used to promote individualization of instruction in both conventional and
non-conventional setting.

According to Marro (1992) the function of technological media is to supplement the
teacher through enhancing his effectiveness in the classroom. Innovative instructional
facilities are both tools for teaching and avenues for learning and their function is to serve
these two processes by enhancing clarity in communication, diversity in method, and
forcefulness in appeal. Except for the teacher, these instructional facilities will determine
more than anything else the quality of the educational effort.

Been able to perceive an innovative instructional facility goes a long way in effective
teaching process of the teacher. There are specific instructional facilities which when fully
appreciated by the teacher will help achieve instructional objectives. First is the filmstrip, it
was a common form of still image instructional multi-media, once commonly used by
educators in primary and secondary school, overtaken at the end of the eighties by newer and
increasingly lower-cost full-motion video cassettes and alter on by DVDs. From the 1940's to
1980's, filmstrip provided an easy and inexpensive alternative to 10mm projector educational
film, requiring very little storage space and being very quick to rewind for the next sue.
Filmstrips were large and durable and rarely needed splicing. They are still used in some
areas.

A filmstrip is a spooled roll of 35mm positive film with approximately thirty to fifty
images arranged in segmental order. While 16mm film, a filmstrip was inserted vertically
down in front of the projection aperture, rather than horizontally as in a slide projection.
Therefore, the frame size is smaller than normal 35mm film. Two image frames of a filmstrip
take up the same amount of space as a single 35mm frame, including its guard band, so that a
25 exposure 35mm film can contain fifty filmstrip images. Early celluloid filmstrips had a
habit of melting or combusting from the intense and sustained heat of the projection lamp.
These were called pictorial filmstrips, the first filmstrips that were produced in a complete
set.

Another innovative instructional facility that can affect the teaching of business
studies in Akwa Ibom State is the overhead projector which perceptions is of greater
importance to the school system. The National Audio-Visual Supply (1992) defined overhead
projector as “a simple device that projects transparent materials of any type on a screen,
within a normally fit room. Although, Meidach (1985) saw overhead projection and
transparencies as idea for projection to small groups, the National Audio Visual Supply
(1992) observed that teachers can use different projection screens depending on the number
of the participants and size of the room. Use of transparencies serves time in that they
can be prepared well in advance. They can be used as a quick reference and also easily stored
for future use.

Another important innovative instructional facilities which can be perceived by the
teacher for the teaching of business studies is the interactive white board. An interactive
smart board to Ale (2014) is a touch-sensitive screen that works in conjunction with a

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computer and a projector. Teachers were the first people to recognize the interactive
whiteboard potential as a tool for collaborations, improving students teaching outcomes and
streamlining lesson planning. The interactive whiteboards are an effective way to interact
with digital content and multimedia in a multi-person learning environment. Learning
activities with an interactive whiteboard may include but not limited to the following
manipulating text and images, making notes in digital ink, saving notes for later review by
using e-mail, the web or print, viewing websites as a groups, demonstrating or using software
at the front of a room without being tied to a computer, creating digital lesson activities with
templates, images and multi-media, using presentation tools that are included with the white
boarding softwares to enhance learning materials and showcasing students presentations.
Akroyunlu (1998) asserts that all materials and equipment that contribute to easy interaction
between students and the subject to be taught are included in education technology.
According to Ozerbas (2014), the interactive whiteboard is one of the innovative
instructional facilities which teachers can effectively utilize in the teaching and learning
process.

Statement of the Problem
Instructional facilities are those facilities or media which the teacher uses to pass on

knowledge to the student concerned. It is used by the teacher to make learning concrete, valid
and immediate in order to make the learner the focal point of the learning process. Its usage
depends greatly on the teacher who is the technician and this perception of these media. A
teacher's perception can go a long way in making or marrying the entire system depending on
several variables like availability, space and cost. The innovative constructional facilities,
when perceived positively can help the teacher to change the learning patterns of the class,
the outcome and after effects. The innovative instructional facilities which can change the
learning outcome include the filmstrips which has really brought some innovations to
learning, the overhead projectors which brings in the innovation of addition of computers and
other ICT components into the projection and the modernized interactive white/ smart board
a competent teacher who utilizes these instructional facilities will definitely bring about a
positive change in the learning components of the learners.

Taking a look at secondary schools in Akwa Ibom State with the policy of free and
compulsory education coupled with the over-crowded classroom, there is no utilization of
these innovative instructional facilities and this has greatly hampered the objectives of the
school system. Moreover, this study is done to bridge the gaps in the area of innovative
instructional facilities in teaching of business studies in Akwa Ibom State. It is against this
aforementioned backdrop that this research on teachers’ perception of innovative
instructional facilities in teaching of business studies in Junior Secondary Schools in Akwa
Ibom State is carried out with a view of highlighting the problem and suggest the possible
way out.

Purpose of the Study
The purpose of this study was to determine the relationship between teachers’

perception of innovative instructional facilities and teaching of Business Studies in Junior
Secondary schools in Akwa Ibom State. Specifically this study was intended to;
1. determine the relationship between teachers' perception of filmstrips and the teaching

of Business Studies in Junior Secondary Schools in Akwa Ibom State.
2. determine the relationship between teachers' perception of projectors and the teaching

of Business Studies in Junior Secondary Schools in Akwa Ibom State.

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3. determine the relationship between teachers perception of interactive smart board and
the teaching of Business Studies in Junior Secondary Schools in Akwa Ibom State.

Research Questions
The following research questions were asked to guide the study;

1. What is the relationship between perception of filmstrips and the teaching of Business
Studies in Junior Secondary Schools in Akwa Ibom State?

2. What is the relationship between teachers perception of projector and the teaching of
business Studies in Junior Secondary Schools in Akwa Ibom State?

3. What is the relationship between teachers’ perception of interactive white/smart board
and the teaching of Business Studies in Junior Secondary Schools in Akwa Ibom State?

Null Hypotheses

The following null hypotheses were formulated and tested at 0.05 level of
significance.
Ho1: There is no significant relationship between teachers perception of filmstrips and the

teaching of Business Studies in Junior Secondary Schools in Akwa Ibom State.
Ho2: There is no significant relationship between teachers perception of projectors and the

teaching of Business Studies in Junior Secondary Schools in Akwa Ibom State.
Ho3: There is no significant relationship between teachers perception of interactive

white/smart board and the teaching of Business Studies in Junior Secondary Schools
in Akwa Ibom State.

Methodology
The study was conducted in Akwa Ibom state, A survey design was adopted for this

study. This was necessitated due to the fact that the researcher(s) are interested in finding
relationship between the dependent and the independent variables. The survey design was
also necessitated because the researcher(s) would use questionnaire to elicit information from
the respondents. The population of this study consists of all the 257 teachers teaching
business studies in the 227 public secondary schools in Akwa Ibom State (State Secondary
Education Board, 2014).

A sample size of 100 business studies teachers was selected from the population using
stratified random sampling technique. The researcher stratified the population into senatorial
districts with each district having a definite percentage of teachers to be gotten from. Uyo
senatorial district has 55%, Eket 25% and Ikot Ekpene 20%.

The researchers developed instruments titled “Teachers Perception of Innovative
Instructional Facilities in Teaching Business Studies Questionnaire (TPIIFTBSQ)” and “
Teachers Job Performance Questionnaire (TJPQ)” for data collection. The instrument was
divided into three sections. (A-C) namely, film strips and teaching of business studies,
projectors and teaching of business studies and interactive white/smart board and teaching of
business studies. Each section contained four statement eliciting information on the variables
in the study.
The responnce options were; Strongly Agreed (SA), Agreed (A), Disagreed (D) and Strongly
Disagreed (SD). The instrument was face validated by three lecturers in Business Education
Unit Department of Vocational Education, University of Uyo, Uyo. Their inputs, comment
and corrections were used in modifying the questionnaire items in order to enhance its
validity.

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The internal consistency of the instrument was determined using Cronbach Alpha
Method. The Cronbach’s Alpha Method was preferred because it gives a more accurate
estimate of instrument reliability. After a pilot test of 45 business studies teachers drawn
from schools with similar characteristics to those used in the actual study, a coefficient index
of 0.78 was obtained. On the basis of this reliability index, the instrument was deemed
suitable for conducting this study. The administration of the instrument was carried out by
the researchers. One hundred (100) copies of the questionnaire were administered to the
respondents and were retrieved instantly after completion to avoid any of it missing. This
technique gives 100% return rate of the instrument. The data collection were processed to
answer the research questions and test the hypotheses. The three research questions were
answered using mean score rating and the hypotheses were tested using Pearson's Product
Moment Correlation (PPMC) at .05 level of significance to determine the relationship
between the independent and development variables.

Results

Research Question 1
What is the relationship between teachers’ perception of filmstrips and the teaching of

Business Studies in Junior Secondary Schools in Akwa Ibom State?

Table 1 was used to answer Research Question 1

Variables r-cal Decision
555,276 594,593 0.98
Perception of 1478 Positive
filmstrip (x) Relationship

Teaching of 1627 669,217
Business Studies
(y)

N = 100

Data analysis on Table 1 showed that there is a positive relationship between
filmstrips and the teaching of Business Studies in Junior Secondary Schools in Akwa Ibom
State, since the r-cal value of 0.98 is a very high positive value.

Research Question 2
What is the relationship between teachers’ perception of projection and the teaching

of Business Studies in Junior Secondary Schools in Akwa Ibom State?

Table 2: Pearson Product Moment Correlation (r) of the analysis of Ho2

Variables Decision

r-cal

Projectors (x) 1692 72,074 Positive

693,622 0.98 Relationship

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Teaching of 1627 669,217
Business Studies
(y)

N = 100

Data analysis on Table 2 showed that there is a positive relationship existing between
teachers’ perception and the teaching of Business Studies in Junior Secondary Schools in

Akwa Ibom State, since the r-cal value of 0.98 is a very high positive value.

Research Question 3

What is the relationship between teachers’ perception of interactive white/smart board

and the teaching of Business Studies in Junior Secondary Schools in Akwa Ibom State?

Table 3: Pearson Product Moment Correlation (r) analysis of Ho3

Variables Decision

R-cal

Smart Boards (x) 1878 882,660 Positive

763,660 0.994 Relationship

N = 100

Teaching of 1627 669,217

Business Studies

(y)

Data analysis on Table 3 showed that there is a positive relationship existing between
teachers’ perception and the teaching of Business Studies in Junior Secondary Schools in

Akwa Ibom State, since the r-cal value of 0.994 is a very high positive value.

Null Hypothesis 1: There is no significant relationship between teachers’ perception of
filmstrips and the teaching of Business Studies in Junior Secondary Schools in Akwa Ibom
State.

Table 4 was used to analyse Null hypothesis 1

Null Hypothesis I

Variables df R-cal R-cri Remarks
555,276 594,593 98 0.98 0.196 S
Perception of 1478
filmstrip (x)

Teaching of 1627 669,217

Business

Studies (y)

S = Significant at .05 level of significance. N = 100

The results in table IV revealed that the calculated value of 0.98 is greater than the

critical value of 0.196 degree of freedom of 98 and at 0.05 level of significant. The null

hypothesis I was rejected due to the above. This shows that there is a significant relationship
between teachers’ perception of filmstrip and the teaching of Business Studies in Junior

Secondary Schools in Akwa Ibom State.

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Null Hypothesis 2: There is no significant relationship between teachers’ perception of
projections and the teaching of Business Studies in Junior Secondary Schools in Akwa Ibom
State.

Table 5 was used in analyzing hypothesis 2.
Table 5: Pearson Product Moment Correlation (r) of the analysis of Ho2

Variables
72,074
Projectors (x) 1692 df R-cal R-cri Remarks
693,622 98 0.98 0.196 S

N = 100 669,217
Teaching of 1627
Business
Studies (y)
S = Significant at .05.

The results in table V revealed that the r-cal value of 0.99 was greater than the r-crit

value of 0.196, df of 98 and at .05 significant level. This indicated a rejection of the null

hypothesis II and postulated therefore that there is a significant relationship between
teachers’ perception of projectors and the teaching of Business Studies in Junior Secondary

Schools in Akwa Ibom State.

Null Hypothesis 3: There is no significant relationship between teachers’ perception of
interactive white/smart boar and the teaching of Business Studies in Junior Secondary
Schools in Akwa Ibom State.

Table 6: Pearson Product Moment Correlation (r) analysis of Ho3

Variables df

R-cal R-cri Remarks

Smart Boards (x) 1878 882,660

763,660 98 0.994 0.196 S

N = 100

Teaching of 1627 669,217

Business Studies

(y)

S = Significant at .05.

The results of the data analysis in table VI showed a r-cal value of 0.994 was greater

than the r-crit value of 0.196 at degrees of freedom of 98 and at .05 level of significance. The

hypothesis 3 was rejected while the researcher(s) postulated therefore that there is a
significant relationship between teachers’ perception of interactive white/smart board and the

teaching of Business Studies in Junior Secondary Schools in Akwa Ibom State.

Discussion of Findings

Teachers’ perception of filmstrips and the teaching of Business Studies in Junior
Secondary Schools in Akwa Ibom State

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The results of data analysis in table IV showed a significant relationship between
teachers of filmstrips and the teaching of business Studies. This findings is supported by
Ekpo (2007) who postulated that a teacher who truly appreciates the filmstrips and utilizes
same in the teaching of school subjects would at the longrun bring about a positive teaching
experiences on the part of learner. Fabbos and Young (1999) supported the findings by
asserting that a teachers perception of filmstrips can help build better students.

Teachers perception of projectors and the teaching of business Studies in Junior
Secondary Schools in Akwa Ibom State

The results of the data analysis in table V showed a significant relationship between
perception of projections and the teaching of Business Studies in Junior Secondary Schools
in Akwa Ibom State. This findings is supported by Horngren (2006) who postulated that most
teachers who cannot use projector do strive to utilize it, and if learnt can be used in changing
the performance of students in the subject being taught. The overhead projectors can do a
great deal in picking the interest of the students at large. Pally (2012) also supported this
findings by asserting that projection is a great tool for actualizing the instructional objectives
of each lesson plan.

Teachers perception of interactive white/smart board and the teaching of business
Studies in Junior Secondary Schools in Akwa Ibom State

The finding of the data analysis in table VI showed a significant relationship between
perception of interactive white/smart board and the teaching of Business Studies in Junior
Secondary Schools in Akwa Ibom State. This findings is also supported by Fabbos and
Young (2009) who opined that the best instructional facilities to be utilized by the teacher is
the interactive white/smart board and can be utilized in making learning effective.

Summary
The purpose of this seminar was to determine the relationship between teachers'

perception of innovative instructional facilities and the teaching of business studies in junior
secondary schools in Akwa Ibom State. Three specific objectives set by the researchers
guided the study. Also, three researcher questions were answered by the researchers and
three null hypotheses were tested at .05 level of significance. Related literature and empirical
studies were reviewed.

The researchers developed 12- item structured questionnaire for data collection. The
instrument was face validated by three experts in business education. Their inputs, comments
and corrections were used in modifying the instrument was ascertained using Cronbach
Alpha Method.

The administration of the Instrument was done by the researchers. The data collected
were analyzed using mean score rating to answer the research questions and the hypotheses
were tested using Pearson Product Moment Correlation (PPMC). The result of the analysis of
data showed that there is positive and significant relationship between film strips, projectors,
interactive white/smart board and the teaching of business studies in junior secondary schools
in Akwa Ibom State.

Conclusion
This study had shown that teachers' perception of innovative instructional facilities

can be a great tool for achieving a lesson plan. Teachers who are exposed to these
instructional devices have a greater edge compared to those without it. The study had shown

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that teachers perception of filmstrip, projection and interactive smart board do enhance the
teaching of business studies in Akwa Ibom State.

Not only are there many educational uses for SMART boards in the classroom, but
there are also many educational outcomes that can be expected through the use of the
interactive whiteboards. Some of these outcomes includes; emphasizing certain data for
students that are mentally disabled. Since student are engaged in the lessons, behaviours
problems should diminish, because they should be more focused on participating in the
lesson.

This relationship between the use of the whiteboard increased attention should be
very effective at increasing the amount of educational uses and educational outcomes of
SMART board technology in the classroom. Thus, the incorporation of innovative
instructional facilities into the classroom and as well into daily lesson plan is a sine qua non.

Recommendations
The following recommendations were reached by the researcher(s);

1. The State Secondary Education Board (SSEB) should facilitate a training module for
training teachers to be able to utilize the innovative instructional facilities in schools.

2. The State Ministry of Education should as a matter of urgency provide the needed
ICT's and instructional facilities to our school systems.

3. Teachers should be encouraged to add value (innovation) to the already existing
instructional facilities in order to make learning more productive and meaningful.

4. Finally, Business Education should help improvised instructional facilities to help in
the teaching of business subjects to secondary schools.

References

Aguino, L. G. (1994). A Handbook of Procedures for the Design of Instruction. Pittsuburg: P.
A. American Institute for Research.

Akroyunlu, R. N. (1998). The Setting up of Resources Centre. Planning and Staffing SEF A
.Jos: Santon’s publication

Ale, N. (2004). School Resources Centre School Council Working Paper, London: Greats
publications

Ekpo, C. M. (2007). Organisation and Development of Educational Resources Centre. In G.
S. Ibe-Bassey (Editor) Fundamentals of Educational Technology, Uyo: Dorand
Publishers.

Evchonz, L. G. & Rogers, R. M. (1994). Principles of Instructional Design. New York: Holt
Rinehart and Winston.

Fabbos, A. & W. D. Young (1999). Project Discovery Revisited: Managing for accessibility
Audiovisual Instruction.. Berlin: Crush

Higging, G. C. & Moseley, W. L. (2001). Learning from Television: What the Research Says.
Washington D. C.: NAEB Publishers.

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Horngren, H. C. (2006). Educational Psychology in Classroom (5th edition) New York.: John
Willeys.

Ibe-Bassey, G. S. (2005). Selecting Instructional Materials within the Process of Planning
Lessons, Journal of Educational Resource. 4(2) 45-67

Marro, H. A. (1992). Instrument and Medial of Instruction. In N. I. Gagne (ed) Handbook of
Research in Teaching. Chicago: Rand Me. Nelly.

Meidach, K. F. (1985). Educational Technology Research: Teacher and Media Specialist
Knowledge of Instructional Design and Media Selection and Utilization. Educational
Technology Journal.12(2) 45-55

National Audio-visual Supply (1992). Little tan. Coloral Libraries Unlimited Inco.
Yahoo.com (2005). Retrieved from the World wide web, 20th June 2005 at:
www.yahoo.com.

Ozerbas, P. A. S. (2014). Teachers Interact with Ratio in NEPAL Development Theory and
Practice. New York Harcourt: Brace and World.

Pally, J. E. (2002). Instructional Design. A Plan per Unit and Course Development 2nd
Edition. Balmaut, California: Pearson Pitman Publishers Inc.

Ramiszowski, Z. R. (1990). The Selection of Appropriate Communication Media for
Instruction. A guide for designers of Air Force Technical Training Programmes. Santa
Monica CA. US, Air Force Project Land.

Straton, (1994). Factors Influencing Use of Education Media in Florida Upper Division
Universities (Doctoral Dissertation). The University of Florida, Dissertation Abstracts
International UO.4364 A University Micro Films.

Wale, C. M. (2002). Organization and Development of Educational Resources Centre. In G.
S. Ibe-Bassey (Editor) Fundamentals of Educational Technology. Uyo: Dorand
Publishers.

Webpedia.com (2005). The Difference Between Internet and Their World Wide Web.
Retrieved from the World Wide Web, 20th June 2005 at:
http://www.webopedia.comJdidyouknow /internet/2002/webvsintemet.asp.

Attitude of the Teachers of the Secondary Schools as a Constraint on the
Teaching and Learning of Physical and Health Education in Kogi State

Nigeria

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Bamidele, Benson Babatunde, (Ph.D)

Department of Human Kinetics & Health Education
Kogi State University, Anyigba.

[email protected];
+2348036527299

&

Toluse Caroline Modupe, (Ph.D)

Department of Physical and Health Education
Federal College of Education Okene
[email protected]
+2347058591305

Abstract
The study assessed the attitude of the teachers of the secondary schools as a constrain on
the teaching and learning of physical and health education in Kogi State, Nigeria. Two
research questions and Two null hypotheses were formulated to guide the study. The
population of the study consisted of the 800 physical and health teachers. Using multi-stage
and simple random sampling technique a sample size of 200 subjects were selected. 40 items
questionnaire titled “-physical and health education teachers on the teaching and learning of
physical education in KOGI state NIGERIA“, was developed by the researchers
and validated by three experts from the Department of Human Kinetics & Health Education
Kogi State University, Anyigba. The reliability coefficient of .87 was obtained after a trial
testing on 30 physical and health teachers. one sample t-test was employed in testing the two
hypotheses and research questions formulated The finding of the study revealed that the
attitude of the teachers was a constraint to the teaching and learning of physical and health
education as a subject in secondary schools of Kogi state Nigeria. It was recommended
among others that Physical and Health education teachers in secondary Schools in Kogi
state should be encouraged to release the value and importance of physical and health
education to the students through refresher course and in service training run by the
Nigerian Universities .The school principals should closely supervise and inspect weekly
lesson plan of physical and health education teachers so as to prevent them from using the
physical and health education period as free periods.

Keywords: Attitude, Teachers, Physical, Health, Education.

Introduction

History has it that there was no formal and organised physical education in Nigeria
before the European arrived in the country in order words, physical education was informal
in Nigeria, as at then, men used physical education to overcome and survive in their
environment. Men needed more strength to face challenges across their way in a local way,
some of their challenges then were wars, fighting, wrestling, resistance to any trait that came
from the enemies our ancestors have their ways of doing physical education especially during
festivals, coronation of kings and other important activities. Adewumi (2002) claimed that in
the pre-colonial period, there was no formal teaching of physical education. The participation
in the activities was not organized. The Europeans brought a great civilization to Nigeria
when they came. The missionaries started the establishment of schools and western education

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has introduced modern games to schools such as hockey, volleyball, basketball, tennis,
soccer etc. The colonial masters later started taking Nigerians to Britain to learn more and
become independent and responsible in the year 1930. People were trained as good students,
sport men and administrators.

The first attempt to introduce the first physical training syllabus in the Nigerian
primary schools was in 1918. That was later changed in 1927.in all these tenure there were
no trained teachers to teach physical training in schools. Each teacher was expected to take
his or her class in physical training as it is the practice today. Ladani (2002) concluded that
the last syllabus for physical training was introduced in 1933. That was published by the
British Board of Education in 1930 (Ladani,2001).

The syllabus was then used in all primary schools and teacher training colleges where
physical training was one of the subjects which a student teacher must pass for certification.
It was taught as a subject during the colonial period. A new trend in the style of conducting
physical training emerged in the middle of 1950, when some Nigerians travelled to Britain to
study physical education in Loyghborouugh college. The pioneer in this attempt was the late
N. Ekpergin who could be described as the god father of physical education in Nigeria.
Obiyemi (2000) claimed that with the establishment of the college of Arts, Science and
technology in Zaria, now Ahmadu Bello University (ABU) Zaria in 1962 physical Education
was introduced there in 1957 as one of the courses leading to Diploma in Education in the
area of physical Education.

This date could be regarded as the birth day of the name physical Education in the
history of Nigeria education system. Ajisafe,(2003) stressed further that after the Nigerian
Independent in 1960 physical education took a new turn as a school subject it was no longer
called physical training It was compulsory in elementary schools but not in secondary
schools. with the opening of many colleges of education in Nigeria, physical and health
education as academic subject became so well recognized that all of them awarded NCE in it.

Ladani (2008) documented that one of the negative attitude found among some of the
teachers of physical and health education was not coming to the school on time and also
giving every subject and the student the attention deserved and thus serves as a constraint to
the teaching and learning of physical and health education in Nigeria. Conclusively this
situation should be remedied by introducing time book for each teaching to indicate as well
correct late coming to the school each day. Ladani ((2008) further claimed that some of the
teachers undervalued physical and health education as a school subject and therefore
formulate a lukewarm attitude towards it.

Amusa (2004) see a constraint to the teaching and learning of physical and health
education in secondary schools as the inability of some of the physical education teachers to
form a lesson plan for the subject as well inconvenience way of dressing which make then
not fit in the classroom situation, no enough time of dressing which make them untidy in the
class room situation, all this and many other constitutes a negative attitudes toward the
teaching of physical and health education as a subject in secondary schools in Nigeria.
Amusa(2012) asserted that teachers attitudes towards modern teaching methods or
technologies and the use of electronic materials stand as negative attitude toward the
promotion of the subject as well not they are not interested in research and finally the
negative aspect noticed glaringly among some of physical education teachers was the change
of physical and health education time table to another subject on the time table therefore

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relegating the teaching by using the period of the subject to teachers assembly period, this
affect the promotion of physical and health education in school curriculum.

Udensi(2000) concluded that teachers should adhere to their responsibilities by
coming to the school on time and also giving every subjects and students attention observed.
Many teachers of the secondary schools not under value physical and health Education as a
school subject and therefore formulate positive attitude towards the teaching and learning of
the subject of physical and health education in the secondary schools of kogi-state, Nigeria

Theoretical perspective

The study of attitude began in the early part of the 20th century as part of social
psychology. The study of attitude in the beginning was characterised by an embarrassing
degree of ambiguity and confusion (Ajzen, 2002) one of the earliest definitions came in 1928
when Thurstone defined attitude as the sum total of a man’s inclination and feelings
prejudice or bias preconceived notions ideas, fears, threats, and convictions about any
specific topic. According to Thurstone (2000) shortened his definition to simply say attitude
is the affect for or against a psychological object. It could be defined as a mental and neural
state of readiness, organised through experience, exerting a directive or dynamic influence
upon individual’s response to all objectives and situations with which it is related. Henry
(200$) pointed out three indices of the definitions; first , an attitude is a state of readiness
leading the individual to perceive things and people around him in certain ways; that is to be
more ready with certain categories and interpretations than with others.

In their everyday lives people are often ready to deal with objects and people as they
meet them without having to stop and think about every encounter. Secondly, attitude is not
innate-they are learned, they develop and they are organized through experience. These states
of readiness are relatively enduring but they are modifiable and subject to change Ladani
(2008) concluded that the third aspect is that attitude is dynamic. Attitudes are not merely
latent states preparedness awaiting the presentation of an appropriate object for their
activation. The teachers have motivational qualities and can lead a person to seek or avoid
the objects about which they are organized. Adeyemi (2003) defined attitude as an idea
charged with emotion which predisposes a class of actions to articular class of social
situations he claimed further that attitude consist of components such as

a. An effective component which is the emotion that charges the idea
b. A behavioural component which guides behaviour .

Makinde (2004) believed that to know people attitude is to predict their actions and
extreme attitude can produce extreme behaviour on the other hand. Fasan (2005) said
that, there is evidence showing that changing peoples attitude hardly affect their
behaviour. The teachers believed the attitude behaviour relation works the other way
around.

Ayodele cited by Akintunde (2008) defined attitude as a dispositional readiness to
respond to certain institutions, persons, or objects in a consistent manner which has been
learned and has become ones typical mode of response. Venkateswarlu (2008) posits that
attitude is a learned predisposition to respond either positively or negatively to a person,
situation or attitude they said, carry a strong emotional component and therefore can
never be neutral. When a negative attitude is generalized to include an entire group of
people, it is called a stereotype.

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This can be destructive to the holder of the stereotype as well as the group about
which it is held it can be especially destructive to the minority group members self image.
Ladani (2005) claimed further that once a group of people like teachers, society and even
students hold a stereotype or negative idea against a subject, like physical and health
education, physical activity, the teacher will do everything possible to relegate the subject
to the background teachers are in charge of the day to day teaching of the physical and
health education as a subject in the secondary schools.

According to Bucher (2000) attitude is a relatively stable evaluative disposition
directed towards some object or event. The concept of evaluation in this definition refers
to a dimension of attitudes that include such notions as being for against or positive and
negative. Researchers such as Ladani (2002) and Obiyemi(2001) have investigated
attitude of students from the Universities across Colleges of Education, through
secondary schools and middle schools towards physical education and the factors that
influence those attitudes towards physical and health education were

A. Inconvenience of dressing and undressing

B Failure of the secondary school to provide adequate skills

C Not enough time for dressing which led to a feeling of untidiness

D Lack of interest in class activities

E Not enough class time to develop skills

Ajisafe (2002) concerned with the decrease in physical and health education
enrolment at the university and concluded that students who dislike physical and health
education use previously taught by untrained high school physical and health education
teachers. Adesanya (2004) concluded that the student who were enrolled in high school
physical and health education had a positive attitude towards university physical and
health education Carr (2002) conclude in a research that attitudes towards physical and
health education did influence students success in physical and health education. The
teacher said that girls who had positive attitude towards physical activity had positive
towards physical and health education. Benettee (2005) supported this view when in his
research they found that liking activity, living sports, fitness benefits, enjoyment and the
acquisition of new skills use the reasons why students voluntarily took physical and
health education as subject. The teacher gave the reason why students don’t take physical
and health education as follows,

a. Poor programme
c. Scheduling conflict
d. Uneasiness of getting sweaty and having to attend other classes throughout the day
e. Not as important as other subjects

Research Questions and Null Hypotheses:

For the purpose of the study, two (2) research questions and two (2) null hypotheses was
formulated to direct the study.

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1. What are the attitude of the physical and health Education teachers towards the
teaching and learning of physical and health education in the secondary schools of
kogi State, Nigeria?

2. What are the attitude of male and female physical and health education teachers
towards the teaching and learning of physical and health education in the
secondary schools of Kogi state, Nigeria?

HO1: There is no significance influence of physical and health teachers attitude on
the teaching and learning of physical and health education in the secondary
schools in Kogi State Nigeria.

Ho2: There is no significance influence of male and female physical and health
education teachers attitude on the teaching and learning of physical and health
education in the secondary schools in kogi state Nigeria.

Methodology
The information required to assess the attitude of the teachers as a constraint to the

teaching and learning of physical and health education in the secondary schools in Kogi-State
Nigeria was already available without manipulation of variable, therefore ex-post facto
research design was used in the study. The population of this study consisted of eight
hundred (800) subjects and two hundred subjects were sampled using multi-stage and
simple random sampling techniques. The main instrument used was a structured and
validated questionnaire to elicit appropriate information from the respondents. The designed
questionnaire was presented to experts from the department of human Kinetic and health
education Kogi state University Anyigba.

The Reliability coefficient of .89 was obtained after a try- testing on 30 physical and
health education teachers. The experts comments ,suggestions and corrections were adopted
in the final print out of the questionnaire which was personally distributed to the selected
subjects in their various secondary schools for the study. The finding of the study revealed
that the attitude of the teachers was a constraint to the teaching and learning of physical and
health education as a subject. The filled and returned questionnaire was however collected
for data analysis one sample t-test was used to test for the acceptance or rejection of the
variable understudy at the alpha level of 0.05.

Result and discussion;

The result of the study is presented below,.

RQ 1: What are the attitude of the physical and health Education teachers towards the
teaching and learning of physical and health education in the secondary
schools of kogi State, Nigeria?

HO1: There is no significance influence of physical and health teachers attitude on the
teaching and learning of physical and health education in the secondary
schools in Kogi State Nigeria.

Table 1: one sample t-test on attitude of the teachers in secondary schools is a constraint
to the teaching and learning of physical and health education in Kogi state

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Variables N IX SD SE t-value Df P Benchmark Journals

Decision

Attitude of 200 3.8939 1.029 .01613 1.960 197 .000 Rejected
Teachers

Fixed mean 200 3.50 0.0 0.000
t=1.960 df=197 (p=.000<0.05

The above table revealed that (p) value of .000 is less than the alpha level of 0.05. This
means that the attitude of teachers is a significant constraint to teaching and learning of
physical and health education in secondary school of Kogi State, Nigeria. Therefore the null
hypothesis which states that attitude of teachers is a constraint to teaching and learning of
physical and health education in secondary schools in Kogi state thereby rejected

RQ 2; What are the attitude of male and female physical and health education teachers
towards the teaching and learning of physical and health education in the secondary
schools of Kogi state, Nigeria?

Ho2: There is no significance influence of male and female physical and health

education teachers attitude on the teaching and learning of physical and health

education in the secondary schools in kogi state Nigeria.

Table 2: one sample t-test on attitude of male and female teachers in secondary schools is a

constraint to teaching and learning of physical and health education in Kogi state

Nigeria.

Gender of No of IX SD SE t-value Df P Decision

Teachers Teachers

Male 120 4.340 4 .01613 1.960 197 .000 Rejected

attitude

Female 80 3.450 4 .0196
0.0 0.000
Attitude

Fixed mean 200 3.50

t= 1.96 df=197 (P=000<0.05)

The above table revealed that (P) sig value of .00 is less than alpha level of 0.05. This means
that male and female teachers attitude is a significant constraint to teaching and learning of
physical and health education in secondary schools in Kogi state Nigeria. Therefore the null
hypothesis which states that attitude of male and female teachers is a significant constraint to
teaching and learning of physical and health education in secondary schools in Kogi state
thereby rejected

Discussion of Finding:
The main objective of the study is to assess the attitudes of the teachers as a constraint

to the teaching and learning of physical and health education in the secondary schools in
Kogi state, Nigeria. The findings of this study revealed that attitude of the secondary schools
teachers was significant constraint to the teaching and learning of physical and health
education in secondary schools of Kogi state. In addition, the attitude of secondary schools
teachers was also supported by Ladani (2004) when he asserted said that teachers attitudes
have both positive and negative impact on the teaching and learning of physical and health
education as a subject in the secondary schools. According to fasan, (2004) documented that
many secondary schools teachers hold negative attitudes towards physical and health

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education and some teachers even question the value of physical education for the students in
the secondary schools as thus served as a constraint to the teaching and learning of physical
and health education in the secondary schools.

Alade, (2008) believed that many teachers of the secondary schools do not believe
participation in physical and health education leads to any benefits of students.
Venkateswarlu, (2008) concluded that attitude of the teachers is a constraint to teaching of
physical education in schools Udesi(2000) concluded that attitudes influences ones action in
every activity and attitude permeates everything we do including ones achievement in an
endeavour. The above statement was in line with Ladani, (2004) who claimed that attitude of
the teachers such as late coming to the school during the practical lesson of physical
education can serve as a constraint to the teaching and understanding of the subject. Amusa,
(2004) further corroborated with the above statement that coming to the schools during
both theoretical and practical lessons physical education will enhanced the teaching and
learning of physical education line with Amusa (2004), Ventkarteswwarlu, (2008) posited
that physical and health education teachers should avoid Lukewarm attitude toward the
teaching and learning of physical and health education in secondary schools.
Ladani(2008)supported the above statement that physicaland health education teachers
should avoid any form of lukewarm attitude in the teaching and learning of physical and
health education subject in secondary schools in Nigeria

Conclusion:
Based on the finding of the study, the following conclusion are made;

The attitude of the teachers showed towards the teaching of the physical and health
education as a subject constitute a significant constraint to the teaching and learning of
physical and health education in kogi state, teachers undervalue the subject of physical and
health education, teachers equally exhibit lukewarm attitude toward physical and health
education practical, teachers should participate in the teaching of both theory and practical of
physical and health education in secondary schools in Nigeria, finally the subject should be
included on the school time table and be followed as it appear without exchanging the time
allotted with other subjects on the time table.

Recommendations:
Based on the finding of the study the following recommendations are made;

1. The teachers of the kogi state secondary schools should be encouraged to release the
value and importance of physical and health education to the students they teach. and
should receives refresher courses and in service training run by various universities in
Nigeria so as to have positive attitude towards the teaching of the subject of physical
and health education in the secondary schools of kogi state Nigeria

2. The schools principals should closely supervise and inspect weekly lesson plan of
physical and health education teachers so as to prevent them from using the physical
and health education period as free periods

3. The secondary schools physical and health education teachers should develop
positive attitude by coming to the schools on time and also giving every subject and
students the attention deserved.

4 The supervisory unit of the ministry of education should pay regular and unannounced
visit to the secondary schools to ensure that teachers are performing the teaching of
the subject

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References:
Amusa, L. O. (2012)Evaluation of intramural sports programme and programming in Nigeria

Colleges of Education, journal of Nigeria Academy of Sports Administration
(JONASA)1122) (26-40).

Ayodele, T. N. (2008)Understanding human behaviour in sports. Academic of journal of
management 264-272.

Ajisafe, M. O (2008) Students attitude towards physical education multicultural study,
Journal of teaching in physical education 13 (1) 78-84.

Adeyemi, B. A. (2005) Students attitude towards physical education and physical activity.
A review of measurement issues and outcomes. Journal of teaching in physical
education 13 (11) 97-125.

Alade, A. A. (2004) Physical education for children concept into practice, champaign,
illinis, human Kinetics Book.

Adesanya ,K. A. (2004) Physical Education activity teach what they believe is best? Journal
of physical Education recreation and dance 72(1)8.

Ajzen, R. L. (2001)The factors in the required physical education programme that are
least attractive to the college girl. Reach Quarterly, 3(3) 97-107.

Bucher,C.A(2002) Management of Physical Education and sports (12thed) New York MCGr
awHill companies inc.

Carr, M. G. (2002) The relationship between success in Physical Education and selected
attitude expressed by high school freshmen girls research Quarterly 16(3)176-191.

Fasan, C. A (2001) Developing teaching skills in physical education. Mountain view CA.

Mayfield.

Ladani, B. A (2008) An introduction to sports management printed and bound by Sunjo A .J.

Global Links Ltd, Kaduna, Nigeria.

Obiyemi, O. O (2000) Factor influencing the establishment of fitness centres

in Nigeria, perception of professional and users in Kara State, Ilorin Journal

of Education (20) 15-28

Udensi, K. (2000) Motivational attitude of the students towards the participation in physical

activities and games .journal of physical education, recreation, and dance 60(1)(50-

55)

Venkateswarlu, K. (2001) Qualitative analysis of athletics skills Ibadan;

wisdom publishers Ltd.

Makinde, F.G (2000)Efficacy of motivational strategies as impetus for the development of

youth Lagos, Stirling –Horden Publishers Nigeria Limited.

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In-service Training and Job Performance of Agricultural Science
Teacher’s for effective teaching in Secondary Schools in Port Harcourt

Local Government Area, Rivers State, Nigeria.

Salome Emeya (Ph.D)

Department of Agricultural Science
Faculty of Vocational and Technical Education
Ignatius Ajuru University of Education, Port Harcourt

Rivers State, Nigeria.
[email protected]

08036723436

Abstract
The relevance of continuously improving the qualities, expertise or competence to facilitate
the efficiency and effectiveness in the discharge of any responsibility necessitated the study
which investigated in service training and job performance of agricultural science teacher’s
for effective teaching in secondary schools in Port Harcourt Local Government Area, Rivers
State, Nigeria. The study adopted the survey research design on a purposively selected
sample of 40 agricultural science teachers (23 males and 17 females) in Port Harcourt Local
Government Area. A 20 item self-structured experts validated instrument titled: “In-service
Training and Job Performance of Agricultural Science Teachers Questionnaire”
(ITJPASTQ) with a reliability coefficient of 0.93 was used for administration and subsequent
analysis using mean and standard deviation to answer the research questions, t-test was used
to test all the hypothesis. The result revealed that: that the influence of in-service training
(with a grand mean score of 3.15), alongside the features of agricultural science teachers’
job performance (with a grand mean score of 2.90) justified the result that in-service training
statistically and significantly contributed to agricultural science teachers’ job performance
in secondary schools in Port Harcourt Local Government Area of Rivers State (F13,
26=2.391, p<05). The study recommended that: teachers inculcate ethical practices that will
enable them to integrate radical changes in their instructional delivery processes, in
conjunction with teachers being subjected to training that will help them acquire the capacity
to apply technology in producing improved seedling towards tackling the emerging food
scarcity in the country.

Keywords: In-Service Training, Teachers Job Performance, Agricultural
Science, Secondary Schools,

Introduction

The Nigerian educational system prior to the formulation in 1979 of the National

Policy on Education experienced a bias against science courses; as such courses entailed a

considerable proportion of practical session (Denga, 1992 and Osuala, 1997). Agricultural

Science was at that time offered and undertaken mostly to enhance the number of credit level

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passes at the school certificate examination and very few schools actually engaged its
students in the practical aspects of agricultural education.

In the centre of the teaching and learning of agricultural science are the agricultural
science teachers who are saddled with the responsibility of teaching, instructing, planning
and coordinating academic activities related to agriculture in secondary schools. To achieve
such lofty goals, agricultural science teachers are expected to be properly trained for the job.
The issue of training of teachers as explained by Pillai (2007) is particularly important given
the rapid technological advancement in their occupational field, new advances in learning
and the inherent challenges arising from curriculum renewal and reforms which requires
radical changes in teaching and learning methodologies and pedagogies to confirm with
current technological trends.

Hornby (2000) defined training as giving teaching and practice to an individual to
bring desired standard of behaviour efficiency or physical condition. Training in this context
implies preparing, setting or making an individual ready for the teaching profession through
teaching and practice. Iwuanyanwu (2008) stated that in-service or retraining means
receiving in-service education, it implies subjecting or exposing an individual to further
teaching and practice after the initial training. It may also be taken as improving the teacher.
The purpose of re-training the agricultural science teacher is to improve his qualities,
expertise or competence, efficiency and effectiveness.
Specifically, TRCN (2010) Identified and outlined objectives of teacher’s professional
development to include:
1. To update the teacher ’s with the latest innovation in the teaching profession and

prevent the setting in of the law of diminishing returns that could crop in without
continuous training.
2. To provide opportunity to supplement the initial training of teacher’s and improve
their knowledge, skills and attitude to meet the needs in education service.
3. Sharpen skills, knowledge and ensure continued relevance of teacher’s in the school
system
Research in education has revealed that it is only through in-service training for teachers that
the gulf between advancing knowledge and practice can be bridged. In-service training is
designed to add on the knowledge and skills already possessed by a serving teacher
(Ikediegwu, 2001, Okojie, 2009). Agricultural teacher education which is limited to teacher
training can take different forms such as pre-service, induction and in-service teacher

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training. In-service teachers training which is organized for teachers who are already in the
service is a part of professional development of teachers aimed at improving and upgrading
the competency of practicing teachers (Ochu, 2005).

In-service is the only teacher training programme that aims at improving the
professional knowledge, vocational skills, competencies and attitudes of practicing
agricultural science teachers. Is an integral part of national development strategies in many
societies because of the impact of human resources development, productivity and economic
growth (Ndem, 2016). In-service training or education includes planned and organized
efforts to improve the knowledge and competencies of agricultural teachers aimed at making
them more effective on the job. The main objective of in-service education therefore is the
continuous provision of information that will keep agricultural science teachers abreast of
development in their job.

The need for a well-planned and regular in-service training for agricultural science
teachers cannot be over emphasized. Since existing pre-service teacher education
programmes by their nature cannot equip intending agricultural science teachers with all the
need for a life time work in the classroom, in-service training helps to promote personal
intellectual and professional growth of agricultural science teachers. (Odumosu and
Keshinro, 2000). Due to increasing educational changes, in-service training is vital in
improving the skills acquired during pre-service training.

Statement of the Problem
It is the goal of the secondary school system to provide high quality education in

agricultural science to every student (TRCN, 2010). To do so requires adequate supply of
competence personnel’s who are willing and able to serve as agricultural science teachers.
learning to teach is, a life-long pursuit and a teacher’s education is a continuing education
otherwise his ideas and methods become obsolete. The agricultural science teachers need to
be abreast with current research reports on the various aspects of the agricultural science
curriculum. The National Policy on Education (2013) emphasized that in-service training
should be developed as an integral part of continuing teacher education and should also take
care of all inadequacies. The situation is not pleasant in Rivers State for agricultural science
teachers as there is no policy on financial obligation of government towards in-service
training of agricultural science teachers.

This resulted in a situation where Ajeyalemi (2002) described agricultural science
teachers as rigidly becoming irrelevant, obsolete, state for new concepts in science and

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performing below average in classrooms. Quality Education depends on the quality of the
teachers. In-service training ensures that teachers are kept up to date and adequately
empowered to offer quality delivery. The pre-service training might not perfectly prepare
them for effective job performance. The in-service-training serves as a further professional
development.

Professional development is a very important part of teacher education. The fact that
agriculture as a science is dynamic and widen in scope and new methods and strategies are
continuously being evolved to facilitate its teaching, underscore the need to develop ways of
updating agricultural science teachers’ knowledge in the school system. This will enable such
serving agriculture teachers to live up to their expectation as facilitators of scientific learning.
This view is predicated on the general belief and expectation that in any teaching-learning
situation, the teacher is not only expected to exhibit mastery of the subject-matter but should
also distinguish himself as an expert in pedagogy. It is on this basis that this study aims to
determine the influence of in-service training on teachers’ job performance in secondary
schools.
Purpose of the Study

The purpose of this study Sought to determine the Influence of in Service training and Job
performance of Agricultural Science Teacher’s for effective teaching in Secondary Schools in Port
Harcourt Local Government Area, Rivers State, Nigeria
1. Determine the influence of in-service training on teaching effectiveness of agricultural

science teachers’ in secondary schools in Port Harcourt Local Government Area of
Rivers State.
2. Determine the features of agricultural science teachers’ job performance in secondary
schools in Port Harcourt Local Government Area of Rivers State.
Research Questions
The following research questions guided the study:
1. What is the influence of in-service training on teaching effectiveness of agricultural
science teachers’ in secondary schools in Port Harcourt Local Government Area of
Rivers State?
2. What are the features of agricultural science teachers’ job performance in secondary
schools in Port Harcourt Local Government Area of Rivers State?

Null Hypotheses

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The formulated hypotheses were tested at 0.05 level of significance:

Ho1: There is no significant influence of in-service training on agricultural science teachers’

job performance in secondary schools in Port Harcourt Local Government Area of Rivers

State.
Ho2: There is no significant influence of gender on agricultural science teachers’ in-service

training in secondary schools in Port Harcourt Local Government Area of Rivers State.
Ho3: There is no significant influence of gender on agricultural science teachers’ job

performance in secondary schools in Port Harcourt Local Government Area of Rivers State.

Methodology

The research work was carried out in Port Harcourt Local Government Area, one of

the 23 Local Government Areas in Rivers State. A survey design was used for the study. The

population of the study consisted of 40 agricultural science teachers (23 males and 17

females) from 12 public secondary schools in Port Harcourt metropolis. Purposive sampling

technique was used, since the population was small all the 40 agricultural science teachers

were used for the study. The instrument for this study was a structured questionnaire titled
“In-service Training and Job Performance of Agricultural Science Teachers Questionnaire”

(ITJPASTQ).

The 20 items “In-service Training and Job Performance of Agricultural Science
Teachers Questionnaire” (ITJPASTQ) instrument was validated by experts in Measurement
and Evaluation and Agricultural Science Departments in Ignatius Ajuru University of
Education. The instrument was patterned after a modified rating scale of “Strongly Agree”,
“Agree”, “Disagree”, and “Strongly Disagree”. The reliability of the (ITJPASTQ) instrument
was established using the Cronbach Alpha method to obtain indices of .928 that necessitated
the use of ITJPASTQ instrument for administration. All the 40 copies of the ITJPASTQ
instrument administered to the respondents were retrieved and subsequently used for analysis
using mean and standard deviation to answer the research questions (with a criterion mean
cutoff of 2.5 for decision), while t-test was used to test all the null hypothesis at 0.05 level of
significance.

Data Presentation and Analysis

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Research Question 1: What is the influence of in-service training on teaching effectiveness
of agricultural science teachers’ in secondary schools in Port Harcourt Local
Government Area of Rivers State?

Table 1: Mean and standard deviation on the influence of in-service training on teaching
effectiveness of agricultural science teachers’ in secondary schools in Port Harcourt

Local Government Area of Rivers State

S/N In Service Training Entails: Mean SD Remark
1 Improving the attitude and behaviour of practicing 3.10 1.1
2.88 1 *
agricultural science teachers 3.45 .78 *
2 Preparing and setting teachers ready for teaching practice 3.28 .99 *
3 Subjecting or exposing teachers to further teaching and 3.15 .85
3.08 .98 *
practice .80 *
4 Improving teachers’ qualities or expertise 3.23 *
5 Improving teachers’ efficiency and effectiveness .70
6 Improving the knowledge and skills possessed by a 2.93 *
.89
serving teacher 3.20 *
7 Improving and upgrading the competency of practicing .79
3.26 *
teachers 3.15 .85
8 Improving the professional knowledge of practicing *

agricultural science teachers
9 Improving the vocational skills of practicing agricultural

science teachers
10 Equipping intending agricultural science teachers with all

the need for a life time work in the classroom
Grand Mean

* =Agree while # =Disagree

Table 1 shows the mean rating and standard deviation on the nature of in-service
training needed by agricultural science teachers’ in secondary schools in Port Harcourt Local
Government Area of Rivers State with a grand mean score of 3.15. It further shows that:



subjecting or exposing teachers to further teaching and practice( X =3.45), improving



teachers qualities or expertise( X =3.28),equipping intending agricultural science teachers



with all the need for a life time work in the classroom ( X =3.26),improving and upgrading



the competency of practicing teachers( X =3.23),improving the vocational skills of practicing



agricultural science teachers( X =3.20),improving teachers efficiency and effectiveness( X



=3.15),improving the attitude and behaviour of practicing agricultural science teachers( X



=3.10), improving the knowledge and skills possessed by a serving teacher ( X =3.08),



improving the professional knowledge of practicing agricultural science teachers( X =2.93)



and preparing and setting teachers ready for teaching practice ( X =2.88)were the nature of
in-service training needed by agricultural science teachers in secondary schools in Port
Harcourt Local Government Area of Rivers State.

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Research Question 2: What are the features of agricultural science teachers’ job
performance

in secondary schools in Port Harcourt Local Government Area of Rivers State?

Table 2: Mean and standard deviation on the features of agricultural science teachers’ job

performance in secondary schools in Port Harcourt Local Government Area of Rivers

State
S/N Agricultural Science Teachers’ Job Performance Mean SD Remark

enhances their ability to:

11 Inculcate ethical practices that will enhance teachers 3.13 .97 *

instructional delivery

12 Effectively plan their lesson in line with modern trends 2.50 .60 *

13 Effectively coordinate academic activities 2.60 .84 *

14 Respond to rapid technological advancement in the field 3.10 .93 *

of Agriculture

15 Advance new methods in learning in line with current 3.15 1.0 *
trends 0

16 Tackle the inherent challenges arising from teaching and 2.83 1.0 *
learning 6

17 Regularly review of the curriculum to conform to 2.86 1.1 *
modern trends 4

18 Make radical changes in teaching and learning 2.88 1.0 *
4

19 Effectively discharge of their extracurricular .89 *
responsibility 3.23

20 Effectively instruct in conformity with current 1.0 *
2.73
technological trends 4

Grand Mean 2.90

* =Agree while # =Disagree

Table 2 shows the mean rating and standard deviation on the features of agricultural
science teachers’ job performance in secondary schools in Port Harcourt Local Government

Area of Rivers State with a grand mean score of 2.90. It further shows that: effectively



discharge of their extracurricular responsibility( X =3.23), advance new methods in learning



in line with current trends ( X =3.15),inculcate ethical practices that will enhance teachers



instructional delivery ( X =3.13),respond to rapid technological advancement in the field of



Agriculture ( X =3.10),make radical changes in teaching and learning( X =2.88),regularly



review of the curriculum to conform to modern trends ( X =2.86),tackle the inherent



challenges arising from teaching and learning( X =2.83),effectively instruct in conformity



with current technological trends( X =2.73), effectively coordinate academic activities( X



=2.60) and effectively plan their lesson in line with modern trends ( X =2.50) were the
features of agricultural science teachers’ job performance in secondary schools in Port

Harcourt Local Government Area of Rivers State.

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Table 3: t-test analysis showing the responses on influence of in-service training on
agricultural science teachers’ job performance in secondary schools in Port

Harcourt Local Government Area of Rivers State

Variables n X SD df t-cal P>.05 decision

male 23 30.23 1.43 2.39 .028 *
female 38

17 29.56 1.45

*= significant@p>. .05 source field work 2017

Table 3 gives the summary of the t: t-test analysis showing the responses on influence of in-
service training on agricultural science teachers’ job performance in secondary schools in

Port Harcourt Local Government Area of Rivers State. The result presented in Table 3 shows

that respondents were statistically significant with (t- cal 2.39, p< .028 @df 38), since the p-

values is less than the .05 alpha level there is statistically significant influence between the

mean of the respondents hence, the null hypothesis which stated that there is no significant
influence of in-service training on agricultural science teachers’ job performance in

secondary schools in Port Harcourt Local Government Area of Rivers State is rejected. From

the null hypothesis tested it is deduced that there is influence of in-service training on
agricultural science teachers’ job performance in secondary schools in Port Harcourt Local

Government Area of Rivers State

Table 4: Summary of t-test analysis on the influence of gender on agricultural science
teachers’ in-service training in secondary schools in Port Harcourt Local

Government Area of Rivers State

Gender n Mean SD t df p-value Decision
0.06 NS
Male 23 31.56 4.13
2.42 3.67 38
Female 17 31.52 S = Significant, p<.05

Decision rule: NS = Significant, p>.05,

Table 4 shows that gender did not statistically and significantly influence agricultural science
teachers in-service training in secondary schools in Port Harcourt Local Government Area of
Rivers State (t(38, .025)=3.673, p=.063). The mean difference was relatively close. This means
that agricultural science teachers’ exposure to in-service training was not dependent on their
gender or whether they are male or female in secondary schools in Port Harcourt Local

Government Area of Rivers State.

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Table 5: Summary of t-test analysis on the influence of gender on agricultural science
teachers’

job performance in secondary schools in Port Harcourt Local Government Area of
Rivers State

Gender n Mean SD t df p-value Decision

Male 23 29.21 3.54 0.82 38 0.36 NS
Female
17 28.7059 2.93182

Decision rule: NS = Significant, p>.05, S = Significant, p<.05

Table 5 shows that gender did not statistically and significantly influence agricultural science
teachers job performance in secondary schools in Port Harcourt Local Government Area of
Rivers State (t(38, .025)=0.82, p=.36). The mean difference was relatively close. This means
that both the male and female agricultural science teachers’ performed effectively in their job
in secondary schools in Port Harcourt Local Government Area of Rivers State.

Discussion of Findings
The result in Table 1revealed a grand mean score of 3.15 which indicated that:

subjecting or exposing teachers to further teaching and practice, improving teachers qualities
or expertise, equipping intending agricultural science teachers with all the need for a life time
work in the classroom, improving and upgrading the competency of practicing teachers,
improving the vocational skills of practicing agricultural science teachers, improving
teachers efficiency and effectiveness, improving the attitude and behaviour of practicing
agricultural science teachers, improving the knowledge and skills possessed by a serving
teacher, improving the professional knowledge of practicing agricultural science teachers and
preparing and setting teachers ready for teaching practice were the nature of in-service
training needed by agricultural science teachers in secondary schools in Port Harcourt Local
Government Area of Rivers State.

This finding is in agreement with the views of Iwuanyanwu (2008) who stated that in-
service or retraining implies subjecting or exposing an individual to further teaching and
practice after the initial training, improving the teacher’s conduct or behaviour, and
improving agricultural science teacher’s qualities expertise or competence, efficiency and
effectiveness. Thus exposing teachers to teaching practice in this context implies preparing,
setting or making individual teacher ready for the teaching profession (Hornby, 2000),
including the capability of incorporating rapid technological innovations in the teaching and
learning methodologies and pedagogies in secondary schools (Pillai, 2007).

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The result in Table 2 revealed a grand mean score of 2.90 which indicated that:
effectively discharging their extracurricular responsibility, advancing new methods in
learning in line with current trends, inculcating ethical practices that will enhance teachers
instructional delivery, responding to rapid technological advancement in the field of
Agriculture, making radical changes in teaching and learning, regularly review of the
curriculum to conform to modern trends, tackling the inherent challenges arising from
teaching and learning, effectively instructing in conformity with current technological trends,
effectively coordinating academic activities and effectively planning their lesson in line with
modern trends were the features of agricultural science teachers’ job performance in
secondary schools in Port Harcourt Local Government Area of Rivers State.

This finding aligns with previous findings by Ndem (2016) who emphasized that the
features of teachers’ job performance include: improving the professional knowledge,
vocational skills, competencies and attitudes of practicing agricultural science teachers. This
is an integral part of national development strategies in many societies which impacts on
human resources development, productivity and economic growth through the consistent
actions tended at deliberately improving and upgrading the capacity and competency of
practicing teachers (Ochu, 2005). Similarly, the researcher aligns with Pillai (2007) who
emphasized that the features of job performance leads to the enhancement of radical changes
in reviewing and advancing new learning and the inherent challenges arising from curriculum
renewal and reforms in secondary schools.

The result in Table 3 revealed that in-service training contributed to agricultural
science teachers’ job performance in secondary schools in Port Harcourt Local Government
Area of Rivers State. This finding is consistent with Odumosu and Keshinro (2000) who
emphasized that the nature of a well-planned and regular in-service training for agricultural
science teachers equips teachers with all the capability for a life time work in the classroom,
improves teachers acquisition of skills, promotes personal intellectual and professional
growth of agricultural science teachers, and increasing changes in secondary schools.

The result in Table 4 revealed that gender did not influence agricultural science
teachers’ exposure to in-service training in secondary schools in Port Harcourt Local
Government Area of Rivers State. This finding is supported by the views of Pillai (2007)
stress that the training given to agricultural science teachers (whether male or female) is
predicated on enhancing their proficiency in effectively discharging their responsibility of

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teaching, instructing, planning and coordinating academic activities, in order to achieve such
lofty goals of sufficiency and productivity in secondary schools.

The result in Table 5 revealed that gender did not influence agricultural science
teachers’ job performance in secondary schools in Port Harcourt Local Government Area of
Rivers State. This finding is in agreement with Nkang (2002) who stressed that personnel
development helps the male and female teachers to be committed to a career in education in
order to derive personal and personnel satisfaction from his job, thereby minimizing high
personal turnover and grievances and eventually prepare the personnel for excellence and
higher positions of responsibility.

Conclusion
The study concludes that in-service training facilitated agricultural science teachers’
acquisition of the quality, expertise, efficiency, effectiveness and knowledge. This improves
teachers’(irrespective of gender) ability to inculcate ethical practices in advancing technology
and new methods in the discharge of teaching and extracurricular responsibilities.
Furthermore, job performance evident through effectively coordinating academic activities
effective planning of lessons in line with modern trends and regularly reviewing of the
curriculum to tackle with the inherent challenges arising from teaching and learning of
Agricultural Science in secondary schools. Therefore, the exposure of agricultural science
teachers’ to in-service training gives massive or enormous impetus, stimulus or motivation to
their job performance in secondary schools in Port Harcourt Local Government Area of
Rivers State
Recommendations
Based on the findings of the study, the following recommendations were proffered
1. Agricultural Science teachers (both male and female) should be regularly exposed to

periodic in-service training capable of improving and upgrading their competency,
vocational skills, efficiency and effectiveness.
2. Agricultural Science Teachers should inculcate ethical practices that will enable them to
integrate radical changes in their instructional delivery pattern.
3. Agricultural Science Teachers should be encouraged to embark on regular review of the
curriculum to conform to modern trends in the teaching and learning of agriculture.

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4. Agricultural Science Teachers should be subjected to training which will help them

acquire the capacity to apply technology in producing improved seedling for tackling the

emerging food scarcity in the country.

5. Agricultural Science Teachers should intensify their efforts to effectively coordinating

academic and extracurricular activities which will improve students learning of

agriculture.

References
Ajeyalemi, D. (2002). Capacity Building in the science: Imperative for Teacher

Education in Nigeria. Inaugural Lecture Services University of Lagos.

Denga, D.I. (1992). Educational and Vocational Guidance in Nigeria Secondary Schools
Calabar: Rapid Educational Publishers pp. 123.

Federal Republic of Nigeria (2013). National Policy on Education. Abuja: NERDC Press.

Hornby, A.S. (2006). Oxford Advanced Leaners Dictionary of Current English. 6th ed.,
London: Oxford University Press.

Ikediegwu, .N (2001).In service training: A strategy for improving teacher competence in
Anambra State secondary school. Nigerian Journal of Curriculum and instruction
10 (1); 42-44.

Iwuanyanwu, C.N. (2008). The Need for Pre-service and in-service Education
Experience for the Pre-school Teachers. The Asaba Educator. Technical and Science
Education Journal, 1(1), 26-31.

Ndem, J.U. (2016). Mechanisms for Enhancing Teacher’s Effectiveness in the
Implementation of Agricultural Science Programme in Secondary Schools in
Afikpo Education Zone of Ebonyi State. Journal of Education and practice, 7(4), 6-
16.

Nkang, I. E. (2002). Fundamentals of educational administration. 1st ed. Uyo: Afangide and
Bross Printing and Publishing Company.

Ochu, A.O. (2005). Agricultural Education as Panacea to food crisps and Poverty
Eradication in Nigeria: Implications to Teacher Preparation Zaria, Nigeria: Faculty of
Education Seminar Series No. 2.

Odumosu, A.I and Keshinro, O. (2000). Effective Science Teaching and Improvisation in
the classroom. Lagos: Ogbinaka and Obaro Publishers Ltd.

Okojie, M.U (2009). Teacher Education: Challenges for the 21st Century.
Multidisciplinary Journal of research development. 13(1), 93-100.

Osuala, E. C. (1997). A Handbook of Vocational Technical Education for Nigeria.

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Lagos: Pacific Publishers Ltd.

Pillai, R. (2007). Teachers must Engage in Active Capacity Building: Online UNESCO
Document Available at: www.onlineUNESCO/capacity/building/htm.
Retrieved on December 8, 2016.

Teachers Registration Council of Nigeria, (2010). Professional standards for Nigerian
Teachers, Abuja. A Mimeograph of the Teachers Registration Council of Nigeria.

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Qualitative and Functional High-Technology in Vocational-Technical

Education: A Tool for Sustainable National Development

George W. Kennedy
Inwang A. Udo
Samuel A. Ikpe

Department of Technical Education,
Akwa Ibom State College of Education, Afaha Nsit,

08134005416, 07037582843, 08039549367
&

George Susana Kennedy

Department of Information Technology,
Sikkim Manipal University, Accra, Ghana.

+233237124593
[email protected]

Corresponding Author: [email protected]

Abstract
This paper examined the contribution of qualitative and functional high technology in
Vocational Technical Education (VTE) to sustainable national development in Nigeria and
the need for educators to train and/or retrain students and workers in high-technology
occupations to meet the new trends in human development. It also highlights the various
contexts of development and national goal of qualitative and functional vocational technical
education in Nigeria and specific goals for our schools. The researchers further examine the
challenges faced by technical education in trying to accomplish the goals which can
consequently lead to achieving the qualitative and functional high-technology in vocational
technical education for sustainable national development in Nigeria. As the mission of VTE
is to prepare students for high technology by increasing their understanding of technology
and equipping them with appropriate skills for future world of work, this paper throws more
light on how it should be practiced by professionals and make recommendations on training,
quality of educators, management of the practice, state of schools environment, facilities and
infrastructure.

Keywords: Qualitative and functional high-technology, Vocational and Technical Education,

Sustainable National Development.

Introduction

The issue of development in any sphere of the nation’s growth should be of primary
concern to any patriotic citizen of the country. This requires concerted effort from every able
individual, families and communities to work together in order to move the nation forward.
Omenkeukwu (2002) pointed out that no independent value attached to education is
considered valid if it conflicts with the value of education as an instrument of development.

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In support of Omenkeukwu (2002) assertion, Adewale (2008) as cited by Situ (2009)
observed that Nigeria’s growing economy requires an educational programme that prepares
its entire people to be active contributing participants. No doubt the National Policy on
Education was revised to address and emphasize the need of work and uses of hands and
machines and hence, the introduction of technical education in our schools curricula, which
one of the core subjects is computer science education (FGN, 2004).

High technology often abbreviated as high-tech is technology at the cutting edge: the
most advanced scientific research and knowledge available, especially in relation to
microelectronics, genetic engineering or telecommunications and the development of new
advanced machines and equipment. As of the onset of the 21st century, products considered
high-tech are often those that incorporate advanced computer electronics. High technology
industries have a great independence on science and technology innovation that leads to new
or improved products and services. They generally have a substantial economic impact,
fuelled both by large research and development spending. Companies grow up around the
high-tech enterprises and supply raw materials, components, specialized technical expertise
in design, marketing and knowledge management, skilled subcontractors, specialty
packaging, distribution and transportation. Tertiary institutions can benefit from high-tech
companies. According to Maddison (2006), tertiary institutions are a key component in
successful high-tech regions.

High technology is rapidly changing the nature of work in all sectors of the economy.
More and more workers, from farmers to manager are using computers, word processors and
other sophisticated machines for their jobs. Even more workers will use such machines in the
future as new technological developments leads to newer, faster and less costly machines.
Many people welcome technology and set it as a salvation for economy. Maddison (2006)
believes that new technologies will foster new employment opportunities in firms that
design, manufacture and maintain those devices. According to him, this will lead to renewed
economic growth that will offset the work lost from the increase use of robots and other high
technology machines. Others are more fearful of technology and question whether all its
impact will be beneficial. They wonder if the economy will be able to generate enough new
jobs to offset those lost to new technologies. They question whether significant employment
growth will take place in industries and vocational occupations where new technologies are
developed and manufactured. They even challenge the accepted wisdom that more
sophisticated technologies will require workers with increased education and training.

Vocational technical education offer varying skills which equip the learner or individual
with an insight into the work, and providing with opportunities and abilities to make more
rational choices for their future career, where they may wish to go to pursue further
professional studies. The National Policy on Education (FGN, 2004) provides the following
as the philosophy of vocational technical education:
1. To provide and train man-power in the applied science, technology and commerce

particularly at the sub-professional grade;
2. To provide the technical knowledge and skills necessary for agricultural, industrial,

commercial and economic development.
3. To provide people who can apply scientific knowledge for the improvement and solution

of environmental problems for the use and convenience of man.
4. To give introductory professional studies in engineering and other technologies.
5. To give training and impart the necessary skills leading to the production of craftsmen

and other skilled individual who will be enterprising and self-reliance.
6. To enable our young men and women to have an intelligent understanding of the

increasing complexities of technology.

Vol. 3(3) 2017 www.benchmarkjournals.com Page 84