Benchmark Journals INTERNATIONAL JOURNAL OF EDUCATIONAL BENCHMARK (IJEB),
eISSN: 2489-0170 pISSN:2489-4162 University of Uyo
Determinants of Organization of Intramural Sports Activities in
Public Secondary Schools in Kabba-Bunu Local Government
Area, Kogi State
1OLUBOBOLA, Victoria Favour, 3ELOJI, Stella Azuanuka and 4AMUPITAN, Shogo
Edward, *5OLAOYE, Ayobami Kazeem,
Faculty of Education
University of Ilorin, Nigeria
[email protected]
Phone Number: +234-08171223480
&
2Ikwuka, Franca Nkoli
Department of Physical and Health Education
FCT College of Education
Zuba, Abuja
Abstract
There are many factors that must come to play in the organization of intramural sports
programme in public secondary schools in Kabba-Bunu LGA of Kogi State. This study
examined the determinants of organization of intramural sports programme in public
Secondary Schools in Kabba -Bunu L.G.A, Kogi State. The research design employed for the
study was descriptive design of the survey type. The population of the study comprised 96
(school administrators, PHE Teachers coaches and games house masters) in eight
Government secondary schools in Kabba-Bunu, Kogi State Nigeria. A sample size of 96
respondents was purposively sampled for the study. The instrument used for the study was
researcher structured Questionnaire. The instrument was validated by three experts in the
Department of Human Kinetics Education and tested for reliability using Cronbach alpha of
0.76 was obtained. The postulated hypotheses were tested with the use of influential statistics
of Chi-square at 0.05 significance level. The hypotheses were rejected. The result revealed
that; Fund, Availability of sports facilities and Organizational pattern have significant
influence on organization of intramural programmes in secondary schools in Kabba Bunu,
Kogi Conclution; fund, availability of training facilities and organizational pattern
influenced the organization of intramural programmes in secondary schools in Kabba Bunu,
Kogi State. It was recommended among other that: administrators of sports programmes
should look for other means of getting money apart from government so as to be able to
organize and administered sports programmes in secondary schools and ensure sports
development, standard sports facilities need to be provided and maintained in order to have
a smooth organization and management of intramural and extramural sports programme in
public secondary schools.
Keywords: Organization, Intramural, determinants of organization and Sports Activities,
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eISSN: 2489-0170 pISSN:2489-4162 University of Uyo
Introduction
Intramural programmes are extracurricular activities organized within school, college
or tertiary institutions involving students or staff. These organized sports programmes is an
integral part of total educational process that is used to promote wellness among school
community, while also allowing those who do not participate in it an opportunity to be active
and have fun. According to Adesoye and Ajibua (2015), intramural sports were primarily
termed extracurricular activities; which implies that they are something voluntary for those
who have time.
Intramural sports programme in school includes organized sports activities such as:
sports clubs, athletic opportunities, dance line or cheer teams, Scouts, drama or theater, youth
groups, student council, and sports. There is substantial interest in how students are spending
their leisure time inside and outside the school environment and what types of activities are
important to their development. Young people attending school participate in some kind of
organized intramural sports activities (Gardner, Roth & Eccles, 2006).
Intramural sports programme has a lot of benefits to offer the students. According to
Babatunde and Ogundipe (2006) participation in intramural sports has many beneficial
consequences such as enhancing upward social mobility, providing a healthy outlet for
aggression and development of specialist skills and performances. Others are promotion of
happiness and self-actualization, tolerance, concern for others, respect for authority and co-
operation among others.
Ekuri, Edi and Odok (2014) posited that finance is critical to the success and effective
planning, organization and administration of the resources in any organization as its
availability necessitates the purchase of every material required for the attainment of the
organization’s goals. Ekuri, Edi and Odok further stated that extracurricular programmes in
the schools’ settings are regarded as integral parts of the total educational process that
contribute to the intellectual growth and human development of youths. Its contribution to
the social, physical, emotional, and cognitive development of youths cannot be over-
emphasized.
Intramural sport programs finances are those contribute to the attainment of
educational objectives; they should be financed out of the boards of education and
administration center funds, just as other phases of the program are financed. According to
Awosika (2009) reported that it might be impossible to achieve satisfactory results in an
organization whose training facilities and equipment are inadequate or of sub-standard. The
scarcity of physical education facilities, supplies and equipment constitute a big cog in the
successful administration, organization and management of physical education and sports in
Nigeria. It is good to have strong financial support for intramural sport programme.
The finance involved in intramural sports programs could be raised in various ways.
According to Andreff (2006) who stated that “because these programs have many
contributions to make to educational objectives as other parts of education programs, they
should be financed out of Board of Education and Central Administration funds as other
phases of the programs are financed.” They should therefore be included in the physical
education budget and supported through regularly budgeted school or college income
alongside with other phases.
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eISSN: 2489-0170 pISSN:2489-4162 University of Uyo
Intramural sports need adequate financing as they are comprehensive programmes of
sports and recreational activities carried out within the institution. Attaining predetermined
sports objectives in secondary school students lay in the ability of the sports administrators to
have in his disposition adequate financial resources (Omolawon & Adisa, 2009).
Omolawon and Adisa (2009) espoused that as lofty and beneficial as the idea of
intramural sports is, the objectives are threatened with issues bothering on proper utilization
of financial resources. It would only be proper that an athlete who excels in an inter-house
athletic competition should be given some form of reward or remuneration for a job well
done just as much as it would also be proper to reward volunteers who contributed their
quota in terms of efforts and support towards the successful hosting of intramural sports
programme sports meets.
Omolawon and Adisa (2009) asserted that for the goals and objectives of sports in secondary
schools to be achieved which would invariably culminate to sports development, the place of
judicious finance utilization by the administrators would be of paramount importance.
Ibraheem, Ikwuka, Adeoye and Olaoye (2015) pointed out that the goals of intramural
sports programme can only be achieved as well as successful through credible proper
organization and management. Ibraheem et.al (2015) described sports management as a field
interested in the organization and administration of specific sports related area. It is a field of
endneavour involving planning, coordinating, leadership, decision making process, staging of
athletic events and marketing sports. Ibraheem et.al (2015) stressed that management is the
act of arranging and organizing materials and conditions that the goals and purposes of an
organization may be achieved. Maxwell (2004) viewed managements as a process of
organizing controling, coordinating and utilizing human and material resources towards
achieving organizational goals.
Haastrup (2011) submitted that administrative practices such as high academic work
load and bureaucratic policy in most schools and colleges, do not give every student adequate
opportunity of participation in intramural sports programs. Furthermore, administrative
practice where games fees are collected and exclusively by the headmasters is bound to affect
the smooth organization of intramural sports programs in schools, as funds needed for the
purchase of sports equipment and supplies might often n diverted to other aspect of the
school programs at the detriment of sports programs. However, extracurricular activities
provide an additional opportunity for participation and competition in sports and other
physical activities on a voluntary basis after school.
Olaitan, Oyerinde, Obiyemi and Kayode (2010) posited that, for maximum
achievement of the objective of the intramural sports programme in schools, it is absolutely
necessary that the sports administrator should provide variety of activities. However, it can
be understood that this wide variety of activities cannot be easily provided where the
provision of facilities equipment and supplies is either tight or non-existent. The need for
adequate supply of facilities, equipment and supplies was stressed by Ayoade, (2010) who
argued that–the society of sports facilities and supplies constitutes a big cog in the successful
administration of schools sports.
School and community facilities should be planned and used to supplement and
complement each other in meeting the need of the students and the community. “Community
recreational programme conducted with a school facility should be under the provision of
school personnel to ensure safety of students and the protection of the facilities, equipment
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eISSN: 2489-0170 pISSN:2489-4162 University of Uyo
and supplies.” The existence of adequate facilities and equipment is of vital importance in the
conduct of physical education recreational and athletics programme at every educational
level (Beller, 2010).
Koca and Henderson (2011) stated that facilities and equipment are primary factors in
determining the administrative feasibility of any sports programme. For instance, the lack of
a suitable swimming facility which the school can use makes it impossible to include
swimming among the intramural activities.
Proper facilities and adequate equipment are critical to the success of intramural sport
programmes. Koca and Henderson (2011) suggested that the facility involved in intramural
sport program are raised in various ways since, these programme have as many contribution
to make to educational objective as other parts of the education programme or more they
should be financed out of board of education and central administration funds. Just as other
phase of the programme are financed should be included in the general physical education
budget and supported through regular budget school income.
Kabba/Bunnu is a Local Government in Kogi State and the headquarter of Kogi West
Senatorial Dstrict, it comprised of Yoruba tribe in the middle belt of North central of Nigeria.
Organization of school sports in Kabba/Bunnu suffer a high challenge which could be
connected to the patterns and facilities available for it conduct. There is a greater need to put
in proper shape the nature and pattern of organizing intramural sports programme in Kogi
state which call for this research study.
Statement of the Problem
Intramural sports in the Government owned secondary schools in Kabba/Bunu, Kogi State
have been on the decline. Students with outstanding performance in some organized sports
programmes oftentimes are not rewarded, facilities and equipment are either inadequate or
not provided perhaps, because the school sports administrators do not take into cognizance
the importance of the significant of intramural sports programmes in secondry schools.
The researcher observed that most students in secondary schools in Kabba/Bunu,
Kogi State have good students who are potential athletes who have keen interest in sports, yet
there have always been poor motivation through several challenges militating organization
and administration on intramural sports programmes such as fun, sports facilities,
organization and management pattern of Intramural sports programme in the state. Although,
other factors may add to these situations, but the way and manner sports especially
intramural sports programme are organized and managed in the various secondary schools in
the state may have been the most significance of the factors affecting the organization of
intramural sports in secondary schools.
Lawal (2013) identified poor Planning, organization, lack of sports facilities and
equipment as the major inhibitor of sports porgramme, especially intramural sports
programme in secondary schools. Ineffective management in sports as that which is entirely
responsible for failures experienced in sports programmes, especially as it concerns
intramural sports programme in secondary schools.
The researcher also observed that most secondary schools sports lack adequate sports
personnel to handle the various sporting events in sports. In most secondary schools, non-
professionals are assuming position of the sports unit, due to “god fatherism” among
principals of schools. These prevailing circumstances mentioned above has prohibited a
successful intramural sports programme in secondary schools in Kabba-Bunu Kogi State,
Nigeria.
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Research Questions
The following questions sought to determine will be answered;
1. Examine the availability of fund for intramural sports programme in public secondary
schools in kabba/bunu, kogi state?2. What is the organizational pattern of intramural
sports program in public secondary schools in Kabba/Bunu, Kogi State?
3. What are the facilities available for organizing intramural sports programme in public
secondary schools in Kabba/Bunu, Kogi State?
Null Hypotheses
The following hypotheses were tested;
1. Availability of fund will not have significant influence on THE organization of
intramural sports programme in public secondary schools in Kabba/Bunu.
2. Organizational pattern will not have significant influence on organization intramural
sports programme in public secondary schools in Kabba/Bunu.
3. Facilities will not have significant influence on organization of intramural sports
programme in public secondary schools in Kabba/Bunu.
Methodology
A descriptive survey research design was used for this study. The population for the
study comprised all secondary school administrators, physical education teachers Coaches
and Game house masters in Kabba-Bunu LGA, Kogi State. Ninety-six (96) respondents was
used for this study through purposive sampling technique. Multi stage sampling technique
was adopted for data selection in the study. Firstly, stratified sampling technique was used to
divide Kabba-Bunu Local Government Area to two districts which are (Kabba-Bunu district).
Stage two, purposive sampling technique was used to select four schools from each district.
Stage three, purposive sampling technique was used to select school administrators and
physical education teachers, Coaches and Games, house masters in the schools. 28
administrators, 17 physical education teachers, 25 coaches and 26 game house masters were
selected using purposive sapling technique. 96 respondents were finally sampled for this
study. A researcher developed questionnaire was designed in 4-Point Liker Scale type format
of Strongly Agree (SA), Agree (A), Disagree (DA), and Strongly Disagree (SD).
The questionnaire consisted of two sections; Section (A & B). Section A sought
information of demographic data of the respondents while Section B elicited information on
the postulated hypotheses. The instrument used was validated by three experts in the
Department of Human Kinetics Education, Faculty of Education, University of Ilorin and the
corrections were incorporated into the final draft. Cronbach alpha method of reliability was
adopted to measure the consistency of the instrument. 10 research instruments were
administered within the interval of two weeks to respondents in Okoro-Gbede high school,
Ijumu Local Government Area, Kogi state and a coefficient of 0.76 was obtained which
justified that the instrument was reliable. The instrument was administered by the researcher
with the assistance of three (3) research assistants. Respondents were requested to fill the
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questionnaire and were collected after completion for data analysis. Descriptive statistics of
frequency count and percentage was used to analyze the demographic data of the respondents
while inferential statistics of Chi-square (x2) was used to test the hypotheses at 0.05 alpha
levels.
Result
Ho1: Availability of fund will not have significant influence on organization of intramural
sports programme in public secondary schools in Kabba-Bunu, Kogi State.
Table 1: Chi-square analysis showing influence of Availability of fund on organization and
management of intramural sports programme in public secondary schools in Kabba-
Bunu, Kogi State.
S/ items Sa A D sd df cal. table
N row val val remark
total
1 The ministry of 6 4 74 12 96
education gives (6.9%) (4.9%) (74.9%) (12.9%)
money for intramural
sports in school.
2 Money released for 3 10 33 50 96
intramural sports are (3.2%) (10.9%) (33.9%) (50.9%)
adequately and well
used for
improvements
3 Funds intended for 16 14 24 52 96 9 121.02 16.92 Ho
Rejected
intramural sports are (16.9%) (14.9%) (24.0%) (52.9%)
diverted for other
purposes
4 Preparatory schools 4 2 32 58 96
are given enough (4.9%) (2.9%) (32.9%) (58.9%)
funds execute
intramural sports
program
Column Total 29 30 186 172 384
P < 0.05 alpha level
The findings from the analysis in Table 1 indicated that calculated Chi-square value is
121.02 while the table value is 16.92 with the degree of freedom of 9 at 0.05 alpha level.
Since the calculated value is greater than the table value, the null hypothesis is rejected. This
implies that Availability of fund will have significant influence on organization of intramural
sports programme in public secondary schools in Kabba/Bunu, Kogi State
Ho2: Facilities will not have significant influence on organization of intramural sports
programme in public secondary schools in Kabba/Bunu, Kogi State.
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Table 2: Chi-square analysis showing influence of Facilities on organization of intramural
sports programme in public secondary schools in Kabba/Bunu, Kogi State.
s/n Items SA A D SD df Cal- Tab-
row value val Remark
total 9 103.19 16.92 Ho
Rejected
1 There is sufficient 67 23 42 96
play-ground for the (67.9%) (23.9%) (4.9%) (2.9%)
intramural sport
(program) inside the
school .
2 Intramural sport 47 42 25 96
competition only (47.9%) (42.9%) (2.9%) (5.9%)
involves athletics;
volley ball and
football in my school
based on the facilities
available
3 Intra mural and 61 28 3 4 96
extramural sports (61.9%) (28.9%) (3.9%) (4.9%)
competitions are not
organized regularly
in my school due to
lack of facilities and
equipment
4 Few facilities 48 34 11 3 96
available are poorly (48.9%) (34.9%) (11.9%) (3.9%)
maintained
Column Total 910 588 20 10 1528
P < 0.05 alpha level
The findings from the analysis in Table 2 showed that calculated Chi-square value is
102.19 and the table value is 16.92 with the degree of freedom of 9 at 0.05 alpha level. Since
the calculated value is greater than the table value, the null hypothesis is rejected. This means
that facilities has significant influence on the organization of intramural sports programme in
public secondary schools in Kabba/Bunu, Kogi State
Ho3: Organizational pattern will not have significant influence on organization of intramural
sports programme in public secondary schools in Kabba/Bunu, Kogi State.
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Table 3: Chi-square analysis showing influence of Organizational pattern on organization of
intramural sports programme in public secondary schools in Kabba/Bunu, Kogi
State.
S/ items SA A D SD df cal. table
N row value valu remark
e
total
1 Adequate planning 1 5 26 64 96
are put in place for (1.9%) (5.9%) (26.9%) (64.9%)
the organization of
Intramural sport
programs
(activities) in the
schools.
2 School principal 49 28 12 7 96
and other school (49.9%) (28.9%) (12.9%) (7.9%)
administrators
have an influence
on the day-to-day
running of the
intra and
extramural sport
programmes
3 Enough time is 24 47 16 9 96 18 110.2 28.87 Ho
4 Rejected
allocated for (24.9%) (47.9%) (16.9%) (9.9%)
organizing
intramural sports
program
participation in
preparatory in
school.
4 The school 42 31 13 10 96
administrators (42.9%) (31.9%) (13.9%) (10.9%)
have smooth
relationships with
the head of
intramural sport
program.
5 All intramural
sport program 52 31 6 7
coordinators are (52.9%) (31.9%) (6.9%) (7.9%) 96
physical education
specialists
6 The school is
committed to
presents the 48 27 9 12 96
intramural sport (48.9%) (27.9%) (9.9%) (12.9%)
program (activity)
annual plan on
time to the student
Column Total 316 159 82 109 576
P < 0.05 alpha level
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The findings from the analysis in Table 3 showed that calculated Chi-square value is
110.24 while the table value is 28.87 with the degree of freedom of 28 at 0.05 alpha level.
Since the calculated value is greater than the table value, the null hypothesis is rejected. This
implies that of organization pattern has significant influence on organization of intramural
sports programme in public secondary schools in Kabba/Bunu, Kogi State.
Discussion of Findings
The tested hypothesis one revealed that fund has great impact on the organization of
intramural sports programme in public secondary schools in Kabba-Bunu, Kogi State. This
finding supports the view of Ekuri, Edi and Odok (2014) who posited that finance is critical
to the success and effective planning, organization of the resources in any organization as its
availability necessitates the purchase of every material required for the attainment of the
organization’s goals. Ekuri, Edi and Odok further stated that extracurricular programmes in
the schools settings are regarded as integral parts of the total educational process that
contribute to the intellectual growth and human development of youths. Its contribution to
the social, physical, emotional, and cognitive development of youths cannot be over-
emphasized.
The tested hypothesis two revealed that facilities has a great influence on the
organization of intramural sports programme in public secondary schools in Kabba-Bunu,
Kogi State. The result of this study corroborated with Koca and Henderson (2011) who
reported that facilities and equipment are primary factors in determining the administrative
feasibility of any sports programme. For instance, the lack of a suitable swimming facility
which the school can use makes it impossible to include swimming among the intramural
activities. Students would have no practice space and no facility in which to conduct
competition. In similar fashion, a school’s inability to supply vaulting poles, hurdles,
football, tennis rackets, etc will make it difficult to include them in their programme of
intramural activities.
The tested hypothesis three revealed that there is a great impacts of organization
pattern on organization of intramural sports programme in public secondary schools in
Kabba/Bunu, Kogi State. The result of this study corroborated with Roth and Theodore
(2006) who reported that the goals of intramural sports programme can only be achieved as
well as successful through credible proper organization. Also, described sports management
as a field interested in the organization and administration of specific sports related area. It is
a field of endeavour involving planning, coordinating, leadership, decision making process,
staging of athletic events and marketing sports.
Conclusion
Based on the finding of this study, the following conclusions were drawn:
Availability of fund determined organization of intramural sports programme in public
secondary schools in Kabba/Bunu, Kogi State. Availability of sports facilities determined the
organization of intramural sports programme in public secondary schools in Kabba/Bunu,
Kogi State. Organizational pattern determined the organization of intramural sports
programme in public secondary schools in Kabba/Bunu, Kogi State.
Recommendations
Based on the submission above, the following recommendations were made:
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1. There is great need for administrators of sports programmes to look for other means of
getting money apart from government so as to be able to organize and administered sports
programmes in secondary schools and ensure sports development.
2. standard sports facilities need to be provided by the school authority and maintained in
order to have a smooth organization and management of intramural sports programme in
public secondary schools
3. sports experts with adequate knowledge and skills of planning and organizing intramural
sports need to be put in charge of intramural sports programme in public secondary
schools.
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eISSN: 2489-0170 pISSN:2489-4162 University of Uyo
Industrial Attachment and Technical College Student Skills Acquisition for
Sustainable Development in Akwa Ibom State, Nigeria.
Dr. Emmanuel B. Joseph, Joshua Henry Gangkwi,
Aniekan Elijah Asukwo &
Mirian W. Nwibani
Department of Vocational Education
Faculty of Education
University of Uyo, Uyo.
[email protected]
08039364110;
Abstract
This paper focuses on Industrial Attachment and Technical College Student Skills
Acquisition for Sustainable Development in Akwa Ibom State, Nigeria. Three research
questions and three hypotheses were formulated to guide the conduct of the study. The
population of the study comprised senior technical II students in the six technical colleges in
the state. The population consisted of all 315 NTC III students of all the Technical colleges in
Akwa Ibom state. 176 students drawn using the proportionate sampling technique were used
as respondents for this study. A 27 - item structured questionnaire titled, ‘Industrial
Attachment and Students Skills Acquisition Questionnaire (IASSAQ) with a four-point rating
response options was used for data collection. Mean and standard deviation were used to
answer the research questions while independent t-test was used to test the null hypotheses at
0.05 level of significance. The results revealed that Technical college students acquired
various skills to little extent during industrial attachment. The findings also show that there
is no significant difference in the responses of male and female students on the extent to
which they encounter diverse challenges while on industrial attachment. This paper therefore
calls for the ministry of education in collaboration with National Board for Technical
Education (NBTE) to adopt appropriate measures to ensure that school based supervisors
(teachers) are effective in carrying out supervision of students on SIWES and that they
should make deliberate effort to ensure that before students embark on SIWES, sensitized and
oriention on the importance of SIWES and it resultant effect it has on the success of their
chosen career are carried out.
Keywords: Industrial Attachment and Technical College Student Skills Acquisition for
Sustainable Development
Introduction
Skill acquisition can be described as the process of acquiring ability and attaining
competency through training. According to Nwanaka and Amaechule (2011) there are three
stages in skills acquisition: theoretical, practical and exposure to challenges. Technical
colleges have, to an extent, provided the theoretical and practical stages of the skill
acquisition process, but there is also need for the provision of the ‘exposure to challenges’.
This third aspect can only be achieved outside the four walls of the colleges. It is necessary to
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expose technical college students to practical situations or real work situations in job areas
relevant to their trade courses of study if the cycle of skills acquisition is to be termed
complete. It is also important that technical college students be given the required practical
skills which they would require to be self-reliant to cope with emerging challenges of the
modern world. Findings from research have shown that the current state of facilities in the
technical colleges is inadequate to achieve the goal of skill acquisition for self-reliance and
sustainable development (Umar and Ma’aji, 2010); hence the need for a viable and well
implemented Cooperative Training Programme.
Cooperative Training is seen as a tool for sustained economic growth and poverty
alleviation. This has birthed the pressing need to educate and train technical college students
for self-reliance and sustainable professional competence, meeting the technological needs of
the society and thus, earning a living. The cooperative training programme in Nigeria for
technical colleges is carried out under the umbrella of industrial attachment.
Statement of Problem
Over the years, unemployment has been a major problem in this country and
successive governments have not been able to tackle it as expected. The number of technical
college graduates seen roaming the streets in search of white collar jobs is saddening,
rendering some of these young graduates frustrated and thereby getting them involved in
anti-social vices such as armed robbery, prostitution, kidnapping, drug trafficking, political
thuggery in a bid to survive. These young technical college graduates find it difficult to get a
job or become self-reliant because of deficiency in the skills required for a specific job or
venture (Nduononwi, 2016).
To address this situation, there is need for an effective industrial attachment
programme for students of technical colleges to acquire practical skills in their occupational
areas and to acquaint themselves with how new technologies, machines and equipment they
have heard of and read about function. However, issues have been raised by some students
about the challenges they go through to secure places for attachment and during their time of
attachment. Implementing a viable and effective industrial attachment programme requires
the participation and harmonious relationship between various stakeholders such as the
trainees, industries/firms/enterprise/companies, governmental and non-governmental
organizations.
The stakeholders must be aware of the basic logic of cooperative training as well as
practically see the benefit of the system to all stakeholders directly and indirectly. The
success of industrial attachment programme in Nigeria would go a long way to aid the
achievement of the objectives of technical education. It was therefore prudent to explore
some effect of Industrial Attachment Programmes and Skill Acquisition in Technical
Colleges in Akwa Ibom State, assessing the extent of skills acquired, prevalent challenges
and strategies for its effective implementation in Akwa Ibom State.
Purpose of the Study
The purpose of the study is to assess the effectiveness of industrial attachment on skills
acquisition among technical college students in Akwa Ibom state. Specifically, the study
sought to:
1. determine the extent to which Technical College students acquire skills during
industrial attachment in technical colleges in Akwa Ibom.
2. determine the prevalent challenges faced by Technical College students during
industrial attachment in technical colleges in Akwa Ibom.
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3. determine the strategies that can be adopted to improve the effectiveness of industrial
attachment in technical colleges in Akwa Ibom.
Research Questions
The following research questions were formulated to guide the conduct of the study:
1. To what extent do Technical College students acquire skills during industrial
attachment in technical colleges in Akwa Ibom?
2. What are the prevalent challenges faced by Technical College students during
industrial attachment in technical colleges in Akwa Ibom?
3. What are the strategies for improving the effectiveness of industrial attachment in
technical colleges in Akwa Ibom?
Null Hypotheses
The following null hypotheses were formulated for the study and was tested at .05
level of significance.
H01: There is no significant difference in mean responses of male and female NTC III
students on the extent to which they acquire skills during industrial attachment.
H02: There is no significant difference in mean responses of male and female NTC III
students on the prevalent challenges they face during industrial attachment.
H03: There is no significant difference in mean responses of male and female NTC III
students on the strategies for improving industrial attachment.
Delimitation of the Study
This study covered only Public Technical Colleges in Akwa Ibom state. They
include: Government Technical College, Abak, Government Technical College, Ewet, Union
Technical College, Ikpa-Eket, Government Technical College, Ikot Uko Ika, Government
Technical College, Mbioto Etinan, Community Technical College, Ikot Akata, and Mainland
Technical College, Oron.
Design of the Study
Descriptive survey design was adopted for the study. This involved the use of
structured questionnaire to elicit information from the students of the specified government
technical colleges in AkwaIbom state. The population of the study consisted of 315 NTC III
students from the seven (7) government technical colleges of Akwa Ibom state. Taro
Yamane’s formula was used to arrive at a sample of 176 subjects out of the population of 315
Technical College NTC III students. Stratified random sampling technique was used to select
46 students from GTC Ewet, 34 students from GTC Abak, 15 students from Mainland
Technical college Oron, 20 students from GTC Ikot Uko Ika, 36 students form Union
Technical College Ikpa-Eket, 25 students from GTC Mbioto Etinan and 25 students from
Community Technical College Ikot Akata. The sample consisted of 107 male and 69 female
students drawn from the seven Technical Colleges. A structured questionnaire titled
‘Industrial Attachment and Students Skills Acquisition Questionnaire (IASSAQ) was
developed by the researchers to elicit the objective opinions of the respondents. The
questionnaire was divided into four parts; A, B, C and D. Part A addressed the personal data
of the respondent. Parts B, C and D addressed the extent to which students acquire skills
during industrial attachment, the prevalent challenges faced by students on industrial
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attachment and the strategies that can be adopted to improve the effectiveness of industrial
attachment respectively.
After constructing the instrument, it was face validated by three experts in the
Department of Vocational Education, University of Uyo. Suggestions, observations and
criticisms of the experts were used to modify and improve the final copy of the instrument.
To establish the internal consistency of the instrument, 30 copies of the questionnaire was
trial tested by administering them to the NTC III students of Federal Science Technical
College, Uyo. This is because Federal Science Technical College, Uyo does not constitute
the population of this study. The scores obtained were analyzed using Cronbach Alpha. A
reliability coefficient of 0.89 was obtained. Based on the 0.89 coefficient, the instrument was
considered highly reliable for the study.
Decision Rule Response Options Values Real Limit
Very Great Extent (VGE) / Strongly Agreed (SA) 4 3.50-4.00
Great Extent (GE) / Agreed (A) 3 2.50-3.49
Little Extent (LE) / Disagreed (D) 2 1.50-2,49
Very Little Extent (VGE) / Strongly Disagreed (SD) 1 1.00-1.49
A mean of 2.50 which is the mid-point of the scale served as the decision rule. That is, the
mean of all the respondents of any particular item equal to or greater than 2.50 were regarded
as Great Extent (GE)/Agreed (A), but mean responses less than this level were regarded as
Little Extent (LE)/Disagreed (D). The inferential statistical tool used to test the hypotheses of
the study was t-test at 0.05 level of significance. The hypotheses were accepted for t-ratio
(calculated) less than t-ratio (critical); otherwise, it was rejected
Results and discussion
Research Question One: To what extent do technical College students acquire skills during
industrial attachment?
Table 1: The mean responses of Technical College students’ on the extent to which
students acquire skills during industrial attachment.
n= 173
S/N During industrial attachment, n Mean Decision
we were exposed to:
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1. Decision making skill 173 3.08 GE
2. Equipment handling skill 173 2.31 LE
3. Power tools handling skill 173 2.40 LE
4. Daily work schedule 173 1.98 LE
5. Routine maintenance skill 173 2.24 LE
6. Creative thinking skill LE
7. Daily operation record keeping skill 173 2.34 LE
8. Problem solving skill 173 2.27 LE
9. Product marketing/advertisement skill 173 2.73
10. Soft skills 173 2.44 LE
173 2.48 LE
Grand Mean 2.43
Key: VGE= Very Great Extent; GE= Great Extent; LE = Low Extent; VLE =Very Low
Extent
Table 1 shows that the Mean ratings of students range between 1.98 and 3.08 with a Grand
Mean of 2.43. This result indicates that during industrial attachment, Technical College
students acquire several skills to a little extent.
Research Question Two: What are the prevalent challenges faced by technical colleges
students during industrial attachment? n= 173
S/N Prevalent challenges Faced by Students n Mean Decision
11. Employers’ non-challant attitude towards industrial 173 2.97 GE
attachment
12. Firms give less attention to students 173 3.67 V GE
13. Firms are not willing to accept students 173 3.75 VGE
14. Students end up in irrelevant fields 173 3.51 VGE
15. Lack of remuneration to students on industrial att. 173 2.93 GE
16. Lack of modern facilities in some industries 173 3.14 GE
17. Students face difficulties in securing IT 173 2.50 GE
18. No alternative place for IT in case of rejection 173 3.51 VGE
19. Duration for IT is not adequate 173 2.49 LE
Grand Mean 3.16
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SA = Strongly Agreed; A = Agreed; D = Disagreed; SD = Strongly Disagreed
The emerging results in Table 2 reveal that the Mean score of students range between
2.49 and 3.67 with a Grand Mean of 3.16. The result further reveals that unwillingness of
firms to accept students for industrial attachment, firms give less attention to students while
on industrial attachment, students ending up in irrelevant fields for industrial attachment and
lack of alternative place for industrial attachment in case of rejection are the most prevalent
challenges faced by students during industrial attachment period followed by other
challenges listed.
Research Question Three: What are the strategies for improving the effectiveness of
industrial attachment in technical colleges in Akwa Ibom?
Table 3: The mean responses of Technical College students’ on the strategies for
improving SIWES
n= 173
S/N Strategies for Improving Industrial Att. n Mean Decision
20 Adequate orientation of students before IT starts 173 3.56 VGE
21 Workplace supervision should be encouraged 173 3.53 VGE
22 Improve relationship btw schools and firms 173 3.00 GE
23 Students should be motivated by remuneration 173 2.99 GE
24 Give out IT introduction letter early enough 173 3.43 GE
25 Organise workshop for all stakeholders 173 3.00 GE
26 Multiple supervision should be encouraged 173 3.51 VGE
27 Apprenticeship should be co-opted into the system 173 2.68 GE
28 Industrial attachment duration should be extended 173 3.03 GE
Grand Mean 3.19
SA = Strongly Agreed; A = Agreed; D = Disagreed; SD = Strongly Disagreed
The result in table three shows the mean responses of Technical College students on the
strategies on improving industrial attachment ranging between 2.68 and 3.56, with a grand
mean of 3.19. This reveals that Technical College students overwhelmingly agreed on the
listed items as strategies for improving industrial attachment.
Null Hypothesis One: Male and Female technical college students do not differ on the
extent to which they acquire skills during industrial attachment
Table 4: t-test analysis of mean responses of male and female technical college students on
the extent to which they acquire skills during industrial attachment
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Skills Acquired during Industrial Gender Mean Std df p-val Decision
Attachment
Male 2.86 .794 174 .00 Sig.
1. Decision making skill Female 3.29 .644 174 .15 Not sig.
2. Equipment handling skill Male 2.07 .730 174 .48 Not sig
3. Power tools hand skill Female 2.87 .803 174 .21 Not sig.
4. Daily work schedule Male 2.92 .631 174 .23 Not sig.
5. Routine maintenance skill Female 2.84 .797 174 .09 Not sig.
6. Creative thinking skill Male 2.87 .616 174 .16 Not sig.
7. Daily operation record keeping skill Female 2.41 .754 174 .23 Not sig.
8. Problem solving skill Male 2.89 .894 174 .81 Not sig
9. Product marketing/advertisement skill Female 2.59 .828 174 .42 Not sig.
10. Soft skill Male 3.01 .563
Female 1.67 .717
Male 3.20 .522
Female 2.61 .844
Male 3.25 .552
Female 1.92 .579
Male 3.18 .472
Female 3.16 .532
Male 2.52 .471
Female 2.54
The t-test analysis in table 4 reveals that there is no significant difference between male and
female technical college students on the extent to which they acquire skills during industrial
training except on items number 1 (I acquire decision making skill). The summary of the
result reveals that male and female technical college student do not differ in their responses
on the extent to they acquire skills during industrial attachment. Therefore, both male and
female technical college students acquire skills to a little extent while on industrial
attachment.
Null Hypothesis Two: There is no significant difference in the mean responses of male and
female Technical students on the prevalent challenges they faced during
industrial attachment.
Table 5: t-test analysis of mean responses of male and female technical college students on
the prevalent challenges they faced during industrial attachment.
Prevalent challenges faced by Students Gender Mean Std df p-val Decision
11. Employers’ non-challant attitude towards Male 3.07 .461 174 .013 Sig.
SIWES Female 2.87 .567 174 .055 Not sig
Male 3.60 .493 174 .929 Not sig
12. Firms give less attention to students Female 3.74 .442 174 .211 Not sig
Male 3.75 .436 174 .000 Sig.
13. Firms are not willing to accept students Female 3.75 .434 174 .937 Not sig
Male 3.56 .499
14. Students end up in irrelevant fields Female 3.46 .502
15. lack of remuneration to students on industrial Male 3.28 .451
Female 2.99 .437
attachment Male 2.50 .965
16. Lack of modern facilities in some firms
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17. Students faced difficulties in securing places Female 2.49 .980 174 .878 Not sig
for industrial attachment Male 3.50 .502 174 .375 Not sig
Female 3.51 .504 174 .859 Not sig
18. No alternative place for IT in case of rejection Male 3.47 .501
Female 3.54 .502
19. Duration for IT is not adequate Male 2.50 .965
Female 2.48 .964
The t-test analysis in table 5 reveals that there is no significant difference between male and
female Technical College students on all the items for the prevalent challenges they faced
during industrial attachment except for items number 10 and 14 where significant difference
exists between male and female Technical College students. This indicates that both male
and female technical college students experience similar challenges while on industrial
attachment.
Null Hypothesis Three: There is no significant difference between male and female
Technical college students on the strategies that can improve industrial
attachment
Table 6: t-test analysis of mean responses of male and female technical college students on
the strategies that can improve industrial attachment
Strategies for improving industrial Gender Mean Std df p-val Decision
attachment
20. Adequate orientation before industrial Male 3.57 .497 174 .661 Not sig
attachment commences Female 3.54 .502 .662
21. Workplace supervision should be encouraged Male 3.54 .502
Female 3.48 .502 174 .254 Not sig
22. Improve relationship btw school and firms Male 3.57 .499 .253
Female 2.94 .712
23. students should be motivated by remuneration Male 3.03 .747 174 .449 Not sig
Female 2.97 .693 .454
24. Give out IT introduction letters early enough Male 3.01 .717
Female 3.36 .605 174 .696 Not sig
25. Organize workshop for all stakeholders Male 3.49 .504 .698
Female 2.98 .713
26. Multiple supervision should be encouraged Male 3.01 .717 174 .145 Not sig
Female 3.50 .502 .130
27. Apprenticeship should be co-opted Male 3.51 .504
Female 2.45 .633 174 .764 Not sig
28. SIWES duration should be extended Male 2.91 .477 .764
Female 3.05 .719
174 .878 Not sig
.878
174 .000 Sig.
.000
174 .776 Not sig
.779
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The t-test analysis reveals that there is no significant difference between male and female
Technical College students on all the items related to the strategies that can improve
industrial attachment except items number 26 where significant difference exists between
male and female Technical College students. This indicates that both male and female
students agree on the items 20-28 as listed in the table 6 as the strategies for improving
industrial attachment.
Discussion of Findings
Skills acquired by Technical college students during industrial attachment
Technical College student learn and acquire skills only to a little extent as they are exposed
to real life experiences during industrial attachment. The result in Tables 1 and 4 reveals that
decision making skills, industrial equipment handling skill, power tools handling skill,
routine maintenance skill, creative thinking skill, daily operation record keeping skill,
problem solving skill, product marketing/advertisement skill and soft skill among others
which constitute the major skills that every technical college student should acquire are
missed out by the students while on industrial attachment. This finding is contrary to the
finding of Ukwueze (2011) who studied the impact of SIWES on development of graduate
employability skills. The finding of his study revealed that very few students failed to acquire
practical work experience in the area of general resource management (time, money, human
resources and risks). They also failed to grasp the technique of acquiring and evaluating
necessary and relevant information as part of their business ventures in industrial trainings.
The finding is in line with that of Egbri and Chukwuedo (2013) who found that the existing
students’ industrial work experience scheme (SIWES) in Nigeria is not satisfactory The
disparity in these finding could be attributed to the country’s economic status posed by
recession where most firms and industries who ought to accept technical college student for
industrial attachment reject them or give them undue attention for the fear of incurring
financial responsibilities on the students.
Prevalent challenges Technical College students face during industrial attachment.
The results in Tables 2 and 5 reveal the challenges faced by Technical College
students while on industrial attachment. The most prevalent among the challenges are the fact
that most firms give less attention to students while on industrial attachment, some firms are
not willing to accept student for industrial attachment, students get rejected by desired firms
thereby ending up in firms where they undergo industrial attachment in irrelevant field, no
alternative place for industrial attachment is available. Other challenges faced by Technical
College students while on industrial attachment include: lack of remuneration from firms,
lack of modern facilities in some firms, inadequate industrial attachment duration. This
finding agrees with the early survey of Effah, Boampony, Adu, Anokye and Asamoah (2014)
whose findings revealed that the challenges encountered by students during industrial
attachment are: poor attitude of partnership firms/industries towards the programme;
suspicion of students on the attachment program by firms; lot of time in finding placement
for the industrial attachment; ineffective supervision from workplace supervisors; students do
not have free access to machines and equipment to work with; high cost involved in pursuing
the programme; lack of training materials in the firms/industries; lack of appropriate skills,
tasks and jobs relating to student’s programme of study; difficulty in getting attachment
placement close to where the students live and lack of financial support from industries to
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students on attachment in terms of transport and food. Olugbenga (2009) also revealed that
students on industrial attachment face financial challenges.
Strategies for improving industrial attachment
The results in Tables 3 and 6 revealed that the Technical college students’ mean
responses on the listed strategies for improving industrial attachment range between 2.68 and
3.56 indicating an overwhelming agreement with the listed strategies which include:
providing adequate orientation for students before industrial attachment commences,
workplace supervision should be encouraged, cordial relationship between firms and schools
should be encouraged, multiple supervision by school supervisors should be encouraged.
Other strategies as revealed by the survey include: students should be remunerated, industrial
attachment duration should be increased, and apprenticeship system should form part of the
cooperative training program. The proposition of improved relationship between the
Technical Colleges and industry is utmost and this outcome is in consonance with the
assertions of Kemp and Foster (1995) that industry can influence the learning of Technical
College students to produce a potential workforce with the academic knowledge and
flexibility they will required.
Recommendations
Based on the findings of the study, the following recommendations are proffered:
1. The state government through the ministry of education should ensure that
appropriate funding is provided for effective supervision of students on industrial
attachment
2. The ministry of education in collaboration with National Board for Technical
Education (NBTE) should adopt appropriate measures to ensure that school based
supervisors (teachers) are effective in carrying out supervision of students on
industrial attachment
3. The ministry of education should organize conference/workshop to sensitize all
stakeholders of cooperative training program on the overwhelming impact of
industrial attachment on students’ skill acquisition.
4. The school Managers and Principals should make deliberate effort to ensure that
before students embark on industrial attachment, they are well sensitized and oriented
on the importance of SIWES and it resultant effect it has on the success of their
chosen career.
References
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Aderonke, A. O. (2011), Students Industrial Work Experience and the Dynamics of Sustainable
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Ahmed, H. (1999).Welcome address by the Director-General/Chief Executive, Industrial Training
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Olugbenga, A. F. 2009. “Towards Effective SIWES Curriculum Development in Applied Sciences
for Adequate Skills Utilization: A Case Study of the School of Applied Science, NuhuBamalli
Polytechnic, Zaria”. Pacific Journal of Science and Technology. 10(1):234-239
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Usman, A. S. & Tasmin, R (2015).Entrepreneurial Skills Development Strategies through the
Mandatory Students’ Industrial Work Experience Scheme in Nigeria. 4th World Congress on
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Information and Communication Technology Awareness and Extent of Use
among Pre-service Teachers of Physical and Health Education for
Optimum Instructional Delivery
AWUJOOLA- OLARINOYE, Funke Abosede,
SANI, Mohammed Usman &
OMIOLA, Matthew Adetayo
Science Education Department,
Federal University Dutsin-ma,
Katsina State.
Email: [email protected],
[email protected],
[email protected],
Phone No:
+234 – 8027610776,
+234 – 8035962285,
+234 – 8160686593
Abstract
The knowledge and the actual use of information and communication technology is essential
for both the teachers and students as well as student teachers’ in training in Physical and
Health Education course. This is why; this study assessed the information and
communication technology awareness and extent of use for instructional delivery by pre-
service teachers at the Institute of Education, University of Ilorin. The study was a
descriptive research utilizing survey type. The target population was all (201) 400 level pre-
service teachers registered for Physical and Health Education at the Institute. Simple
random sampling technique was use to choose 160 respondents for the study (91 males and
76 females) but only 148 returned the questionnaire (81 males and 67 females). Four
research questions and two null hypotheses were raised to guide the conduct of the study.
Two questionnaires were used to collect data from respondents consisting 10 (ICT
awareness) and 15 (Extent of use of ICT equipment) making a total of 25 relevant statements.
The instrument was pilot tested to ensure its reliability using cronbach alpha and its value
amount to 0.75. The data collected were analyzed using mean, standard deviation and t-test
inferential statistics. The findings of the study revealed that, Physical and Health Education
pre-service teachers demonstrated low extent of ICT awareness with grand mean of 2.45 and
also demonstrated low extent of use of ICT facilities with the total grand mean of 2.47. It was
also revealed that, there was significant difference in the male and female pre-service
teachers’ awareness of the potential of ICT with t (146) = 2.695; sig (2 - tailed) = 0.008 and
p > 0.05 testing level. There was significant difference in the use of ICT facilities for
instructional delivery between male and female pre-service teachers with t (146) = 2.335; sig
(2 - tailed) = 0.02 and p > 0.05 alpha value. It is therefore recommended that, training and
retraining in the use of information and communication technology tools and facilities should
be made available for student teachers’ in training to ensure its effective use for instructional
content delivery in the schools.
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Keywords: Assessment, Information, Communication, Technology. Physical and Health
Education
Introduction
Information and Communication Technology is no longer new in the developing
countries including Nigeria. Every school in Nigeria can now boost of at least one computer
or more for supporting instructional delivery in schools. ICT means different things to
different people; it means an electronic technology used for accessing, processing, gathering,
manipulating, presenting and communicating information (Yusuf, 2007). ICT as viewed by
Obayan (2002) refers to a broad concept that has to do with the harnessing of the process, the
methods and products of electronic and communication related technologies for enhancing
the programmed activities geared towards the achievement of clearly define goals. In the
same vein, Nwankado, Oguejiofor and Nwanko (2006) reported that, ICT comprises
electronic devices which are utilized for information needs of institutions, organizations,
students and individual. Such electronic devices include computer (hardware and software),
networking, telephone, video, multimedia and internet. It is important to note that,
application and utilization of these devices convert information, text messages, sounds, and
motion to common digital forms. Thus, ICT is the use of computer and communication
facilities to store and retrieve information from various sources, generate and transfer ideas
and also impact knowledge to recipients.
Computer as a subject has been introduced into secondary school curriculum in
Nigeria. With this introduction, a new era has opened to researchers, academics and
secondary school students and this type of education has reported by Adomi, and Kpangban,
(2010) plays the following roles in secondary schools:
• ICT helps to promote fundamental changes in teaching and learning methods thereby
helping to overcome the barriers of time and place.
• ICT helps students to react intelligently to future changes, expand information and live
successfully in a changing world.
• ICT provides secondary school students with practical and functional knowledge of the
computer.
• ICT creates room for students to acquire new knowledge, fosters enquiry and
exploration of facets and adopts new approaches to teaching and learning through multimedia
approaches.
• ICT accelerates the learning process, increase teachers’ efficiency and effectiveness
and provides remedial instruction and enrichment of material, thus, guaranteeing higher
standards in secondary schools.
• ICT facilitates students’ acquisition of skills and potential for active participation in
teaching/learning process and it also help to enrich the curriculum by replacing the existing
face – to – face instruction.
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• ICT as a tool for learning that enables secondary school students to efficiently and
effectively access digital information for the purpose of investigating issues and solving
problems (United Nations Development Programmme, 2000).
ICT can be the combination of advanced technology that provides global resources and
collaborative environment for dissemination of knowledge and information. It is the overlap
of communication and telecommunications technologies and their applications. ICT as
reported by Adesoji (2012) comprises of computer and ICT materials and applications which
aid in information collection and dissemination, research and global exchange of ideas that
are critical for advancing meaningful, educational initiations, training skilled labour force
and understanding issues related to global development. In supporting this assertion, Olojo,
Adewunmi and Ajisola (2012) opined that, ICT is aimed at improving educational delivery
and preparing children for a role in an information economy.
Previous studies conducted in ICT also showed that, it plays a vital role in the
development of any nation and that, it has been an instrument for achieving social, economic,
educational, scientific and technological development (Adedeji, 2010). It was equally
confirmed that, ICT is an essential part of education at all levels and have heralded the
development and implementation of new and innovative curriculum delivery strategies and
particularly with the internet revolution (Halat, 2008; Guzeller& Akin, 2012; Oye, Iahad,
Madar& Rahim, 2012).
In Nigeria, Physical and Health Education became an examinable subject in the
secondary schools in West African Examination Council Examination in 1982 (Olonaboka,
2005). At the Upper Basic Education, it is one of the core subjects to be taken by students. In
order words, it is one of the compulsory subjects that must be registered for in all our
secondary schools in Nigeria (Charity, & Igbokwe, 2015). Physical and Health Education as
reported by Kirni (2007) is the subject in the curriculum that utilizes the learning in
cognitive, affective and psychomotor domains in a play or movement exploration setting.
Hardman (2002) viewed PHE as the study, practice and appreciation of the art and science of
human movement.
The main objectives of Physical and Health Education subject as reported by Hermant (2012
p.18) are to ensure:
1. Mental development
2. Physical development
3. Emotional development and
4. Social development.
The above objectives are emphasizing the need for teachers teaching Physical and
Health Education to ensure that, students are physically fit, mentally sound, emotionally
balanced and become socially well adjusted persons who will be useful to the society at
large. The term “gender” and “sex” are confusing to some people. However, it is better to
make clear distinction between the two terms. Sex refers to physical attributes such as sex
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chromosomes, gonads, sex hormones, internal reproductive structure and external genitalia
which happen at birth and serve as a means of other identity for male and female. Gender on
the other hand is more complicated. It is the complex interrelationship between physical traits
and as well as internal sense ability of self as a male and female. Gender roles cannot be
underestimated in education. This is because its roles affect families’ academic content,
career aspirations, attitude towards teachers’ expectation and preferred approaches and the
academic performance (Equal Opportunities Corporation, 2001). Studies have revealed that
in science those male students performed significantly better than female students. Equally,
some studies have found significant difference in the performance in Science and
Mathematics between male and female (Hazari, Sadler & Tai, 2008). Gender is one of the
issues facing Physical and Health Education as noted by Constatinou, Manson and Silverman
(2009). However, regardless of gender, both male and female are expected to participate and
improve their skills for all activities taught. Some people are of the opinion that, some
activities are mainly for girls while some believe that some are for boys. In short, this is to
confirm that, the issue of gender is not yet concluded and needs to be more verified.
Today, computer and other educational software which are referred to information and
communication technology tools have been introduced at all levels of education as reported
by Mujibal (2010). Therefore, competent trained teachers willing to apply broad, deep and
integrated sets of knowledge and skills as they plan to implement and revise instruction in
their various disciplines. Lack of knowledge of the potential and usefulness of information
and communication technology may hinder effective integration of ICT in Physical and
Health Education. This study is therefore set out to verify the Physical and Health Education
pre-service teachers’ awareness and extent of use of ICT in the teaching/learning of PHE in
the Institute of Education, University of Ilorin.
Purpose of the Study
The purpose of this study is to assess the information and communication technology
awareness and its use by pre-service teachers for teaching and learning of Physical and
Health Education subject at the Institute of Education, University of Ilorin. Specifically, the
study assessed:
1. The extent of Physical and Health Education pre-service teachers’ awareness of ICT
potential.
2. The extent of Physical and Health Education pre-service teachers’ use of ICT for
teaching/learning process in PHE subject.
3. The difference in the Physical and Health Education pre-service teachers’ awareness of
ICT potential based on gender.
4. The difference in the Physical and Health Education pre-service teachers’ use of ICT
based on gender.
Research Questions
The following research questions are use in guiding the study:
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1. To what extent are the Physical and Health Education pre-service teacher at the
Institute of Education, University of Ilorin aware of ICT potential for
teaching/learning process?
2. To what extent are the Physical and Health Education pre-service teachers at the
Institute of Education, University of Ilorin use ICT facilities and tools for
teaching/learning process?
Null Hypotheses
Ho1: There is no significant difference in the mean responses of Physical and Health
Education pre-service teachers’ awareness of the potential of ICT at the Institute of
Education, University of Ilorin for teaching/learning process based on gender.
Ho2: There is no significant difference in the mean responses of Physical and Health
Education pre-service teachers’ extent of use of ICT at the Institute of Education, University
of Ilorin for teaching/learning process based on gender.
Methodology
This is a descriptive survey research which enable the researchers to collect data from
the targeted population in order to make judgment about the condition that exist and opinion
that are held on ICT awareness and extent of its use for teaching/learning process. The
targeted population is all 201 pre-service teachers (400 level) that enrolled for Physical and
Health Education course at the Institute. Purposive sampling technique was used to choose
400 level because of their experience and years they have spent in the Institute. Simple
random sampling technique was used to select 160 pre-service teachers ( 91 males and 76
females) from 400 level for the study and 160 questionnaires were administered but only 148
questionnaires were returned amounting to 92.5%. Two questionnaires consisting 10 and 15
relevant statements were the instrument used to collect data in this study. All the items in the
instrument was structured on a five likert scales of “very great extent” , “very great” , “ low
extent”, “very low extent” and “undecided”. Cronbach alpha reliability coefficient value of
0.75 was obtained after a trial testing to establish the reliability of the test instrument. Four
research questions and two null hypotheses were raised to guide the study. The data collected
were analyzed using descriptive statistics of frequency count, mean and standard deviation as
well as t-test inferential statistics and thus answer both the research questions and null
hypotheses stated for the study.
Results
Research Question One
To what extent are the Physical and Health Education pre-service teachers at the Institute of
Education, University of Ilorin aware of ICT potential for teaching/learning process?
Table I: Analysis and Result of the ICT Awareness of the Pre-service Teachers at the
Institute of Education, University of Ilorin.
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S/N Pre-service teacher is aware that: Mean SD Remark
1. Computers and Internet is used for whole class teaching. 2.41 .94 LV
2. There are Instructional programmes in CD-Roms, 2.44 .93 LV
computers and internet for PHE 2.44 .93 LV
2.50 .94 GE
3. There are standardized PHE Practical exercises on the 2.50 .95 GE
internet. 2.50 .94 GE
2.45 .93 LV
4. computer-assisted instruction and internet is for 2.46 .93 LV
individualize instruction 2.47 .93 LV
2.46 .93 LV
5. email is used to ask teachers in other countries questions
on effective instructional strategies
6. GSM and text messages is used to solicit information on
class work from others.
7. Computer game and simulations that can be used to
engage students in practical PHE lessons
8. Downloading or recording lectures and books from the
internet could be used for drills and practice?
9. Educational television programmes can explain concepts
and facts in PHE
10. Standardized PHE tests on the internet can be used to test
and develop learning habits among students
Grand Mean = 2.45 ( Low Extent )
Key: VGE = Very Great Extent; VLE = Very Great Extent; LE = Low Extent and VLE =
Very Low Extent.
Table 1 showed the items 4, 5, and 6 scored 2.50 which is the acceptable mean while
the remaining items 1, 2, 3, 7, 8, 9 and 10 scored below the acceptable mean of 2.50 showing
that the level of awareness was minimal. This implies that, the pre-service teachers at the
Institute of Education, university of Ilorin demonstrated a low extent level of awareness of
the potentials of ICT for Physical and Health Education teaching/learning process.
Research Question Two
To what extent are the PHE pre-serve teachers at the Institute of Education, University of
Ilorin use ICT facilities and tools for teaching/learning process?
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Table 2: Analysis and Result of ICT Usage of Pre-service Teachers at the Institute of
Education, University of Ilorin.
S/N ICT Usage by Pre-service Teachers Mean SD Remark
Pre-serve teachers’ make use of :
1. Internet 2.45 .95 VL
2. Pictures and cartoons 2.46 .93 `VL
VL
3. Films/movies 2.48 .96 VL
VL
4. Radio for instruction 2.49 .95 VL
VL
5. Television for instruction 2.49 .95 VL
VL
6. Flash cards 2.48 .96
VL
7. E-mail 2.49 .95 VL
VL
8. Tape recorders 2.49 .95 VL
VL
9. Stories, demonstration and simulation books download 2.46 .93 VL
from the internet.
10. PHE websites 2.48 .96
11 On-line practical and test exercises 2.49 .96
12 Computers 2.48 .96
13 GSM and text messages 2.42 .93
14 Technology newspapers and magazines 2.42 .93
15 Overhead projectors/power point projects 2.43 .93
Grand Total = 2.47 (Low Extent)
,
Key: VGE = Very Great Extent; VLE = Very Great Extent; LE = Low Extent and VLE =
Very Low Extent.
All the items in table 2 scored below 2.50 acceptable level. This is an indication that, there
was a low extent of the use of ICT facilities among student teachers’ in training of Physic
and Health Education at the Institute of Education, University of Ilorin. This simply means
that student teacher’ in training did not mostly use ICT for teaching/learning process.
Null hypothesis One
Ho1: There is no significant difference in the mean responses of PHE pre-service teachers’
awareness of the potential of ICT at the Institute of Education, University of Ilorin for
teaching/learning process based on gender.
Table 3: Analysis and Result of the Difference in the ICT Awareness between Male and
Female .
Group NX SD t Df Sig. (2 tailed) Remarks
Male 81 24.94 9.25 Ho1:
2.69 146 0.008 Rejected
Female 67 29.34 10.61
The results in the Table three revealed that, there was significant difference in the opinion of
pre-service teachers on ICT awareness between male and females. This is because t (146) =
2.69; sig (2 - tailed) = 0.008 and p > 0.05 significant level. This means that female pre-
service teachers had high level of ICT awareness that their male counterparts.
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Null Hypothesis Two
Ho2: There is no significant difference in the mean responses of PHE pre-service teachers’
use of ICT at the Institute of Education, University of Ilorin for teaching/learning process
based on gender.
Table 4: Analysis and Result of the Difference in the ICT Usage between Male and Female
Group NX SD t Df Sig. (2 tailed) Remarks
Male 81 36.95 13.712 2.335 146 Ho2:
Female 67 42.63 15.594 0.02 Rejected
The results of the table 4 indicated that, there was significant difference in the opinion of
student teachers’ in training on the use of ICT facilities and tools. This is supported because t
(146) = 2.335; sig (2 - tailed) = 0.02 and p > 0.05 testing level.
Discussion of Findings
The findings of this study showed that, items 4, 5, and 6 scored the acceptable mean of
2.50 while the other seven items scored below 2.50 acceptable level. This implies that the
pre-service teachers’ awareness about the potentials of ICT is low. This finding corroborates
with the finding of Mosenson and Johnson (2008) where family and consumers science
teachers showed a low awareness of the potential of ICT for teaching and learning. The
findings claims that, pre-service teachers at the Institute of Education, University of Ilorin
have demonstrated that they understood some potential opportunities of using computer
assisted instruction and internet for individualize instruction, the use of email to ask question
from other teachers and the use of mobile devices and text messages to solicit for necessary
information. However, lack of awareness on the use of computer and internet for teaching,
lack of knowledge on instructional programmes in CD – ROMs, lack of standard knowledge
of PHE practical exercise on the internet and so on. The finding is also supported by the work
of Fakeye (2012) which showed that most teachers in secondary schools in Ibadan Southwest
Local Government do not use ICT for teaching students, for administrative purpose and for
their personal purpose. It is observed that most of these teachers lack the awareness,
knowledge, and competence to use ICT to facilitate teaching-learning process.
The finding indicated a low extent of use of ICT facilities and tools among pre-service
teachers at the Institute of Education, University of Ilorin. This is supported by the finding of
Olaitan (2008) that reported a low level of ICT integration in course delivery in Nigeria
Secondary schools. In addition, the finding equally agrees with finding of David (2010)
where English language teachers showed a low extent of use of computers for teaching and
learning of the subject
The findings of the study indicated that, there was significant difference in the awareness
level of the potentials of ICT by pre-service teachers and also in the use of ICT facilities and
tools for instructional content delivery in Physical and Health Education lessons. This finding
is contrary to the finding of Ezeani and Akpotohwo (2014) on integrating information and
communication technology (ICT) in accounting education in Ekiti State University where the
t-test revealed significant difference between male and female responses regarding their
attitude towards information and communication technologies.
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Conclusion
There was a low extent of pree-service teachers’ awareness of the potentials of ICT for
Physical and Health Education instructional delivery. There was also low extent of the use of
ICT facilities and tools for Physical and Health Education instructional delivery. There was
equally significant difference in the awareness of ICT and its use for instructional delivery
between male and female Physical and Health Education pre-service teachers at the Institute
of Education, University of Ilorin.
Recommendations
Based on the findings of the study, the following recommendations were suggested:
1. The Institute of Education, University of Ilorin through the Institute Director should
make enough provision for the purchase of all necessary ICT facilities for pre-service
teachers to use.
2. Training and re-training programme should be organized through the Institute Director
for pre-service teachers at the Institute of Education, University of Ilorin to improve
the ICT awareness and use of CT for instructional delivery.
3. Male and female pre-service teachers should be encouraged to be serious with the use
of ICT facilities and tools so that they can be fully aware of its potentials for
instructional delivery.
References
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Psychological Factors and Safety Orientation among Furniture Making
Students in Technical Colleges in Akwa Ibom State
Ini Asuquo Utuk & Emmanuel Okon Essien, Ph.D
Department of Vocational Education
University of Uyo, Uyo.
[email protected]
Abstract
Psychological factors such as attitude, interest, individual differences, personality traits and
some elements of human engineering were identified as the possible factors that make
students to be involved in accident during workshop practice. In carrying out safety
orientation for students of furniture making, these factors were taken into consideration.
Safety orientations as elicited in this paper, help amongst others, to reduce the risk of
potential injuries, damages and even death. The paper concludes that students’ perception of
safety is affected by their personalities, interests, attitude, aptitude and motivation. Hence, it
was suggested amongst others that safety orientation should be made compulsory for all
furniture making students for the purposes of behavioural adjustment and creating
awareness on possible hazards which could cause accidents in the wood workshop.
Keywords: Psychological factors, safety orientation, hazard, accident, stress, fatigue,
furniture making.
Introduction
Psychological factors are elements which influence the mind and human behaviours.
They include our thoughts, attitude, sensing, feeling, fatigue, stress, temperament, character
and emotions to mention but a few. Stress plays a vital role in influencing our behaviour, the
way we operate machinery as well as our relationship with other students in the workshop.
According to Adewunmi (2012), stress is defined as the psychological, physiological and
physical reaction to certain life events or situations. Stress can be classified into two; eustress
and distress. Eustress takes place when stressors resulting in feelings of challenge are
achievement – that is, feelings of stress are converted into positive energy as a motivating
factor. Distress, on the other hand, is a state of being discomfort, which seized to give
satisfaction. The most common theories of stress include: The drive theory, the inverted – U
theory (hypothesis) and the Individual Zone of Optimal Functioning (IZOF) theory
(developed by Hanin in 2000). Stress is a response to pressure or threat whereas fatigue is a
subjective feeling of tiredness resulting in physical and mental exhaustion.
The physical and emotional disposition of students are very vital to forestall the
occurrence of accidents in the wood workshop. Safety orientation, therefore, are the planned
measures taken to ensure effective and efficient workshop practice. They are the activities
carried out in the workshop to prevent the occurrence of accidents. In the workshop, there
exist conditions and potential ones (hazards) which by themselves or by interacting with
other variables could result in accident - the unwanted effects of property damage, illnesses,
injuries, death, and other losses. It behooves the furniture making students in technical
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colleges to be of sound mind and good disposition before carrying out construction
operations. Usoro and Utuk (2017) asserted that accidents do not just occur, they are caused;
and so care should be taken while working with tools to prevent accident. Furniture making
involves the use of hand tools, power and machine tools in the workshop to convert wood
into functional articles. This paper focuses on the psychological factors that influence
students leading to the occurrence of accidents, injuries and sometimes death in the schools’
workshops. The paper also highlights the place of safety measures and exercises to promote
safety first while working with tools and equipment.
Concept of Safety
Safety is the state of being free from avoidable danger. It is the condition of being
protected against physical, social, spiritual, financial, political, emotional, occupational,
psychological, educational and other types or consequences of failure, damage, error,
accidents, harm, or any other event that could be considered non-desirable (Hammer, 2002).
According to Walton (2000), good house-keeping ensures that the workshop floor, gang
ways, passages are kept free of wood shavings, sawdusts and oil spills at all times. Usoro
and Utuk (2017) maintained that safe working conditions such as safe working attire –
Personal Protective Equipment (PPE), uncongested working area, adequate ventilation and
lighting amongst others should be ensured to forestall the occurrence of accident.
Human Engineering - The Operator-Machine System
Human engineering is the management of industrial labour as it relates to people and
machines in order to maximize safety. It is an applied science that deals with the application
of information on physical and psychological characteristics to the design, devices and
systems for human use with a view to ensuring safety and comfort. Human engineering
seeks to minimize the adverse effects upon work that may be caused by stress, fatigue,
carelessness, fallibility or other human limitations. These adverse effects may consequently
result in defective products, damage to equipment, or even worse, injury or death of the
operator (Student or employee).
The operator-machine system comprises: The student (operator); hand tools, power
tools and machine tools; physical environment and other students. Each furniture student in
the workshop, as a worker in the industry, performs a specific job as part of a network in the
operator-machine system. According to Firenze (2005), the student must be made to be
aware of:
1. The necessary requirements of the task and the steps to be taken to accomplish it;
2. What is expected from him?
3. What will be gained if he attempts the task and succeeds?
4. The unfavourable consequence that will result if his attempt at the task fails;
5. What will be lost if he does not attempt to accomplish the task at all.
The human component fulfills three basic functions: sensing, information processing and
controlling. As a “sensor”, the human serves to monitor or gather information such as;
feeling excess vibration, hearing abnormal sound of the machine tools, perceiving peculiar
odours and observing that a belt is frayed, for instance. Figure 1 shows the student (operator)
as an information processor, using the information collected to make decisions about the
relevance or appropriateness of various courses of action. Once the information is collected
and processed, the human (student) serves as a controller to keep situations within acceptable
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limits or to take the necessary action to bring the system into an acceptable range as shown
below.
Input Sensing Information Controlling Output
processing
Feed back
Fig. 1: The Human component in the operator – machine system. Source: Field work, 2017.
The physical environment such as adequate illumination, sufficient room space in the
workshop layout, temperature, humidity, noise, vibration and ventilation of saw dust, and
wood particles should be considered. Finally, the task performed by one student must be
viewed in relation to that performed by other students. Cooperative work allows the students
to have a sense of self confidence and belonging to the group. It promotes high morale, raises
the quality of the output, enhances productivity and minimizes horseplay in the wood
workshop. When these four elements in the operator-machine system are synchronised and
given their proper place, the rate of accident occurrence would be reduced as the avoidable
ones would be eliminated.
Accident
Accident is any unexpected event which interrupts the normal shop educational
process, caused by human, situational or environmental factors or a combination of these; it
may or may not result in death, injury or property damage but has the potential to do so
(Firenze, 2000). Accident can also be seen as an unforeseen or unintended happening
sometimes resulting from ignorance or negligence that results in injury, loss, damage, etc and
is caused by a mistake, machine failure, natural disaster or sabotage. According to Jain and
Rao (2011), accident may cause a mishap, ruin, destruction, injury, or death and could be
prevented by precautions and safety measures and safety management.
Accidents could be classified according to:
1. The magnitude of danger to life and property into: minor, moderate, major accidents
and disasters.
2. The principal causes and effects.
Accidents are caused by:
1. Unsafe working conditions and
2. Unsafe acts.
The unsafe working conditions include: lack of guarding on machinery, defective
hand tools, portable tools and machine tools, crowding workers into one area, poor house
keeping, excessive noise, inadequate lighting, poor ventilation, lack of trained supervisors
etc. On the other hand, unsafe acts include operating machinery without permission or
supervision, using inappropriate safety devices, improper operation of equipment, taking
unsafe posture while working, using a defective tool, using the wrong tool for a job, working
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under the influence of alcohol, horse playing and overloading an equipment, to mention but a
few. Personal and job factors greatly contribute to the occurrence of accidents.
Personal Factors
These include:
- Lack of knowledge or skills due to inadequate training
- Improper motivation
- Physical limitation of students
- Distractions which interfere with the students’ ability to concentrate on the job.
Job Factors
These include:
- Non-existent or poorly developed work standards
- Sub-standard equipment design
- Poor maintenance of equipment
- Purchase of sub-standard equipment, tools and materials.
- Unusual increase in equipment usage
The personal factors generally lead to unsafe actions while the job factors contribute to the
unsafe working conditions.
Safety Orientations to Prevent Accident in the Workshop
- Materials, hand tools and portable power tools such as jig saw, orbital sander, power
surface planer, router etc. should be placed on the racks and shelves after use.
- Improper storage and stacking of hand tools may cause the tools to fall and injure
students.
- Workshop floor, gangways, passages and stairs should be kept clean, free from wood
shavings, saw dust, and oil spill.
- Workshop entrances and emergency exits should be kept clear of all obstructions at
all times
- Proper lighting should be ensured in the workshop. Any faulty bulb should be
replaced immediately.
- The workshop should be well ventilated, wood shavings, saw dust and wood particles
from machine tools should be properly conducted through piping and evacuated
centrally to the incinerator, outside the shop.
- Oily rags, broken bulbs, bottles, bent nails etc should be cleared off the floor to avoid
fire hazard and injury.
- Air/water hoses and electrical wires should not be run across the floor. Instead, they
could be laid along the wall or at a height of 75mm above ground level.
- Noise emitting from operating wood machinery should not exceed 85 decibel. No
exposure in excess of 90 decibel should be allowed without the use of adequate
precautionary measures.
The following safety rules and regulations had been highlighted in Usoro and Utuk
(2017): Personal safety rules habits - Clothing: Remove loose fitting outer garment; roll
up shirt sleeves above elbows; remove or tuck tie in close to collar; remove wrist watch
when using machine; wear protective clothing such as a close fitting apron tied at the
back, wear safety boots with strong toe caps.
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Workshop safety habits - walk, do not run in the workshop; make sure your working
space is clear; keep your bench tidy; return tools and equipment to correct place;
immediately after use; close bench vice when not in use handle down; remove paint or oil
from floor immediately; burn oily rags; store inflammable liquids in sealed containers
away from heat or flames; long pieces of timber should be carried by two persons etc.
Hand tool safety – do not carry too many tools at a time; do not carry sharp edge or
pointed tools in apron pockets; clean tools after use before storing them; store tools in
tool kits. drills, chisels, hammers and clamps could be stored in the tool racks; when
carrying sharp edge or pointed tools such as chisels, bits, knives etc hold them close to
the edge, close to the body and pointed down to the floor; when passing sharp and
pointed tools to a fellow worker, pass the handle first; select the right tool for each job.
Using the wrong tools can cause injury to the operator,damage to the tool and the work.
Hazard Identification Analysis
Hazard identification analysis is a very crucial study of all the components of a work
system in order to detect problems, understand the relationship between the system and the
problem in order to eliminate the problem and its potential consequence (Jain and Rao,
2011). The aim of hazard identification is to identify hazards that could lead to accidients, to
provide students/operators and the workforce with sufficient knowledge, awareness and
understanding of the hazards to be able to forestall the occurrence of accidents, and to record
systematically all identified hazards which may affect the health and safety of people at or
near the facility and in particular those that may lead to accidents.
The most commonly used methods of hazard identification include:
1. Preliminary Hazard Analysis: This serves as a guide for more in-depth analysis as
more information are available. It focuses on what is already known about the
product, process or change to be made. It involves formulating a list of hazards and
asking simple questions like what if…?
2. Failure Mode and Effect Analysis: With this method, the system is broken down
into all its components. The systematic evaluation of how components might fail and
the effects of such failures are determined. The analysis requires critical rating for
each failure mode depending on the degree of hazard posed by the failure.
3. Fault Tree Analysis: This is a deductive reasoning technique which assumes an
undersirable event and proceeds in a logical manner to examine events or a
combination of events which may precede the occurrence of the top event. It provides
a graphic model that displays the various combinations of equipment faults and or
failure that can cause the top event.
Hazard Control
The elements of effective hazard control system are illustrated in figure 2. This
include: hazard identification, risk/cost assessment, modification/redesigning, application of
remedy, monitoring and evaluation.
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Hazard Risk Assessment + Select, Do Nothing,
identification cost Assessment + modify or redesign
Alternative Solution
Evaluate Monitor Apply Remedy
Effectiveness
Figure 2: Elements of hazard identification, Source: Jain and Rao, 2011
Psychological Factors
These are thoughts, feelings and other characteristics that affect the attitude,
behaviour and functions of the human mind. They influence the performance and attitude of
students during workshop practice. Negligence of these factors can lead to occurrence of
accident. The study of psychological factors cuts across three areas namely, individual
differences, human relations and human engineering.
1. Individual Differences: No two individuals are the same. Every student or employee
in the industry should be developed, trained and treated on the basis of his
personality. People differ in many ways including but not limited to physical
characteristics, knowledge, attitude, interest, temperament and character. These
differences should be considered when assigning tasks and responsibilities to students
to prevent accidents.
2. Human Relations: Human relations would help in developing concepts and
techniques of effective leadership, communication, supervision, motivation and inter-
personal relations.
3. Human Engineering: Human engineering is the management of industrial labour
especially with regards to relationships between people and machines. It is an applied
science that coordinates the design of devices, systems and physical working
conditions with the capacities and requirements of the workers. It is the study of
people in their working environment in order to maximise safety. Human-factors
engineering, as it is also called, is a science that deals with the application of
information on physical and psychological characteristics to the design of devices and
systems for human use with a view to ensuring safety and comfort. This involves
activities concerned with ways of designing machines, operations and work
environments so that they match with human capacities and limitations. Engineering
ergonomics and engineering psychology are two specialisations in human
engineering. Human engineering minimizes the adverse effects upon work that may
be caused by carelessness, fallibility or other human limitations. According to
Chruden and Sherman, Jr., (1980), the adverse effect may otherwise result in
defective products, damage to equipment or even worse, the injury or death of
employee. The elements of human engineering should not be ignored in safety
orientation.
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Psychological Factors and Accidents in the Workplace
Accidents in wood workshop occur due to certain behaviours on the part of the
workers. The mind-set, attitude, emotions and other formative and attitudinal characteristics
of a student can make the student to lose concentration during workshop practice. These
factors should be spelt out to students during safety orientation. This may lead to the
occurrence of accident. The following psychological factors induce accidents during
workshop practice:
- Stress: Stress is a response to pressure or threat. When stressed, students may feel
tense, nervous or be on edge. Stress is a physical response which triggers a surge of a
hormone called adrenaline which temporarily affects the central nervous system.
Stress affects the proper functioning of the human body. When students are exhausted
before going to school or assigned any practical activity in the workshop, it is certain that
they will make mistakes that could be very costly as their minds would be distracted by
real or perceived threats.
- Fatigue: Fatigue is a subjective feeling of tiredness which is distinct from weakness.
It aggresses human beings while working. The aggression results in a response, in an
attempt to restore previous condition. When a student works beyond reasonable limit
on a load, the result would be physical and mental exhaustion. This would translate to
impaired judgment, slower reflexes in operating machinery, delayed response to
emergency situation and in attention to details and instructions. All these are unsafe
body conditions for any work situation.
- Memory Lapses: This is the inability of a body to record information about things or
events and recalling them later, at will. Memory lapses can lead to forgetting to wear
the right protective device at a given time or the inability to carry on any other safe
working act as well as following the correct work procedure. These would create
avenues for accidents to occur.
- Attention: This is the mental focus, showing interest in someone or something.
Failure of students to remain attentive or lack of attention during workshop practice
could lead to any form of accident.
- Attitude: This is the position of the body or the way of carrying oneself based on
one’s state of mind. Students differ in their attitude towards workshop practice.
Attitude like negligence to workshop rules and regulations, arrogance, temperament,
boldness and over confidence in self may affect the progress of any workshop
practice.
- Personality: This is a set of qualities that make a person distinct from others. Each
student’s personality differs from one another. Some students are compromising
while others are hardliners. The personality of a student determines his attitude
towards any situation during workshop practice. When the student’s attitude is
compromising, he/she would neglect workshop rules which guide students to prevent
accident occurrence.
- Competence and Skills: Competence is a state of being able or suitable to carry out a
task whereas, skill connotes having practical knowledge or understanding, having
expertise or being dexterous about a job. Lack of the requisite competence and skills
by the workshop instructors could lead to improper mentoring of the students during
workshop practice. Students are expected to acquire basic skills needed for safe
operations of wood working machinery before they are allowed to do so.
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- Psychological Factors and Safety Orientation/Awareness Programme: Safety
orientation/awareness programme is the process of introducing new, inexperienced,
transferred or regular students to a safe and healthy workplace. Safety orientations
provide students with the necessary safety information about their study task in the
workshop, hazard and accident prevention, the use of personal protective equipment
as well as giving students the opportunity to ask questions to clarify concepts. Safety
orientation/awareness programme is a tool which could be used in technical colleges
in Akwa Ibom State to minimize the occurrence of accidents in the workshop. A well
informed student would hardly carryout an unsafe act while working.
Educational Implication:
The educational implication of this study is that psychological factors interfere in the
teaching-learning process as there is interaction amongst the teachers, students, tools,
machines and materials. The knowledge of psychological factors would provide teachers and
work supervisors with the indices of maladjusted behaviours exhibited by the students so as
to guide them based on their personality traits and individual differences especially when
assigning them to work stations during workshop practice. It is pertinent for students to have
safety orientations to forestall the occurrence of accidents in the wood workshop in technical
colleges in Akwa Ibom State.
Conclusion
The psychological factors influencing students’ behaviour and their implications in
the teaching-learning process had been discussed. This paper also highlighted the various
safety rules and regulations which furniture making students in technical colleges in Akwa
Ibom State must observe while working to forestall the occurrence of accidents. School
administrators should organize safety awareness programmes periodically to enhance the
furniture making students’ disposition for practical work.
Recommendations
The following recommendations are made based on the discussions and conclusions:
1. Counselling services should be given to students with maladjusted behaviour to
modify their mindsets to guarantee safe working habits.
2. Adequate measures should be put in place to minimize hazards in the wood workshop
3. Safety orientations should be made compulsory for all students at regular intervals.
4. Government should renovate the dilapidated wood workshops in the technical
colleges in Akwa Ibom, providing adequate ventilation, lighting, and serviceable
machines, and tools.
5. School administration should provide training materials and ensure adequate
supervision, monitoring and controlling of students during workshop practice.
6. Posters, pictures and charts that would create safety awareness should be posted at
strategic places in the workshop by school administration.
References
Adewunmi, C. M. (2012). Coping with stress in a world of bloated population, Nigerian
School Health Journal, 24(1), 143 – 153.
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eISSN: 2489-0170 pISSN:2489-4162 University of Uyo
Chruden, H. J. and Sherman, A. W. Jr. (1980). Personnel management: The utilization of
human resources. Ohio: South-Western Publishing Co.
Firenze, R. J. (2000). The process of hazard control. New York: Kendall/Hunt Publishing
Company.
Firenze, R. J. (2005). The process of hazard control. New York: Kenall/Hunt Publishing
Company.
Hammer, W. (2002). Handbook of system and product safety. New Jersey: Prentice-Hall,
Inc., Eaglewood Cliff.
Jain, R. K. and Rao, S. (2011). Industrial safety, health and environment management
system. New Delhi: Khanna Publishers.
Walton, J, A, (2000). Woodwork in theory and practice. Sydney: New Century Press Pty.
Ltd. 3-5 Cumberland St.
Usoro, A. D. & Utuk, I. A. (2017).Wood technology. Uyo: Penmark Publishers.
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Perceptions of Stakeholders on the Provision and Maintenance of
Infrastructural Facilities for Teaching in Public Secondary Schools in
Kaduna Metropolis
PEMIDA, Rebecca (Ph.D) & YAKUBU, Iliya
Education Foundations
Federal College of Education, Zaria
[email protected] /
[email protected]
08034535462/08099331147
Abstract
This study assessed stakeholders’ perception on provision and maintenance of infrastructural
facilities for teaching in public secondary schools in Kaduna metropolis. It appears one of
the major challenges of Nigerian education system has always being inadequacy in the
provision of infrastructures and the maintenance of the available ones. The study set to find
out the provision of infrastructural facilities in Secondary Schools in Kaduna Metropolis,
and assess the maintenance of infrastructural facilities in Secondary Schools in Kaduna
Metropolis. Two research questions and two null hypotheses were formulated in line with the
objectives to guide the study. The descriptive survey research design was used in the study.
The target population of the study comprised of 20 Ministry of Education Officials, 37
Principals and 1427 Teachers in Secondary Schools in Kaduna Metropolis. A sample size of
20 Ministry of Education Officials, 10 principals and 200 teachers from ten schools in
Kaduna North Education Zone were randomly selected for the study. Their responses were
gathered using the questionnaire tagged stakeholders’ Perception on the Provision and
Maintenance of Infrastructural Facilities (QPSPMIF). The instrument was pilot tested and a
reliability coefficient of 0.82 was obtained. The data collected was analysed using mean and
standard deviation while the null hypotheses was tested using Analysis of Variance (ANOVA)
at 0.05 level of significance. The results showed that infrastructural facilities were
inadequately provided and where they were provided they were not maintained. It was
recommended that state government and development partners urgently need to upgrade
infrastructural facilities like electricity, water, information and communication gadgets,
among others to meet up with modern demands of secondary school education. Digital
facilities like the internets should be provided in schools and regular school inspection and
good maintenance programme are recommended to protect the existing school plant.
Keywords: Infrastructural facilities, provision, maintenance, perceptions.
Introduction
Schools are usually set up to provide an environment for teaching and learning, the
effectiveness of which requires several factors to be put in place. These factors include a
good curriculum, well trained teachers, teaching aids, a good learning environment furnish
with infrastructural facilities, amongst others. It is generally agreed that the quality of
education delivered by teachers and the academic achievement of students in any school is
dependent on the above factors of which infrastructural facilities are very paramount.
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Governments, private individuals and organizations in all states in Nigeria are increasingly
involved in the provision of schools to meet the increasing demand for secondary education
in Nigeria (Namse, 2016). There appear that secondary school enrolment has increased
without a corresponding increase in the number of infrastructures required for effective
teaching and learning. It is practically impossible for teaching and learning to be effective as
well as efficient if infrastructural facilities don’t juxtaposed enrolment in secondary schools.
This has put a considerable strain on most secondary schools in Kaduna State. Thus, the
researchers intend to find out the perceptions of stakeholders on the provision and
maintenance of infrastructural facilities in secondary schools in Kaduna metropolis.
Infrastructural facilities are essential components of the school plant. They consist of
basic amenities that play a significant role in boosting welfare of teachers and the learning
conditions for students. The administrative responsibility for creating a satisfactory school
environment is not limited to providing physical facilities. The school heads should also
direct the available resources to the provision and maintenance of infrastructural facilities.
Existing plants will be made more functional by providing proper infrastructural facilities
such as; lighting, electrical, ventilation, sanitary, water infrastructure for their efficient use
(Olagboye, 2004). In addition, writing on the importance of basic amenities in secondary
schools, Adeboyeje (2000) states that “efficient management of school infrastructural
facilities is mandatory in order to make the school a pleasant, safe and comfortable centre
that will increase students’ attendance, motivation and willingness to participate adequately
in both curricula and co-curricular activities.”
Infrastructural facilities in secondary schools include but not limited to:
Electrical infrastructure; building wiring, fuses, generators, sockets, light fittings.
Water supply infrastructure: boreholes, deep wells, water tanks and public water.
Plumbing and sanitary infrastructure: water closets, sinks, taps, baths, urinals.
Information and communication infrastructure: computers, phones, intercom, internet
facilites.
Safety and security infrastructure: fire alarm systems, fences, metal detectors,
Electricity is an essential requirement in any modern school plant. The advancement in
Education over the decades has made it that many mechanical and electrical gadgets are
needed for schools to function properly. The fact of not having electricity in a school facility
has a huge impact on the general functioning of the school as well as on the teaching
capacities of teachers and learning possibilities of the students. Gaither (2003) in a campaign
for the provision of electricity in school in Congo declared that;
How do you learn? With books? Where do you find information? In
the internet (sic). In Africa, it’s the same as it is here. For both, you
need electricity, at least if you are reading in the evening.
Electricity is therefore an important prerequisite for education.
Electricity is used for lighting classrooms, ventilating the classroom, powering new
teaching media and making learning meaningful. Water is very essential in the school
system; it helps maintain health, hygiene and sanitary wellbeing of staff and students. The
World Bank states that in most developing countries, the sanitary and hygienic conditions at
schools are often appalling, characterized by the absence of proper functioning water supply
infrastructure. As stated by the UNICEF (1998), “schools must have access to safe and
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sufficient water for drinking, food preparation, hand washing, laundering, flushing of toilets,
ablution, anal cleansing after use of toilet, and other cleaning and watering of school garden
(or farm).” Research by UNESCO and the World Bank show that schools that lack access to
basic water supply will have an increased incidence of major childhood illness (like typhoid,
cholera, dysentery etcetera) among students.
The National Centre for Educational Statistics (2003) in its guide of school facilities
planning posits that, “water supplies are generally categorized as either “community water
systems” or “non-community water systems.” If a school gets its water from a local city
authority, it is likely on a “community water system.” If a school uses its own wells (or
boreholes) as its water source, it would be classified as a “non-community system.” The
design of water supply facilities for a school should take the following steps into
consideration:
Assessing water supply demand at the school
Identifying appropriate water supply technologies
Identifying an appropriate water treatment technology
Designing the most appropriate technical solution
Assessment of water supply demand at schools involve observing current water, use,
examining condition of existing facilities (tanks, boreholes) and asking stakeholders like
teachers and students on current and desired water use.
Plumbing and sanitary infrastructure are closely related to water supply infrastructure, but
are different, although they require water infrastructure to function properly. Not all
plumbing fixtures have a water connection but all must be able to remove drainage away
from the building via the sanitary system. Plumbing and sanitary infrastructure comprises of
pipes, water closets, drinking fountains, lavatories, washing sinks, urinals (Plumbinginfo,
2013).
Plumbing and sanitary infrastructures are important because of the role they play in
maintaining hygiene and good health for students and teachers. UNESCO (2000) gives
recommendations for plumbing and sanitary facilities such as latrines and urinals of approved
design and in sufficient number should be provided in every school. There should be separate
toilets and urinals for students and staff in mixed schools for the girls with sufficient privacy
and away from latrines intended for boys. Table 1 shows the full UNESCO
recommendations.
Table 1: Standard for Provision of Sanitary Infrastructure
Sex Water closet Urinals Wash basins Toilet cubicles Hand washing sinks
Male 1 per 48 1 per 32 1 per 32 1 for 100 boys 1per 50 students
(where there are
urinals)
Female 1 per 24 1 per 48 1 for 25 girls 1 per 50 students
Source: (UNESCO, 2000, Module III Section 2 p.18)
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Safety and Security Infrastructure
Securing a facility refers to ensuring the physical security of both facility and its
occupants, and requires a comprehensive approach to planning (Dare, 2012). At a
minimum, planners must consider the following issues:
Locking systems
Install locks on doors and windows as appropriate. Padlocks and chains should be
provided to secure classrooms, laboratories, libraries and other places were important
school properties are kept. The doors should also have good locks and prohibit
manipulation of locks and entries (e.g., propping doors open). The planning guide for
school plants adds that schools should secure particularly valuable equipment (e.g.,
computers) with heavy-duty cables and locks. Metal detectors should be installed at
building entries as necessary. Edwards writing on building security describes the
Installation of surveillance cameras in otherwise unobservable parts of the buildings as
necessary. All these may seem outlandish but considering recent security breaches that
resulted in loss of lives in schools in parts of Nigeria, it becomes imperative for them to
be provided as essential part on the school plant.
Fire protection
Fires are unexpected occurrences within the school system. According to NEMA
figures, losses due to school fires from 2011 till date are estimated at N2.5 billion. It is
quite unfortunate that many Nigerian school administrators wish or pray it away without
making provision for fire protection infrastructure. School Planning Guide (2005), opines
that “we can maximize structural fire protection by building full-height walls and
fireproof ceilings. Fire-response equipment such as automatic sprinklers, fire alarms and
well-marked manual fire extinguishers should be installed as appropriate.” Sand buckets
can be used as supplements for schools that can’t afford exclusive use of fire
extinguishers.
Statement of the Problem
Many schools in Kaduna State are faced with challenges of inadequate provision and
insufficient maintenance of infrastructural facilities. There is no gainsaying that the number
of infrastructural facilities available for secondary education remains grossly inadequate for
the eligible number of students in Kaduna state. The problem is more prevalent in urban
areas like Kaduna metropolis where there is population pressure. Owuamanam in Asiyai
(2012) noted that “the inadequacy of infrastructural facilities and lack of maintenance for
available facilities were major problems facing the Nigerian educational system. The school
facilities are grossly inadequate to match the student’s population and the available facilities
are poorly maintained.” The availability of infrastructural facilities is important in improving
teachers’ morale and students’ welfare.
Every year the Kaduna state government makes announcements on the provision of
physical facilities such as school buildings and classrooms with little or nothing done
concerning infrastructural facilities such as electricity, information and technology gadgets
safety and security gadgets, etc, no wonder many stakeholders have decried the insufficiency
in quantity and quality of infrastructural facilities in many secondary schools in Kaduna
metropolis. However, all such complains remains rumor if no scientific findings regarding
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the perceptions of stakeholders on the provision and maintenance of infrastructures in our
public secondary schools in Kaduna metropolis.
Objectives of the Study
The study assessed the perception of stakeholders on the provision and maintenance of
school plants in Secondary Schools in Kaduna Metropolis. The specific objectives are to:
1. Examine the views of stakeholders (principals, teachers, and ministry officials) on the
provision of Infrastructural facilities for teaching in public Secondary Schools in
Kaduna Metropolis.
2. Examine the opinions of stakeholders on the maintenance of Infrastructural facilities
for teaching in public Secondary Schools in Kaduna Metropolis.
Research Questions
The following research questions were generated:
1. What are the views of stakeholders (principals, teachers, and ministry officials) on the
provision of Infrastructural facilities for teaching in public Secondary Schools in
Kaduna Metropolis?
2. How do stakeholders perceive the maintenance of Infrastructural facilities for teaching
in public Secondary Schools in Kaduna Metropolis?
Null Hypotheses
The following hypotheses were formulated to guide the study:
H01: There is no significant difference in the perceptions of stakeholders (principals,
teachers, and ministry officials) on the provision of Infrastructural facilities for
teaching in public Secondary Schools in Kaduna Metropolis.
H02: There is no significant difference in the perceptions of stakeholders on the
maintenance of Infrastructural facilities for teaching in public Secondary Schools in
Kaduna Metropolis.
Methodology
This study specifically adopted the survey method of descriptive research design. The
population consisted of 1427 teachers, 37 principals, and 20 ministry officials, totalling 1484
stakeholders from Kaduna north zonal office of the ministry of education, Kaduna state.
Simple random sampling was adopted for the study. Ten (10) schools were randomly
selected; this represents 27 percent of the population. According to Undie (2007), 25 to 30
percent of the population is considered adequate representative sample in education and
social science research. To this effect, 10 principals, 200 teachers, and 20 ministry officials
were drawn from Kaduna metropolis making the total of 230 respondents.
The instrument for data collection was a self-constructed instrument titled: Questionnaire for
the Perceptions of Stakeholders on the Provision and Maintenance of Infrastructural
Facilities in Secondary Schools in Kaduna Metropolis (QPSPMIF)”. In determining the
internal consistency of the instrument, the data collected from the pilot study was analysed
using Cronbach alpha reliability method and a reliability value of 0.83 was obtained. The
researchers accepted these values as an indication that the items were internally consistent
and the instrument therein reliable. This consideration was based on the suggestion of
Ofojebe (2002) that a co-efficient greater than 0.5 is considered high and acceptable.
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Analysis of Data
The analysis is presented in sections. The first section presents the answers to the
research questions using descriptive parameters of mean scores (3.00 as decision mean) with
standard deviation. The researchers used five likert scale questionnaire. The second section
presents the testing and interpretation of two null hypotheses using Analysis of Variance
statistics. All hypotheses were tested at 0.05 level of significance. The major findings are
then revealed before the discussion of the major findings.
Research Question 1: What is the perception of stakeholders on the provision of
infrastructural facilities in secondary schools in Kaduna Metropolis?
Table 1: Opinions of respondents on provision of infrastructural facilities in secondary
schools in Kaduna metropolis
S/N Item Statement X SD Remarks
1. Electrical infrastructure is provided in 2.8 1.3 Disagreed
secondary schools in Kaduna metropolis.
2. Water supply facilities are provided in 3.8 1.2 Agreed
secondary schools in Kaduna metropolis.
3. Plumbing infrastructures are provided in 3.4 1.1 Agreed
secondary schools in Kaduna metropolis.
4. Sanitary infrastructure such as toilets and wash 3.1 1.3 Agreed
sinks are provided in secondary schools in
Kaduna metropolis
5. Safety facilities such as fire extinguishers and 2.6 1.2 Disagreed
smoke detector are provided in secondary
schools in Kaduna metropolis.
6. Security facilities are provided in secondary 3.2 1.4 Agreed
schools in Kaduna metropolis.
7. Aesthetic infrastructures are provided in 2.9 1.0 Disagreed
secondary schools in Kaduna metropolis.
8. Drainage infrastructures are provided in 3.0 1.2 Agreed
secondary schools in Kaduna metropolis.
Average mean: 3.1
Decision mean: 3.00
Table 1 revealed the opinion of stakeholders on the provision of physical
infrastructure in secondary schools in Kaduna Metropolis. Their highest mean ranking
response of 3.1 implies that infrastructural facilities are provided, as details to this response
showed that majority of the respondents agree with this item.
Research Question two
RQ 2: What is the perception of stakeholders on the maintenance of infrastructural facilities
in secondary schools in Kaduna Metropolis?
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Table 2: Opinions of Respondents on maintenance of infrastructural facilities in Secondary
Schools in Kaduna metropolis
S/N Item Statement X SD Remarks
1. Electrical infrastructure is maintained in secondary 2.9 1.3 Disagreed
schools in Kaduna metropolis.
2. Water supply facilities are maintained in secondary 3.4 1.2 Agreed
schools in Kaduna metropolis.
3. Plumbing infrastructures are maintained in secondary 3.0 1.1 Agreed
schools in Kaduna metropolis.
4. Sanitary infrastructure such as toilets and wash sinks 2.8 1.3 Disagreed
are maintained in secondary schools in Kaduna
metropolis.
5. Safety facilities such as fire extinguishers and smoke 2.7 1.2 Disagreed
detector are maintained in secondary schools in
Kaduna metropolis.
6. Security facilities are maintained in secondary 2.8 1.1 Disagreed
schools in Kaduna metropolis.
7. Aesthetic infrastructures are maintained in secondary 2.9 1.1 Disagreed
schools in Kaduna metropolis.
8. Drainage infrastructures are maintained in secondary 2.7 1.3 Disagreed
schools in Kaduna metropolis.
Average mean: 2.9
Decision mean: 3.00
Table 2 reveals the opinion of stakeholders on the maintenance of physical
infrastructure in secondary schools in Kaduna Metropolis. Their highest mean ranking
response of 2.9 implies that Physical infrastructure are not maintained, as details to this
response showed that majority of the respondents disagreed with this item.
Null Hypothesis Testing
This section deals with null hypothesis testing. The hypotheses are related to
variables identified in the research objectives. These issues include provision and
maintenance of physical facilities. The two null hypotheses were tested using one way
analysis of variance (ANOVA) at 0.05 level of significance. Null Hypothesis is rejected if the
p-value is less than the level of significance set by the study.
Null Hypothesis 1
There is no significant difference in the perception of stakeholders on the provision of
infrastructural facilities in secondary schools in Kaduna metropolis.
Table 3: Analysis of variance of no significant difference in the perception of stakeholders on
the provision of infrastructural facilities in secondary schools in Kaduna metropolis.
Variable Sum of squares df Mean F P-value Decision
square
Between groups 86.3085 2 86.308
0.295 .277 NS
Within groups 66472.3525 228 145.131
Total 66558.661 230
Vol. 8(3) 2017 Page 90
Benchmark Journals INTERNATIONAL JOURNAL OF EDUCATIONAL BENCHMARK (IJEB),
eISSN: 2489-0170 pISSN:2489-4162 University of Uyo
Table 3 shows the calculated f-ratio value (0.295) at 2 degrees of freedom and at 0.05
level of significance. The observed level of significance P (.277) is greater than 0.05. This
means that there is no significant difference in the perception of stakeholders on the
provision of infrastructural facilities in secondary schools in Kaduna metropolis. Therefore,
the null hypothesis is rejected.
Null Hypothesis 2: There is no significant difference in the perception of stakeholders on the
maintenance of infrastructural facilities in secondary schools in Kaduna metropolis.
Table 4: Analysis of variance of no significant difference in the perception of stakeholders on
the maintenance of infrastructural facilities in secondary schools in Kaduna
metropolis.
Variable Sum of squares df Mean F P-value Decision
square
Between groups 172.617 0.595 .553 NS
Within groups 132944.705 2 86.308
228 145.131
Total 33117.322 230
Table 4 above shows the calculated f-ratio (0.595) at 2 degrees of freedom and at 0.05
level of significance. The observed level of significance P -.553 is greater than 0.05. This
means that there is no significant difference in the perception of stakeholders on the
maintenance of welfare facilities in secondary schools in Kaduna metropolis. Therefore, the
null hypothesis is retained.
Summary of Major Findings
The following are the major findings of the study:
1) The study reveals that infrastructural facilities are provided in secondary schools in
Kaduna metropolis.
2) The study shows that infrastructural facilities are not maintained in secondary schools
in Kaduna metropolis.
Discussion of the Findings
The following are discussion arising from the major findings of the study. The first
objective of the study assessed the provision of infrastructural facilities. Responses were
draw from stakeholders to gauge their perception. There is no significant difference in the
opinions of the respondents on this objective. The results reveal that infrastructural facilities
such as electricity, water, sanitary and plumbing infrastructure are provided while others such
as safety, drainages infrastructure and aesthetic facilities are not adequately provided. In the
opinion of Olagboye in Namse (2016), existing plants will be made more functional by
providing proper infrastructural facilities such as; lighting, electrical, ventilation, sanitary,
water infrastructure for their efficient use. Adeboyeje in Ahmed (2009) adds that
infrastructural facilities are mandatory in order to make the school a pleasant, safe and
comfortable centre that will increase students’ attendance, motivation and willingness to
participate adequately in both curricula and co-curricular activities.”
The second objective investigated the maintenance of infrastructural facilities in
secondary schools in Kaduna metropolis. From the data analysis of responses from
Vol. 8(3) 2017 Page 91
Benchmark Journals INTERNATIONAL JOURNAL OF EDUCATIONAL BENCHMARK (IJEB),
eISSN: 2489-0170 pISSN:2489-4162 University of Uyo
stakeholder, it shows that these infrastructural facilities were provided, but were not
maintained. This is similar to the findings by Ejikeme (1999) that infrastructures in schools
suffer acute neglect. The best-planned infrastructural facilities that is not maintained soon
becomes defaced and losses its aesthetics value and worth. Owodogu (1989) wrote that “a
poorly kept infrastructures or poorly maintained site, all inhibit the development of a good
educational programme”. It is essential that proper maintenance practices such as fixing
broken pipes, mending or replacing electrical infrastructure such as sockets and bulbs are
necessary to keep the school plant functioning optimally.
Conclusions
The findings of the study suggest that infrastructural facilities in secondary schools in
Kaduna are usually provided but not maintained. It was discovered that even where
infrastructural facilities were provided, they were not maintained. The researcher also
discerned that modern infrastructures like Information and communication infrastructure:
computers, phones, intercom, internet facilites which are required for improved learning
outcomes are missing from secondary schools in Kaduna metropolis. Finally, it is imperative
for Educational administrators to note that maintenance of infrastructural facilities is
important and tantamount for development of best educational practices in Kaduna
metropolis.
Recommendations
Based on the findings of the study and their implications, the following recommendations
were made:
1) Infrastructure such as safety, drainage infrastructures and aesthetic facilities should be
provided in all secondary schools in Kaduna metropolis.
2) A good maintenance programme is recommended to protect the existing
infrastructural facilities.
References
Adeboyeje, R. A. (2000). A practical approach to effective utilization and maintenance of
physical facilities in secondary schools. Ondo: NIEPA
Ahmed, M.B. (2009). An assessment of Physical Infrastructure in secondary schools in
Kaduna. Asian Journal of social Sciences and Humanities, 1(4),4-25.
Asiyai, R. I. (2012). Assessing School Facilities in Public Secondary Schools in Delta State,
Nigeria. An International Multidisciplinary Journal, Ethiopia, 6 (2), 192-205.
Dare, M.O. (2012). School plant planning. Unpublished lecture notes.
Gaither, J. F. (2003). The perfect patch. American school and university. Retrieved from
http://asumag.com/mag/university_perfect_match
Namse, P.U (2016). Assessment of Stakeholders’ perceptions on the Provision and
Maintenance of School Plants in Secondary Schools in Kaduna Metropolis. Masters
Desertation
Ofojebe, A. E. (2002). State of School Plant and Strategies to Improve its Management in
Secondary School in Anambra State. Unpublished Ph.D Dissertation. Nnamdi
Azikiwe Univeristy, Awka.
Undie, J.A. (2007). Educational Governance. Calabar: Tabson Press
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