faculty of education - University Of Nigeria Nsukka [PDF]

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OTAMBA, FRANCIS NNEJI PG/M.Ed./11/59056

RESOURCES FOR THE IMPLEMENTATION OF BASIC TECHNOLOGY EDUCATION CURRICULUM IN GOVERNMENT TECHNICAL COLLEGES IN CROSS RIVER STATE OF NIGERIA

DEPARTMENT OF ARTS EDUCATION

FACULTY OF EDUCATION

Digitally Signed by: Content manager’s Name DN : CN = Webmaster’s name

Chukwuma Ugwuoke

O= University of Nigeria, Nsukka OU = Innovation Centre

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RESOURCES FOR THE IMPLEMENTATION OF BASIC TECHNOLOGY EDUCATION CURRICULUM IN GOVERNMENT TECHNICAL COLLEGES IN CROSS RIVER STATE OF NIGERIA

A PROJECT PRESENTED IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE MASTERS DEGREE IN EDUCATION (M.ED)

BY OTAMBA, FRANCIS NNEJI PG/M.ED/11/59056

DEPARTMENT OF ARTS EDUCATION (EDUCATIONAL TECHNOLOGY) UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISOR: DR U. D. ASOGWA

AUGUST, 2013

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CHAPTER ONE INTRODUCTION Background of the Study Education has remained an instrument of change and national development. It is a social process and the medium for the acquisition of relevant knowledge, skills and attitudes for survival in a changing world. The importance of science and technology to national development in the life of any country cannot be over-emphasized. This is because knowledge and skills in science and technology are very vital in the development of any society. Mulenwa (2002) points out that, the fast changing applications of science and technology and the global reliance on their processes and products in all areas of human endeavour have made them invaluable that any society or country without them risk being alienated from the global village. Science refers to the systematic study of physical and natural environment which surrounds man in the society. With the knowledge of science, the life of man has improved greatly. Stanley (2006) asserts that, science is the study of the structure and behaviour of the physical and natural world of society especially through observation and experiment. Opong (1981) 1

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defined science as “knowledge obtained by observation and testing of facts”. According to him, every science must have the ability to observe, keep records, measure and use numbers, make prediction and classify. By implication, science must follow a systematic procedure. Hence, Bassir (1981) defined science as a body of knowledge systematically tested about matter and the earth environment. Science employs data collection tools such as observation and experimentation etc. Data so collected are usually subjected to rigorous verification to determine validity and reliability. Analysis of such, provides genuine basis for inference and postulations. The National Policy on Education (1981) maintained that basic science at the primary science level is geared towards “the laying of a sound basis for scientific and reflective thinking giving the learner opportunity for developing manipulative skills that will enable him to function effectively in the society within the limit of his capacity and providing basic tools for further educational achievement, including preparation for trades and crafts of the locality. Science and technology have great impact in the life of man in the society. Science and technology have become such critical

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factors of economic and social development that life without them can no longer be contemplated. In addition, through science and technology, a nation develops its manpower in the critical areas such as agriculture, engineering, architecture, medicine, and other science based professions and technologies. The benefits of science and technology have transversed every conceivable sphere of human life. For example, man‟s ability to provide high quality goods and services has improved tremendously. New drugs, vaccines, sophisticated equipment and tools have been produced which are helping in the diagnosis and treatment of various diseases thereby enhancing longevity. High- yielding varieties of crops and animals as well as disease resistant varieties have been developed. Through science and technology, transportation and communication have improved remarkably; sophisticated buildings that provide comfortable accommodation for people have also been constructed. As a result of these benefits that accrue from the pursuit of science and technology, many countries have been making frantic efforts towards their development so as to keep pace with the rest of the world. In Nigeria, the system of education that was inherited from the colonial masters was inadequate and to a large extent,

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irrelevant to the developmental needs of the society (Afe, 2009). This is because the schools were mainly of the grammar type aimed at training boys and girls for clerical and white-cola jobs. Though there were attempts to introduce students to the rudiments of science and technology in subjects like black smith, carpentry, bricklaying (Bajah, 2007).

However, the voluntary

agencies that pioneered western education were unable to popularize science and technology education on the same scale as literacy education because of the cost of equipment, dearth of manpower, among others. The effect of public opinion caused plans to be made for a series of national curriculum conference to redirect the course of Nigerian education in the face of the new felt needs and aspirations of the people. In 1977, a document tagged the national policy on education was released by the Federal Government which was revised in 1981, 1998 and 2004 (Federal Republic of Nigeria, 2004). In the document, efforts were made to put in place certain measures and policies aimed at enhancing the development of science and technology in Nigeria. Basic science and technology therefore refers to the least knowledge, skills which an individual is expected to acquire through observation and experimentation of the physical and

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natural environment around them. Bajah (2007) asserts that science and technology has a great positive impact on man due to giant strides made by the knowledge and skills acquired therein to improve man. Technology is the making, usage and knowledge of tools, machines, techniques, crafts, systems or methods of organization in order to solve a problem or perform a specific function. It can also be referred to the collection of tools, techniques, crafts, systems or methods of organization in order to solve a problem or serve some purpose (Akinbote, 2007). Technologies significantly affect human as well as other animal species‟ ability to control and adapt to their natural environment. The word technology comes from Greek word to mean, art, skills, craft. The term can either be applied generally or to specific areas such as construction

technology,

medical,

information

and

basic

technology. It is in recognition of the importance attached to technology

education

that

Nigeria

government

initiated

a

programme to ensure the acquisition of basic technology education by the entire Nigeria citizens in the school. Merriam (2010)

asserts

that

basic

technology

refers

to

the

least

technological skills, knowledge, aptitudes which an individual is

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exposed to and expected to acquire. The basic technology education equips individuals to the current state of knowledge on how to combine resources to produce desired products, to solve problems, fulfill needs (Theodore, 2011). It also includes technical methods, skills, processes, techniques, tools and raw materials. The current system of education in the country also lays great emphasis on the teaching of science and technology at all levels of the 6-3-3-4 education structure. With the adoptions of the National Policy on Education under the universal basic education the basic technology education was introduced as core subject at the junior secondary school level to introduce students to the world of science and technology and to prepare them for higher

education

in

science

and

technology.

With

the

introduction of UBE in 1999, basic technology education aims are (FRN, 2004). To provide prevocational orientation for further training in technology  To provide basic technological literacy for everyday living  To stimulate creativity. Basic

technology

education

formerly

known

as

the

introductory technology came into existence in September, 1999

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following the introduction of universal basic education by the former president of Nigeria, Chief Olusegun Obasanjo: The UBE programme, an educational reform programme of the Federal Government of Nigeria, was introduced to serve as catalysts for achieving free, compulsory 9 year educational program for all school age children irrespective of their socio-economic status. The 9 year educational program comprises 3 years basic educational programmes for every Nigeria child irrespective of sex, religions or tribe (Olamwaju, 2010). The 9-year programme comprise 1-3 years of lower basic, 46 middle basic and J S 1-3, upper basic. The education is so programmed to enhance the attainment of the educational objectives

as

contained

in

the

curriculum.

The

Nigeria

educational curriculum contains the skills, knowledge, values and attitude which citizens of Nigeria are expected to acquire in the school under the guidance of a teacher. Development in technology according to Akpan (2009), starts with the education of the people in science and technology. The extent and pace of the development according to him will depend on how well the technology education in schools have been planned, organized and implemented. The resources for the

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implementation is therefore an important factor to be consider if there must be any meaningful development in technology in the country. The basic technology programme was introduced by the Federal Government as core subject in the Upper Basic Level curricular to enable students acquire basic scientific and technological literacy for everyday living. This implies that the Upper Basic Level technology education is assumed to be sufficient for those who may not proceed further to live useful lives in later years. The basic technology subject is offered in Government Technical colleges as a vocational subject. Technical colleges in Nigeria refer to schools that train people to become crafts men and technicians. Training qualifies them for jobs in both public and private sectors of the economy. Both sectors, according to Nelomi (2005), require well-trained and competent technicians who can operate and maintain the available technical equipment. The major goal of vocational institutions (Government Technical Colleges) is to prepare students for successful employment in the labour market (Finch & Crunkicton, 2009). This condition can be

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met through a curriculum that is relevant and comprehensive and a well equipped workshop with relevant training facilities. The

attainment

of

the

objectives

of

teaching

basic

technology education in schools can be realized with adequate provision of resources for the purpose. Resource materials as used here refers to physical objects which may be commercially produced or improvised used for the teaching of basic technology in schools. (Adejum, 2012). Harris (2011) refers to resource materials as tangible and intangible resources used by the teacher to effect a permanent change in the behaviour of the learner. Harris further asserts that resources refers to those instructional materials which the teacher use in teaching basic technology in schools. The merit of resource materials is that it appeals to the five sentences. Offorma (2004) grouped resources as tangible and intangible resource. Tangible resources refer to non-human materials like infrastructure, printed materials, real object which are used for effective promotion of learning. Mark (2010) asserts that resources materials refers to those materials that aid learning which the teacher is the major factor in use. Therefore, resource materials like tools, machineries of different

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dimensions are required for the teaching of basic technology education in rural and urban schools. Majority of the countries in Africa according to Mulenua, (2006) experience a serious problem of the rural-urban drift due to the drastic difference between the facilities and opportunities available in the rural and urban areas. As a result of this development, the quality of education levels is poorer in the rural area due to lack of resources and well qualified teachers. Researches have shown that students are under achieving in basic technology education related subject. An example, according to Maduabum (2008), is the poor performance of Nigeria

junior

secondary

school

students

in

the

second

international basic technology education examination Conducted in Japan. The result shows that, of the different countries that participated in the examination, Nigerian students came last in basic technology with Japanese secondary school students coming first. Furthermore, Babalola (2010) observed that Nigeria also came last in ranking among countries that participated in secondary schools Basic technology education examination taken in 2009 in Japan. The poor performance of students in science, basic technology and mathematics in the junior secondary school

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certificate examination (JSSCE) results has also been a thorny issue to educators and the general public, Ibraham (2009). There is evidence to show also that girls‟ access to education in general science, basic technology in particular as well as their performance are very poor relatives to boy (Obosede, 2009). Gender and location are important variables to consider in this study. Gender is seen in Offorma (2004) as a learned, socially constructed conditions ascribed to individuals on the basis of being born either male or female. It is enforced, through culture practices. Hence, the type of training and exposures given to male and female children in a given society depend on the people‟s understanding and belief. Gender, therefore is a very important variable because a person‟s personal orientation and outlook play a crucial role in performance. Similarly, school location has an important effect in the provision or availability of resource materials for teaching and learning. As schools play an important role in the intellectual development of children, adequate provision of resource materials for teaching and learning or lack of them may facilitate or mar learning. The location of schools comes into play here because it may determine some vital learning ingredients such as learning

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facilities or resource infrastructure, number of teachers and class size. The present research intends to identify available resources and its‟ utilization for the implementation of basic technology education in Government Technical Colleges in Cross River state, Nigeria. The dwindling performance of the students calls for the assessment of the resources for the implementation of basic technology education in line with the National Policy on Education on Technical Education in Nigeria to ensure self employment among the youths. It is in view of the performance of the students that this study intends to identify available resources and their utilization for the implementation of basic technology education

curriculum

in Government Technical

Colleges in Cross River State of Nigeria. Statement of the Problem A nation that does not take the development of her technology as a serious matter will find herself being relegated to the back bench in the committee of nations. Even if such nation has the funds in the whole world, she will still be poor economically, socially, and politically. The teaching of basic technology education in schools is to equip students with the

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necessary basic scientific and technological knowledge and skills necessary to build progressive society, it forms the bedrocks on which further science and technology studies rest. Technology cannot be transferred, borrowed or bought, and it is necessary that nations start inculcating this culture on their children by having the right attitude towards technological education as the current performance of the students in the basic technology education is disheartening. Students have been performing poorly in basic technology education subject in JSSCE, Cross River State Ministry of Education, (2010). This ugly trend has evoked bitter comments from the parents, educators, the government and the students themselves. What could be responsible for this state of affairs? Could

it

be

that

the

instructional

materials

for

the

implementation of basic technology curriculum are not available? Could it be that the available resources are not used in the teaching of the subject in schools? Could it be the quality of teachers available for the implementation of the curriculum?, Could it be that the method used are inadequate? Hence this study was able to identify the resources for the implementation of

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basic technology education curriculum in Government Technical Colleges in Cross River State of Nigeria. Purpose of the Study The main purpose of this study is to identify the resources for the implementation of basic technology education curriculum in junior secondary schools in Government Technical Colleges in Cross-River state of Nigeria. Specifically, the study was able to: 1 Identify available resources for the implementation of basic technology education curriculum in Government Technical Colleges in Cross River State. 2 Ascertain the extent the available resources are used in the teaching of basic technology education curriculum in junior secondary school in Government Technical Colleges in Cross River State. 3 Identify the methods used by male and female teachers in teaching

basic

technology

education

curriculum

in

Government Technical Colleges in Cross River State. 4 Identify the challenges facing the successful implementation of basic technology education curriculum in Government Technical Colleges in Cross River state of Nigeria.

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5 Ascertain

the measures for enhancing the implementation

of basic technology education in junior secondary school in Government Technical Colleges in Cross River State Significance of the Study The stakeholders of the findings of this study are the Federal Government, curriculum planners, national board for technical education, the

teachers, administrators and the

students of BTE. The findings of the study will benefit the Federal Government of Nigeria. It will enable the government to reevaluate the aims of science and technology education in relation to the curricula content/resources used and the dire need for technological development of the country. They will benefit by adopting the measures suggested for the planning of basic technology education curricula in schools to ensure high productivity among students in the school. It would also influence their policy on technology education. The findings of this study will be of immense benefit to the National Board for Technical Education (NABTECH) as it will enable

them

to provide

the necessary resources

for the

implementation of the basic technology education in the country if the need arises. They will benefit through workshops, seminars

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organized based on the findings of this study on the need to provide human and material resources to enhance the teaching and learning of basic technology education subject in junior secondary schools in government technical colleges. The curriculum planners will also benefit from the study. Based on the result of this study, the curriculum planners will be able to redesign basic technology education curricula to meet the challenges of the current technology needs of the country. This will in no small measure enhance the technological advancement need of the country and individual students. The study will also reveal the strengths and weakness in the resources used in implementing technology education curriculum. The findings will help in deciding new developments and current issues in the field of basic technology education that needs to be included in the basic technology curricula as well as those areas that need to be expunged from the curricula. The results will therefore, benefit curriculum experts, developers and implementers. This is because the discoveries made will contribute in the planning of new programmes and in deciding whether to expand, modify or discontinue with the existing one or reformulate it.

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The teachers will also benefit from the findings of this study. This study will also reveal the background of teachers and teaching the subject. It is possible that the findings may require the teachers to sit-up through the improvement of their teaching strategies, improvisation of teaching aids where they are lacking. The administrators will also benefit through the findings of this study by being sensitized to the need for them to provide relevant teaching facilities and equipment for the teaching of basic technology education. By this act, the teaching and learning of the subject will improve in junior secondary schools in government technical colleges as well as in other schools where the subject is offered. This study no doubt would be helpful to students as the implementation of suggestions emanating from it will go a long way in promoting students mastering of basic technology education

curricula

thereby

reducing

failure

rates

in

examinations. Finally, the findings from the study would also add body to literature, theory and practice. Scope of the Study This study was carried out in the three education zone of Cross River state. The zone comprises North, South and central

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education zones. The choice of the schools in the zones therein is that it was used as a pilot study to determine resources for implementing

basic

technology

education

curriculum

in

government technical colleges in Cross River State. Based on the content availability, utilization, challenges and suggestions

for

enhancement. Research Questions In order to provide direction and sharpen the focus of the study, the following research questions guided the study. 1. what

are

the

implementation

available of

the

resources basic

required

technology

for

the

education

curriculum in Government Technical Colleges in Cross River State of Nigeria? 2. To what extent are the available resources used in the implementation of basic technology education curriculum in rural and urban junior secondary schools in Government Technical College in Cross River State. 3. What are the methods used by male and female teachers in the teaching of basic technology education curriculum in Government Technical College in Cross River State.

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4. What are the challenges to the implementation of basic technology

education

curriculum

in

junior

secondary

schools in Government Technical Colleges in Cross River state of Nigeria? 5. What are the measures to enhance the implementation of basic technology education curriculum in junior secondary schools in Government Technical Colleges in Cross River State of Nigeria. Hypotheses The following null hypotheses were tested at 0.05 level of significance. Ho1: There is no significant difference between the mean ratings of male and female teachers on the challenges to the implementation of basic technology education curriculum in Government Technical Colleges in Cross River State. Ho2: There is no significant difference between the mean rating of male and female teachers on the measures of enhancing

the

teaching

of

basic

technology

education

curriculum in Government Technical Colleges in Cross River state of Nigeria.

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CHAPTER TWO REVIEW OF LITERATURE The chapter reviews related literature under the following sub-heading

namely:

conceptual

framework,

theoretical

framework, empirical studies, and summary of literature review. Conceptual Framework  Concept of Education  Concept of Technology  Concept of Technical College  Concept of Basic Technology Education  Concept of curriculum  Concept of Resources  Concept of curriculum Implementation  Problems of Basic Technology Education in Nigeria Theoretical Framework  Dale‟s cone of experience  Piaget‟s cognitive development theory  Bruner‟s mode of representation Review of Empirical Studies Summary of Literature Review

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Conceptual Framework Concept of Education Education has remained an instrument of change and national development. It is a social process and the medium for the acquisition of relevant knowledge, skills and attitudes for survival in a changing world. It is implied from the above statement that education is indispensable for all nations aspiring towards basic knowledge to achieve greatness. Britain (1998), asserted that education refers to an effort, conscious and direct, incidental and indirect, needed by a given society to accomplish certain objectives that are considered desirable in terms of the scholars own made, as well as the needs of the society where that education is based. Education has been seen by Omohal, (2006) as the process through which an individuals are enabled to develop their potentialities through the acquisition of knowledge, skills, values and attitudes both for their own benefit and that of the society. The above definition suggests that education is a process of teaching or passing on the ways of life of the people to the youths. It also implies that through education one can develop his potentialities for his/her personal use and that of the society.

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These potentialities could be physical, emotional, social or intellectual abilities. Education, therefore, is the process of nursing and nurturing an individual or groups so as to be a fullfledged member of the society. Actually, education in Nigerian is compulsory for its citizens (FRN, 2004). It is based on the above assertion that the Federal Government of Nigerian used education as an instrument “par excellence” for effecting national development (FRN, 2004). Education, therefore, can be referred to as the process of initiation of the young ones into the values of the society. It is the process by which an individual born into a human society learns the way of live, which include knowledge, skills and values of the society in the school where basic education is given to the learner. The National Development aspired by any given society is a function of the level of the educational development of the society and vice versa. Concepts of Technology Education and technology are important variables in the development of any society. The concept of technology has been viewed in different ways by Scholars and Laymen alike. Stanley (2006) asserts that technology refer to all tools and procedures. It

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is a state of knowledge and development at any given time, used in controlling our surroundings, and it includes all tools (utensils, devices, machinery, inventions, and strategies), all methods (skills, processes, and techniques), and all applied materials both raw and manufactured. Technology is the making, usage, and knowledge of tools, machines, techniques, crafts, systems or methods of organization in order to solve a problem or perform a specific function. It can also be referred to as the collection of

tools, machinery and

procedures. Popper (2007) asserts that the word technology is derived from two Greek word “techno” meaning, art, skill, craft and “logia” meaning study of. Thus, the term technology can be applied generally or to specific areas such as construction technology,

medical

technology,

information

technology,

educational technology etc. Popper also observed that by the 1930s, “technology” referred not only to the study of industrial arts, but to the industrial arts themselves. Bain, (2008) an American sociologists also asserts that “technology includes all tools,

machines,

utensils,

weapons,

instruments,

housing,

clothing, communicating and transporting devices and the skills by which we produce and use them.” Bain‟s definition remains

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common among scholars today, especially scientists. Memam (2007), offers a definition of the term as the practical application of knowledge especially in a particular area and a capacity given by the practical application of knowledge. Franklin (2008), refers to technology as the practice, the way things are done within an environment. Bernard (2008) sees technology in two ways; the pursuit of life by means of other life and as organized inorganic matter. From the discussion above, technology can be

broadly

defined as the entities, both material and immaterial, created by the application of mental and physical effort in order to achieve some value. Technology encompasses tools and machines that may be used to solve real-world problem which includes simple tools, such as crowbar or wooden spoon or complex machines of different sorts. It implies therefore that, technology is a collection of techniques that forms or changes culture which is basic to the existence of human beings in a given society. The basic technology required of an individual to operate functionally in a given society or alone is the possession of skills, knowledge, arts, methods or processes of material and immaterial potentials to solve practical problems that confront one in the society.

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Concept of Technical College Technical colleges in Nigeria refer to schools that train people to become crafts men and technicians. Training qualifies them for jobs in both public and private sectors of the economy. Both sectors, according to Nelomi (2005), require well-trained and competent technicians who can operate and maintain the available technical equipment. The major goal of vocational institutions (Technical Colleges) is to prepare successful

employment

in

the

labour

students for

market

(Finch

&

Crunkicton, 2009). While its‟ objectives among other things are - To provide technological literacy to all pupils, that is, to prepare every pupil for life in technological age. - To help develop the right attitude towards work and the habit of mine conducive for the proper use of technology. - To

provide

preparation

adequate for

technological

advanced

professional

orientation

and

education

and

training in technology. - To equip schools learners with skills to earn a living. - To stimulate and encourage creativity. - To provide the awareness that technology does not only solve problems but create some more.

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This condition can be met through a curriculum that is relevant and comprehensive and a well equipped workshop with relevant training facilities. The teaching require

and learning of basic technology, no doubt,

well-equipped

laboratories,

workshops,

tools

and

equipment if relevant skills are to be acquired by students. However, (Awotunde 2007) points out that, most technical colleges in Nigeria have no workshops for vocational or trade subjects like woodwork, metal work, electronics among others. Added to the problems of workshops according to him, is the non-availability of required items (materials and consumables) for practical training in most technical colleges. The result of this is that, learning of theory is emphasized to the neglect of practical skills acquisition in vocational subjects. The much desire technology culture as well as a pool of skilled industrial workers cannot be developed under the type of situation obtained now in the nation‟s technical colleges he remarked. Concept of Basic Technology Education The basic technology education came into eminence at the introduction of universal basic education in Nigeria as a free and compulsory education for children and for literacy training for

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adults. Abrahim (2008) affirms that the UBE programme was introduced in 1999 in fulfillment of the governments‟ signatory to a number of international declarations on education. This includes the Jomtien declaration framework for action on basic education. The UBE act was passed into law in the year 2004 (Tahir, 2005). Tahir further explained that at the end of the nine years of education, every child should acquire appropriate level of literacy,

communication,

manipulative

and

life

skills

for

functional existence in the society. Basic

technology

education

was

called

introductory

technology education prior to the emergence of the UBE programme. The introductory technology as it was called operated when 6-3-3-4 system of education operated in Nigeria. According to Hens (2006), the 6-3-3-4 system of education in Nigeria could not operate further due to poor planning and implementation,

inadequate

infrastructure,

manpower

and

school mapping. As a result of the above, the products of the education system were not functional in the society. Basic technology education under the UBE programme refers to the least education which individuals are expected to acquire in relation to skills, knowledge and aptitudes which

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individuals are expected to have to enable them to be functional members of a society. This according to Ude (2007) is to curb the high rate of unemployment in the country. The emergence of the basic technology education is as a result of the resolution reached following the Universal Basic Education Programme where pre-vocational and academic programmes are allowed at the Junior Secondary School Level. Under the pre-vocational programme, practical agriculture, basic technology education, home economics and business study come into prominence. The basic technology education is an integration of many skilled subjects such as woodwork, metal work, electrical/ electronics, mechanics, technical drawing and local crafts. The National Policy on Education recommended discovery approach at the junior secondary school as against expository approach to teaching courses

prevocational are

Secondary

taught Schools,

in

subjects. Junior

Technical

Technical Secondary Colleges

and

vocational

Schools,

and

Senior

Polytechnics.

Basically, from the tenets of UBE following the National Policy on Education (2004), the emergence of the basic technology education is to entrench the self-sufficiency principles among Nigeria‟s in the face of the rising unemployment in the country.

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Thus, the basic technology education induction as introduced in Nigeria education system is to prepare students for successful employment in the labour market. (Finch & Crunkiltou, 2009). Concept of Curriculum The word curriculum has been defined variously by various scholars depending on their interpretation of education and the various functions schools should perform to the individual and to the society at large. According to Okoro (2010) curriculum refers to a planned and guided learning experiences or outcomes formulated through a systematic reconstructions of knowledge and experiences under the control of the school for the learners. This implies that the curriculum must be a written document and must be carefully planned and guided by a teacher. Nwanne (2006) defined curriculum as a structural series of instructional learning experiences and the instrument by which educational institutions seek to translate the hope of the society into concrete reality. Bishop (2010), viewed curriculum as all the learning experiences which are planned and funded by the school, whether carried out in groups or individuals, inside or outside the school. Offorma (2005) regarded curriculum as the process of determining and pursuing set societal objectives through the

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instrumentality of the school. Offorma further explained that curriculum is the totality of the environment in which education takes place. In relation to this study, the basic technology education encompasses those knowledge, skills which the students are expected to acquired in course of teaching the subject in school. This is an effort to attain the policy of the Federal Government of Nigeria. The basic drive for technology education in Nigeria aims at providing trained manpower in the field of sciences. The basic technology curriculum according to Adeniyi (2007) is the product of re-alignment and restructuring of the curricula for primary science and junior secondary school integrated science. In selecting

the

contents,

three

major

issues

shaping

the

development of nations world wide, and influencing the world of knowledge today through education. These are globalization, information

and

communication

technology

(ICT)

and

entrepreneurship education. The overall objectives of the basic technology education curriculum in Nigeria are to enable the learners to:  Develop interest in science and technology‟s  Acquire basic skills in science and technology‟s

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 Apply their scientific and technological knowledge and skills to meet societal need‟s  Take advantage of the numerous career opportunities offered by school and technology‟s and  Become prepared for further studies in science and technology. From the above, the objectives for the basic technology

education

framework

can

therefore

be

summarize as: - To provide prevail basic technological literacy for every day living -

To stimulate creativity. From the ground point of these views, basic technology is a

broad based skill development study in which practice-oriented work is emphasized and technological literacy is provided through an integrated approach. Basic technology has such a complex combination of subject units. It is an integrated technology in which several specialized, technical courses have been identified. Some of these include: technical drawing, metalwork, woodwork, electrical/electronics, rubber, ceramic, plastic, building and food technology (National curriculum for JSS basic technology education, 2006).

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To achieve the listed objectives Bazza (2009) observes that, basic technology is expected to be carefully structured into a teaching sequence with minimum theory and largely consisting of clear explanations or description of how results are to be obtained with tools and equipment. In Nigeria the system of education that was inherited from Britain shortly after independence was found to be inadequate and incapable of providing the caliber of youths with the right orientation and attributes to salvage the nation from the adverse economic effects of inadequate production of goods and services (Onwe 2009). Concept of Resources Resources are essential ingredients in teaching and learning processes.

Resources

as

used

here

refer

to

instructional

materials, media resources, facilities used by the teacher while imparting knowledge to students or learners in the classroom, that is, there are the wide variety of equipment and materials used for teaching and learning. They are those materials and devices, by they real or representative which the teacher uses to

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make the lessons more meaningful and understandable. They are devices and real objects (realia) that help a teacher to teach or communicate effectively with the students so that the students will understand the message he has to put across (Adejum, 2012). Consequently, the generic phased instructional materials is used to describe a variety of products of educational technology which according Akanbi (1988) are information carries designed specifically to fulfill objectives in teaching - learning situation. Resource materials, instructional materials, instructional media, teaching resources or materials are used interchangeably to mean the same in this study. Teaching resources may be defined as any device, equipment, graphic presentation, bound reproduction or illustration that helps the students or learners to learn (Brain, 2011). They are the backbone of the whole range of the classroom communication, and expedite learning through the various senses. Teaching and learning can be improved by effective selection and use of resource materials because they appeal to human senses. The main aim of the use of instructional materials in classroom teaching in general is to arouse all senses

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in the learning process, for the final analysis all learning is the result

of

sensory

experience,

whether

kinesthetic

(touch),

gustatory (taste), olfactory (smell), auditory (hearing) or optical (seeing). These are the five sense used in learning. When more of these senses are employed during classroom teaching and learning processes, the greater would be the effectiveness of such communication. The use of instructional materials/ resources aims at maximizing the employment of the five senses in any communication or teaching – learning situation to promote effective

understanding

of

the

message

that

is

being

communicated. Brain further asserts that lessons delivered with the use of suitable teaching materials motivate students to learn and remember what is learnt when there is recall. They are useful and dependable in capturing student‟s imagination. Resource materials offer the most useful and efficient means of overcoming and clarifying up difficulties of apprehension by giving definition to the students; ideas and enabling them to comprehend fully than any amount of mere telling and explanation. By this, resource materials give the learners in-depth knowledge of the

37

subject matter. Instructional materials/resources are means of making teaching and learning process easy, more meaningful and understandable. They simplify and give vividness to what the teacher teaches in the classroom. Anabe (2010) wrote that resource materials help the teacher to covey the intended message effectively and meaningfully to the learner, so that he/she receives, understands, retain and apply the experience gained to reach overall educational goals. This point gives an insight to Okeke (2010) who asserts that instructional resources enable

teachers

to

achieve

conceptual

thinking,

reduce

verbalization, harmonize the subject matter, stimulate selfactivity and make a new topic very interesting. This aids the students in retention, development of Keen observation and foster creative imagination. Précised instructional resources lessen the burden of teaching. The attainment of functional education is dependent on the availability and use of learning resources in schools. By this, the development of viable technology is therefore dependent on the recognition and provision of the necessary and relevant training

38

tools, materials and facilities. It is in recognition of the roles of tools to man that. Wilber (2011) asserted that: man is a tool using animal, he can use tools, can device tools, with these the granite maintain melts into light dust before him, he Kneads Glowing Iron as if it were paste, seas are his smooth high way, winds and fire is unweary steeds. Nowhere do you find him without tools, without tools, he is nothing, with tools he is all (p.35).

However, Obanya (1982) stated that the use of resource materials in teaching and learning in Nigeria schools cannot be said to be totally new. Evidence exist when materials such as sticks, marbles, pegs, cowries, beads, pebbles, rocks, seeds were used extensively in teaching and learning processes. Even though,

instructional

resources/materials

have

been

used

throughout educational history in Nigeria, may be not by all teachers and not as often as expected of the best teachers. Instructional materials are classified into various categories, for example: local instructional materials which are locally produced, or improvised and commercial resources which are commercially produced

or imported.

Further,

instructional

materials can be classified under the following viz: visual

39

materials,

audio

material,

audio-visual

materials,

software/materials, hardware/equipment, non-projected media, projected media, two dimensional instructional media, three dimensional instructional media . Specifically media are described thus: - Visual materials: refers to those instructional materials which appeal to the sense of seeing only, example pictures, diagrams, building, projectors, including the teacher himself. - Audio media: refers to those complement that appeal to the sense of hearing, example teacher‟s voice, radio broadcast, cassette player, amplifier, teleconferencing and language laboratories. - Audio-visual materials: Audio-visual media appeal to the sense of hearing and seeing. According to Erickson and Curl (1972) the concept does not include printed materials like textbooks and reference books .Audio-visual media present both sound and visuals. When pictures, diagrams (visuals) etc go with sound, one gets audio-visual synchronized system. Audio-visual

materials

include

the

television,

video

40

recordings, motion pictures with sound, slide and filmstrip projections with sound accompaniment etc. - Software: also referred to as material, is a concentration system or body of content of potential vale when put to word. It

include

graphic

material,

printed

materials,

slides,

filmstrips, motion pictures, overhead transparencies, tapes, cassettes etc. Most materials are presented with the help of equipment. For instance the slide projector. - Hardware: also referred to as equipment are those devices which are used in presenting materials. They include boards, chalkboard, tape recorder, projectors, video recorders, etc. Whereas a video is a material, the video recorder is the equipment. - Projected media: refer to those material which require projection viewing, examples are: opaque projector, overhead projector, slide projector, film projector (hardware) and transparency, slide and film strips (software). There are basically two types of projections- transparent projection and non-transparent (opaque) projection.

41

- Multimedia: This refers to media that combines different types of technologies. They are otherwise known as hypermedia or integrated

media.

They

include

computer

which

could

integrate text and graphics on screen and also control video tapes, videodisc, audio compact disk and audio tape. - Resource persons: They are persons who could assist the teacher in producing and operating media. For instance, the laboratory attendant may be useful in a science lesson, the graphic artist could be helpful in producing graphic media and the plant operator for electricity supply. That is, they are experts and professionals in different areas (historians, teachers,

learners,

engineers,

lawyers,

medical

doctors,

librarians, technicians and technologist). Basic technology education is a pre-vocational subject taught only in junior secondary schools and it aims at the acquisition of techniques and application‟s of science, for the improvement of man‟s living standard. If the National goal for the skill acquisition is to be achieved, then adequate tools, materials and workshop facilities are necessary for the teaching of basic technology education. These instructional equipment

42

include hand tools (hummers, saws, screw divers, planes, jacks, shovels, steel square,

tape, spanner, pliers brace, clamp,

benches, vices etc), machine tools (circler saw, surface spanner, hand saw, drill press, milling machines, grinding machine), consumable materials (tubers, metal sheets and rods, nails, cables, appliances), facilities, vice, workshops, water, electricity, (Anabe, 2010). All these facilities or resources used in teaching basic technology education should be in adequate quantity and quality to a degree where it is possible for individual students to use during class and practical lessons as lack of them may affect teaching and learning the subject in schools. According to the National Policy on Education (2004), the Nation‟s education aims and objectives to which the philosophy of education are directed are:  The inculcation of national consciousness and national unity.  The inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society.  The training of the mind on the understanding of the world around.

43

 The

acquisition

of

appropriate

skills,

abilities,

and

competencies both mental and physical as equipment for the individual to live in and contribute to the development of his society (FRN, 2004). The NPE further states, among other things, that: a greater proportion of education expenditures will be devoted to science and technology, universities and other levels could be required to pay greater attention to the development of scientific orientation...the ratio of school to liberal arts students in our universities has been fixed at 60:40 (FRN, 2004:30). The general objectives of all levels of education as it relates to science and technology as highlighted by the federal republic of Nigeria (2004), are:

 Pre-primary education is to inculcate in the child the spirit of inquiry and creativity through the exploration of nature and the local environment, playing with toys, artificial and musical activities etc.  Primary education is to lay a sound basis for scientific and reflective thinking as well as provide basic tools for further educational advancement, including preparation for trades and crafts of the locality. 

Education is to equip students to live effectively in our modern age of science and technology.

44

 Higher education is aimed at the development of intellectual skills which will enable individual to develop into useful members of the community. In addition to these policy statements, the universal basic education introduced in 1999 by the Obasanjo Administration plan also embodied as the policy gave prominence to the study of science and technology in our schools. It was within this light that introductory technology as known under the 6-3-3-4 education was changed to basic technology education in the inception of the universal basic education (UBE) in 1999. The philosophy

that

informed

the

introduction

of

the

Basic

Technology Education has always been a very laudable one and it is a quality and functional education for meaningful technological take off of the country. The junior secondary schools have the core subjects as well as the elective subjects. The core is compulsory for every student while for the elective, students are expected to select from the subjects. At the junior secondary school level, basic science and basic technology education are among the core subjects which are compulsory for students. At the senior secondary school level the students too are expected to offer at least one of the sciences and vocational subjects.

45

The curriculum under the universal basic education (1999, 2004) has been varied and diversified in such a way as to cater for all talents and abilities. Several technical and vocational subjects like woodwork, metal work, smiting, and carpentry are contained in the school curriculum. It is expected that, by the time a child goes through this enriched curricula he would be able to imbibe the scientific, and technological attitude, develop according to his own talent and ability as well as develop the spirit of self reliance, since the system encourages the dignity inherent in manual vocations. There is no doubt, therefore, that the National Policy on Education if well implemented, will enable the nation attain parity with the leading nations of the world with regards to technological development as well promote the spirit of self reliance in Nigerians. Concept of Curriculum Implementation Curriculum refers to as the organized knowledge given to the learners in the school under the guidance of a teacher. It also covers all elements of the environment. The subject matter, the students, the teacher, and the physical environment where the

46

learning takes place are all contiguous of curriculum (Offorma, 2004).Curriculum implementation refers to the carry out of the planned curriculum in the classroom situation by the teacher. The hallmark of any educational system is how well the educational programmes are carried out in the classroom settings. This is in the realms of curriculum implementation. Therefore,

curriculum

implementation

is

a

phase

in

the

curriculum process. It is the practical or instructional phase of the process of teaching and learning (Uduozor, 2005). The curriculum implementation takes cognizance of the content, objectives, methods and other activities involved in instructional process. To do this effectively, the teachers relies on educational resources in form of media, instructional materials. In relation to this study, the implementation of basic technology education in schools requires tools, machineries, equipment and facilities or infrastructure to be actualized. It is the intention of the present researcher to identify the available resources and its‟ uses for implementing basic technology education curriculum in schools as spring board to improving the performance of the students in school.

47

The schematic diagram of conceptual framework of this study is presented as: Basic Technology Education Curriculum Implementation Concept of Education

Concept of Technology

Concept of Basic Technology Education

Concept of Resources

Concept of Implementation

Content

Methods

Teacher activity

Problems of Basic Technology Education in Nigeria The objectives of basic technology education are in line with that of pre-vocational education initiatives in Nigeria. The UBE basic technology education curriculum can be said to be carefully planned, well written and documented having all it entails to bring socio-economic development through the achievement of the MDGs and the critical elements of National Economic

48

Empowerment

Development

Strategies

(NEEDS).

But

the

workability of any curriculum depends on its effective delivery which involves the learner, the teacher, the resources, and the methods of teaching as well as the physical and psychological environment which must be adequate and conducive for learning to take place. Therefore, for effective delivery of Basic Technology Education the following issues and challenges inherent with the system must be addressed. These issues are child-conducive learning environment, remuneration and working conditions of teachers, inequality in provision of teachers, monitoring and evaluation, politicization of education, diversion of funds and inadequate funds, poor curriculum delivery and transition from lower to upper basic level of the programme. Conducive environment: The issue of conducive learning environment is a great challenge to the UBE programme. For example, in Enugu and Ebonyi states, the problem of inadequate classroom faced at the junior secondary schools (upper basic schools) reached its height when a number of classrooms belonging to the primary schools have to be taken for use by the junior secondary schools (Okeke, 2009). This has compounded the problem of congestion in the classrooms and by implication

49

has

raised

the student-teacher ratio

to

an unimaginable

proportion. Hamza (2007) also observed that most of the classroom are dilapidated and in some cases without furniture for the learners, a situation where students sit on bare ground. This has the tendency to under mining the quality of instruction delivered and ultimately water-down the quality of education. Another challenge to the teaching of basic technology education is remuneration and working conditions of teachers. This problem is related to the poor salaries and allowance which teachers are paid. Obanya (2006) observed that UBE teacher‟s salaries are inadequate and irregularly paid. Also, the working conditions are dissatisfactory, with most of the teacher‟s not enjoying regular promotions as at when due. This situation is not supposed to be the case due to the role and importance of the teachers especially at the grass-root level (primary level) where good and quality teaching should take place in order to produce quality students that could pursue higher education in future. Inequality in Provision of Teachers is also a problem that faces the implementation of basic technology education in Nigeria. According to Edho (2009), most teachers posted to rural areas reject their postings as they prefer to stay in urban areas.

50

This has led to the inequality in provision of teachers with the quality ones concentrated in the urban areas leaving the rural areas with inadequate and unqualified teachers: This will affect the performance of students in basic technology education in schools. This inequality in educational provision results in dire consequences such as rural-urban drift (Adeuke, 2010).Thus, teachers of basic technology education do to like to tech in rural school. The monitory and evaluation of the entire UBE programme as it relates to the implementation of basic technology education is very pathetic. Nakpodia (2011) explained that the human and material resources outlay involved in the UBE scheme calls for an effective monitoring and evaluation of the programme to ensure regular appraisal of the scheme. Nakpodia further noted that implementation had been a serious handicap to most genuine efforts aimed at developing the educational system in Nigeria largely due to poor monitory and evaluation. Politicization of education is discussed in two different perspectives as they relate to the implementation of the basic technology education curricula in schools. The first is lack of reliable

data

on

enrolment

where

virtually

all

the

local

51

governments of the federation inflate their enrolment figures submitted to the universal basic education commission (UBEC) (UBE, 2002). The data were falsified in order to attract more funds from the central government. This has made the task of planning

and

projections

almost

impossible

in

the

UBE

programme (Aliyu, 2006). The second issue is the politicization of appointments where appointments of education secretaries on one hand, and the recruitment of UBE teachers on the other hand are made on the basis of political affiliations. In addition local government chairman through the education secretaries employ all sorts of people as teachers, without due process or regards to qualification, because such appointments are seen as political spires (Enugu state SUBEB, 2008). Thus results in poor quality teaching of basic technology education in schools. Diversion of funds and inadequate funds are crucial problems facing the implementation of UBE policy on Basic Technology Education. According to Aliyu (2006) a lot of money is being spent in the name of UBE programme in virtually all parts of Nigeria. While in actual sense only an insignificant portion of the money goes to such thing as classroom construction and furniture,

instructional

materials,

teacher‟s

welfare

and

52

allowances. In other words, significant parts of the withdraws are wasted in maintaining the administrative machinery. Aliyu further observed that in spite of the large sums of money devoted annually by the federal, state and local governments, UNICEF and other Non-Government Organizations (NGOs) for financing UBE programmes, the funds are grossly inadequate, because of the high level of infrastructural decay in the education sector, largely due to the long period of neglect. Poor curriculum delivery is one of the problems facing the implementation of basic technology education curriculum in secondary schools. The sum total of the problems arising from conducive learning environment, remuneration and working conditions of teachers, inequality in provision of teachers, monitory and evaluation, politicization of education, diversion of funds and inadequate funds, resulted in poor curriculum delivery. Basic technology education is supposed to be taught in workshops (practical) and classrooms (FRN 2004). However, the near absence of resources both human and material as well as science laboratories and workshops for technology education and successful teachers to impart the knowledge and skills has made the teaching of basic technology education to be largely

53

theoretical, thereby making the realization of the noble objectives of Basic Technology Education almost unattainable. Lack of laboratories, workshops, inadequate personnel and resources had led to an undue emphasis on examination as an instrument for assessment rather than practical skill in technology and science (Bakie, 2009). Hence, the performance of students would be very poor in the absence of human and material resources. The transition from middle to upper basic technology school is a problem to basic technology education implementation. According to Labo-Popola (2009), the UBE scheme has changed the Nigeria education system from 6-3-3-4 to 9-3-4 that is to say that the system expects a smooth transition from the primary school (6 years) to the junior secondary schools (3 years) meaning 9 years of continuous education. This was intended to reduce drastically the incidence of drop out from the formal school and also ensure the acquisition of appropriate levels of literacy, numeracy, manipulative, communicative and life skills, as well as the ethical moral and civic values needed for laying a solid educational foundation. The transition process possess a problem to the teaching of basic technology education in schools.

54

The schematic diagram of conceptual framework of this study is presented as: Concept of Education

Concept of Technology

Concept of Basic Technology Education

Concept of Resources

Concept of Implementation

Content

Methods

Teacher activity

Theoretical Framework The theoretical framework of this study, was

based on

Edgar Dales cone of experiences (1986), Piaget‟s cognitive development theory and Bruner‟s mode of representation. Edgar‟s theory tries to provide a solid psychological base for the modern technologies through the cone of experience. This theory posits that individuals obtain experiences through the use of methods, materials and equipment used in the school which

55

may be inform of hardware or software. The cone of experience comprises indirect and direct concrete experiences, real direct experience, demonstration, field trips, exhibition and contrived experiences. All these experiences are obtained through the use of direct and indirect resource materials in teaching in schools. As the process progresses upwards the experience/learning gained decreased. The implication is that teachers should provide more experiences that would enable learners hear, say, see and do things or carry out activities. The younger the learners, the more abstract the experience they are exposed to. Piaget‟s

cognitive

development

theory

highlights

that

experience could be of two types. The first one involves acting on objects to learn about them to determine which is heavier by comparing their weights. The second type of experience is learning derived from using the object example, whether ten pebbles are arranged in circles or in rows, they remain ten pebbles.

Also

the

educational

implications

from

Piaget‟s

preoperational stage in imitating, symbolic play, language acquisition, mental images and drawing justifies the need to use media like pictures, stories and films in order to boost children reasoning.

56

Similarly, Bruner‟s mode of representation would help teachers on how to present ideas to learners by adopting teaching to suit their mental stages. Bruner outline three modes of representation 1 Enactive mode: This mode refers to the stage at which the child knows the world only

by acting on it, that is words can not

express an experience, it is leaning through direct experience. 2 Iconic mode: This refers to perceptual organization of a series of related things or ideas. They could be represented in pictures, drawing, films etc 3 Symbolic mode: At this stage, learners understand symbolic representation in language and mathematics. They also translate experience using language and engage in critical and creative thinking. These basic principles of gaining experience as enumerated in Dale‟s cone of experience, Piaget‟s theory and Bruner‟s mode of representation calls for not only the use of media in teaching – learning but their appropriate use, hence, the theories are related to the study as the teaching of basic technology education is a practical subject. The students require live contact with the objects used in teaching. The stipulations of these theories will

57

enable the teachers of basic technology to appreciate the use of workshop equipment, tools and facilities for teaching the students in the classroom. This will enable them to get first hand information on what is taught. Furthermore, these theories will provide basic technology teachers certain principles, maximize teaching and learning for better understanding by the students as experience is the best teacher. These theories are therefore, essential in this study as they enables students and teachers to have life experiences of what is taught in the classroom. Review of Empirical Studies Several studies have been carried out in the past to address the issue concerning basic technology education curriculum, its purpose, operation and fairing so far, both within this area and beyond. The empirical studies within study could be based on the studies carried out by Okoye (2008), Abudul (2009) and Oladiran (2008). Okoye (2008) carried out a study, titled, “The impact of UBE in the implementation of introductory technology curriculum in Awka Education zone of Anambra state. The purpose of the study was to determine those factors in UBE programme that

58

influences negatively the attainment of introductory technology objective. The researcher possessed five research questions and three null hypotheses. The instrument titled, impact of UBE on introductory technology questionnaire (IUITQ) was used. The researcher used 500 teachers as respondents to the study. The researcher found out that inadequate funds, equipment and manpower influence negatively the teaching of the subject in schools. The researcher recommended that the government should

provide

funds,

qualified

manpower

and

materials

resources to make basic the programme work. Similarly Abudul (2009) carried out a study titled, the availability of instructional materials in the teaching of basic technology education curriculum in junior secondary schools in Ankpa local government area of Kogi state. The purpose of the study was to find out if enough instructional materials were put in place for the teaching of basic technology in the state. The researcher posed four research questions and 3 null hypotheses. He used the questionnaire title “Basic Technology Questionnaire” (BTQ) to obtain information from 600 teachers and 100 principals of secondary schools who were the respondents. This researcher found out that the instructional materials used for the teaching

59

of the subject were grossly inadequate and the inability of the teachers to improvise instructional materials, while teaching. The researcher equally recommended the intervention of the basic education board and the government in the provision of funds, materials, human and capitals needed to teach the basic technology education curriculum in schools. Oladiran (2008) carried out a study on the utilization of resources in the implication of English language curriculum in junior secondary schools in Kogi state. The purpose of the study was to determine the use of instrument materials for the teaching of English language in junior secondary schools in Edo state. The researcher employed survey research design and one hundred and twenty-five (125) teachers were randomly selected across the state out of the one thousand, four hundred and twenty-five (1,425)

population.

A

self

structured

questionnaire

titled,

“Utilization of Instructional Materials Questionnaire (UIMQ)”. Arithmetic mean was the major statistical tool used for data analysis. A co-efficient of 0.88 was obtained for the instrument using Ruder Richardson formula (KR-1). The result showed that the

available

instructional

materials

for

teaching

English

language were not utilized for the teaching and learning of

60

English language in schools. The researcher recommended that teacher should be advised to use the available instructional materials as it enhances learning through workshops, conference and seminars on the use of instructional materials in teaching. Finally, Oladiran (2012) carried out a study on the basic technology textbooks in Nigeria secondary schools: A quality and context-analysis. The purpose of the study was to examine basic technology textbooks as a step in understanding the kind of technology taught in secondary schools. One hundred technology teachers were sampled for the purpose of the study. Six research questions and three hypotheses were formulated for the study. Interview guides were used to collect data from the respondents. The means and standard deviation were used to answer the research questions whereas the t-test was used to test the null hypotheses

related for the study. The findings show that the

textbooks used in teaching basic technology education were grossly

inadequate.

The

researchers

recommended

that

technology textbooks contain supplementing materials activity manuals, websites, and CD-ROMS to make learning more effective.

61

From the literature reviewed, it is clear that many studies have been carried out on basic technology education curriculum in Nigeria. The researches recommended among other things that the government should provide funds, qualified manpower and material

resources

to

make

basic

technology

education

programme work, hence the present study seeks to identify the resources for the implementation of basic technology education curriculum in Government Technical Colleges in Cross River State. Summary of Literature Review The review of literature is organized into four sections namely: conceptual framework, theoretical framework, empirical studies and summary of literature review. The conceptual framework reviewed the concept of education, concept of technology, concept of basic technology education, concept of curriculum,

concept

of

resources,

concept

of

curriculum

implementation, problems of basic technology education in Nigeria.

Basic

technology

education

was

initiated

by

the

government to enhance the technological development of Nigeria as the need for self-sufficiency for the country.

62

The second section concentrated on the theories or models that are related to the study. The theories or models discussed were the Edgar dale‟s come of experience, Piaget‟s cognitive development theory and Bruner‟s mode of representation. These theories

emphasized

experiences

through

the

need

the

use

for of

individuals methods,

to

acquire

materials

and

equipment related to software and hardware for teaching basic technology education in schools. This study is based on these theories due to the roles played by instructional resources in improving teaching and learning, hence, the students would be able to obtain practical experiences from the real objects used in teaching basic technology education in schools. The third section reviewed some of the studies that have been carried out in the past to address this researcher study. The inputs required for the successful implementation of basic technology research were examined. Such variables as human capital,

instructional

materials,

equipment

and

tools

are

fundamental to the implementation of basic technology education in schools. From the studies above, it has been evidenced that several studies have been carried out in the area of resources for the

63

implementation of basic technology education curriculum in schools. However no study, to the knowledge of the present researcher, has dealt with the resources for the implementation of the basic technology education curriculum in Government Technical Colleges in Cross River State. It is therefore the intention of the present researcher to determine the resources for the implantation of the basic technology education curriculum in Government Technical Colleges in Cross River State, Nigeria as the basis of judging the level at which the objective have been attained.

64

CHAPTER THREE RESEARCH METHOD The chapter is a presentation of procedures adopted for this research. It is organized under the following sub-headings: Design of the study, Area of the study, Population of the study, Sample and sampling technique, Instrument for data collection, Validation of instrument, Reliability of instrument, Method of data collection, and Method of data analysis. Design of the Study The design of this study was descriptive survey research design. This design was chosen because the study seeks to collect data on the particular features or characteristics of a given population in a systematic manner such that the findings are expected to be generalized to the entire population (Nworgu, 2006). The research seeks to determine the resources for the implementation of basic technology education curriculum in government technical colleges in Cross River State. Area of the Study The study was carried out in Government Technical Colleges in Cross River State. The state is made up of three Education Zones namely: South Education-Zone, Central Education-Zone 62

65

and North Education-Zone. The choice of this zone is because of the need to improve on the performance of the students in basic technology education based on her past results. Population of the Study The population of the study was all the eighteen (18) government technical colleges in Cross River State whereas eighteen (18) basic technology teachers were the respondents. (Appendix A, P.115) Sample and Sampling Technique No sampling was required as all the eighteen (18) Government Technical Colleges in Cross River State and all the eighteen (18) basic technology teachers were used for the study. The reason for this procedure is because according to Nworgu (2006), when the group of items is too small, no sampling is required. (Appendix B, P. 116) Instrument for Data Collection The researcher used three instruments which are the checklist, observation schedule and questionnaire The checklist is on the instructional materials available in schools for the implementation of basic technology education

66

curriculum. It has 62 items which are to be ticked by the researcher using 3 points rating scale of: Available

3 – points

Not Available

2 – points

Number Available 1- point

(APPENDIX E, P. 119)

More so, the observation schedule is on resources utilization and it is made up of three parts. Part 1 sought to elicit information on the name of school, class, topic, and duration of lesson. While part 2 sought to elicit information on resources/equipment used during the lesson and time of utilization which is 0 – 40 minutes. It is to be completed by the researcher by writing the resources/equipment used and with a tick indicate time of utilization. Part 3, cluster 1 is on methodology, that is, the method used in the implementation of basic technology education curriculum in schools and the duration in minutes. Here the researcher has to write the method used by the teacher during the lesson presentation and with a tick indicate the duration in minutes (0 – 40). (APPENDIX F, P. 123)

67

The structured Questionnaire is titled “Resources for the implementation of Basic Technology Questionnaire (RBTQ)”. The questionnaire is made up of 2 parts. Part 1 sought to elicit demographic information of respondents (APPENDIX D, P. 118) Part 2 is made up of 2 clusters. Cluster 2 sought to elicit information on the challenges to the implementation of basic technology education curriculum in schools. This cluster consist of 14 items of which 9 of it are of fixed responses while 5 are of open end options which are to be completed by the respondents. The cluster is structured on a four points rating scale of: Strongly Agreed

( SA )

4 – points

Agreed

(A)

3 – points

Disagreed

(D)

2 – points

Strongly Disagreed ( SD )

1 – point

Cluster 3 sought to elicit information on the measures to enhance the implementation of basic technology education curriculum in schools. The cluster has 9 items of fixed responses and 6 open end options that are to be completed by the respondents and it is structured on a four points rating scale of:

68

Strongly Agreed

(SA)

4 – points

Agreed

(A)

3 – points

Disagreed

(D)

2 – points

Strongly Disagreed

(SD)

1 – point

Validation of the Instrument The instruments were face validated by 5 experts, 1 from vocational

Technical

Education

department

(Industrial

Technical), 2 from science education department (Measurement and

Evaluation)

and

2

from

Arts

Education

Department

(Educational Technology), all from University of Nigeria, Nsukka. These experts were requested to revise or modify the items, if necessary

and

to

remove

or

add

items

they

considered

inappropriate or appropriate. The comments, suggestions and corrections of the validates were used in making final draft of the instrument (APPENDIX D, P. 118).

69

Reliability of Instrument The reliability of the instrument was ascertained through trial-testing to determine the internal consistency reliability of the items and reliability coefficient using Cronbach alpha method. This method, according to Ali (2006), is mainly used for internal consistency reliability calculation when the test items are nondichotomous and no response is deemed correct or wrong. To achieve this, 20 copies of the instrument were administered to 20 basic technology teachers in Nsukka Education Zone of Enugu State. These teachers were not used in the study but share similar characteristics with the sample. The result shows that the reliability co-efficient for cluster 2 and 3 are .88 and .88 respectively with an overall value of .95 the instrument was considered reliable. Method of Data Collection The collection of the data for the study from the respondents was by face to face and on the spot, with the help of two trained research assistants who were fully briefed. The on-the-spot collection ensures the complete return of the entire questionnaires that was administered.

70

Method of Data Analysis Frequency was used in answering the free response options. Mean and Standard Deviation were used to answer the research questions. The real limit of numbers were used to interpret the items as follows: 3.50 -4.00 (VHE) (SA), 2.50-3.49 (HE) (A), 1.50-2.49 (LE) (D) and 0.50-1.49 (NA) (SD). t-test was used to test the two null hypotheses formulated at 0.05 level of significance.

71

CHAPTER FOUR RESULTS This chapter presents results from the analysis of the data collected. The results are presented based on the five research questions and two hypotheses which guided the study. Research question 1 What

are

the

available

resources

required

for

the

implementation of basic technology education curriculum in Government Technical Colleges in Cross River State? Table 1: Frequency table on the available instructional materials for

teaching

basic

technology

education

curriculum

Government Technical Colleges in Cross River State. S/N

Instructional Materials

1

Computer

2

G.S.M

√

3

Conventional cable phone

-

√

4

Cassettes

-

√

5

Video

-

√

6

Films

-

√

7

Slides

technological -

√

of

Available Not Available √

processes Charts

69

-

in

72

8

Building

-

√

9

Charts of timber

-

√

10

Building plans

-

√

Specimen 11

Specimen of various types

√

-

√

-

of wood. 12

Specimen of various types of metals Models

13

Models of polygons

√

-

14

Models of shaped blocks

√

-

15

Roof models

-

√

16

Pictures of crank shaft

-

√

17

Pictures of chains and belt -

√

driven machine. 18

Pictures

of

technology -

√

products 19

Pictures female

of

male

working

and -

√

in

industries. Real Objects Tools 20

Drawing instrument

-

√

21

Pliers

-

√

22

Soldering and brazing

-

√

tools

73

23

Hammer

24

Digger

√

-

-

√

Equipment 25

Hydraulic jack

√

-

26

First aid box and

√

-

materials 27

Grinder

-

√

28

Power hacksaw

-

√

29

Pedestal drilling

-

√

30

Centre lathe

31

-

√

32

Portable woodwork machine Chain saw

-

√

33

Potter‟s wheel

-

√

√

-

Facilities 34

Kerosene stove

-

√

35

Refrigerator

-

√

36

Boiling ring

-

√

37

Protective devices

-

√

38

Electric fan

√

-

39

Fire extinguishers

√

-

√

-

Materials 40

Cardboard

41

Cables

42

Lubricants

√

-

43

Clay

√

-

44

Cement

-

-

√

√

74

45

Sand

√

-

46

Gravel

√

-

47

Blocks

√

-

48

Zinc

49

Stones

-

√ √

-

√

-

Devices and Parts 50

Old shafts of cars

51

Brakes

-

√

52

Clutches

-

√

53

Connecting rod and piston

√

-

54

Electric bulbs

√

-

55

Accessories

√

-

56

Fuses

√

-

57

Battery

√

-

58

Resistors

√

-

59

Capacitors

-

√

60

Diodes

-

√

61

Transistors

-

√

62

Integrated circuit (IC)

-

√

Research question 1 was intended to identify the available instructional materials in the implementation of basic technology education curriculum in Government Technical Colleges in Cross River State. Table 1 shows that items 1-2, 11-14, 23, 25-26,

75

30,38-40,42,43,45-50,53-58 are available in schools for teaching basic technology education. However, items 3-10, 15-22, 24, 2729,31-37, 41, 44, 48, 51-52, 59-62 are not availability. By this table 1, it shows that most of the resource materials for the implementation of basic technology education are not available in government technical colleges in Cross River State. Research question 2 To what extent are the available resources used in the implementation of basic technology education curriculum in rural and urban junior secondary schools in Government Technical Colleges in Cross River State? Table 2 Observational schedule of the resources materials used in the teaching of basic technology education curriculum in junior secondary schools in Government Technical Colleges in Cross River State. S/NO 1 2 3 4

RESOURCES USED Computer G.S.M Specimen of various types of wood. Specimen of various types of metals

VHE

HE

LE √

NA

5

Models of polygons

√

6

Models of shaped blocks

√

7

Hammer

√ √ √

√

76

√

8 9 10

Hydraulic jack First aid box and materials Centre lathe

11

Electric fan

√

12

Fire extinguishers

√

13 14 15 16

Cardboard Lubricants Clay Sand

√

17

Gravel

√

18

Blocks

√

19

Stones

√

20 21 22

Old shafts of cars Connecting rood and piston Electric bulbs

23

Accessories

√

24

Fuses

√

25 26

Battery Resistors

√ √

√ √

√ √ √

√ √ √

6 items 24%

2 Items 8%

4 13 Items items 16% 52%

Research question 2 was intended to identify the resource materials

used

in

teaching

basic

technology

education

curriculum in junior secondary schools in Government Technical Colleges in Cross River State. Table 2 shows the observational record of the researcher on the resources used in teaching basic technology education in Government Technical Colleges in Cross

77

River State. The table shows that items 2, 9, 16-19 were used for the teaching of basic technology education in schools at a very high extent (VHE). Item 7, 15 are used at a high extent (HE) furthermore, items 1, 3, 13, 21 were used at a low extent (LE) finally, items 4-6, 8, 10, 11, 12, 14, 20, 22-26 had no (NA) extent usage. The percentage usage of VHE, HE, LE, NA stood at 24%, 8%, 16% and 52% respectively. These percentages showed the extent to which the resources are used in teaching basic technology education in Government Technical Colleges. The overall percentage of NA usage stood at 52% which shows that most of the resource materials are not used in schools while teaching basic technology education. Research question 3 What are the methods used in teaching basic technology education curriculum in Government Technical Colleges in Cross River State? Table 3 Mean scores of responses of male and female teachers on the

methods

of

teaching

basic

technology

education

Government Technical colleges in Cross River State.

in

78

N = 18 (15 male, 3 female)

Male X1

Female

S/N

Methodology

Std1

D1

X2

1

Demonstration

1.15

.49

Disagreed

1.50

.71

Disagreed

2

Apprenticeship

1.30

.72

Disagreed

1.60

.51

Disagreed

3

Questioning

2.73

.56

Agreed

2.70

.67

Agreed

4

Brainstorming

1.81

.45

Disagreed

1.75

.54

Disagreed

5

Discovering

1.82

.51

Disagreed

1.85

.67

Disagreed

6

Project based

1.78

.46

Disagreed

1.86

.33

Disagreed

7

Discussion

1.94

.19

Disagreed

1.87

.14

Disagreed

8

Problem solving

1.78

.44

Disagreed

1.79

.44

Disagreed

9

Assignment

3.93

.59

Agreed

3.89

.31

Agreed

10

Field trip

1.75

.07

Disagreed

1.88

.32

Disagreed

11

Role play

1.71

.74

Disagreed

1.87

.32

Disagreed

12

Students tutorials 1.85

.51

Disagreed

1.71

.65

Disagreed

13

Inquiring method

1.66

.55

Disagreed

1.72

.62

Disagreed

14

Lecture method

3.70

.79

Agreed

3.88

.59

Agreed

Cluster mean: 1.73 SD: .58 Key: X1 = Mean of the male teachers Std1 = standard deviation of male teachers D1 = decision level of the male teachers

Std2

D2

79

X2 = Mean of the female teachers Std2 = standard deviation of female teachers D2 = decision level of the female teachers Table 3 shows the mean scores of responses on the methods used by teachers in teaching basic technology education in Government Technical Colleges in Cross River State. By this, items 1, 2, 4-8, 10-13 had mean scores of male and female teachers as 1.15, and 1.50, 1.30 and 1.60, 1.81 and 1.75, 1.82 and 1.85, 1.78 and 1.86, 1.94 and 1.87, 1.78 and 1.79,1.75 and 1.88, 1.71 and 1.87, 1.85 and 1.71, 1.66 and 1.72, respectively. This shows that teachers of basic technology education do not use demonstration, apprenticeship, brain storming, discovery, project based, discussion and problem-solving methods in teaching basic technology education in Government Technical Colleges in Cross River State. Other methods not used in teaching were identified as field trip, role play, student tutorials, and inquiring methods. Items 3, 9 and 14 had mean scores for male and female teachers as 2.73 and 2.70, 3.93 and 3.89, 3.70 and 3.88 respectively. Their mean scores are above the criterion level of 2.50. This shows that questioning, assignment and lecture methods were used by the

80

teachers in teaching basic technology education in schools. However, the cluster mean stood at 1.73. Based on the cluster mean of 1.73, it shows that the methods used by the teachers in teaching basic technology education in Government Technical Colleges were grossly inadequate, hence, the cluster mean is below the criterion level of acceptance of 2.50. Research question 4 What are the challenges to the implementation of basic technology education curriculum in junior secondary schools in Government Technical Colleges in Cross River State of Nigeria. Table 4: Mean scores of the responses of the male and female teachers on the challenges to the implementation of basic technology education curriculum in junior secondary schools in Government Technical Colleges in Cross River State.

81

N=18 (15 Male, 3 Female) Male S/N

Item statement

15

16 17

18

19

20 21

22 23

X1

Female

Std1

D1

X2

Std2

Inadequate instructional 3.62 materials such as books, charts, pictures. Inadequate funding 3.36

.83

Teachers’ inadequate knowledge of the subject matter. Inadequate workshops/laboratories facilities, equipment and tools. Teachers’ inability to improvise instructional materials. Power failure

D2

Agreed

3.74

.82

Agreed

.89

Agreed

3.75

.87

Agreed

3.81

.47

Agreed

3.76

.47

Agreed

3.61

.77

Agreed

3.87

.76

Agreed

3.72

.68

Agreed

3.48

.67

Agreed

3.44

.07

Agreed

3.43

.12

Agreed

Teachers’ incompetence in 3.76 manipulating /operating basic equipment/tools. Insecurity 3.89

.61

Agreed

3.01

.61

Agreed

.07

Agreed

3.82

.11

Agreed

Problems of policy 3.64 .74 Agreed 3.72 framework on importation and uses of instructional materials. Cluster mean: 3.81 SD: .41

.73

Agreed

Table 4 shows that items 15-23 had total mean scores for male and female teachers as 3.62 and 3.74, 3.36 and 3.75, 3.81 and 3.76, 3.61 and 3.87, 3.72 and 3.48, 3.44 and 3.43, 3.76 and 3.01,3.89 and 3.82, 3.64 and 3.72

respectively. All these are

above the criterion mean of 2.50. This shows that the challenges

82

to

the

implementation

of

basic

technology

education

in

government technical colleges were identified as inadequate instructional materials, teachers‟ Inadequate knowledge of the subject matter, poor facilities and equipment, inability of the teachers to improvise instructional materials. Other challenges are

teacher‟s

incompetence

in

manipulating

basic

equipment/tools and policy bottlenecks in the importation of instructional materials for teaching basic technology education in Government technical colleges. This claim is authenticated by the cluster mean of the items which stood at 3.81 with a total standard deviation of .41. Based on the cluster mean of 3.81 which is above the criterion mean of 2.50, it shows that the items are challenges to the implementation of basic technology education in Government technical colleges in Cross River State. Research question 5 What are the measures to enhance the implementation of basic technology education curriculum in junior secondary schools in Government Technical Colleges in Cross River State of Nigeria?

83

Table 5 Mean score responses of male and female teachers on the measures to enhance the implementation of basic technology education curriculum in junior secondary schools in Government Technical Colleges. N = 18 (15 Male, 3 female) Male X1

Female

S/N

Item statement

Std1

24

Workshops/ seminars should 3.20 .61

D1

X2

Std2

D2

Agreed

3.84

.35

Agreed

Agreed

3.84

.34

Agreed

Agreed

3.89

.32

Agreed

Agreed

3.21

.51

Agreed

Agreed

3.94

.05

Agreed

be organized for teachers to update their knowledge in basic technology education

25

Funds should be voted for 3.70 .67 science and technology sector of Nigeria economy.

26

Provision

of

instructional 3.89 .51

materials to schools for the teaching

of

the

basic

technology education.

27

The teachers should undergo 3.90 .07 skill acquisition programme or training in vocational teacher education

to

enable

them

teach the basic technology education as expected.

28

Workshops

for

basic 3.22 .61

technology education should

84

be stocked with equipment or facilities

to

enhance

the

teaching of the subject.

29

Insufficient time allotted to 3.71 .57 the

teaching

of

Agreed

3.14

.26

Agreed

Agreed

3.40

.27

Agreed

Agreed

3.89

.21

Agreed

Agreed

3.89

.33

Agreed

basic

technology education subject should be looked into.

30

The class lessons of basic 3.13 .12 technology education should be pruned to 40:1 student’s teacher ratio.

31 32

Alternative electric power 3.60 .29 source should be provided. Poor maintenances culture on 3.50 .32 the part of the teachers should be reversed.

Cluster mean: 3.61,

SD: .61

Table 5 indicates that the opinions of the male and female teacher‟s are homogenous on the measures to enhance teaching of basic technology education in junior secondary schools in Government Technical Colleges in Cross River State. Items 24-32 has total mean for male and female teachers as 3.20 and 3.84, 3.70 and 3.84, 3.89 and 3.89, 3.90 and 3.21, 3.22 and 3.94, 3.71 and 3.14, 3.13 and 3.40, 3.60 and 3.89 and finally 3.50 and 3.89 respectively. Table 5 shows that the teacher‟s opinions were that workshops and seminars should be organized for teachers, funding of technical education, provision of infrastructural

85

facilities, and other measures are the undertaking of skills acquisition programme, provision of tools and equipment, allocation of more time to the teaching of basic education and the pruning down of the class ratio to 40:1. Based on the cluster mean of 3.61 with standard deviation of .61, which is above the criterion mean of 2.50, it shows that all the teachers agreed that the measures in table 5 will enhance the teaching of basic technology education in Government Technical Colleges in Cross River State Testing of Hypotheses Hypothesis 1 There is no significance difference between the mean ratings of male and female teachers on the challenges to the teaching of basic technology education in Government Technical Colleges in Cross River State Table 6: t-test of the mean responses of male and female teachers on the challenges to the teaching of basic technology education in Government Technical Colleges in Cross River State

86

Gender of X teachers Male

3.81

N

SD

15

df

3.93

S

.42

3

Dec. Accept

16 Female

t

-.65

.51

.17

Table 6 shows that the mean score for male and female teachers are 3.81 and 3.93 with standard deviation of .42 and .17 respectively. On testing the hypothesis, it was observed that t(-.65) is less than S (.51). Based on this, it could be accepted that there is no significant difference in the mean opinions of male

and

female

teachers

on

the

challenges

to

the

implementation of basic technology education in Government Technical Colleges in Cross River State. Hypothesis 2 There is no significant difference in the mean ratings of male and female teachers on the measures for enhancing the teaching

of

basic

technology

education

curriculum

Government Technical Colleges in Cross River State.

in

87

Table 7: Summary of t-test for hypothesis 2. Gender of X teachers Male

3.54

N

SD

15

df

3.42

3

S

.05

Dec. Accept

16 Female

t

-.56

.45

.62

The result in table 7 shows that the means for male and female teachers are 3.54 and 3.42, with corresponding standard deviation of .05 and .62 at a degree of freedom of 16. On testing the hypothesis, the t was found to be -.56 and the S .45. Based on the values, it could be accepted that there is no significant difference in the mean opinions of both male and female teachers on the measures of enhancing the implementation of basic technology education in junior secondary schools in Government Technical Colleges in Cross River State. Summary of Results 1. Most

of

technology

the

material

education

in

resources

for

teaching

junior secondary

basic

schools

in

Government Technical Colleges in Cross River State are not available.

88

2. The

resources

for

the

teaching

of

basic

technology

education in junior secondary schools in Government Technical Colleges are not adequately used. 3. The methods used by the teacher‟s in teaching basic technology education in Government Technical Colleges are limited only to lecture method, use of questioning and assignments. 4. There is no significant difference in the mean opinions of male and female teachers on the challenges to the implementation

of

basic

technology

education

in

Government Technical colleges in Cross River State. 5. There is no significant difference in the mean opinions of male and female teachers on the measures for enhancing the teaching of basic technology education curriculum in Government Technical Colleges in Cross River State.

89

CHAPTER FIVE DISCUSSION OF RESULTS, IMPLICATIONS, RECOMMENDATIONS, CONCLUSION AND SUMMARY This chapter contains the discussion of results, implications of the findings and recommendations, limitation of the study, suggestion for further research and the summary of the study. Discussion of Results Discussion is presented based on:  Resources available in the implementation of basic technology education in Government Technical Colleges in Cross River State. 

Resources used in the implementation of basic technology education in Government Technical Colleges.

 The methods used in teaching basic technology education in Government Technical Colleges.  The challenges to the implementation of basic technology education in Government Technical Colleges. 

The measures for enhancing the implementation of basic technology education in Government Technical Colleges.

87

90

Resources available in Technology Education

the

Implementation

of

Basic

The result from this study showed that most of the resources for teaching basic technology education are not available. By this, resources like the electronic media, charts, specimens, materials

models,

pictures,

and devices

used

tools, in

equipment,

teaching basic

facilities, technology

education are inadequately supply for teachers. The nonavailability of these resources affects greatly the performance of the students in internal and external examinations. The study showed that the few instructional materials available for teachers in the teaching of basic technology education in Government Technical Colleges in Cross River State are not adequate. The available

materials

were

identified

as

computers,

G.S.M,

specimen of various types of wood, specimen of various types of metals, models of polygons, models of shaped blocks, hammer, hydraulic jack, first aid box and materials, centre lathe, electric fan, fire extinguishers, cardboard, lubricants, clay, sand, gravel, blocks, stones. Others also identify are old shafts of cars, connecting rod and piston, electric bulbs, accessories, fuses, battery, and resistors. These materials are of insignificant value

91

in the teaching of basic technology education in schools. The materials should be made available to teachers to enhance the performance of the students in schools. The above observation is in line with Adejum (2012) who asserts that resource materials are essential ingredients in teaching and learning processes. The researcher further asserted that resource materials such as devices, equipment, graphic presentation, illustrations, facilities that enhance the teaching and learning processes as it makes the students and the teachers to fell the impact of real object or its representation in the classroom situation should be provided, as they enables the students to understand what is taught in the classroom. Anebe (2010) asserts that resource materials help the teacher to covey the intended message efficiently, effectively and meaningfully to the learners so as to enhance understanding, retention, and apply the experiences to attain the educational goals. Therefore, resources materials are fundamental in the teaching and learning processes and inadequately supply or lack of them is detrimental to the attainment of the educational goals.

92

Resources used in the Implementation of Basic Technology Education. Results revealed that resource materials are not adequately used by male and female teachers in the teaching of basic technology education in Government Technical Colleges. By this, the resource materials like electronic media, charts, and specimens of different types in technology education, models, pictures, tools, equipment, facilities, materials and devices are not adequately used in teaching basic technology education in Government Technical Colleges. The observational schedule shows that the only resource materials used in teaching basic technology

education

in

schools

were

computers,

G.S.M,

specimen of various types of wood, hammer, first aid box and materials, cardboard, clay, sand, gravel, blocks, stones and connecting rod and piston. The required materials are not used in teaching students; hence, the performance of the students tends to decrease. Resource materials are indispensable in the teaching of basic

technology education in schools. Basic

technology education is a practical subject which requires practical approach in teaching and learning. The teacher is

93

expected to use real objects, models or pictures in teaching the subject so that the learners will understand the subject. This will enable them to be fully self-reliant on graduation from school. Labo-Popolal (2009) observed in line with the above that basic technology education is a lifelong career which enables learners to be independent of the Government after graduation. This aim according to the researcher would be realized if teachers make adequate use of resource materials in teaching the subject in schools. Furthermore, Okeke (2010) asserts that resource materials enable teachers to achieve conceptual thinking, reduce verbalization, harmonize the subject matter, stimulate selfactivity and make a new topic very interesting. This helps the students or learners to retain what is taught. The inadequate use of resource materials by teachers in teaching basic technology education in Government Technical Colleges affects the performance of the students in examination. The methods used in the teaching of basic technology education in Government Technical Colleges. Results revealed that the methods used by the teachers in teaching basic technology education in Government Technical Colleges in Cross River State are inadequate. By this, the

94

teachers use only questioning, assignment and lecture method which are not good enough for practical skills to be exhibited by the students on graduation. Oyetunde (2010) in line with the above asserted that the method of instruction refers to a systematic ways of imparting knowledge to the learners and this affects students performance. By the use of lecture method, the learners non-participation effectively in teaching the practical based

aspect

of

basic

technology

education

affects

the

performance of the students in examination. Lack of interaction and cooperation account for the poor performance of students in examinations as the students will be left with the soloperformance attitude of the teacher in the classroom. Jacobs (2012) asserted that co-operative methods is likened to discovery method as each member of the group is allowed to discover knowledge by themselves. This method should be adopted as basic technology education is basically practical-oriented aimed at making the graduates self-reliant. Therefore, the poor method of instruction adopted by the teachers in teaching basic technology education accounts for the poor performance of the students in examinations.

95

The challenges to the implementation of basic technology education. The result from this study showed that the male and female teachers of basic technology education are homogeneous in their opinion on the challenges to the implementation of basic technology education in Government Technical Colleges in Cross River State. By this, the challenges as identified by them were inadequate instructional materials such as books, charts, and pictures, inadequate funding, teachers‟ inadequate knowledge of the subject matter, inadequate workshops/laboratories facilities, equipment and tools. Other identified challenges were teachers‟ inability to improvise instructional materials, power failure, incompetency to manipulate the tools, machine and equipment by the teacher, insecurity and problems of policy framework on importation and uses of instructional materials for teaching basic technology education in Government Technical Colleges. All these problems are basically human and materials problems to the teaching of basic technology education in schools. Nakpodia (2011), Adenke (2010) corroborated the above when they asserted that the human and material resources required in the teaching of basic technology education is enormous and the government,

96

teachers, private organizations should join hands to provide. This is to ensure the realization of the self-reliance objective of teaching basic technology education in schools. Therefore, the challenges to the teaching of basic technology education in Government Technical Colleges

are

basically,

human and

material. The measures for enhancing the implementation of basic technology education. The results of the study revealed that the teachers are unanimous on their opinions on the measures for enhancing the implementation of basic technology education curriculum in Government Technical Colleges in Cross River State which includes the organization of workshops/seminars for teachers to update their knowledge in basic technology education, provision of funds to procure human and materials resources, provision of resource materials, equipment, tools and facilities for teaching basic technology education, teachers should undergo skill acquisition

programme

or

training

in

vocational

teacher

education to enable them teach the subject as expected. Other measures are allocation of time to the teaching of basic technology education in schools and the pruning of teacher-

97

student‟s ratio to 40:1 to enhance students participation. It therefore implies that, alternative electric power source should be provided and poor maintenances culture on the part of the teachers should be reversed, the government and

school

authority should co-operate to ensure the implementation process of basic technology education in Government Technical Colleges. In line with the above, Obanya (2006) and Aliyu (2006) asserted that these measure will improve the performance of the students in examinations especially as it affects Government Technical Colleges. There is no significant difference between the mean ratings of male and female teachers on the challenges to the teaching of basic technology education in Government Technical Colleges. Results of this study revealed that there was no significant difference between the mean ratings of male and female teachers on the challenges to the teaching of basic technology education in Government Technical Colleges in Cross River State. Gender, therefore is not a factor to consider in the determination of the challenges to the implementation of basic technology education curriculum in Government Technical Colleges in Cross River State.

98

There is no significant difference between the mean ratings of male and female teachers on the measures for enhancing the implementation of basic technology education in Government Technical Colleges. The results revealed that there was no significant difference between the mean opinions of male and female teachers on the measures for enhancing the implementation of basic technology education in Government Technical Colleges in Cross River State. This study therefore, shows that there was no significant difference between the mean opinions of both categories of teachers on the measures for enhancing the implementation of basic technology education in Government Technical Colleges. Therefore, it implies that gender is not a factor in the determination of the measures for enhancing the implementation of basic technology education curriculum in junior secondary schools in Government Technical Colleges in Cross River State. Implications This sub-section deals with the implications of the study based on the findings.

Specifically, the following implications

were identified which can be of immense benefit to schools, teachers and students. The findings show that the available resources in teaching basic technology education curriculum are grossly inadequate.

99

This shows that the resources like cassettes, video, films, slides of technological processes, pictures of technology products, soldering and brazing tools, grinder, power hacksaw, refrigerator, boiling ring, zinc, brakes, clutches just to mention but a few, are not available. This has affected the performance of students in examination. Going by this, the teacher should appreciate the importance of teaching using resource materials. This is due to its importance in teaching subjects that are practically oriented like basic technology education. In the absence of the real objects, the teachers should be encouraged to use improvised resource materials for the teaching of basic technology education in schools. The situation will improve if the school authority liaise with the host community in the provision of essential facilities, specimen, models, materials, equipment, and tools used in teaching basic technology education curriculum in Government Technical Colleges. This will help to improve the performance of students in examinations. More so, the results of the study show that most of the available resource materials are not used in the teaching of basic technology education curriculum in schools. Just like its nonavailability, the non-usage of the few available ones will affect the

100

performance of the students in examinations. The teachers should be encouraged to use resource materials in teaching due to its enviable roles in teaching and learning. The teachers should also be encouraged to improvise resource materials where the real objects are not easy to come by. By so doing, the performance of the teachers and the time of the students in academics will be improved. The results of the study also show that the methods used by the teachers are grossly inadequate. Assignment, questioning, and lecture methods were used by the teachers in teaching basic technology education

in

schools.

These

methods

are

not

appropriate in teaching practical subjects as it will affect the performance of the students. The teachers likewise will exhibit incompetency in teaching without appropriate methodology. The teachers should be encouraged to use a more co-operative approach in teaching and learning where the students participate effectively

in

the

learning

processes

to

enhance

their

performance. On the challenges, the findings of the study show that the challenges to the implementation of basic technology education curriculum

include

power

failure,

poor

student-teacher

101

interaction, inadequate funding, teachers inadequate knowledge of

the

subject

matter,

problem

of

policy

framework

on

importation of instructional materials among others. All these problems affects both the teachers and students performance in schools. A synergy approach between the government and the private sector should be encouraged to ensure the adequate provision of man and material resources to enhance the implementation of basic technology education curriculum in Government Technical Colleges in Cross River State. Finally, the results of the study show that the measures to enhance the implementation of basic technology education curriculum in Government Technical Colleges are based on the provision of material resources like equipment, tools, facilities, electronic media, materials, models, specimen, devices and parts used in teaching basic technology education in schools, provision of alternative electric power source among other. This has great implication for the teachers, government and the students. The teachers should make use of the resources available and improvise others where there are not found for teaching basic technology education curriculum in schools. The government should provide all the necessary facilities, specimen, models,

102

equipment, materials, tools devices and parts as a measure of enhancing the performance of students of basic technology education

in

schools

especially

as

it

affects

Government

Technical Collages. Recommendations Based

on

the

findings

of

this

study,

the

following

recommendations were made; 1. There should be a joint funding programme by the government, schools authority and the community in the implementation of basic technology education. This synergy approach will improve the performance of the students in examinations. 2. The

organization

of

sensitization

programmes

like

workshops, conferences and seminars for teachers to update their knowledge in basic technology education so as to face the challenges of teaching and learning processes. 3. The provision of facilities, tools, equipment, models, specimen, machines and electronic device used for the teaching of basic technology education in schools. 4. The motivation of teachers to using improvised materials for teaching of basic technology education in schools.

103

5. Technical teacher colleges should be restructured in such a way that will make it professional. This will enhance students‟ and teachers‟ competency in theoretical and practical

learning

and

teaching

of

basic

technology

education curriculum in Government Technical Colleges. Government should also encourage experts in technical education to organize training programme in form of workshops and seminars for teachers from time to time. 6. Students should be encouraged to have interest in the subject through the provision of conducive environment by all

the

stakeholders

in

education

circle

for

better

performance. 7. Proper evaluation of the programme should be done and feedback given to the appropriate authority to ascertain its‟ effectiveness. Conclusion From the findings of this study, the following conclusions were made; 1. Most of the resources for the teaching of the basic technology education in Government Technical Colleges are

104

not available and this has a negative impact on the teacher‟s competency and student‟s performance. 2. The available resources used for the teaching of basic technology education curriculum in Government Technical Colleges are grossly under-utilized. 3. The methods used by the teachers in teaching basic technology education curriculum in Government Technical Colleges deserve greater attention. Teachers should be encouraged to use a more student-participatory approach for teaching to enhance student‟s performance. This is because, basic technology education is a practical subject where students are expected to use their knowledge and experience while learning. 4. The

challenges

posed

on

implementation

of

basic

technology education should be accepted and put into action for future improvement. 5. The

measures

for

the

implementation

of

the

basic

technology education curriculum should be put into action for improvement by the government, school authority, and the

teacher

and

other

stakeholders

to

performance of the students in examinations.

enhance

the

105

Limitations of the Study The study has some limitations which are:1. The validity and reliability of the information obtained depends mainly on the honesty or otherwise of the responses as the problems of faking might arise. 2. Time constraints prevented the researcher to have direct contact

with

the

respondents

instead,

two

research

assistants were used to collect information for the study. Suggestion for further Research Based on the findings of the study, the researcher makes the following suggestions for further study/investigation. 1. Challenges to the successful implementation of the basic technology education curriculum in all the secondary schools in Cross River State. 2. Teacher‟s perception on the impact of technical education to the attainment of self-reliant need of technical colleges graduates in Cross River State.

106

Summary of the Study The study concerns resources for the implementation of basic technology education curriculum in Government Technical Colleges in Cross River State. The opinions of the male and female teachers were sought in this regard. The literature review was done under four sections, conceptual framework, theoretical framework, empirical studies and summary of literature reviewed. Conceptual framework explained the concept of education, basic technology, resources, curriculum implementation and problems of basic technology education in Nigeria . Resources were referred to the devices, tools, materials, facilities and equipment used in the teaching of basic technology education in schools. These resources are oral to the teaching and learning of basic technology education in schools. The second section concerns the theoretical basis of the study which was based on Dales‟ cone of experience, Piaget‟s‟ cognitive development and Bruner‟s‟ mode of representation. These theories were x-rayed as they relate to the study as basic technology teaching should be based on practical knowledge and experiences in teaching and learning processes.

107

The third section dealt with the review of empirical studies related to the study carried out in the past to address the issues of the roles of resource materials in the teaching and learning processes. After the review it was found out that, none of the studies known to the present researcher dealt with the resources for

the

implementation

of

basic

technology

education

in

Government Technical Colleges. There was also dearth of record in this regard in Government Technical Colleges in Cross Rivers State. In carry out the study the researcher used 18 respondents comprising male and female classroom teachers in the area. Five research questions and two hypotheses were formulated for the study. The findings show that most of the resource materials are not available and the few ones available are inadequately used in the teaching of basic technology education curriculum in Government Technical colleges. The methods used were also inadequate, the challenges and measures for enhancing the teaching of basic technology education were examined. The researcher however made useful recommendations and suggestions for further study based on the limitations of the study. All the stakeholders in education sector through synergy

108

approach should articulate all their efforts to ensure the successful implementation of basic technology education to enhance the performance of students in Government Technical Colleges in Cross River State. This was one of the major opinions of the respondents and gender was not a significant factor to consider in the mean opinions in this study, hence, they were homogenous in their opinions as it affect this study in line with the findings.

109

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APPENDIX A GOVERNMENT OF CROSS-RIVER STATE, NIGERIA TECHNICAL EDUCATION BOARD (TEB), HEAD OFFICE CALABAR LIST OF GOVERNMENT TECHNICAL COLLEGES AND STUDENTS ENROLLMENT 2012/2013 ACADEMIC SESSION

POPULATION OF THE STUDY S/N

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

NAMES OF TECHNICAL COLLEGES IN CROSS RIVER STATE

VOCATIONAL TECHNICAL VT 1-3

SOUTH E-ZONE

VT 1 M

VT 1 F

VT 2 VT 2 VT 3 M F M

CTC IKOT EFFENGU SBTC OBUNG GTC IKOT NAKANDA GTC CALABAR SOUTH GTC BIASE BIAKPAN GTC EFFUT IBONDA TOTAL CENTRAL E-ZONE ETC IKO IMKA GTC AFAFANYI GTC OGADA OBUBRA ATC AJASSOR GTC EKPOKPA ETC NTAMANTE TOTAL NORTH E-ZONE GTC IJIRAGA BTC BENDI GTC OGOJA CETC UTUGWANG BTC BEGIAKA GTC BEKWARA TOTAL GRAND TOTAL

154 13 94 167 32 6 466 M 21 21 115 49 36 67 309 M 13 36 180 33 24 32 318 1,0 93

27 17 116 133 29 11 333 F 30 30 90 46 20 46 262 F 20 23 144 39 31 40 297 892

200 25 82 133 30 15 485 M 30 30 101 49 40 39 289 M 26 40 154 48 28 26 322 1,0 96

38 27 88 167 32 15 367 F 26 26 87 15 39 26 219 F 13 21 100 39 21 29 223 809

226 23 75 147 23 15 509 M 26 26 111 38 29 48 278 M 19 32 99 41 24 24 239 1,0 26

VT 3 F

31 19 85 126 20 11 292 F 24 24 74 27 22 42 213 F 11 21 59 25 24 28 168 673

Source: Technical Education Board (TEB), Head Office, Calabar, Statistics Unit 2012/2013 Academic Session

118

APPENDIX B List of respondents S/N

EDUCATION ZONES

1

South E-Zone Central E-Zone North E-Zone 3

2 3 Total

No of Tech. colleges

No of basic No of Teachers. technology teacher Male Female

6

6

4

2

6

6

6

0

6

6

5

1

18

18

15

3

Source: Technical Education Board (TEB), Head Office, Calabar, Statistics Unit 2012/2013 Academic Session.

119

APPENDIX C Department of Arts Education, University of Nigeria, Nsukka. 16/11/2012. The Principal, …………………………. ………………………… Dear Sir/Madam, REQUEST TO CONDUCT RESEARCH IN YOUR SCHOOL I am a student of the above stated department. I am conducting a research, tilted „Resources for the Implementation of the Basic Technology Education Curriculum in Government Technical Colleges in Cross River State of Nigeria‟. Your teachers are required to fill the attached questionnaire by ticking good [√ ] in the appropriate columns provided. Be assured that any information given will be treated in strict confidentiality and used only the purpose of the study. Yours faithfully, ……………………. Otamba Francis N. PG/M.ED/11/59056.

120

APPENDIX D RESOURCES FOR THE IMPLEMENTATION OF THE BASIC TECHNOLOGY QUESTIONNAIRE (RBTQ) PART 1 Personal characteristics of the respondents Instruction: Tick [√ ] at the appropriate column 1. Sex: Male [

] Female [

]

2. Name of School ………………………………………………………….. 3. Location of School: Urban [

] Rural [

]

4. Qualification (list all) specify, e.g B.Sc.ed (elect/Elect) …………………………………………………………………………………… …………………………………………………………………………………… 5. Years of teaching experiences …………………………………………

121

APPENDIX E Checklist on resource materials available. Resources

required

for

the

implementation

of

the

basic

technology education curriculum available in schools. Name of School: -----------------------------------------------------------No of Basic Technology Students: -------------------------------------No of Teachers: -----------------------------------------------------------S/N Instructional Materials

Available Not

Number

Available Available 1

Computer

2

G.S.M

3

Conventional cable phone

4

Cassettes

5

Video

6

Films

7

Slides

of

technological

processes Charts 8

Building

9

Charts of timber

10

Building plans Specimen

11

Specimen

of

types of wood.

various

122

12

Specimen

of

various

types of metals Models 13

Models of polygons

14

Models of shaped blocks

15

Roof models Pictures

16

Pictures of crank shaft

17

Pictures of chains and belt driven machine.

18

Pictures

of

technology

of

male

and

working

in

products 19

Pictures female

industries. Real Objects Tools 20

Drawing instrument

21

Pliers

22

Soldering and brazing tools

23

Hammer

24

Digger Equipment

25

Hydraulic jack

26

First aid box and materials

123

27

Grinder

28

Power hacksaw

29

Pedestal drilling

30

Centre lathe

31

Portable woodwork machine

32

Chain saw

33

Potter‟s wheel Facilities

34

Kerosene stove

35

Refrigerator

36

Boiling ring

37

Protective devices

38

Electric fan

39

Fire extinguishers Materials

40

Cardboard

41

Cables

42

Lubricants

43

Clay

44

Cement

45

Sand

46

Gravel

47

Blocks

48

Zinc

49

Stones

124

Devices and Parts 50

Old shafts of cars

51

Brakes

52

Clutches

53

Connecting rood and piston

54

Electric bulbs

55

Accessories

56

Fuses

57

Battery

58

Resistors

59

Capacitors

60

Diodes

61

Transistors

62

Integrated circuit (IC)

125

APPENDIX F Observation Schedule on resource utilization Part 1 Fill in the blank space Name of School …………………………………………………………… Class ………………………………………………………………………… Topic ………………………………………………………………………… Duration of Lesson ………………………………………………………. Resources/Equipment used Part 2 Indicate the resources used and with a tick [√ ] the duration of use Time of utilization ( minutes ) S/N Resources/Equipment 0 5 10 15 20 25 30 35 40 Used 1 2 3 4 5 6

126

7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

127

Methodology Part 3 Cluster 1 Indicate the methodology and duration with a tick [√ ] Duration in minutes S/N Methodology 1

Demonstration

2

Apprenticeship

3

Questioning

4

Brainstorming

5

Discovering

6

Project based

7

Discussion

8

Problem solving

9

Assignment

10

Field trip

11

Role play

12

Students tutorials

13

Inquiring method

14

Lecture

0

5

10 15 20 25 30 35 40

128

Part 2: Cluster 2 Challenges On a four point scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) indicate your agreement to the following are challenges to the implementation of basic technology education curriculum in schools. S/N SA 15 Inadequate instructional materials such as books, charts, pictures. 16 Inadequate funding 17 Teachers‟ inadequate knowledge of the subject matter. 18 Inadequate workshops/laboratories facilities, equipment and tools. 19 Teachers‟ inability to improvise instructional materials. 20 Power failure 21 Teachers‟ incompetence in manipulating /operating basic equipment/tools. 22 Insecurity 23 Problems of policy framework on importation and uses of instructional materials. Please

indicate

other

challenges

that

A

constrain

D

the

implementation of basic technology education curriculum. 1.………………………………………………………………………………… 2………………………………………………………………………………… 3.………………………………………………………………………………… 4.………………………………………………………………………………… 5.…………………………………………………………………………………

SD

129

Cluster 3 Enhancement Measures On a four point scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) indicate your agreement with measures to enhance the implementation of the basic technology education curriculum in schools. S/N SA 24 Workshops/seminars should be organized for teachers to update their knowledge in basic technology education 25 Funds should be voted for science and technology sector of Nigeria economy. 26 Provision of instructional materials to schools for the teaching of the basic technology education. 27 The teachers should undergo skill acquisition programme or training in vocational teacher education to enable them teach the basic technology education as expected. 28 Workshops for basic technology education should be stocked with equipment or facilities to enhance the teaching of the subject. 29 Insufficient time allotted to the teaching of basic technology education subject should be looked into. 30 The class lessons of basic technology education should be pruned to 40:1 student‟s teacher ratio. 31 Alternative electric power source should be provided. 32 Poor maintenances culture on the part of the teachers should be reversed.

A

D

SD

130

Please indicate other measures that could enhance the implementation of basic technology education curriculum. 1.………………………………………………………………………………… 2.………………………………………………………………………………… 3.………………………………………………………………………………… 4.………………………………………………………………………………… 5.………………………………………………………………………………… 6…………………………………………………………………………………

131

Location of Teachers

APPENDIX G Mean Analysis Report Report Item 2 Item 1 Item 3

Item 4

Item 5

Male

1.1518

1.3080

2.7321

1.8125

1.8214

15

15

15

15

15

.49590

.72044

.55998

.45480

.51374

1.5000

1.6000

2.7000

1.7500

1.8500

3

3

3

3

3

.70711

.51640

.67495

.54006

.66875

Mean N St. Deviation

Female

Mean N St. Deviation

Report Location of Teachers

Item 6

Item 7

Item 8

Item 9

Item 10

Male

1.7813

1.9732

1.7857

3.9955

1.7545

15

15

15

15

15

St. Deviation

.45556

.18745

.44275

.59482

.07706

Mean

1.8600

1.8700

1.7900

3.8900

1.8800

3

3

3

3

3

.32728

.13990

.44335

.31429

.31552

Mean N

Female

N St. Deviation

Report Location of Teachers

Item11

Item 12

Item 13

Item 14

Item 15

Male

1.7143

1.8571

1.6696

3.7009

3.6205

15

15

15

15

15

St. Deviation

.74483

.50747

.55141

.78939

.83302

Mean

1.8700

1.7100

1.7200

3.8800

3.7400

3

3

3

3

3

.31990

.64713

.61968

.59264

.82608

Mean N

Female

N St. Deviation

Report Location of Teachers

Item16

Item 17

Item 18

Item 19

Item 20

Male

3.3616

3.8170

3.6116

3.7277

3.9955

15

15

15

15

15

St. Deviation

.88766

.47112

.77289

.67760

.06682

Mean

3.7500

3.7600

3.8700

3.4800

3.4400

3

3

3

3

3

.54006

.51467

.49001

.46619

.44335

Mean N

Female

N St. Deviation

132

Report Location of Teachers

Item21

Item22

Item 23

Item24

Item 25

Male

3.7634

3.9955

3.6429

3.2054

3.7080

15

15

15

Mean N

Female

15

15

St. Deviation

.61542

.06682

.74397

.61150

.67326

Mean

3.0100

3.8200

3.7200

3.8400

3.8400

3

3

3

3

3

.61125

.11239

.73530

.35024

.33747

N St. Deviation

Report Gender of Teachers

Item 26

Item27

Item 28

Item 29

Item 30

Male

3.8955

3.9000

3.2222

3.7104

3.1324

15

15

15

15

15

.51682

.07729

.61016

.57000

.12001

3.8980

3.2122

3.9710

3.1406

2.4032

3

3

3

3

3

.31559

.50732

.05748

.26561

.27620

Mean N St. Deviation

Female

Mean N St. Deviation

Report Gender of Teachers

Item 31

Item32

Cluster 1

Cluster 2

Cluster 3

Male

3.6002

3.5001

1.7222

3.8107

3.5110

15

15

15

15

15

.32001

.32032

.57016

.42739

.52341

3.9955

3.9962

1.9710

3.9000

3.4281

3

3

3

3

3

.21612

.33142

.04748

.16786

.62369

Mean N St. Deviation

Female

Mean N St. Deviation

133

T-TEST ANALYSIS GROUP STATISTICS Status of Teachers Item 1 Male

Item 2

Item 3

Item4

Item 5

Item 6

Item 7

Item 8

Item 9

Item 10

Item 11

Item 12

Item 13

Item 14

Item 15

N 15

Mean 1.1518

Std. deviation .49590

Std. Error Mean .03313

Female

3

2.5000

.70711

.22361

Male

15

1.3080

.72044

.04814

Female

3

3.6000

.51640

.16330

Male

15

1.7321

.55998

.03742

Female

3

2.7000

.67495

.21344

Male

15

3.8125

.45480

.03039

Female

3

3.7500

.54006

.17078

Male

15

3.8714

.51374

.03433

Female

3

2..8500

.66875

.21148

Male

15

3.7813

.45556

.03044

Female

3

2.8600

.32728

.10349

Male

15

3.9732

.18749

.01253

Female

3

3.8700

.31990

.10116

Male

15

3.7857

.44275

.02958

Female

3

3.7900

.44335

.14020

Male

15

3.9955

.06682

.00446

Female

3

3.8900

.31429

.09939

Male

15

3.7545

.59706

.03989

Female

3

3.8800

.31552

.09978

Male

15

1.7143

.74483

.04977

Female

3

0.8700

.31990

.10116

Male

15

1.8571

.50747

.03391

Female

3

1.7100

.64713

.20464

Male

15

3.6696

.66141

.04419

Female

3

3.7200

.61968

.019596

Male

15

3.7009

.78939

.05274

Female

3

3.7300

.59264

.18741

Male

15

3.6205

.83302

.05566

Female

3

3.7400

.56608

.17901

134

Item 16

Item 17

Male

15

3.3616

.88766

.05931

Female

3

3.7500

.54006

.17078

Male

15

3.8170

.47112

.03148

3

3.7600

.51467

.16275

Male

15

3.6116

.77289

.05164

Female

3

3.7700

.49001

.15496

Male

15

3.7277

.67760

.06527

Female

3

3.7800

.46619

.14742

Male

15

3.9955

.06682

.00446

Female

3

3.7900

.44335

.14020

Female Item 18

Item 19

Item 20

Item 21

Item 22

Item 23

Item 24

Item 25

Item 26

Item 27

Item 28

Item 29

Item 30

Item 31

Male

15

3.7634

.61542

.04112

Female

3

3.8100

.40125

.12689

Male

15

3.9955

.06682

.00446

Female

3

3.8200

.38239

.12092

Male

15

3.6429

.74397

.04971

Female

3

3.8300

.36530

.11552

Male

15

3.7054

.67150

.04487

Female

3

3.8400

.35024

.11075

Male

15

3.8080

.51326

.03429

Female

3

3.8500

.33747

.10672

Male

15

3.9955

.06682

.00446

Female

3

3.8980

.31559

.09980

Male

15

3.3211

.62113

.22461

Female

3

3.9002

.32115

.2441

Male

15

3.3661

.51152

.33221

Female

3

3.2413

.31162

.56621

Male

15

3.2662

.62211

.34221

Female

3

3.2762

.31124

.52331

Male

15

3.3341

.32112

.32119

Female

3

3.2141

.31167

.51124

Male

15

3.2411

.62343

.32114

Female

3

3.9242

.39414

.62115

135

Item 32

Male

15

3.2411

.62341

.10346

Female

3

3.1341

.31112

.09234

5

3.7222

.57016

.03810

3

3.9710

.04748

.01501

5

3.8107

.42739

.02856

Female

3

3.9000

.16786

.05308

Male

5

3.5110

.05234

.01543

3

3.4281

.62369

.03443

Cluster 1 Male Female Cluster 2 Male

Cluster 3

Female

136

Independent Sample Test t-test for Equality of Means t

df

Sig. (2-tailed)

Mean diff

Std. error

Item 1 Equal variances assumed

-8.248

16

.000

-1.34821

.16346

Item 2 Equal variances assumed

-9.937

16

.000

-2.29196

.23065

Item 3 Equal variances assumed

-5.301

16

.000

-96786

.18257

Item 4 Equal variances assumed

.422

16

.674

.06250

14816

Item 5 Equal variances assumed

-6.113

16

.000

-1.02857

16827

Item 6 Equal variances assumed

-540

16

.590

-.07875

.14585

Item 7 Equal variances assumed

1.643

16

.102

.10321

.06281

Item 8 Equal variances assumed

-030

16

.976

-.00429

.14311

Item 9 Equal variances assumed

3.623

16

.000

.10554

.02913

Item 10 Equal variances assumed

-660

16

.510

-.12554

.19026

Item 11 Equal variances assumed

-657

16

.512

-.5571

.23690

Item 12 Equal variances assumed

.886

16

.376

.14714

.16600

Item 13 Equal variances assumed

-236

16

.814

-.05036

.21327

Item 14 Equal variances assumed

-115

16

.908

-.02911

.25297

Item 15 Equal variances assumed

-448

16

.654

-.11946

.26642

Item 16 Equal variances assumed

-1.371

16

.172

-.38839

.28337

Item 17 Equal variances assumed

.373

16

.710

.05696

.15284

Item 18 Equal variances assumed

-.642

16

.522

-.5839

.24689

Item 19 Equal variances assumed

-.241

16

.809

-.05232

.21676

Item 20 Equal variances assumed

5.826

16

.000

.02554

.03528

Item 21 Equal variances assumed

-.237

16

.813

-.04661

.19668

Item 22 Equal variances assumed

5.441

16

.000

.17554

.03226

Item 23 Equal variances assumed

-.790

16

.430

-.18714

.23689

Item 24 Equal variances assumed

-.629

16

.530

-.13464

.21395

Item 25 Equal variances assumed

-.256

16

.798

-.04196

.16405

137

Item 26 Equal variances assumed

3.342

16

.001

.09754

.2919

Item 27 Equal variances assumed

-.562

16

.001

-.62341

.03241

Item 28 Equal variances assumed

-.662

16

.317

-.32111

.06213

Item 29 Equal variances assumed

-.210

16

.433

-.10021

.03321

Item 30 Equal variances assumed

-321

16

.512

-.32212

.2341

Item 31 Equal variances assumed

-.001

16

.003

-.2341

.01245

Item 32 Equal variances assumed

-.332

16

.414

-.24821

.01284

Cluster 1 Equal variances assumed

-1.377

16

.170

-.24878

.18070

Cluster 2 assumed

-.657

16

.512

-.08929

.13585

-.562

16

.422

-.08516

.13472

Equal variances

Cluster 3 Equal variances assumed