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EVALUATION OF HUMAN AND MATERIAL RESOURCES FOR TEACHING

METALWORKS IN SECONDARY SCHOOLS IN EKITI STATE

BY

OJO, AYODEJI.AJILA

PG/M.ED/04/39158

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

NOVEMBER, 2010.

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TITLE PAGE

EVALUATION OF HUMAN AND MATERIAL RESOURCES FOR TEACHING

METALWORK IN SECONDARY SCHOOLS IN EKITI STATE

BY

OJO, AYODEJI AJILA

PG/M.ED/04/39158

A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF

VOCATIONAL TEACHER EDUCATION UNIVERSITY OF NIGERIA

NSUKKA, IN PARTIAL FULFILMENT OF THE EQUIPMENTS FOR THE

AWARD OF MASTER OF EDUCATION DEGREE IN INDUSTRIAL

TECHNICAL EDUCATION

NOVEMBER, 2010.

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APPROVAL PAGE

This project has been approved for the Department of Vocational Teacher

Education, University of Nigeria, Nsukka.

BY

------------------------------- ------------------------------

Dr. E.O.Ede External Examiner

Supervisor

-------------------------------- ------------------------------

Prof. C.A. Obi Internal Examiner

Head of Department

--------------------------------

Prof. E.C. Ezeudu

Dean of Faculty of Education

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CERTIFICATION

Ojo,Ayodeji. Ajila a postgraduate student with registration number

PG/M.Ed/04/39158, has satisfactorily completed the requirements for the award of the

Degree of Masters of Education in Industrial Technical Education.

The work embodied in this project is original and have not been submitted in part

or in full for any other diploma or degree of this or any other university.

-------------------------------- --------------------------------

Ojo, A. A Dr. E.O Ede

Student Supervisor

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DEDICATION

This Research work is Dedicated to my wife Mrs. Wumi, Mercy Ojo and to the

memory of my late friend, Mr. Adeyemi Moses Olusola.( may your soul rest in perfect

peace)

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ACKNOWLEDGEMENTS

The researcher wish to appreciate the immense effort, time spent and valuable

contributions received from individuals and institutions throughout the period of this

research work. Particularly, thanks goes to my project supervisor, Dr. E.O. Ede for his

tireless and very useful guidance during the study. His very prompt corrections and

attention were instrumental to the completion of this study.

I will not fail to acknowledge the effort of Professors S.O Olaitan, Okoro, O.M

and S.C.O.A Ezeji for their fatherly role and timely interventions towards the successful

completion of the study. Their moral support, suggestions and encouragement were

instrumental to the successful completion of this study.

I sincerely appreciate the effort of all my friends, in the department ,most

especially, Wale Olaitan, Augustus Neekpoa and Alfa Olasupo for their moral and

spiritual encouragement throughout the period of the study.

I will not fail to acknowledge the effort of my Church members and my family

members, Engineer S.A Idowu, Pastor M.O Adeleye, Pastor Ajisegbede O.O, Pastor

Dada J.A, A G S Pastor Olatunde Bamidele and Mrs Adeyemi B.A for their prayers,

moral and financial support.

Finally, I acknowledge the patience and endurance of my wife Mrs. Wumi Mercy

Ojo and our children Lekan, Bola,Kola, Ope Oluwa, Tobi and little Tosin. May we leave

to reap the good fruit of our labour.

Finally, to God be the glory.

Ojo, Ayodeji. Ajila

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TABLE OF CONTENTS

Title Page - - - - - - - - - - i

Approval Page - - - - - - - - ii

Certification - - - - - - - - - iii

Dedication - - - - - - - - - iv

Acknowledgements - - - - - - - - v

Table of contents - - - - - - - - vi

List of Tables - - - - - - - - - vii

Abstract - - - - - - - - - viii

CHAPTER ONE INTRODUCTION - - - - - 1

Background of Study - - - - - - - 1

Statement of the Problem - - - - - - - - 5

Purpose of the Study - - - - - - - 6

Significance of the Study - - - - - - 7

Research Questions - - - - - - 8

Hypotheses - - - - - - - - 8

Delimitations of the Study - - - - - - 9

CHAPTER TWO REVIEW OF RELATED LITERATURE - - - 10

Theoretical Framework - - - - - - - - 10

Goal Free Evaluation Model - - - - - - - - 13

Proto-type Evaluation Model - - - - - - - 14

Goal Evaluation Model - - - - - - - 15

Secondary School Evaluation Model - - - - - - 21

Conceptual framework - - - - - - - - 21

Teaching Resources in Metalwork - - - - - - 21

Human Resources - - - - - - - - - 22

Material Resources - - - - - - - - - 23

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Availability and Inadequacy of Human and Material Resources - - 26

Problems Affecting the Availability and Utilization of Human and Material

Resources 28 - - - - - - - - - 28

Enhancing Adequate Provision of Teaching Resources in Metalwork 31

Technical competencies required of Technical Teachers in Teaching Metalwork

33

Teaching Methods employed by technical teacher for teaching Metalwork- - 68

Measures to ensure adequate utilization of Teaching Resources - - - 78

Review of Related Empirical Studies - - - - - - 92

Summary of the Related Literature Reviewed - - - - 96

CHAPTER THREE METHODOLOGY: - - - - - - 98

Design of the Study - - - - - - - - 98

Area of the Study - - - - - - - - 98

Population for the Study - - - - - - - 98

Description Gathering Instrument - - - - - - 98

Validation of the Instrument - - - - - - - 100

Reliability of the Instrument - - - - - - - 100

Method of Data Collection - - - - - - - 100

Method of Data Analysis - - - - - - - 100

CHAPTER FOUR PRESENTATION AND ANALYSIS OF DATA - - 101

Research Question 1 - - - - - - - - 101




Hypothesis Question 5 - - - - - - - 109

Hypothesis Question 6 - - - -- - - - 110

Testing of Hypothesis - - - - - - - - 111

Hypothesis 1 - - - - - - - - 111

Hypothesis 2 - - - - - - - - 113

Hypothesis 3 - - - - - - - - - 115

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Hypothesis 4- - - - - - - - - - 117

Hypothesis 5- - - - - - - - - - 123

Hypothesis 6 - - - - - - - - - - 125

Findings - - - - - - - - - 127

CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATION

142

Restatement of the Problems - - - - - - - 142

Summary of Procedures used for the Study- - - - - - 142

Findings of the Study - - - - - - - - 143

Implications for the Study - - - - - - - 143

Conclusions - - - - - - - - - 144

Recommendations - - - - - - - - 144

Suggestions for Further Studies - - - - - - 144

REFERENCES: - - - - - - - - - 160

APPENDICES - - - - - - - -

Appendix I. Request for Validation of Instrument - - -

Appendix II. Request Respond to a Questionnaire - - -

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LIST OF TABLES

Table Page

1. ........................................................................................................................................ T

he mean and standard deviations of responses on the human and Material

Resources for Teaching Metalwork in Secondary Schools in Ekiti State ............................101

2. ........................................................................................................................................ T

he mean and standard deviations of responses on the Availability of the Teaching

Resources For Metalwork in Secondary Schools in Ekiti State ..........................................103

3. ........................................................................................................................................ T

he mean and standard deviation of responses on the extent of utilization of these

resources for teaching Metalwork in the secondary Schools in Ekiti State ..........................104

4. ........................................................................................................................................ T

he mean and standard deviations of responses on the Competencies required by

the technical teachers for teaching Metalwork in Secondary Schools in Ekiti State .............105

5. ........................................................................................................................................ T

he mean and standard deviations of responses on the teaching strategies employed

by the technical teachers for teaching Metalwork in secondary schools in Ekiti

State........................................................................................................................................109

6. ........................................................................................................................................ T

he mean and standard deviations of responses on the measures to ensure adequate

utilization of available teaching resources for teaching Metalwork in secondary

schools in Ekiti State- ............................................................................................................110

7. ........................................................................................................................................ T

he t-test analysis of the mean of responses of Metalwork teachers and the School

Principals on the various material resources necessary for teaching Metalwork in

the secondary schools in Ekiti State.......................................................................................112

8. ........................................................................................................................................ T

he t-test analysis of the mean of responses of Metalwork teachers and the School

Principals on the Availability of the Teaching Resources For Metalwork in

Secondary Schools in Ekiti State ........................................................................................... 114

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9. ........................................................................................................................................ T

he t-test analysis of the mean of responses of metalwork teachers and the School

Principals on the extent of utilization of these resources for teaching Metalwork in

the secondary Schools in Ekiti State .....................................................................................116

10. ...................................................................................................................................... T


Principals on the Competencies required by the technical teachers for teaching

Metalwork in Secondary Schools in Ekiti State. ...................................................................118

11. ...................................................................................................................................... T


Principals on the teaching strategies employed by the technical teachers for

teaching Metalwork in secondary schools in Ekiti State. ......................................................124

12. ...................................................................................................................................... T


Principals on the measures to ensure adequate utilization of available teaching

resources for teaching Metalwork in secondary schools in Ekiti State .................................126

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ABSTRACT

This study was designed to evaluate the human and material resources for teaching

Metalwork in the secondary schools in Ekiti State. A survey research design was

adopted as the mode of investigation and six research questions were raised and six

hypotheses were formulated and tested for the study. Related literature was reviewed.

Structured questionnaire was used for data collection and three experts face validated the

instrument. The reliability coefficient of the instrument was 0.82 using Cronbach Alpha.

The questionnaire was then administered to 128 research subjects comprising 92

Metalwork teachers and 32 School Administrators (Principals) in the secondary schools

in Ekiti State. The data was analyzed using mean, standard deviation and t-test. The t-

test statistics was used to test the null hypotheses at 0.05 level of significance. The

findings of the study revealed that eight items (8) out of twelve (12) which is 67% of

human and material resources for teaching metalwork were available in Ekiti State. The

studies also revealed in metalwork were grossly inadequate for students to use. Out of

ten (10) material resources listed six (6) were often utilized because of lack of adequate

knowledge by the metalwork teachers and poor condition of facilities. Some of the

metalwork machines were not installed. The few installed have been broken down.

Metalwork workshop is not electrified. The study revealed the technical skill

computerizes required by the metalwork teachers in secondary school. In the study, six

(6) out of nineteen (19) teaching strategies were adopted for teaching metalwork in the

secondary school. The effects were lower performance of the secondary school

metalwork graduate when they could not posses the basic skill for self-employment.

Based on the findings, administration in the secondary school should make available

sufficient metalwork resources to enable students acquired necessary skills. Refresher

courses seminars workshop and conferences for metalwork teachers with modern

facilities will enable then up date their knowledge and help to utilized available material

resources for the improvement of their teaching. The State Government should ensure

that there are adequate finding, recruitment of metalwork personnel and provision of

materials resources to enable teachers demonstrate the basic concept of teaching

metalwork in secondary schools in Ekiti State.

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CHAPTER ONE

INTRODUCTION

Background of the Study

Nigeria‟s quest for self-sufficiency in food production, raw materials for home,

industries and total security against any invading countries triggered off a total-overhaul

of educational system from the inherited legacy of Colonialism type of education

(Olaitan, 1996). Although vocational education was not relatively new but it was

practised in non-scientific way from the time human being started to exist.

Parents taught their children the skills necessary for survival, in the hunting and

gathering bound of primitive people. Children learn the skill of their parents by watching

carefully and imitating the process until an exact duplicate could be produced (Azubuike,

1993). Simple weapons were used; tools and domestic objects were formed by people for

their personal use. Later people learnt to control fire and smelt metal to form tools

(Fafunwa, 1982). This led to specialization in crafts.

New social development went hand in hand with new technology and science.

The teaching of trade or craft, which had its tradition in parent-child relationship in

modern times, has involved schools. The involvement of schools compounded issues and

problem involves teaching vocational courses. Activities have to be planned, fund raised

to acquire material and other physical resources.

In Nigeria, vocational education starts in the Junior Secondary School (Pre-

vocational) in the form of Vocational orientation and continues to tertiary level of

education. The objectives of Vocational education in Senior Secondary School are to:

(i) Provide trained manpower in the applied science, technology and commerce at sub-

professional grades.

(ii) Provide technical knowledge and vocational skills necessary for agricultural,

industrial, commercial and economic development (FGN, 2004).

To achieve the stated objectives at the Senior Secondary School, the Senior

Secondary School shall be comprehensive with a core curriculum designed to broaden

pupils knowledge and outlook (FGN, 2004). Students are made to select a vocational

subject of which metalwork is one of those to be selected.

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Metalwork trade in vocational education is the art of studying different metals;

develop skills in using the metals to form different objects. The technological concept of

metalwork requires specific competency for occupational success. Competency in this

sense involves those theories, practical knowledge and skills necessary for the execution

of task in an areas of specialization (Olaitan, Nwachukwu, Igbo, Onyemachi and Ekong,

1999).

According to Nigeria Board for Technical Education (NBTE) (1992), for a

programme to achieve its stated objective, resources for teaching various courses must be

employed. These resources can be human or material resources. Olaitan, et al (1999)

described resources as all the inputs be it money, material or human resources toward

effective operation of vocational technical education programme. Carl (1978) also

described resources as all the assets which may be used to attain goals.

Human resources exist within people and consist of a person‟s potential abilities

as well as current attributes; these resources include energy, knowledge, education, talent,

attribute, skills and any other characteristics which require cognitive, affective or

psychomotor abilities. Human resources in metalwork in secondary schools can thus be

school administrator (principal), technical teachers, workshop attendant, artisans and

other members of staff who are either directly or indirectly involved in improving,

moulding, creative ability, aptitude, value commitment of students in metalwork

curricular.

Material resources according to Ozuzu (2004) are the facilities and materials

procured for effective training of the students in practical skills and applied scientific

knowledge in the technical college. They include tools, equipment, machines,

instructional and training materials, consumables, finances, textbook, responsive

curriculum and management.

Vocational education aim at imparting to its recipients practical skills, basic

scientific knowledge, attitude and competence that enable them to work very effectively

in industrial and self-reliance ventures. This is organized in schools through a systematic

and well-organized training which requires that acquisition of saleable skills must be

provided with facilities. Maa‟ji (2003) observed that school training facilities must be

comparable to those in industries. The development of useful skill according to

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Anyakoha (1994) can be reinforced by the appropriate selection and use of learning

facilities and resources.

Every vocational training institution, especially secondary school, faces problem

of providing and maintaining suitable workshop and appropriate teaching materials. Ezeji

(2003) explained that vocational education requires a workshop setting with adequate

teaching facilities as a unique learning situation in which the learner may experiment,

test, construct, assemble and disassemble, repair, design, fabricate, create, imagine and

study. He stressed further that adequate workshop experiences are essential for effective

vocational education. This implies that the metalwork teacher should have experiences

and skill comparable to those applicable for work in the industries. The school principal,

as an administrator, should ensure that adequate resources are made available and

properly utilized to achieve the objective of metalwork instruction in the secondary

schools.

To ensure adequate Vocational education of learners by imparting the required

skills to them, adequate teaching resources must be provided. This adequate Vocational

education is necessary to ensure that learners are empowered to carry out their planned

programme of activities successfully. For the adequate selection and use of teaching

resources, certain criteria are obvious. These criteria, according to Mkpa (1992) are that

teaching resources should be appropriate to the age of learner, relevant to the classroom,

simple or easy to manipulate, interesting to the students and should develop the skills

they are suppose to be developed. Nwachukwu (1998) also added that these teaching

resources should attract and hold attention, assists in training essential information and

procedure and make learning real and permanent.

He provision of appropriate human and material resources has badly affected

vocational education (in which metalwork is a sub-set) in Ekiti State secondary schools

(Akpan, 2001). observed that some students shrink at the mere mention of metalwork

because of the wrong notion that vocational subjects are for dropouts. Ania (1995) also

explained that the dearth of appropriate professionally qualified teachers continues to be

albatross that spell doom to technological development. He observed also that failure of

large number of students in metalwork contribute to low enrolment in the vocational

subjects of which metal work is a subset.

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The skill acquisition and self reliance that have been the main objective of

technology education are not achieved. In Ekiti State Secondary Schools, yearly students

in Junior Secondary School passed out with good grade in Introductory technology (a

pre-vocational subject) but few are found in metalwork class in Senior Secondary

Schools. In 1979/1980 many secondary schools were established by the Ondo State

Government (Mother State of Ekiti State). In 1984 Nigeria began to experience oil glut

with its attendant decline in the country‟s oil revenue which resulted in inflation and bad

economy. This situation then affected some school to be closed down. This led to the

idling of the programmes of the national policy on education. Government started paying

lip services and the quality of training programmes changed from original aim of

practical skill acquisition in metalwork to theoretical skill acquisition.

Machines and equipment procured by the Federal Republic of Nigeria for

metalwork and other vocational subject are installed, maintained and utilized. Some other

schools that are not benefited from the distribution of the machine still present their few

metalwork students for NECO and WAEC yearly. The performances of these candidates

are found to be very poor and unencouraging. These problems could then be attributed to

lack of proper monitoring and thorough account of metalwork programme. In searching

for programme improvement for better realization of stated objectives of vocational

education in metalwork in secondary schools in Ekiti State, it is imperative to evaluate

and account for teaching resources. It is not only deciding whether facilities and

equipment are adequate, but how these available resources could be used to achieve the

best results.

Evaluation according to Okoro (2005) is the appraisal of the worth and value of a

thing or action and the making of appropriate decision on the basis of such appraisal. He

further stressed that programme evaluation in education involves the collection of data

and the use of such data to assess the effectiveness and quality of programme. In addition

Nworgu (2003) described evaluation as the process of making value judgments or taking

decision about events, objects or their characteristics. Such judgment or decision are

based on empirical data or information made available through measurement. Different

models are developed by evaluators. Evaluation model according to Okoro (2005) is

regarded as a set of steps or a system of thinking which if followed or implemented will

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result in the generation of information which can be used by decision makers in the

improvement of educational programmes.

Okoro (2005) listed four different models of evaluation:

(i) Context, input, process, and product (CIPP) model developed by Stufflebeam

(1971).

(ii) Kentuchy vocational education evaluation model developed by Kentuchy

Vocational Education Co-ordinating Unit, USA (Denton, 1973).

(iii) Model for evaluating vocational education programme in Nigeria developed

by Okoro (1985).

(iv) Secondary school evaluation model.

Despite the type of model that is adopted by evaluators, the primary aim is to

appraise the worth or value of the programme in order to make appropriate decision to

achieve stated objectives. It is on the basis of programme evaluation result that the extent

of achievement in a stated object for the programme will be determined.

In Ekiti State, human and material resources available, adequate and utilization

constitute essential component of metalwork curriculum which needed to be appraised in

order to know the worth and value of the programme and infer possible solution for better

solution for better decision making. Olaitan (1996) asserted survival of their programme

is by constantly searching for programme improvement through the evaluation process.

Such regular evaluation appears to be scanty has been designed to evaluated human and

material resources for teaching metalwork in Secondary Schools in Ekiti State.

Statement of the Problem

Federal government of Nigeria procured a series of equipment and tools and

distributed them to various secondary schools in 1980 (Olaitan, 1996). Some of these

equipments were not properly installed for the correct usage of students and teachers.

Uzoagulu (1993) observed that regrettably a lot of equipment imported to accelerate

technological education in this country have remained uninstalled, under-utilized and

uncatered for. Uzoagulu explained that a number of technical teachers were trained on-

service training such as technical teacher training Programme to improve their skills, but

unfortunately, these skilled teachers are not found in the classroom, many find their way

out to industry for huge amount and the few that remain in the classroom are not having

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adequate skills. According to Tailor (1996) in some schools in Ekiti State some teaching

resources were provided for instructions, but observed that these resources were not

adequately utilized. He attributed this to inadequate skill by the teachers in utilizing these

teaching resources provided for teaching of students, especially in metalwork.

All these are evidenced in the product of secondary school metalwork graduates

as many do not posses employable skills, to be self-employed in metalwork industries.

The number of enrollment for metalwork and other vocational subjects has also reduced.

These problems could then be attributed to lack of proper monitoring, which is usually

provided by evaluation activities. Quality and utilization of human and non-human

resources are not reviewed in line with the curriculum content for effectiveness. These

have negated the guiding philosophy of vocational education. For the purpose of

effectiveness and successful implementation of metalwork programme in the secondary

school in Ekiti State, this study is aimed at finding out the extent of availability and

utilization of teaching resources and infers proper solution for improvement.

Purpose of the Study

This study was designed generally to evaluate the resources for teaching

metalwork in secondary schools in Ekiti State.

The study specifically tends to:

1. Identify the various material resources necessary for teaching metalwork in the

secondary schools in Ekiti State.

2. Determine how available are the material resources for teaching metalwork in the


3. Determine the frequency of utilization of the available resources for teaching

metalwork in the secondary schools in Ekiti State.

4. Identify the competency required of technical teachers for teaching metalwork in

the secondary schools in Ekiti State.

5. Determine the teaching strategies employed by the technical teachers for teaching

metalwork in the secondary schools in Ekiti State.

6. Identify the measures to ensure adequate utilization of available resources for

teaching metalwork in the secondary schools in Ekiti State.

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Significance of the Study

The results of this study would be of great benefit to the metalwork teachers,

school administrators, curriculum planners, students and the society.

Specifically, the result of this study will help the metalwork teacher to be able to

account for the teaching resources available. He will be able to appropriate the use of the

material resources in teaching relevant concepts as stipulated in the course content. In

other words, the teacher gain more insight in the skillful arrangement of available

resources in line with the curriculum content which will make his lesson real and more

fascinating.

The study will help the school administrator (principal) to have precise

information about resources available for the teaching of metalwork. It will also guide to

acquire relevant teaching materials related to the course content.

In carrying out instructions, the instructor (teacher) must ensure that instructional

process is systematically planned and executed using appropriate materials (Ekong, Igbo,

Onyemachi, Nwachukwu, Olaitan, 1994). Therefore this study will help the curriculum

planner to keep abreast the relevant teaching resources for each course content in

metalwork in the course of their planning. The result of this study will equally assist the

government to know the importance of teaching resources, identify the needs of

metalwork subjects and quickly make adequate provision for effective implementation of

metalwork programme in secondary schools.

The students will also benefit, when human and material resources are available

and put into effective and efficient use. They will acquire the needed practical skills

(vocation), basic and scientific knowledge, and attitude that will make them become self-

reliant and self-employed graduates. The society will in turn benefit when the

unemployment among school leavers will be reduced. This will promote industrial and

economic development of the country.

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Research Questions

The following research questions were raised to guide the study.

1. What are the material resources necessary for teaching metalwork in the

secondary schools in Ekiti State?

2. How available are the material resources for teaching metalwork in the


3. To what extent are these resources being utilized for teaching metalwork in the


4. What are the competencies required of technical teachers for teaching

metalwork in the secondary schools in Ekiti State?

5. What are the teaching strategies employed by the technical teachers for

teaching metalwork in the secondary schools in Ekiti State?

6. What are the measures to ensure adequate utilization of available resources to

teaching metalwork in the secondary schools in Ekiti State?

Hypotheses

The following null hypotheses were formulated and tested at 0.05 level of

significance to guide the study:

H01: There is no significant difference between the mean responses of metalwork

teachers and school principals on the various material resources necessary for

teaching metalwork in the secondary schools in Ekiti State


teachers and school principals on the available resources for teaching of

Metalwork in secondary schools in Ekiti State.


teachers and school principals on the extent of utilization of resources for teaching

metalwork.

H04: There is no significant difference between the mean responses of metalwork teacher

and school principals on the competencies required of technical teachers in

teaching metal work in the secondary schools in Ekiti State.

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teachers and school principals on the teaching strategies employed by the

technical teachers for teaching metalwork in the secondary schools in Ekiti State.


teachers and school principals on the measures for ensuring adequate utilization

of available resources to teaching metalwork in the secondary schools in Ekiti

State.

Delimitations of the Study

The study was delimited to the evaluation of teaching resources materials in Ekiti

North Senatorial, Educational Zone that could aid acquisition of practical skills and

knowledge required of Metalwork graduate in secondary schools in Ekiti State.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

The related literature of the study will be reviewed under the following:

1. Theoretical framework

2. Conceptual framework.

Teaching resources in metalwork.

Availability and inadequacy of human and material resources.

Problem affecting the availability and utilization of teaching resources in

metalwork.

Enhancing adequate provision of teaching resources in metalwork.

Technical Competency in the teaching of metal work

Teaching Methods

Measures to ensure adequate utilization of resources.

3. Review of related empirical studies.

4. Summary of the literature review.

Theoretical Framework

The concept of evaluation means an assessment or appraisal of the worth or value

of a thing or action and making of appropriate decision on the basis of such appraisal

(Okoro, 1999). Okoro defined evaluation as the collection of data and the use of such

data to assess the effectiveness or quality of a programme. According to him every

programme has its purposes or objectives, it is now the function of programme evaluation

to determine the extent to which the purposes of establishing the programme are being

achieved.

There have been attempts by various authors to provide a clear definition of

evaluation. Evaluation have several distinguishing characteristics relating to focus,

methodology and function. Evaluation (1) assesses the effectiveness of an ongoing

program in achieving its objectives, (2) relies on the standards of project design to

distinguish a program‟s effects from those of other forces, and (3) aims at program

improvement through a modification of current operations.

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Sheila (2003) defined evaluation as a systematic study of a particular programme

or set of events over a period of time in order to assess effectiveness. Programme

evaluation assess how well a programme has worked in terms of goals.

Okoro (2005) defined evaluation as the measurement of desirable and

undesirable consequences of an action intended to forward some goal that the actor

values. Okoro assumed further that evaluation is always undertaken with reference to

some internal action designed to influence persons or to change a material situation. He

outlined four types of evaluation studies:

1. Effect studies

2. Operational analysis

3. Survey of need

4. Investigation.

Okoro believed that effect studies are the most efficient, since result can be

obtained through measurement techniques.

Evaluation is central to most human activities (Ezeji, 2003). Ezeji explained that

evaluation is important in gathering data about achievement of the objectives of a

programme and the success or needed improvements.

Bloom, Hastling and Madaus in Okoro (2002) perceived evaluation as a

systematic collection of reliable evidence to determine whether the desired changes were

taking place in the learner. Bloom et al. viewed evaluation not only as a determinant of

behavioual changes taking place in the learner, but as a system of quality control of

teaching-leaving process. Weiss (1998) explained that the purpose of evaluation research

is to measure the effects of a programme against the goals it set out to accomplished as a

means of contributing to subsequent decision-making about the programme and

providing future programme.

Guba in Olaitan (2003) asserted that existing evaluation methods. He claimed that

the failure of evaluation to yield satisfactory results were due to:

Inadequate definition of evaluation goals

Inadequate evaluation theory

Lack of knowledge about decision-making

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Lack of mechanisms for organizing, processing and reporting evaluation

information.

Lack of approaches differentiated by levels

Lack of trained personnel.

Guba proposed a modernization of the theory and practice of the evaluative art

and the development of the technology of evaluation. He criticized evaluation that

consists mainly of measurement by pointing out that such evaluation becomes instrument

focus and are limited to those variables that can be measured through the use of

instruments. He maintained that the concept of evaluation is narrow inn focus and is of

limited value. Alkins (1969) in Okoro (2005) in his own view state that evaluation is the

process of ascertaining the decisions areas of concern, selecting appropriate information

and collecting and analyzing information in order to report summary data useful to

decision makers in selecting among alternatives.

Stufflebeam (1973) support Alkins (1969) definition and emphasizes the role of

the evaluator in providing information for decision-makers. They state that evaluation is

the process of delineating; obtaining and providing useful information for judging

decision alternatives. Other definitions such as those of Taylor and Maguire (1974)

explain further the concept of devaluation. They state thus evaluation can be viewed as a

process of collecting and processing data relating to educational programme, on the basis

of which decisions can be made about the progrmme. The data can be two kinds (a)

objective, description of goals, environment, personnel, methods and content, and

immediate and long range outcome and (b) recorded personnel, judgments of the quality

and apparitions of goals, inputs and outcome. The data in both raw and analyzed forms

can be used either to delineate and resolve problems in educational programmes being

developed or to answer absolute and comparative questions about established

programme.

Okoro (2005) emphasized that all the above definitions of evaluations have

revealed that they have much in common even though area of emphasis might differ. He

added that evaluation essentially involves collected of information or data, judging the

worth or value of programme using the data collected and the judgment made.

25

He maintained that evaluation must perform one or more of the following

functions:

Programme improvement

Programme planning

Decision-making

Accountability

Personnel improvement.

Olaitan and Ali (1997) define evaluation as a process of collecting valid and

reliable data for the purpose of comparing programme outcome with programme

objectives to provide useful information for making sound decisions.

In programme evaluation certain models are used to assist the evaluation, because

they provide a general guide which can be adapted or modified to suit specific

programme being evaluated.

Okoro (2005) define evaluation model as a set of steps or a system of thinking,

which if followed or implemented will result in the generation of information which can

be adapted or modified to suit specific programme being evaluated.

He stressed further that in selecting evaluation model for use, the evaluator should

consider:

1. The appropriateness of the model, can it yield adequate information?

2. The complexity of the model, can it be effectively applied by the evaluator taking

into consideration and other related factors?

Olaitan (2003) outlined three models that can guide an evaluator in proramme

evaluation.

1. Goal free evaluation model;

2. Proto-type evaluation model, and

3. Goal model.

Goal Free Evaluation Model

Goal free evaluation model is applicable to projects whose goals are not explicit

within the programme, but probably the effect of the project is linked with outside

objectives, such as social, cultural, educational and economic. Olaitan and Ali (1997)

gave the purpose of goal free evaluation model as used to determine the merit of a

26

programme from an appraisal of such programme effects without reference to goals or

objectives. They further stressed that the use of a professional evaluator is essential with

this model because he must be ask to use his or her best professional skills to discover

and document programme effects.

The followings are some specific objectives of goal free evaluation.

Goal free evaluation examines all programmes, outcome without the idea of

programme objectives.

It is used to determine what a programme is actually doing and not what it was

meant to do.

It is used to determine the merit of a programme without any bias.

It is used to determine the needs that a programme should meet within its operational

environment.

Proto-type Evaluation Model

The purpose of proto-type evaluation as stated by Baker and Alkin (1983) is to

assess the product of programme, its effectiveness and identify areas that require revision

or adjustment. Mama (2002) asserted that there is no specific method that could be

recommended for these evaluation techniques. This is an evaluation done during the

information stage of programme development. It involves review of the proto-type

programme by experts, trying out the screened programme on representative

beneficiaries. After this the programme can now be implemented in real life contents.

The purpose of proto-type evaluation as stated by Baker and Alkin (1983) is to

assess the product of programme, its effectiveness and identify areas that require revision

or adjustment. Mama (2002) asserted that there is no specific method that could be

recommended for these evaluation techniques. This is an evaluation done during the

information stage of programme development. It involves review of the proto-type

programme by experts, trying out the screened programme on representative

beneficiaries. After this the programme can now be implemented in real life contents.

27

Goal Evaluation Model

The purpose of goal evaluation as given by Olaitain and Ali (1997) is to provide

periodic feedback on the extent to which the set goals of a programme or a project are

being achieved. This evaluation model requires the use of full-time specialist who will be

able to furnish the management of the programme on a regular basis with the feedback or

results of the evaluation for corrective measure.

Okoro (2005) outlined four different evaluation models:

1. CIPP model developed by Stufflebeem (1971).

The letters CIPP stand for context, input, process and product. This model

according to him regarded evaluation as a continuing process requiring a systematic

programme of implementation and involving a co-operation between the evaluator and

the decision-maker. Stufflebeem identify four types of decision as planning decisions,

structuring decisions, implementing decisions and recycling decisions.

28

PL

AN

NE

D C

HA

NG

E

HOMEOSTATIC

CHANGE

INCREMENTAL

CHANGE

NECOMOBILIST

CHANGE

INSTALLATION

CONTEXT

EVALUATIONUAL

PROGRAM

EVALUATION

ADJUST THE

CONTENT

EVALUATION

MECHANISM

PLANNING

DECISION

ENLIGHTENED

PERSISTENT

INPUT

EVALUATION STRUCTURING

DECISION

STRUCTURING

DECISION

TRIAL

PROCESS

EVALUATION

IMPLEMENTATION

DECISION

PRODUCT

EVALUATION

RECYCLING

DECISION

TERMINATION

Fig. 1: Shows the CIPP Evaluation Model. Okoro (2005)

29

2. Kentucky vocational education evaluation model developed in USA by

Kentucky Vocational Education Co-ordinating Unit (Denton, 1973).

This model specifies 8 steps or stages by which educational programmes may

be evaluated e.g.

(i) assessment of the need of community, school, district, state, local government

etc.

(ii) philosophy of education

(iii) development of objectives

(iv) criterion questions

(v) relevant data

(vi) statistical analysis of data

(vii) recommendations

(viii) drawing conclusions

STEP 1

ASSESS NEEDS

STEP 2

DEVELOPING

PHILOSOPHY

STEP 3

WRITE OBJECTIVE

STEP 8

MAKE DECISIONS

STEP 7

FORMULATE

RECOMMENDATION

STEP 6

ANALYSIS DATA

STEP 5

COLLECT DATA

30

Fig. 2: Shows Kentucky Vocational Evaluation Model. Okoro (2005)

3. Model for Evaluating Vocational Education Programme in Nigeria developed by

Okoro (1985).

According to Okoro (2005) it has features similar to those contained in the

CIPP model and Kentucky model. Both Kentucky model and the Nigeria model are

based on the CIPP concept that the primary purpose of evaluation is to provide

information for use of decision makers.

SPECIFY

OBJECTIVES

INPUT

EVALUATION

DETERMINE

INFORMATION

NEEDS

PROCESS

EVALUATION

PRODUCT

EVALUATION

ESTABLISH

EVALUATION

CRITERIA

UNSATISFACTORY

Recycling Decision

COLLECT

DATA

ANALYZE

DATA

EVALUATION

DATA

PREPARE

REPORT

SATISFACTORY

Continue to Implement Programme

31

Fig. 3: Shows a Model for Evaluating Vocational Education Programmes in

Nigeria. Okoro (2005).

4. Secondary School Evaluation Model

Each subject in the secondary school curricular is supposed to contribute in

one way or the other in the achievement of the objective of the policy. In specific

term, the broad goal of secondary school education is:

1. To provide technical knowledge and vocational skills necessary for agriculture,

industrial, commercial and economic development (FRN, 2004).

Metalwork as one of the Vocational Technical subject offered in secondary

schools is also to.

2. Give training and impact the necessary skills to individual who shall be self-reliant

economically.

If these objectives are not achieved or are unachieved, it then means that

huge money spent is wasted (Okoro, 2005). He stressed further that, to justify new

changes in education and the huge sums of money being spent on the importation

of equipment and the staffing of schools, there should by a system for monitoring

the extent to which the broad and specific objectives of the programme are being

achieved.

He then itemized ten major steps in secondary school evaluation model that

can be used to assess the success or failure of any programme in secondary school.

These steps include:

1. Determine and assess the philosophy behind the new secondary school

system.

2. Determine how your subject relates to this philosophy.

3. Determine the goal and objectives to be achieved by your subject.

4. Collect input data on environment, staff availability, facilities, equipment and

syllabus.

5. Evaluate data and determine whether staff, facilities and equipment are

adequate to achieve intended objectives taking into consideration student

enrolment and the scope of the syllabus.

6. If staff and facilities and equipment are adequate, continue to offer subject.

32

7. If staff, facilities or equipment are inadequate, recruit or train more staff,

purchase new equipment or provide better facilities as necessary.

8. If resources are limited and deficiencies cannot be remedied, reduce number

of students offering course or subject, or stop offering subject entirely.

9. Determine if objectives of the new national policy are still being met. If the

number of students taking a course has been reduced or the course is no longer

being offered it could be that the objectives of the new national policy are no

longer being met.

10. Return to Step 1 and determine if the philosophy itself is still reasonable,

useful and realistic taking into consideration economic, social and

philosophical realities.

Determine and Assess

Philosophy

Determine

Relationship of

Subject Planning

Determine Goal

and Objective of Subject

Collect Input Data

Evaluation Data

Determine if

Objectives of the

National Policy on

Education are Still

Reign Achieved

Determine if

Objectives of the

National Policy on

Education are Still

Reign Achieved

Inadequate:

Remedy

Deficiencies

Adequate:

Continue to Offer

Subject

33

Fig. 4: Secondary School Evaluation Model (Okoro, 2005).

A survey of the models discussed above revealed that the secondary school

evaluation model may be more appropriate for this study. The aim of this study is to

evaluate the teaching resources for effective implementation of metalwork subject in

secondary school. Since the programme has been put into use, the objective of any

evaluation at this stage would be to determine whether teaching resources such as

tools, equipment, curriculum content, materials, and personnel meet the standard set

in meeting the need of student and society.

Another point is that it offers a general guide for evaluating individual subject

areas at the school level (Okoro, 2005). This model is systematized, and formalized.

The model specifies a number of sequential steps to be followed in accomplishing

any secondary school evaluation exercise. At each stage, the model specifies a

number of what is to be done as well as the role to be played in each stage as could be

seen from the model.

Another significant feature of the model needed to be mentioned is its

adoption of a set of multiple criterion measures, which are based or related to the

objectives of the secondary school subject. This reflects the multi-dimensionality of

the effects of the programme among these dimensions is clearly mapped out

(Cronbach, 1963). Although the secondary school evaluation models appear to relate

to the entire school system but it could also be useful to evaluate specific area of the

curriculum.

Conceptual Framework

Teaching Resources in Metalwork

Teaching resources can be referred to people, materials and facilities that can

be used to encourage, promote and facilitate teaching and learning process (Agun,

1988 cited in Ezenwa and Pratric, 2000). Whatever promotes teaching and learning is

an educational resource. A resource could be human, physical or material.

According to Uchenna, Eugene and Lilian (1995) teaching resources is a

source, which provide information required for teaching and learning experience.

They further said that it is a source from which the learner can obtain useful

information for the attainment of particular instructional goals. It is anything or

34

anybody to which or whom a learner can turn to for information or help in the process

of his learning or goal seeking endeavour.

Teaching resources in metalwork can thus be regarded as all inputs, be it

money, material and personnel toward the effectiveness of metalwork instructional

programme or every object or material that can be used to facilitate learning in the

metalwork studies. Nwachukwu (2001) emphasizes that, teaching resources have

been categorized in different ways using different criteria. For the purpose of this

study, teaching resources are categorized into two: human and material resources.

Human Resources

Human resources are the total energies, skills, talent and knowledge of people

which are or which potentially can or should be applied to the production of goods

and the rendering of useful services (Harbison, 1973 quoted in Ezenwa and Patrice,

2000). Therefore, human resources may be said to be the knowledge, capacities and

skills of people needed for the effective participation in the labour force.

Olaitan, Nwachukwu, Igbo, Onyemachi and Ekong (1999) described human

resources as those acquired and functional knowledge and skills which individual can

supply and gainfully utilize for purposes of achieving optimum productivity. They

further explained that human resources consists of improving individuals functioning

within a production system, making use of his/their knowledge and skills for purpose

of improving development.

Ozuzu (2004) also referred to human resources as those aspects and qualities

in the personnel – his training (as a teacher, supervisor and manager), qualifications,

experience, condition of service, psychological disposition (motivation) and

instructional methodology. It implies the technical personnel who are developed in

practical skills, knowledge, creative ability, aptitude, values and commitment to

contribute effectively and efficiently in the development of vocational education in

secondary schools.

In this context, human resources can include all the human beings that

function to aid learning and teaching. The metalwork teacher makes information

available to learners. He also suggests alternative source of information to these

learners. These learners consult various sources to get relevant information to feed

35

themselves. In vocational technical education (Metalwork) subject, other member of

staff in other vocational field can be a resource person. Fine Art teachers, workshop

artisans, school driver, principal who can give relevant information about some

concept in Metalwork can be a resource person.

A resourceful teacher can in one way or the other make use of Mechanics,

Carpenters, Traders, Farmers etc effectively useful in his cause of facilitating

learning. Students feed themselves relevant information in many occasions about

their findings and discoveries. Their finding can be of great benefit to both student

and teacher in Metalwork teaching and learning process.

Material Resources

According to Olaitan et al. (1999), material resources are those facilities,

equipment and machinery used in the laboratory and factory for production purposes.

Material resources in teaching are the material providing a lot of information to

pupils, who are involve the use of materials, objects, models or specimens which

afford pupils the opportunity to see, touch and do (Olaitan and Agusiobo, 1981). In

vocational education, material resources can be referred to as all facilities and

materials procured for effective training of the students in practical skills and applied

scientific knowledge in schools. They include tools, equipment, machines,

instructional and training materials, consumable, finances, textbook, responsive

curriculum and management.

Several terms have been used to describe resources materials. Some of the

terms which are used are synonymously or interchangeably include: curriculum

materials, instructional materials, audio-visual materials, learning resources,

instructional or teaching aids, resource unit, education technology etc (Erickson and

Curl, 1972; Mkpa, 1980).

According to Mkpa (1987), while some (of these terms) are restricted in

meaning and implication and some are broader in scope. One common characteristic

feature of these materials lies in their use as “aid to complement and supplement the

teacher effort (Ogunleye, 2004). Material resources are these instructional materials

that may be used to convey meaning without complete dependence on verbal symbols

or language. In his own contribution Nwachukwu (2006) describe instructional

36

material in vocational and technical education as all the practical and skill developing

resources that would facilitate the process of teaching, learning and evaluation of

vocational and technical skills. He further described the electronics systems, tools,

equipment and other resources materials that could be utilized in directing and

controlling vocational and teaching operations and for enforcing the teaching and

learning of specific skills.

Nwachukwu (2001) and Mkpa (1980) agreed that resources materials could be

classified in different way and specification in term of standard and locally

improvised materials. Standard resources materials in this case, refer to conventional

tools, equipment and materials for technical instruction. These are manufactured on a

large-scale commercial basis and are as such standardized. They are meant to serve a

wide geographical area. These are “real” materials for technical teaching only.

In Metalwork, teaching material resources can be classified into; tools,

equipment and facilities.

Tools: According to Olaitan et al. (1999) are the instruments or devices that can be

handled easily while carrying out special operation as well as instructional and

learning activities. Tools are commonly utilized in transmitting knowledge in the

workshop or on the field, laboratory to the learners.

Tools can be categorized in Metalwork into:

Measuring tools

Marking out tools

Cutting tools

Driving tools

Forging/casting tools

Holding devices.

Measuring tools: These are Steel rules, Measuring Calipers (Venier Caliper), Try

Square, Screw pith gauge and Micrometer screw gauge.

Marking out tools: These are: Marking out table, Vee blocks, spring divider, Center

punch, Scribers etc.

37

Cutting tools: Are Scrappers, Screw extractor, Metric tap and dies, Hacksaws and

frame, Chisels, Files (Smooth file, Bastard file, - Triangular, Square, Round, Warden

files etc,) Snips (Straight and Curve snips).

Driving tools: These are Harmers – (Ball pein, Straight edge, Sledge, Wooden

mallets, Cross pein) etc.

Forging and casting tools: Smiths hearth, Tongs, Swage blocks, Anvils, Molding

boxes, Sand moisture tester, Melting scribe etc.

Holding devices: Bench vice, Tool makers clamp, Machine vice, Pliers, Spanners

etc.

Equipment: These according to Olaitan et al. (1999) are all the portable or heavy

instrument or mechanical devices for performing special operation in Vocational

Technical teaching and learning situation. Example of these equipment in Metalwork

can be Milling machine, Lathe machine, Power hacksaw, Hand drilling machine,

Riveting machine, Kiln, Blacksmith furnace, Folding machine, Drilling bits,

Soldering iron, Arc-welding machine, Oxy-acetylene etc.

Facilities: These can be classified into two:

(i) Fixed facility category: These are the equipment or materials positioned at

a particular place for the performance of specified and specialized

operation or providing required services. Examples of the fixed facilities

are building needed for numerous purposes, workshop meant for

woodwork, metalwork, automobile, electrical/electronics operations, home

economics laboratories, nurseries, workshop electrification and so on with

field equipment.

(ii) Consumable: Consumables are materials that are utilized or fed into

machines as components of the production of observable job outcomes.

They are the basic materials required for facilitating skills development

activities and practices.

The consumable items for metalwork are: metals in different sizes (Sheet

metals, Pipe, Angular bar), Electrode, Rivet pins, Energy cloth, Coolant, First-aid

box, Soldering lead, Soldering flux etc.

38

Other instructional materials that provide information to pupils which afford

students the opportunity to see, touch and do are: Audio-visual aids e.g. Projectors,

Tape recorder, Multi-dimensional projector, Computer and other electronics devices.

Okoro (1992) emphasized that the use of real specimens, models or objects

enhance learning. Careful displacement of poster and cartoons, hanged at strategic

locations within the laboratory is an effective means of teaching same concept in the

metalwork class.

Material resources in metalwork are those equipment and materials that

capable of transmitting information to learners in order for them to acquire basic

skills and knowledge. It consists of equipment, tools, consumable and inconsumable

items, charts, machines, textbook and other instructional materials.

Availability and Inadequacy of Human and Material Resources

UNESCO (1985) discovered that the inadequacy of the training materials and

equipment is associated with the fact that equipment for the industrial field of

technical and vocational education is very expensive. Most of the equipment are

imported, which makes it costly and difficult to maintain because of difficulties in

obtaining spare parts. Even the imported machines are often not really adapted to the

learning requirements of the students of the country.

Despite the inadequacy of equipment for metalwork in schools, the few

available suffer from lack of good care and regular maintenance. This renders many

machines non-functional in the colleges. The absence of trained technical personnel

who can carry out routine maintenance and repairs on the machines hampers the goals

and aims of Vocational Education.

Okafor (1999) cited by Vareb (2006) highlighted that many science teachers

abandoned the conventional method of executing lessons, partly through

demonstration or laboratory work-experience on account of non-existence of

laboratories materials or equipment. He went further to say that student grasp only

theories from such learning situation and are not based on concrete situation. This

makes the teaching of technical and science subjects abstract to learners. Similar to

the condition of laboratories is the condition of technical workshop.

39

Nwosu (1999) said that, although the Introductory Technology subjects was

introduced in Junior Secondary School (JSS) level, the school lack relevant

workshops for effective teaching and learning of the course. In most of the schools,

not even a building is available for workshop, or the equipment and utilities. In line

with the non-availability of equipment and materials, Amakin (2003) remarked that

since the implementation of the 6-3-3-4 system of education in schools, no additional

infrastructure has been put in place. According to him, with the increase in school

enrolment and the dilapidated nature of the infrastructure, the available technical

equipment and facilities could not cope with the increase in student‟s population.

Textbook and other instructional materials are set of material resources when

developed, made available, wonderfully assist in achieving the national goals on

Vocational Education Textbook are regarded as necessary tools and personal guide to

teachers in the hands of both teachers and students. Okafor (1992) identify lack of

textbook as one of the greatest impediment in vocational education.

Another principal problem associated with Metalwork teaching resources are

inadequate and unavailability of technical teachers and personnel. Eze (1987) noted

that of all several factors that make up effective Vocational programmes – facilities,

equipment, Tools, Machines, Instructional materials, Training materials, Curriculum,

management etc, the vocational teacher still remain the most crucial. This is because

of their multiplier effect and their facilitative role in teaching situations. Teaching has

become the most important element in the implementation of educational policies,

particularly, as they usually undertake programme planning, monitory and evaluation.

Despite the crucial role-playing in the implementation of any educational

policy, there are indications that the quality and quantity of trained technical teachers

for the implementation of Vocational education programme in Nigeria secondary

schools are grossly inadequate. Ezeonwuka (1991) noted that qualified and dedicated

technical teachers are difficult to come by since there is a high demand for this caliber

of manpower with the result that the few that are produced have so many

opportunities that they invariably prefer the industries where their services attract

better positions and remunerations.

40

Attah (1995) identified in his writing inadequate skilled manpower as a

constraint facing metalwork programme. He pointed out that because of lack of

skilled manpower, like instructors and lecturers to teach metalwork trades, most

students produced are always half-baked. Aina (1995) stated that the dearth of

appropriate teachers continues to be albatross that spells doom of every effort of

technological development.

Problems Affecting the Availability and Utilization of Human and Material

Resources

Human and material resources are indispensable ingredients for effective

teaching of Metalwork curriculum content for success. It is evident that many of these

important ingredients are found wanting in the business of teaching-learning process

of Metalwork in secondary school today. Those that are available are not properly

utilized for one reason or the other. The following problems are briefly examines as

part of possible barrier for the availability and utilization of metalwork teaching

resources.

1. Finance and Inadequate Funding

Finance is central to all other resources in any programme. The volume of

money available determines how far other resources can be provided. The availability

or lack of required necessary materials needed from time have an impact on the

overall success or failure of a programme (Aransiola, 1999 quoted in Usuman, 2000).

It is in line with Ohakwe (1999) who lamented that qualitative education requires

quality resources and consequently adequate finance. Vocational subject (Metalwork)

suffers personnel because no adequate budget provision of fund that for recruitment

of more qualified technical teachers and artisans.

The few teachers that available are not better remunerated. The few material

resources needed for growths of teaching learning exercise are not make provision

for. Many technical teachers have taken the advantage of poor remuneration to have

their way to industries for jumbo pay. The few that are remains are demoralized and

have taken teaching as option. Tools, machines and other teaching material resources

needed to facilitate learning are grounded because of minor fault and lack of simple

routine maintenance incentives. Provision of adequate fund cannot be ruled out in

41

achieving full utilization and availability of material and teaching resources for the

objective of vocational technical education to be achieved.

2. Dearth of Qualified Technical Teachers

There is shortage to trained and qualified technical teachers to handle the

teaching of metalwork subjects in most secondary schools. Many schools still engage

the unqualified and untrained personnel to involve in teaching of curriculum content.

The ability to organize and use facilities work space and equipment effectively in the

time available is a technique most teacher needed. But these untrained teachers may

claimed to posses it but the fact remain that requirements dictated by course objective

will be completely lacking. This has led some of these teachers to neglect the use of

available material resources that can make their lesson real and fascinating.

3. Lack of Proper Monitoring/Evaluation

Lack of adequate information and documentary services have affected

teaching materials utilization. Comprehensive account of numbers of tools and

materials allocated for Metalwork programme in some school are not available.

The teachers and administrators cannot give detail account of available and

lost materials, whether replacement is necessary or not. Principals have taken this

advantage to ignore the purchase of these valuable teaching resources. Information is

an integral part and effective tool for monitoring and evaluating a programme. The

technical teacher are rarely taken the stock of instructional materials and forwarded

his observation to the school administrators and control agencies. This has created a

vacuum to his usage of the material resources.

4. High Cost of Equipment and Teaching Materials

Vocational education (Metalwork) subjects need fund to purchase tools,

equipment and other teaching resources. Regrettably today is the high cost of these

items. This is linked to UNESCO (1985) when discovered that equipment for the

industrial fields of technical and vocational education is very expensive. Most of the

equipment are imported, which makes it double costly and difficult to maintain

because of difficulties in obtaining spare parts.

42

5. Language Barrier

Regrettably is the foreign language of manufacturers of these technical

equipments. Machine impetrated from Czechoslovakia and Bulgaria in the early 80‟s

were imported with German language which makes it difficult for teachers to operate

in the course of their instruction. When little fault arises during ongoing lesson, the

machine stop; for the teacher to interpret manual book of the machine and rectify the

simple fault and continue his lesson become difficult. The result is that the lesson end

up in abstract learning or theory and the machine is completely abandoned.

6. Inaccessible to Efficient Utility

Epileptic supply electricity has put many machine and other instruction

materials into stop. Many schools have no electricity in their school and workshop to

put their machine in operation. Equipment are kept in their positions untouched and to

procure electricity generating set powerful enough to supply needed power is

difficult.

7. Merging of Vocational Technical Education under the control of

administrator who has no knowledge of technical resources. Olaitan (1986)

traced the stunned growth of technical education in Nigeria to the merger of

general and technical education. The merger he said result in a situation where the

administration of technical education falls in the hand of general educators. It is

glaring that the general educator shows bias against technical education. These

reflect in many schools time-table where metalwork is only allowed to be taught

twice in a week. Not that alone, attention to the needs of technical teacher on

instructional materials are always and other likely instructional material as a mere

wasting of time and money.

All these highlighted problem areas confirm and justify the anxiety of the

researcher in assuming that there are constrains in availability and utilization of

teaching resources in metalwork which must be remedied through studies of this kind

so that vocational education subject (metalwork) will attain the set national vocational

education goals.

43

Enhancing Adequate Provision of Teaching Resources in Metalwork

As earlier discussed, teaching resources is classified into human and material

resources, to enhance adequate provision of these resources the following should be

considered.

1. Human Resources

No educational system can rise above the level of its teachers. While many

laudable educational initiatives failed is because they do not take due account of the

“teacher factor” (Adewuni 2000). Teachers are the pivots of achievement in many

educational set objectives.

At a three-day workshop organized by Education Tax Fund to deliberate on

Nigerian education future, virtually all observations made were related to the failure

of Human and Material resources available to cope with the demands of the

educational process (Igborgbor, 2000). Then it can be concluded that teacher supply,

provision of physical facilities and equipment, among others are significant factors to

the issue of resources in the implementation of vocational education programme in

secondary schools.

However, it is generally argued that any question raised concerning resources

quickly conjures a picture of demand for more funds. While money is important in

the provision of resources, Banjo (1990) asserted that Teachers are the most

important factor of any educational system. The system, he says is as good as the

teachers who operate it.

The introduction of Technical Teacher Training Programme (TTTP) is a right

step in right direction but there is need to strengthen the programme by more

adequate funding and good legislative backing to make the system more productive.

Regular training and retraining of technical teacher is another motivational technique

that make teacher feel involved. From time to time, every devoted or steadfast teacher

should be exposed to new ideas, method, and techniques through in-service training,

workshop, conferences seminars and so on both at home and abroad. Thereby, he will

gain knowledge and professional growth.

To prevent technical teachers exodus from teaching in the classroom, effort

should be made to retained or encouraged the few ones in the classroom by given

44

them special allowance, special package that will allow them to compete with their

counterpart working in the industries.

2. Good Monitoring/Evaluation

The National Policy on Education (FGN, 2004) stated that the objective of

supervision in vocational education is to ensure quality control through regular

inspection and continuous supervision of instructional and other services. The process

will extends to the administrative control of teachers instructional activities, the

delivering system available, facilities, and the instructional problem of teachers as

well as the problem of learning environment.

Workshop is the center of instruction in the Vocational Technical Education

subjects, hence the principal and other agencies involved (Ministry of Education

Science and Technology Division) should belt up and learn to direct much of his

attention towards the classroom/workshop in order to be aware of happenings there.

Various reasons for carrying out supervision in school are enumerated by

Mfonso (1975); these include:

Knowing the teachers performance.

Improving teacher competency.

To discover special abilities and qualities posses by teachers.

Providing guide for staff development.

Knowing the effectiveness of workshop practice embarked upon teachers.

Evaluating the goals of the school.

To identify and provide for urgent needs for instructional activities.

Material Resources

1. Improvisation

Presently, teaching resources available have not been able to match up the

needs of classroom activities in the schools. The only option left for teachers is to

improvise. Improvisation according to Nneji (1999) is a lubricant that is needed to oil

the wheels of technology education.

Training technology teachers has to strengthen the improvisation capabilities

of the trainees. According to Ikeje (1998) in Nneji (2000) being able to improvise

enable a teacher to among other relate the subject to social realities and thus excite

45

and inspire the children and hence ensure and inspire the children and hence ensure

that they are attracted to the subject. Improvisation is another impetus to secure

adequate instructional teaching resources in the school.

2. Loan

Other alternative for enhancing teaching material resources is by borrowing

from learning resources centre. A learning resource center according to Walkin

(1990) is a typically a collection of all forms of learning resources together with some

equipment for their manufacture and use by students and teachers. It is a library of

resources which contain instructional material and other sophisticated three

dimensional objects, such as video-tapes, projectors, audio-visual etc.

The teacher borrows any instructional material needed to reach any content of

his choice and return same to the center. The teacher can also go to nearby school that

may also have more than enough materials for borrowing.

3. Involvement of PTA/Private Agency

Physical and material resources such as libraries, laboratories, workshop and

other instructional materials can be provided through the help of local communities.

The Parents/Teachers‟ Association and some philanthropies can be mobilized for the

provision, construction, selection and maintenance of educational infrastructure and

facilities. Fund could be sourced from Community Development Associations,

Women Groups, Trade Unions and Voluntary Agencies through persuasion for

provision of adequate teaching material resources.

Technical competencies required of Technical Teachers in Teaching Metalwork

The technical competence of metalwork teacher in technological skills areas

determines how best they impart knowledge and skills to the students. Supporting this

assertion, Okeke (1989), stated that, metalwork teachers should be technologically

competent in various areas. Technical skills competence according to Sowande

(2002) is expected to reflect on the followings:

i. sheet metalwork

ii. machine shop practice

iii. foundry and forging.

iv. Welding and fabrication

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Sheet Metalwork

Sheet metalwork involves making a variety of articles from sheet metal and

repairing the damage ones. Certain tools and machine are usually and promptly

utilized in sheet metalwork operation and activities. They are classified under hand

tools and machine tools. Operations in sheet metalwork according to Sowande (2002)

are divided into two techniques. They are handwork techniques and machine work

technique. He held that, handwork technique operation includes the production of

components in variety of shapes and sizes from sheet metals using hand tools and

bench tools. He explained further that the machine technique operation involves using

power driven process for rapid production of components with sheet metal.

Selection and uses of sheet metal

Ludwig, and Macarthy (1982) are of the opinion that one of the characteristics

of the skilled metalwork teachers is the ability to select sheet metal for practical

instruction based on its properties and classification. They explained that the sheet

metals mostly used for sheet metalwork in school laboratory are mild steel,

galvanized steel, tinplated steel, stainless steel, aluminum, copper and brass. These

steels come in different gauge numbers, which are used to indicating their thickness.

It is important according to the authors under review that metalwork teachers should

have skills in identification and selection of sheet metal for making articles or

components in the school shop. Once this ability is developed, it is much easier to

impart same skills to the students during laboratory practice.

Selection of tools and machines for sheet metalwork

Oranu, Nwoke, and Ogwo (2002) observed that, one of the most valuable skill

that should be acquired in sheet metalwork is the selection and use of sheet

metalwork tools and machines. Sowande (2002) stated that, sheet hand tools are used

for scribing or measuring line, performing layout operation and shaping or cutting

metal. He explained that, some of these hand tools are used directly while others such

as stakes and punches serve as aids or supports. Ludwig et al (1982), listed some

sheet metal hand tools and machines used in sheet metal shop/laboratory. These hand

tools include: dividers, scratch awl, hammers, punches, pliers, hand seamer. Others

include: tin snips, rivet sets, hand grooves, hacksaw, double-cutting shears and bench

47

shears. Sheet metal machines include: squaring shear, notcher, ring and circle shear,

lever shear, nibblers and portable electric sheet metal shear. Bruce and Meyer (1951)

in Sowande (2002) asserted that, sheet metal works (metalwork teachers inclusive)

should be skilled in selecting and usage of tools and machines. They explained further

that, skilled metal workers carry out sheet metalwork with ease, valuable time saved

and quality of job will be improved. The views of these authors I the context of this

review implies that, metalwork teachers need to be skilled in the selection and uses of

sheet metalwork tools and machine. The knowledge and skills in this aspect of sheet

metal working will make the teaching of metal work to the students an easy task

especially in the laboratory.

In a similar views, Crowford (1972) and Ludwig et al (1982), emphasized the

need for sheet metal workers to be skilled in selecting and usage of sheet metal

bending machines such as grooving machine, guillotine machine, brakes (press, box

and pan), bar folder, slip-roll forming machine. Others are turning machine, wiring

machine, burring machine etc. They held that each of these machines have

adjustments which must be skillfully carried out when operating them. For instance,

guillotine machine, which is used, for straight line cutting of sheet metals has an

adjustment, which provides the desired amount clearance between the faces of the

two blades. To be able to use this machine for demonstration in a practical instruction

by a teacher, he needs to have skilled in the use of the machines. The implication of

these reviews is that, teachers need skills in selection and uses of these tools and

machines for their practical lessons.

Pattern and pattern making in sheet metalwork

Simple pattern development and production are skills that need to be acquired

in sheet metalwork. Ludwig et al (1982), stated that, objects made from sheet

materials whether, tray, dust pans, metal wastebaskets, watering troughs e.t.c. which

are often made in schools require the use of pattern. This implies that teachers have to

be skilled in his area because it is a vital part of sheet metalworking. Oswald, Willard

and Victor (1975) explained that pattern development or layout for different sheet

metal job requires knowledge of geometry. The more geometry a teacher knows, the

more different types of patterns he can lay out or develop. Once this ability is

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developed, it be much easier to develop pattern even for complex projects. Bruce et al

(1951) in Sowande (2002) contended that much of the pattern layout done by sheet

metalworkers adopts geometric principles. Ludwig et al outlined three ways to lay out

a pattern. They include:

i. by drawing lines on paper and then transferring them to the sheet metal by

using carbon paper.

ii. by drawing lines on paper as above, the taping the paper to the sheet metal

to keep it from slipping while making small prick punch marks through

the paper. Then use a steel rule and scriber to scribe the straight lines after

the paper is removed.

iii. by measuring and scribing the lines, circles, arcs and curves directly on the

sheet metal.

Sowande (2002) stated that the following steps should be followed in laying out a

simple pattern directly on sheet metal.

i. Check the sheet metal on which the pattern is to be made.

ii. Square up the left end of the sheet.

iii. Make layout in lower left-hand corner of the sheet metal.

iv. Measurement should be from the bottom and left-hand square line

v. Make measurement at both ends of each line and draw a line through the

points.

vi. Draw in all the vertical lines and horizontal lines.

vii. Prink-mark all bend lines with punch.

viii. Study the shape of basic patterns

ix. After layout, check overall dimensions on each side of the pattern.

In complex pattern development, Sowande (2002), identified three pattern for sheet

metal pattern development. They are:

(a) Parallel line development (sides run parallel to one another)

(b) Radial line development (all sides meet at a common centre with a cone

e.g. pyramids).

(c) Triangular development (all sides slant at different angles) e.g. working

from two known points to locate a third point.

49

The views of the authors under review expressed the needs for teachers to be skilled

in the art of pattern development for making sheet metal articles or components. More

importantly, the teachers need skills for teaching the students the production

processes of sheet metal articles and also for him to impart same skills in the learners.

Bending and folding of edges in sheet metalwork

In sheet metalwork, bending and folding edges are vital skill areas that have to

be acquired by metalwork teachers. Oswald et al (1975) explained the different

bending operations that are carried out in sheet metalwork. They held that bending

operations serve different purpose in sheet metalworking for instance, there are some

bending and folding operations that are done on sheet metal articles to give the edges

a good finishing-(hemming), and others for the purpose of forming the shape of the

articles. Ludwig et al (1982) described hemming as a process of folding the edges of

the sheet metal over to make it smooth and stiff. This process according to them

begins with making out of the edges to specification. They are then bend to 900 with

the use of folding bar or on a table vice. For large sheet metalwork, bending operation

is carried out on bending machine. The bent edges are finished up with mallet blows.

The implication of the views expressed by these authors is that, the operations

described above can be carried out or taught to learners by a person that have

acquired skills in bending sheet metal.

Sheet metal joint making

In sheet metalwork according to Thomas (1982) there are several methods of

joining edges of sheet metal. These include: Seam making, Soldering and Riveting.

Seam is a joint made by fastening two edges of sheet metal together. They held that

the choice of seam depend on the materials being used. Light or medium gauge sheet

metal according to these authors can be joined using mechanical seam and when

joining heavier metals, a rivet or welded seam serve the purpose better.

Thomas (1982) in a similar view highlighted the steps to be followed when

making a double seam on a can. The steps are as follows:

i. Mark out the two edges of the sheet metal to be used for forming the can,

and grooves seam it.

ii. Mark out the edge of the can and burr the edge with burring machine.

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iii. Mark out the edge of the sheet metal for the bottom of the can and burr it

with burring machine.

iv. Insert the burred edge of can into the burred edge of the bottom.

v. Close the seams or set down the seam on a setting machine.

vi. Turn up the seam (single seam) against the side of the can with a double

seaming machine. Where the machine is not available, edge can be turned

up against the sides of the can with hammer and stake.

He continued that, it requires knowledge and skills in seam making by

metalworkers on the machines mentioned above before a good and smooth edge

seams can be made.

Soldering in sheet metalwork

Soldering is a process of joining sheet metal surface or edges together with

solder. Oranu et al (2002) described soldering as the process of joining metals to form

a permanent joint. They explained further that soldering involves the introduction of

fusible metal or allow (solder) which melts at a temperature lower than the metals to

be joined. Soldering process entails heating the solder until it melts, then wets and

flows over the surface to be joined by means of capillary attraction. When it is

solidified, the solder forms a bound, adhere to the surfaces of the metals being joined,

and fills the gap between them.

Soldering operation is generally divided into two: soft and hard soldering.

Ludwig et al (1982) described the types of soldering process by the melting

temperature of the solders. They said that, if the solder melts blow 4270c, it is called

soft soldering, if the solder melts above 4270c it is hard soldering. The implications of

this information in this review lend credence to the need for metalwork teachers to

have skills in soldering process. Supporting this assertion, Sowande (2002), was of

the opinion that, metalwork teachers need to have knowledge of the kind of materials

being soldered, the kind of solder, and flux, which are most suitable, and the

appropriate soldering copper bit to be used for supply of heat.

Ludwig et al (1982) and Oswald et al (1975), identified the following tools

and materials needed for soft soldering. They include:

1. Soldering copper or bottled-gas torch.

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2. Soft solder

3. Flux and

4. Source of heat

Soldering copper is a bar of copper used in addition to low melting point

solders to join metals. It is usually octagonal in cross section, pointed at one end and

fastened to a steel bar with a wooden handle on the other hand.

Soft solder is an alloy made of lead and tin. Sometimes, some percentage of

antimony is added to reduce the melting point of the solder. Oswald et al (1975) and

Oranu et al (2002) have the same views on the percentage of solder for general

purpose that they put at fifty percent lead, and fifty percent tin within the melting

point of 2040c. Fluxes for soldering clean oxide film on the metals to be soldered and

helps the solder to flow. Some fluxes according to Oranu et al (2002) are active,

(acidic) and therefore corrosive e.g. Zinc chloride. Some are passive in nature (non-

acidic) and therefore non-corrosive e.g. powdered resin and tallow.

Source of heat for soldering according to Ludwig et al (1982) and Oranu et al

(2002), are the gas furnace, charcoal furnace, portable gasoline torch for outside

work. For a successful soldering operation in the laboratory, Thomas (1982) held that

there is need for metalworkers (teachers inclusive) to have a good knowledge of what

soldering entails. This knowledge will help them select the right materials and tools

for the right soldering operation. Oranu et al (200) outlined some steps to be followed

by a metalworker when soldering a seam joint. The steps are as follows:

i. Cut the metals to specified sizes.

ii. Prepare the soldering furnace if ordinary soldering copper is used.

iii. Clean the parts of the surface to be soldered with file or emery cloth.

iv. Apply a small amount of suitable flux on the surfaces to be joined.

v. Place the pieces of metal one on top of the other and clamp them together.

vi. Clean the faces of the soldering but or copper and coat them with

soldering thinning.

vii. After thinning operation, place the soldering bit on the joint and tack the

seam together.

52

viii. Move the solder slowly through the length of the seam with the hot

thinned bit.

ix. Allow the joint cool and solder solidified.

x. Wash joint with cold water if a corrosive flux has been used.

The above tasks required a well skilled metalworkers or teachers if they must

be carried out proficiently. Perhaps it will be of necessity that metalwork teachers

posses the skills that will enable them impart this knowledge and skill in soldering to

the learners during practical lessons.

Oranu et al (2002) further distinguished hard soldering from soft soldering by

the increase amount of heat needed for soldering. They explained that, hard soldering

(silver soldering) process is adopted where the joint being soldered will be used under

great than the melting point of soft solder and where a strong joint is needed. Oswald

et al (1975) outlined the steps to be followed when brazing metals such as copper,

silver, art metal, carbon and alloy steel. The steps are as follows:

i. Clean parts to be joined properly.

ii. Fit the parts together snugly (close fitted)

iii. Coat the surfaces with the proper flux (for best result use borax powder

flux) when commercial flux recommended for silver soldering is not

available.

iv. Place pieces of silver solder on the joint.

v. Apply heat on the joint until the solder melts and run into the joint and

fastens the parts together.

Heat for hard soldering is applied directly from a flame or torch. The

expressions made by the author under review raise the need for teachers to have skills

in soldering (both soft and hard) operation. It will enable them pass same skills to

their students during laboratory practices.

Riveting in a sheet metalwork

Riveting is a process of fastening permanently two or more piece of metals

together by means of rivets. Riveting according to Thomas (1982) is the fastening of

pieces of metal or other materials together permanently with rivets. Oswald et al

(1975) and Oranu et al (2002) have similar opinions on the use of rivets. They

53

explained that rivets are used for fastening metals which are not easily welded or

where welding is practically impossible.

Rivets come in difference sizes and shapes of heads e.g. flat head, round

bottom head, cone heat e.t.c. Riveting according to Sowande (2002) may be done by

hand or by machines. Oranu et al 2002), observed that riveting can be carried out at

varying heat range, that is, hot, cold and partial heating depending on what the work

piece will be used for and the size of rivet head. In a similar, view, Thomas (1982)

stressed that cold riveting involves the drilling of holes to a diameter that is slightly

larger than the rivet shank and the closing head of the rivet is formed with a cold rivet

set snap. Oswald et al (1975) and Ludwig et al (1982), outlined the following steps to

be followed when fastening two sheet metals together using the cold riveting method:

i. Lay out the holes of the two pieces of metal carefully.

ii. Drill holes through the two pieces of metals (slightly larger than the rivet

shank).

iii. Put the rivers through the holes and press the pieces together.

iv. Place the head of the rivet on a riveting block which is made of steel

(hollow-like shape of the rivet head).

v. Strike hammer blows in the centre end of the river with ball pein hammer

until the end spread out a little.

vi. Strike the spread head of the rivet with the pein until it is quite round on

top like a mushroom.

The task described by the authors under review revealed the importance of

teachers having knowledge and skills in riveting operation. This review ascertained

the need for metalwork teachers to have skills in riveting operation so that they can

practically demonstrate these skills during laboratory practice to their students with

ease.

General safety in sheet metalwork

Oranu et al (2002) are of the opinion that the most valuable skills that can be

acquired in sheet metalwork are the observation and practices of safety rule when

using sheet metal, tools and equipment. Sowande (2002), stated that, the development

of knowledge and skills in sheet metal shop practices is not separated from

54

knowledge of an attitude towards safety but it is an integral part of it. Oranu et al

(2002) highlighted the following safety practices to be considered when using mark

out tools in sheet metalwork:

i. Always cover the sharp point of a tool with a cork when the tool is not in

use.

ii. Never carry a scriber, dividers, trammels or odd-leg calipers in the pocket.

iii. Wear eye goggles when grinding sharp pointed tools such as snips or

iv. Get somebody to help when you are moving the surface plate, heavy angle

plate, large Vee block etc.

v. Remove all burrs and sharp edges from sheet metal stock before beginning

to work on it.

vi. When offering somebody a tool with a sharp edges (divider, scriber etc)

hold the sharp end and offer tool head to the other person.

Machine Shop Practice

Machine shop practice is an integral part of metalwork technology

programme, which supplies information about tools, machines and their operations.

This information when passed correctly to the learners by a skilled teacher in

laboratory situation will help the learners develop skills in the art of machine

operations during and after graduation. Repp and Macarthy (1984) stated that

machine shop practice evolves machining of metals with machine tools. They held

that metals are generally machined by cutting, shaping or forming on power driven

tool otherwise known as machine tools. These operations according to them could be

performed on the basic machine tools, which include the lathe, drill presses, milling,

shaping, planning and grinding machine.

The lathe machine

The modern lathe according to Oswald, Willard and Victor (1975), can

performe many different operations, because it is the most basic of all the

metalworking tools. They held that lathe machine performs many kinds of external

and internal machining operations and can produces cylindrical and conical parts.

The most common external machining operations performed on a lathe is

turning, which can either be a straight, curve or irregular cylindrical shapes. Other

55

external machining operations performed on a lathe machine include: knurling and

thread cutting. Repp et al (1984) are of the view that apart from performing the

operation listed above, the lathe machine is equipped with attachments and

accessories which enables it to perform milling, grinding and broaching operations

and also capable of reproducing itself.

Setting the cutting tool

Oswald et al (1975) observed that the quality of work produced on the lathe

and time spent depend on the ability of the operation to skillfully set the cutting tool.

They explained further that, the tool holder should have a short hold on the tool bit,

and the tool post should have a short hold on tool holder. The reason for this is that, if

the tool holder extends too far out of the tool post or if the tool bit, extend too far out

of the tool holder, it will result to springing or vibrating of the cutting edge of the tool

bit and it will cause chatter marks on the work piece. They outlined the following

steps in setting the cutting tool on the lathe machine. The steps include:

i. Set tool post to the left on the compound rest.

ii. Set the cutting edge of the tool to pass through the centre of the work or

iii. Set the cutting edge of the tool at the height of the lathe centre.

Oswald et al (1975), and Ludwig et al (1982) and reiterated that, high-speed

steel tool may be set a little above the centre and carbide-tipped tools be set at the

height of the lathe centre. Repp et al (1984), are of the opinion that the point of a

high speed steel tool bit may be set up to about 50 above centre, except when turning

taper, cutting thread or boring.

Straight Turning Facing

Straight turning is one of the operations on the lathe machine. Amstead,

Oswald and Benjamin (1979), described straight tuning as the generation of a plane

surface on the center lathe using a straight edged cutting tool fed at 900 to the center

line of the lathe. Oswald et al (1975) and in their opinions explained straight turning

operation as a process generating plane surface on work piece using a straight cutting

tool. They outlined the steps below for smooth straight turning operations. The steps

include:

i. Place work piece between centres.

56

ii. Set the cutting tool on the left side on the compound rest (when lathe dog

is incorporated).

iii. Starting cutting from the tail toward the headstock until the required

diameter is achieved.

Amstead et al (1979), in their contribution sees facing as a means of cutting

flat surface on a centre lathe. Ludwig et al (1982) held that the facing operation is the

cutting or squaring of the end of a piece of work. They highlighted the under listed

steps for facing operation. The steps include:

i. Set the cutting edge and allow to pass through the height of the centre.

ii. Lock the carriage to the bed with the carriage lock.

iii. Turn the hand wheel to ensure that everything is set properly.

iv. Turn on the power and face the end of work piece gradually.

Taper turning on the lathe

Contributing to the operation performed on the lathe, Chapman (1976)

described the production of conical surface as taper turning. Pritchard (1971), in his

opinion said that, a conical surface can be machined by altering the part of the tool so

that it is not parallel with the axis of the work piece.

This alteration according to Oswald et al (1975) can be performed using three

methods:

i. By offset tailstock method.

ii. By using taper attachment

iii. By compound rest method.

They explained further that, cutting edge of the tool must always be exactly at

the same level of the centre of the work pieces when cutting tapers.

Drilling, reaming and counter boring in a centre lathe

Drilling, reaming, countersinking and counter boring are hole-machining

operations commonly performed with a drill press in a lathe machine. In performing

these operations, Ludig, et al (1982), and Repp et al (1984) held that the work piece

should be secured in an appropriate lathe chuck and also drill, reamer, countersink or

counter boring tool be held in the tail stock which must be accurately aligned with the

headstock for all the hole-machining. Oswald et al (1975) and Ludwig et al (1982)

57

identified the following steps for drilling operations, reaming, countersinking and

counter boring operation. The steps include:

i. Mount work piece in an appropriate lathe chuck.

ii. Hold drill and reamer with small diameter, straight shank in a drill chuck

in the tailstock. Large drills and reamers with taper shank are mounted

directly into the tailstock.

iii. Clamp tailstock securely to the lathe bed.

iv. turn on the power and

v. Feed tool to the desired depth with the tailstock handwheel.

The above skills can only be understood, performed and taught to others by

skilled teachers. The review further emphasized the need for metalwork teachers to be

skilled in drilling hole on work piece using the centre lathe.

Boring on a lathe machine

Experiences have shown that it is impossible to make an exact or perfect hole

with a drill. However, it can be made by boring operation on the lathe. Oswald et al

(1975) and Chapman (1976) explained that any hole that is too large to be made by a

drill or a hole that must be exactly rounded is made by boring. They described boring

as the cutting and enlarging of a round hole to make:

(i) More exact size.

(ii) A hole what will not wobble and

(iii) The hole accurate with its axis.

They further explained that in boring operation, the work piece turns, and the

tool is held in a fixed position by the tool post and the carriage moves parallel to the

axis of the hole.

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Knurling operation on the lathe

The effective use of tools sometimes may depend on how the tools are being

gripped during usage. Most handles on some tools and screws are made rough in

order to give it a better grip.

The process of deforming the surface of tool handle on the lathe machine is

known as knurling. Pritchard (1971) described knurling operation as the deformation

of rotating work piece through the action of the hardened knurling rollers in close

contact with the work piece. These knurling rollers come in different grade (coarse,

medium and fine knurls). Oswald et al (1975), and Ludwig et al (1982), agreed on the

steps for knurling operation. The steps are as follows:

i. Set the Knurling tool at the right angle to the work piece.

ii. Set the lathe for a slow back geared speed.

iii. Set the lathe for a feed of about 0.5mm to 0.9mm.

iv. Force the tool slowly and firmly into the work piece, starting at the right end.

v. Start lathe and apply cutting fluid liberally.

vi. Engage the longitudinal feed and allow the tool feed across the work piece to the

desired length.

vii. Disengage longitudinal feed and stop the lathe when the tool reaches the left end

of the work piece.

viii. Reverse the direction of longitudinal feed without withdrawing the tool.

ix. Cross feed the tool into the work piece to about 0.30mm – 0.4m or more.

x. Start the lathe, engage the longitudinal feed and allow the tool to travel back to the

right end.

xi. Repeat this procedure until the Knurl is cut to the desired depth.

The above procedure requires that adequate support be provided in order to

prevent the work piece front bending under knurl tool pressure. The operations

discussed above are some skill areas in lathe operations, which must be performed

skillfully by the teachers in laboratory instruction. These operations raise the need for

the operators to have skills in these areas for effective use and demonstration during

laboratory practices.

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Parting off or cut off operation on the lathe

Parting off or cut off operations are performed on work piece which is

mounted on a chuck. Oswald et al (1975), cautions that, work piece should not be

parted-off between centres. Thomas (1982) described parting-off operation, as a

process whereby the desired length on work piece is parted-off from the work piece

with a parting-off tool. The parting-off tools used is ground to have an end relief of

about 50 and be held in a parting-off tool holder.

Screw thread on the lathe

Threading is another operation performed on the lathe machine. It is a process

of cutting screw threads on the work piece. Screw threads according to Repp et al

(1984), can be cut on work piece mounted in a lathe. Oswald et al (1975) held that,

operator should be familiar with the kinds of threads, threads fits, classes of thread

and the calculation necessary for cutting threads. They further explained that, two

kinds of single-point thread cutting tool are commonly used for cutting thread. They

are:

i) Ordinary lathe tool bit ground to have a relatively sharp point and

ii) Threading tool designed with adequate side relief.

Palay (1968) in Sowande (2002), advised that, threading tools for metric,

unified (national form thread) should be ground to Vee-shape with an included angle

of 600. Threading on the lathe may be right-hand, left hand, internal or external

thread. Oswald et al (1975) observed that, when right-hand external unified and

American national form threads are being cut, the compound rest in set at an angle of

290 to the right, in the same way, the compound rest is swung 29

0 to the left for left-

hand external threads.

Internal thread according to Oswald et al (1975) and Ludwig et al (1982) can

be cut with a threading bit inserted in a boring tool holder. They advised learners to

ask their teacher, the correct procedure for cutting different kind of threads. The

implication of this statement is that, teachers need to have skills in threading screw on

the lathe machine and be improved on it where there are deficiencies. This will help

the teachers instruct correctly the methods of cutting screw threads on the lathe

during laboratory practices.

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Uses of steady and follower rest

The use of steady and follower rest are very important when machining long

bars on the lathe. A steady rest according to Oswald et al (1975) and Repp et al

(1984) is a device used to support long shafts or spindles of small diameter while they

are being turned, bored or threaded. It can also be used to support work piece

mounted in the chuck, they added. A follower rest according to them is a supporting

device, which is attached to the saddle of the lathe for either turning or cutting threads

on long work piece. They explained that the jaws on the follower rest are adjusted, so

they touch the work lightly and follow along the work piece, thus holding it steady

while the work piece is being machined. They advised that, when turning very long

rods, shafts or spindles, it sometimes necessary to use both a steady and a follower

rest in combination, for instance, when cutting thread screws.

Sharpening lathe cutting tools

Lathe cutting tools are ground to different shapes with good machining result.

Accurate work with a good finish according Repp et al (1984) cannot be done on the

lathe unless the cutters are sharp and are ground at the correct angle. In other words,

the basic relief angles and rake angles must be provided. Palay (1968) in Sowande

(2002) held that, in tool grinding operation, the single point tool is set up so that the

surface to be ground is parallel to the working surface of the grinding wheel, which is

accomplished by means of a swivel tool holder. He emphasized the necessity to

calculate the swivel angle of the tool holder for side relief angle, rake angle, slope and

plan approach angles.

Selecting cutting speed for the lathe

It is an important fact that metalwork teachers know how to select the suitable

cutting speed for a particular size of material on the lathe machine. Repp et al (1984)

stated that, use of correct cutting speeds is important to good tool life and efficient

machining. They described cutting speed as the rate in meters per minute (mpm) at

which the surface of the work piece moves past the cutting tool. They further

explained the conditions that affect the selection of cutting speed which include kind

of material being cut, kind of the material the cutting tool is made of, shape of cutting

tool being used, rigidity of work piece, rigidity of the machine and mind of cutting

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fluid being used. Oswald et al (1975) suggested that cutting speed should be selected

when the machine is not running. This according them will prevent damages to the

geared head. To be able to select the suitable cutting speed for the lathe in relation to

the conditions mentioned earlier demands that the teachers have the knowledge and

skills in cutting speed selection taken into consideration the conditions that affect the

selection of cutting speed on the machine.

Maintenance and oiling of the lathe

Like every other machines, the lathe needs to be maintained for optimal service

regularly. It is therefore imperative for metalwork teachers to be skilled in the art of

lathe maintenance for a long shell life span.

General safety precautions for the lathe

Repp et al (1984) observed that the most important skills that need to be

acquired in the operations is the adherent to the safety rules guiding the use of the

machine. They outlined the following general safety rules to be observed on lathe

machine: by the operators (teacher and learners):

i. Wear approved safety goggles.

ii. See that all guards are in place.

iii. Before starting the lathe, turn the spindle by hand to ensure that it turns freely.

iv. Stop the machine when making all adjustments.

v. Step the machine for all measurements.

vi. Stop the machine to remove chips. do not remove them with the hands.

vii. Stop the machine for oiling.

viii. Use the right type of cutting tool for the job.

ix. Adjust the feed, speed and depth of cut according to the size and type of metal.

The above implies that teaches and student must observe the rules accordingly.

The milling machine

Milling machine is another important machine tool in the school shop. A

milling machine according to Oswald et al (1975) is a machine tool which cuts metal

with a multiple tooth cutting tool called a milling cutter. Amstead et al (1979), in

their opinion described milling machine as one of the most important machine tool in

the industries and school shop. Ludwig et al (1982) stated that milling machines can

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perform a wide variety of machining operation. They continued that the variety of

milling operations that can be performed by a milling machine depends on the

followings:

i. The type of machine

ii. The kind of milling cutters and

iii. The kinds of accessories or attachments available for use on the machine.

They classified milling machine under two basic types. These include: bed type

and knee-and-column type of milling machines. They further classified knee-and-

column milling machines into the following types:

i. Horizontal type milling machines (Plain and Universal type).

ii. Vertical-type milling machines and

iii. Combination of horizontal and vertical milling machines.

The difference between the horizontal, vertical and combination of horizontal

and vertical milling according to them is the position of milling cutters. Oswald et al

1975 and Repp et al (1984), remarked that, horizontal milling machine have the

milling cutter mounted on a horizontal arbor fitted into the spindle nose of the

machine face, while the vertical cutter is mounted to the spindle, which is in a vertical

position.

Different milling operations can be performed on both horizontal and vertical

milling machine. Oswald et al (1975) observed that, vertical milling operation could

be performed on vertical milling or with a vertical milling attachment on a horizontal

milling machine. They explained further that vertical milling machines could generate

the following surfaces and other shapes: horizontal surfaces, angular surfaces,

shoulders, grooves, keyways, dovetails and t-slots. They added that the machine

could also perform hole-machining operations such as drilling, countersinking,

boring, counter boring, reaming, chamfering e.t.c.

Milling machine control and adjustments

Before an operation is performed in a milling machine, it is important that the

operators know how to make several kinds of adjustments on the machine to suit the

operation to be performed and material to be used. These adjustment according to

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Ludwig et al 1969 and Oswald 1975, include knee, elevation, table adjustments,

speed and feed adjustments.

They warned that learners should have their teacher explain to them the

principal parts of the machine and how to adjust them.

Selection of milling cutters

Milling cutters are made in variety of shape and size. Milling cutters

according to Thomas (1982) are named after the kinds of operations, which they

perform. For example, plain milling cutters are generally used for machining plain

flat surfaces while angular milling cutter are used for machining angular V-grooves,

dovetails and similar angular surfaces.

Holding the milling cutters

Different methods of holding milling cutters on milling machine are available.

Supporting this view, Ludwig et al (1969), are of the opinion that, there are wide

varieties of milling machine arbors, collects, adapters and holders available for

holding milling cutters. These devises are used for holding and adapting milling

cutters to the spindle of the milling machine.

Selecting cutting speed for milling machine

In milling machine, the cutting speed is referred to as the circumferential

speed of the milling cutter. Asmstead et al (1979) observed that the cutting speed of a

milling cutter is determined by the peripheral or surface speed of the cutter. Oswald et

al (1975) held that, the most important factors affecting cutting speed is the

machinability rating of the metal. For example, metal with high machinability ratings

can be machined at high cutting speed and vice-visa.

Direction of feed

The direction of feed in relation to the direction of cutter rotation is an

important factor in all milling operations. Oswald et al (1975) stated that two methods

of feeding are possible. They include:

i. Feeding work against the direction of the milling cutter (up milling) and

ii. Feeding work with the direction of milling cutter (down milling).

Milling operation in school laboratory with horizontal and vertical milling

machine can be an interested exercise to both teacher and learners. Ludwig et al

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(1982), observed that, it is generally best for teacher to explained and demonstrate the

use of these machines to the students in the laboratory before they are made used by

the students.

Drill press work

Hole-machining on work piece is an important operation in the school shop.

This operation is performed on drill press. Thomas (1982), described hole-machining

as drilling operation. Drilling means, cutting a hole with a tool called a drill. Drill

presses according to Sowande (2002) are equipped with hand feed while some others

are with automatic feed. He explained further explained that, automatic feeds are

usually set at a certain feed per revolution of the drill press spindle speed per

revolution.

However, the drilling speed is the distance a drill would travel in one minute

if it were laid on its side and rolled. Oswald et al (1975) added that, the speed at

which a drill may be turned depends upon:

i. Its diameter.

ii. Whether it is made of carbon steel or high speed steel and

iii. The hardness of the metal that is being drilled.

For instance, the smaller the diameter of a drill, the greater should be the

speed, the larger the diameter, the slower should be the speed. He further explained

that too slow a speed in drilling small holes is inefficient and can cause drill breakage.

They maintained that slow speed should be used to drill hard steel and a fast speed to

drill soft metal.

Chapman (1976), in a similar view emphasized the need to ascertain the speed

at which a particular work piece can be drilled and the stage of the work also requires

selection of speed. He added that the feed rate should also be considered. The feed of

a drill is the distance it cuts into the metal in one revolution. Oswald et al (1975)

observed that, the feed rate is different for each size of drill and the type of material to

be drilled. They held that, with speed, rules about feed cannot be followed.

Experience and judgment will help the operator dictate how fast the drill should be

fed in into the metal. In selecting drilling speed, they warned that the machine must

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be stopped to avoid damage to the drive systems. Drilling speed can be selected

through several types of drive systems in the machine.

Sharpening the drill bit

Most drilling troubles are caused by wrong sharpening of drill bit. The

researcher‟s experience revealed that twist drill is the most difficult of all single point

tools to sharpen. Contributing to this Pritchard (1971), said that, skill is needed to

grind the up angles as well as the clearance angle at a pedestal off-hand grinding

machine. These views as expressed by the author above raises the need for metalwork

teachers to have skills discussed above to enable them demonstrate their

competencies in drill press speed selection and grinding of drill bit.

Boring operation on the drill press

When a straight hole is desired and the size of drilling bit is not available, a

boring tool may be employed. This process is known as boring operation. Thomas

(1982) held that a large hole must first be drilled to permit the entry of the boring

tool. Drilling hole to accurate diameter is an important operation on drill press.

Amstead et al (1979) noted that, it is difficult to drill a hole to the accurate diameter

in the drill press. They explained that, the difficulty could be solved by drilling with

reamers. Reaming according to them is a process of producing a well finished hole of

accurate diameter after drilling operation has been performed.

They continued that spot finishing could also give the same result, that is

obtained when reaming operation is carried out on a drilled hole (drilling hole to

accurate diameter). They explained further that the process of spot finishing ensures

that a drilled hole is accurately bored to the required dimension/diameter. Oranu et al

(2002) outlined the following steps for a successful drilling operation. These steps

include:

i. Check if the machine is in proper working condition and adjust the spindle

speed to the nature of the material to be drilled.

ii. Layout the hole to be drilled.

iii. Select the proper drill bit for the work piece.

iv. Set up the work piece on the drill press table.

v. Fit in the drill into the drill chuck and tighten it properly with the key.

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vi. Put on the machine and if the tool wobbles, correct same by centralizing the tool

bit in the chuck.

vii. Make a pilot hole on the center. Check for concentricity with the circle in the

layout.

viii. Continue the drilling to the required depth.

The implication of the views expressed by the authors under review indicates

the need for metalwork teachers to have skilled outlined by these authors so as to be

able to impart same to their students.

Grinding machine

The generation of smooth surfaces and shapes are very important operations

carried out on components produced in the school laboratory or industries. These

operations are performed on grinding machines. Grinding is a machine operation,

which removes fine metal chip from a work piece with a revolving grinding wheel.

The machines, which perform this operation according to Oswald et al (1975), and

Ludwig et al (1982) is known as grinding machine. they asserted that these machines

are generally named according to the kinds of grinding operations which they

perform, such as surface grinding machine, cylindrical grinding machine, cutter and

tool grinding machine (tool grinder), and other special machines which perform a

wide variety of grinding operations.

Surface grinding is one of the operations performed on the grinding machine.

Repp et al (1984) asserted that, two machines are developed for this purpose, and

they produce smooth, true, flat surface on the parts being grinded. They further

described the two types of machines earlier mentioned as:

i) The planer which has a reciprocating table and

ii) Those having a rotating worktable.

They further contended that several different types are in use but the

horizontal spindle surface grinding machine is most used, they concluded.

Cylindrical grinding operation is another operation performed on the grinding

machine. This kind of operation produces external cylindrical or conical shape on

round parts or components. Cutter-and-tool grinding according to Oswald et al (1975)

is process of grinding cutting tools on the grinding machine. This operation includes

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the grinding of milling cutters, end mills, counterbores, reamers and similar metal

cutting tools. They further said that, grinding wheels are made of abrasive grains,

which are held together with a bounding material. Ludwig et al (1982) posited that,

the strength of grinding wheel depends on the amount of bounding material used in

their manufacture.

On wheel centering and balancing, Repp et al (1984) argued that grinding

wheel should be accurately centered on the wheel sleeve, otherwise, it will be out of

balance. Sowande (2002) buttressed the views of Repp et al (1984), when he said that

larger wheels may need to be balanced because of wear and changes which may have

taken place within the wheel.

Grinding wheels becomes dull, loaded or out of shape after a long usage.

Oswald et al (1975) reiterated the need to true and dress the wheels. They described

wheel dressing as a means to sharpen wheel and truing, as a means to cut the wheel as

that there will be no high spots when the wheel is running. They highlighted the

following procedures for truing the wheels.

i. Wear safety goggles.

ii. Mount the grinding wheel on the spindle.

iii. Select a wheel turning fixture and place it on the table or on a magnetic chuck.

iv. Clamp the fixture in position.

v. Start the machine. with the elevating handwheel, lower the wheel until it touches

the diamond-point position.

vi. With the cross-feed hand wheel, move the table so that the diamond cuts across

The wheel.

vii. Lower the wheel 0.013mm for each additional cut as in step (vi) the wheel is true.

They also explained dressing procedures as follows:

i. Wear safety goggles.

ii. Follow step (v) through (vii) as explained in wheel truing.

The reviewed literature on grinding machine and its operations underscores

the need for teachers themselves to have the skills that will enable them use the

machine in practical instruction to the students.

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Power hacksaw machine

Metal stocks of larger thickness and diameter often become too difficult to be

cut manually with hacksaw. They are easily cut to specification on power hacksaw.

Oranu et al (2002) are of the opinion that, high productivity and accuracy in cutting

stock which could not be obtained by manual cutting can be achieved using power

hacksaw. They further explained that, the design of the power hacksaw varies from

light duty crank-driven to large heavy duty hydraulic driven types. Power hacksaw

according to Ludwig et al (1982) operates in the principle of the reciprocating stroke.

They are primarily used for cutting standard stocks to workable lengths. They are also

use for straight cuts and angular cuts. Repp et al (1984) held that angular cuts can be

obtained by swiveling the vice to the desired angle up to 450. This added to its

usefulness in jobs where angle other 900 often encountered. Oranu et al (2002)

outlined the following steps for effective use of the power hacksaw for cutting.

i. Mark out the length desired to cut, (giving allowance for the kerf (sawcut) and for

facing the work piece).

ii. Set the job in the vice and release the blade to touch the marketing at the correct

place to be cut.

iii. Tighten the job firmly on the vise.

iv. Check for availability of coolant.

v. Left up the blade off the work piece to start the machine.

vi. If several pieces are to be cut, which are of equal length, use the stop gauge to

avoid remarking the same length all over again.

Power hacksaw speed and feed pressure

Ludwig et al (1982), and Repp et al (1984), observed that, power hacksaws are of two

basic types, dry cutting and wet cutting. They further explained that, in wet cutting

machine, a cutting fluid is used and this helps the machine operates at higher speed,

cut faster and the blade longer. They held that feeding pressure or weight

automatically press the saw against the work piece and this is applied during the

cutting stroke. They continued that, this mechanism provides accurate feed and

pressure control throughout the cut regardless of the type of materials. They

emphasized further that, large works need more feeding pressure than a small work.

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The feeding pressure can be increased or decreased with a knob or control device on

the power hacksaw. Repp et al (1984), observed that, power hacksaw is available

with two or four cutting speed. Ludwig et al (1981), in a similar view classified the

cutting speed of power hacksaw into single-speed, 2-speed, 3-speed or 4-speed. They

contended that, hard and tough metals such as high carbon steel or tool steel should

be cut at lower cutting speed than ordinary low-carbon steel. The number of stroke

per minute according to them for 2-speed saw is 100 to 140 strokes per minute while

the 4-speed operates at speeds of 35, 70, 100 and 140 strokes per minutes.

Shaping machine

Shaping machine is one of the machine tools in the school shop, though

milling machine is taking over some of the operations performed on the shapers. John

(1981), described the shaper as a cutting machine that utilizes a tool pushed and

withdraw by a ram and a table for holding the work piece and moving it after each

cut. He maintained that, the shaper is use for shaping horizontal, vertical, angular and

curved surfaces. Other spares that can be machined on the shapers according to

Oswald et al (1975), include grooves, keyway and slots. They further classified

shaping machine into two basic types. These include:

i. The horizontal and

ii. The vertical type

The horizontal type is most common and is most widely used. On the vertical type of

shaping machines, Ludwig et al (1982), held that, the ram moves up and down in a

vertical position, instead of the horizontal position, which moves forward and

backward. It is called forward and backward strokes. Contributing to the number of

strokes made by the shapers ram, Repp et al (1984) said that, a shaper would make a

constant number of strokes irrespective of the length of the stroke. Ludwig et al

(1982) outlined the following steps for adjusting the position on the shaper stroke:

i. Move the ram to the extreme rear position.

ii. Adjust the length, of stroke desired.

iii. Loosen the ram hand clamp device on the machine.

iii Adjust the position of the ram by turning the ram adjustment shaft with hand

crank.

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This implies that teachers must know how to adjust the stroke of the shaper

for correctness so that it can make twice as many strokes when making a cut 76mm

long as when making on 152mm long.

The planning machine

Ludwig et al (1982), observed that the planner is very much like the shaper,

but it is larger and will cut flat surfaces on work piece that is too large to be handled

on the shaper. They maintained that, the cutting tool is mounted in the tool head,

which is held by the horizontal cross rail. They continued that, the planer operates

such a way that the cutting tool peels off a new chip on each cutting stroke. At the

end of the cutting stroke, the table reverses the direction and moves back for another

cutting stroke. They explained further that, the tool head moves the cutting tool over

for a new cut. This operation continues according to them until the desired flat

surface is obtained.

The implication of the opinions of the authors reviewed raises the need for

teachers to have skills in the operations of all the machine tools discussed above to

enable them teach and demonstrate with them during practical instructions in the

laboratory.

Foundry and Forging

Foundry

Foundry is a place that has the equipment to melt metal and make moulds

Oswald, Willard and Victor (1979), described a factory, which specializes in casting

from molten metal, poured in a mould as foundry. They added that, the process of

pouring molten metal into the mould is called metal casting. Ludwig and McCarthy

(1982), observed that, metal casting is a means of pouring melted metal into a mould

to form it into a shape, on cooling. They stressed that the process makes it possible to

rapidly, and economically produce parts of almost any complexity, of almost any

size, and of any metal that can be melted. They continued by saying that, there are

seven main types of casting processes namely:

I. Sand casting.

II. Shell-mould casting

III. Die casting

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IV. Permanent-mould casting

V. Investment casting

VI. Plaster-mould casting and

VII. Centrifugal casting.

In casting processes according to Oswald et al (1975), very little metal is

wasted and little finish machining is required to make the casting into the final

product. They explained further that, holes and other shapes that could be very

difficult to form could be put into the model or pattern for the casting. Contributing to

this Enetanya (1999), observed that, the production of casting starts with the

preparation of a pattern. He described a pattern as a model of the finished casting,

which differs in detail from the cast on account of pattern allowance. Buttressing

Enetanya‟s views, Sowande (2002), held that, patterns are not made to exact size as

the desired casting for several reason. He stressed that, allowance is always made for

shrinkage draft, finish distorting and rapping.

According to Enetanya (1999), pattern made it wood is used to form a cavity

in the shape of the final or desired casting, commonly in sand, packed around the

pattern, within molding box or flask. He stressed that, molten metal is poured into the

cavity formed by the pattern after it has been removed, to form the desired casting.

He explained further that, melting of metals are carried out in meting furnace. Ludwig

et al (1982) observed that several kinds of furnaces are available depending on the

materials to be melted. They said that large castings are carried out in large furnace

and little casting on a gas-fired furnace. They further explained that school shop

where little casting is done have a gas-fired furnace which can be used for melting

such metals as lead, brass, aluminum and zinc at relatively low temperature. When

higher temperature is needed to melt metal, electric furnace called arc furnace is used,

remarked Ludwig et al (1982).

Oswald et al (1975) expressed that melting metal in a casting process is a

systematic procedure which involves from a stage to another. They outlined the

following steps to be followed when melting metals. These include:

1. Put pieces of kind of metal to be melted into the furnace.

2. Get the mould finished ready for pouring.

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3. Place the mould near the melting furnace so that the melted can be poured

quickly.

4. Get a pyrometer ready for measuring the furnace temperature.

5. Get a metal bar at least 76mm to be used as a slagging bar.

6. Scoope the slag off the top of the melted metal before pouring.

The pouring of molten metal into the moulds must be carefully carried out.

This according to Oswald et al (1975) begins with shutting off the furnace after it has

reached the pouring temperature. Chapman (1976) added that the pouring temperature

should be controlled because if the temperature is too hot, the gases will produce

blow holes and if it is too cold, the melt will solidify pre-maturely and will not fill the

entire cavity of the mould. Having obtained the pouring temperature and furnace shut

off, the molten metal poured into the ladle. Oswald et al (1975) warned that the

pourer should dress with the proper safety equipment. They stressed that; the pourer

should be “talked” over the mould by a person because of the effect of the glared on

his eyes from the hot molten metal. Oswald et al (1975), and Ludwig et al (1982),

suggested that pouring molten metal into the mould should be smooth and steady and

the stream of the melted should be continuous and uninterrupted until the mould is

full and allowed to cool.

After the dry casting has be removed from the mould, Ludwig et al (1982),

observed that much sand and dirt‟s cling to it and these dirt‟s need to be removed.

The process of removing the sands and dirt‟s on dry casting is called cleaning

operation in casting. They also noted that the casting also needed to be finished by

sawing or knock off the spruces, gates and riser with sledge and sharp edges and flask

removed with a grinder of file. This is the stage they called the finishing stage. At this

stage, the casting can be said to be a finished casting. They listed the following hand

tools and equipment used in foundry shop. These include tongs, slagging bar, pouring

cup, pyrometer, ladle, and melting furnaces.

Forging

Forging according Oswald et al (1975), and Enatanya (1999), is the process of

hammering or pressing the metal into the desired shape either with or without the use

of die. They further explained that forging may be done hot or cold, but the term

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“forging” is usually understood to mean hot forging, that is the production of parts,

which must be heated in close furnace and hammered into any desired shape.

Contributing to this, Sowande (2002), held, that forging is not only associated with

parts produced from steel but quite a large work is done in the forging of aluminum

alloys and to a lesser extend the brasses and bronzes. He remarked that the portion of

a work in which forging is carried out is called the forge and the operation can be

performed by means of heavy hammer (hand forging), machine forging or large

presses. Ludwig et al (981), asserted that when hammering is done by hand, it is

called hand forging and when drop-forged part is done on large presses, it is machine

forging.

The hand tools and equipment used in forging according to Oswald et al

(1975), and Enetanya (1999), include gas furnace or gas forge, tongs, hammers, anvil,

hardy, blacksmith chisels, blacksmith punches, forming tool, swage block and others.

They explained that, hammers and tongs are of different types. The different tongs

available are straight-lip tong, curve-lip tong, single-pickup tong, double-pick up tong

and rivet tong. The different hammers include the blacksmith hand hammer, set

hammer and the flatter hammer. They also observed that care must be taken when

lighting the gas-furnace, automatic lighting systems with electric ignition are the

safest. They highlighted the following lighting procedure for a gas furnace.

i. Switch on the blower motor (keep the air valve closed).

ii. Open the gas valve partially.

iii. Ignite the gas immediately either electrically or with a torch made of a rolled up

paper towel placed in the combustion chamber.

iv. Open the air and gas valves as far as necessary to obtain a clean-burning flame

of the desired size.

v. When turning the forge furnace off, always of the gas first, then the air.

In forging operations, Ludwig et al (1982) described drawing out as process

of stretching or lengthening of metal by hammering. Example of a drawn out metal is

the tapered part of a flat cold chisel. They listed the following steps to be followed

when drawing out metal:

(i) Heat the metal until it is bright red.

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(ii) Lay the red metal on the horn of the anvil

(iii) Strike with hammer, until the piece becomes longer without making it much

wider.

In a similar view, Chapman (1976), and Enetanya (1999), described drawing

down metal as process of increasing the length of a bar at the expense of its width or

thickness of both. Upsetting is another operation carried out in forgoing. Pritchard

(1971), and Enetanya (1999), described upsetting as a process of thickening or

bulging and at the same time shorten the length of a bar. They further explained that a

bar or iron can be upset by heating the end to a welding heat, and place the hot and

down on the top of the anvil with tong. The other end is struck with a hammer until

the very end of the bar is upset. They advised that, the bar end should be straighten if

it bent before going ahead with the upsetting.

Forge welding according to Ludwig et al (1982), is the joining of the two

pieces of metal by making them soft and pasty with heat then hammering, pressing or

melting them together. They stated further that, different kinds of forge weld are

available e.g. fagot weld. They held that the following procedure should be followed

for fagot weld:

(i) Heat two pieces to a bright red and put on the flux.

(ii) Heat evenly on a welding heat.

(iii) Place them on top of each other on the anvil and quickly strike a few light

hammer blows in the centre to make them stick.

(iv) Continue hammering until they are welded together.

Crowdford (1972) described chiseling as one of forging operation. He stated

that, chiseling is a form of cutting off long piece of stock into several specified

lengths. He further explained that, steel for hot chiseling must be heated in a

blacksmith‟s hearth of furnace to light cherry red hot, which is from 8500c. Other

operations performed in forging according to Enetanya (1999), include the following

offsetting, bending, scrolls making, spirals makings, twisting, heading etc.

Personal safety in foundry and forging shop

Personal safety has to be ensured in foundry and forging shop. Working with

molted and hot metal in these shops according to Repp and McCarthy (1984), makes

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personal injury possible. Foundry and forging shops are surrounded with a high

source of heat. Therefore, inflammable substance such as petrol or exposed gases

should not be taken near these shops or laboratories. Because most of the parts being

forged or casted are reheated or melted, Crowford (1972), suggested that, such parts

should be held with tongs so that it will not endanger the worker (students and

teacher), or people around them. Contributing to safety in foundry and forging,

Sowande (2002), advised that operators should take care of the furnace. He explained

that indiscriminate use of the furnace would shorten life span of the furnace. The

views of these authors so far reviewed lend credence to the fact that, Metalwork

teacher need to familiarize themselves with the skills in foundry and forging and also

the safety attached to safe working environment in the foundry and forging shop. This

knowledge and skills will enable them teach their students the skills required in

different operations in foundry and forging and safety precautions they (students)

should observe in these shops.

Welding and Fabrication

Welding is a way of joining two pieces of metal together permanently. Repp

and McCarthy (1984) described welding as an action that occurs when mental pieces

being joined flows and blends or fuses together. They explained that, the action is

caused by heat, pressure or a combination of both. When heat alone is used according

to them, the weld action is known as fusion weld.

Howard (1984), cited the American Welding Society, stated that welding is a

joining process that produces coalescence of materials by heating them to the welding

temperature, with or without the application of pressure or by the application of

pressure alone, and with or without the use of filter metal. Contributing to this,

Oswald, Willard and Victor (1975), described welding as a way of joining pieces of

metal together by heating edges and allow the edges to melt and blend or fuse

together. Sowande (2002), sees welding as a joining technique for both fabrication in

production and for repairs, construction of ships, boilers and large storage pipelines

and rail lines. The basic concepts of welding as described by the authors above

involves metals and the joining actions caused by the application of heat, pressure,

and with or without filter materials.

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In view of the various definitions of welding, it is imperative to emphasize

how these processes, described by the authors are cared out. By implication, this

means the methods by which metals parts are joined or welded together. Oswald et al

(1975) classified welding methods into eight groups namely: Brazing, forge welding,

oxyacetylene welding, shielded metal-Arc welding, resistance welding. Others are

thermit welding, induction welding and inert gas.

Brazing

Oswald et al citing American Welding Society described brazing as a group of

welding processes which uses a filter rod of a non-ferrous metal metals or alloy with

melting point above 10000F (538

0c), but lower than the melting point of the metals

being joined. They explained that, in brazing, there is no fusion or melting together of

the metals being joined by brazing, but there is a very strong bond between them. In a

similar view, Howard (1984), described brazing as a group of welding processes that

produces coalescence of materials by heating them to the brazing temperature in the

presence of a filter metal, having a liquids above 8400F (450

0c) and below the solidus

of the base metal. He added that the filter metal is distributed between the closely

fitted faying surfaces of the joint by capillary attraction.

Brazing of metal parts according to Oswald et al (1975) involve high level of

manipulative skill on the part of the welder. They outlined the following steps for

brazing metal parts together.

(i) Clean the part to be braze carefully.

(ii) Fit the parts snurgly together.

(iii) Apply the proper flux.

(iv) Heat the joint to dark red colour with an oxyacetylene torch.

(v) Melt the bronze rod over the joint in a thin layer until it is thoroughly coated

with bronze and joint built up.

Forge welding

Forge welding according to Ludwig and McCarthy (1984) is the joining of

two places of metal by making them soft and pasty with heat and then pressing,

hammering or melting them together. In this contribution to this Sowande (2002),

described forge welding as the most ancient of the welding processes. He added that,

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forge welding uses charcoal forge as the source of heat, where the piece of metal to

be welded are heated to a forging temperature and the ends scarfed by hammering

until they are fitted together without undue thickness. Faggot welding is one of the

operations carried out in a forge welding workshop.

Oxyacetylene welding

Howard (1984) stated that, Oxyacetylene welding is one of the major

processes of oxyfuel gas welding. He added that, oxyacetylene welding process

consist of high temperature flame produced by the combustion of acetylene with

oxygen and directed by a torch to the surface of the base metal to be welded. The

intense heat of the flame 63000F (3482

0c) according to him melts the surface of the

base metal to form a molten pool and then fuse together, filler metal may or may not

be added to fill the gaps. He further explained that, as the flame moves along the

joint, the melted base meals and filler metal solidify to produce the weld.

Repp et al (1984), observed that, Oxyacetylene welding is called fusion

welding because the base metals at a molten state flows or fuses together and the

removal of the heat, the metals becomes solidify fused together. They warned that

teacher and students using oxyacetylene equipment should wear proper clothing

(protective clothing).

Shielded metal-arc welding

Oswald et al (1975) stated that Arc welding is a welding process that uses

electricity. They held that, some Arc welding processes include shielded metal-arc,

carbon-arc, atomic-hydrogen arc, tungsten inert gas-arc and spot welding. Repp et al

(1984) maintained that, manual shielded-arc welding is widely used in constructing

machinery of all kinds, structural steel work and all types of maintenance and repair

welding.

Electrical current for arc welding according to Ludwig et al (1982), may be

supplied from two sources namely; direct current (dc) or alternating current (ac). In

his contribution, Howard (1984), held that arc welding sustained high current, low

voltage electrical discharge through high conduction plasma that produces sufficient

thermal energy, which is useful for joining metals by fusion. He continued that, arc

welding is a steady-state condition maintained at the gap between the end of an

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electrode and a work piece that carried current. He further stressed that, two type of

arc welding are available: one that uses a non-consumable electrode and the other, a

consumable electrode. The non-consumable electrode type does not melt in the arc

and the filler metal is not carried across the arc gas.

Resistance welding

Resistance welding according to Howard (1984), is a group of welding

process that produce coalescence of the fraying surfaces with the heat obtained from

the resistance welding of the work piece to the flow of the welding current in a circuit

of which the work pieces are a part, and by the application of pressure. In other

words, resistance uses the heat generated by electric current passing through a small

area of the metals being joined.

Welding with an oxyacetylene flame and starting the arc

In welding processes, it is important that the Metalwork teacher posses the

necessary skills that will enable them use oxyacetylene welding equipment and Arc

welding machine without any difficulty. It is also important that they know how to

impart these skills to their students through laboratory instruction and demonstration.

In Oxyacetylene welding process, Oswald et al (1975) suggested that teacher

should through demonstration show the learners how to:

(i) Set and clamp the work piece to be welded together,

(ii) Adjust the coloured goggles over the eyes to fit comfortably.

(iii) Put on the welding gloves.

(iv) Light the torch,

(v) Adjust flame to neutral,

(vi) Then tack each end of the weld to be made.

Thereafter, teach them how to move the rod and flame slowly to the left along the

gap.

Starting the arc in Arc welding is another skill area in the welding process.

Oswald et al (1975), added that, the teacher should demonstrate to the students how

to select the proper electrode for the job and clamp it in the electrode holder, how to

set the polarity to straight or reverse if using a direct current (DC) welder, how to set

the current approximate, that is, low current for welding thin metal, higher current for

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thicker plate metal. They advised that teacher should ensure that proper safe clothing

is worn; then, the machine can be turn on, and protect the eyes with face shield and

start the arc at the same time.

Cutting metal with welding equipment

Oswald et al (1975), and Ludwig et al (1982), are of the opinion that metal

can be cut to desired length by oxyacetylene process and with the electric arc process.

They added that plates of steel are often cut to shape in this way because it is faster

than sawing. It is importance that teacher have skills in this area of cutting metal to

shape.

Safety in gas and arc welding

Teacher‟s and students‟ safety and health are extremely important. Howard

(1984) observed that all workers in the laboratory engaged in construction and

production and are continually exposed to potential hazards. He added that, there are

a number of safety and health problems associated with welding. He remarked that

when correct precautionary measures are followed, welding becomes a safe exercise.

He listed the following safety precautions for Arc welding:

i. Make sure that arc welding equipment is installed properly and grounded and

is in good working condition.

ii. Always wear protective cloth suitable for the welding done and wear eye

protector.

iii. Do not breathe the air in the fume directly above the arc.

iv. Do not use cable with frayed, cracked or bare spots in the insulation.

v. When the electrode holder is not in use, hang it on the bracket provided. Never

let it touch a compressed gas cylinder.

In oxyacetylene welding and cutting, the following safety precaution should be

observed;

i) Make sure that all compressed gas cylinder are secure to the wall. Keep

acetylene cylinder in vertical position.

ii) Use oxygen and acetylene with the appropriate torch.

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Teaching Methods employed by technical teacher for teaching Metalwork

Many researchers have been written on various teaching methods used in

vocational and technical education courses/subjects especially in Metalwork

Technology as follows: guided discovery method, lecture method, project method,

field trip, demonstration method, exhibition method, programmed instructional

method, systematic reporting, questioning method, independent study method, meta

learning, cognitive apprenticeship instructional method, modeling method,

collaborative method, constructivist method, role play method, buzz group method

and explanatory method.

Guided Discovery Method

The guided discovery method is a student centered guided discovery approach

which increases the degree of student‟s interest, confidence, innovativeness, problem

solving ability, creativity and consequently improves their performance in both theory

and practice. Farants (1982), described discovery method as a resource based learning

which is an innovation that reverses the usual role of the teacher from that in which

he is the main authority and source of all knowledge to one in which he acts simply as

a guide to the students to enable him/her to make use of other sources of information.

This implies a student centered learning, putting the interest of the student first. The

teacher is more interested in the creative ability of the learner (Fatokun and Yalams,

2007). According to Bruner, (1961), Wittrick (1977), and Cronback (1966) cited in

Gbamanya (2002), discovery occurs when an individual is involved mainly in using

his mental processes to mediate (discover) some concept or principle. The learner

should be left out to discover these concepts and principles through problem solving

activities. According to Audu (2007), guided discovery method involves an

unstructured exploration in some problem solving experience in which the student

can draw general conclusions from data which he has gathered through various

mental and physical processes such as observing, measuring, classifying, inferring,

predicting, communicating describing and formulating relevant questions.

Lecture Method

Lecture method enables teacher to supply information to learners. It does not allow

students to participate in the lesson than to receive information passing across by their

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teacher. Ogwo (1996), described lecture method as a method that is based on the

traditional viewpoint that the teacher is an embodiment of knowledge and it is the

responsibility of the teacher to dish out or disseminate the knowledge to the learners

who are supposedly ignorant and blank. He further explained that when using lecture

method, teachers launch into monologues when giving examples explaining concepts,

pointing out relationships and as such, the method has been severally criticized by

educators. The intellectuals‟ passively and weariness of the listeners and lack of

discussions are saw to be a contradiction of the process of the free flow of

information and exchange of ideas which learning demand (Curzon, 1982) in (Ogwo,

1996). Okoro (1996) added that the lecture method has only limited use in vocational

and technical education. Those teachers should resist the temptation to give lengthy

lectures since such lectures are usually dull and are incapable of stimulating and

sustaining the interest of students. Tochonites (2000) noted that lecture method is the

“sage on the stage method” because the teacher (the sage) only read his note in the

class, make few explanations if he likes and may not even entertain suggestions or

questions from the students, there is only one way communication. Aguokabue

(1994) added more to lecture method as the one, which belongs to the information

processing models of teaching and it involves the teacher telling students facts about

a particular topic and expecting the students to memorize what they have been told.

Ogwo (1996), identified the weaknesses of lecture method of teaching such as; it is

one way communication affair which is autocratic and encourages students passivity;

students with learning disability cannot gain from the lecture method; it encourages

rote learning; it is inappropriate for teaching and encouraging students to think for

themselves; it does not encourage learners to practice oral communication skills; it

relegates to the background individual differences amongst the learners in the

classroom. Ukoha and Eneoigire (1996) stated that lecture method encourages self

study, is essential for setting out course objectives and also develop students note

taking, listening and summary writing skills.

Project Method

The project method is a method whereby they student or learner performs a

unit of activity in a natural manner and in a spirit of purpose to accomplish a definite

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goal. The project is a learning unit usually conducted by individual students or by

groups of students under the guidance of the teachers. The project topic chosen based

on the background experience of the study and the work to be completed, is meant to

be an original work of the students performing the task. The students are supervised

and evaluated based on the physical activities they have performed. Audu (2007) said

that students given a free hand to look for problems which are of special interest to

them, the project allows the students more flexibility and autonomy in deciding his or

her own methods of solving the problem at hand. Therefore the project should be

undertaken because;

The topic is interesting to the learners

The learners can pursue the task and accomplish his or her own solutions

They will provide the means of inculcating the scientific method in the learners

They offer opportunities for exhibition ingenuity.

According to Omeje (2004), project method of teaching is a process which

enables learners acquire whole hearted purposes and to pursue them to a satisfactory

end Project method according to Onwuka (1981), makes school work real, uses

student‟s experience, motivates natural interests, promotes retention of learned

materials, carries the students forward in clearly defined terms, minimizes the

chances of waste of time, eliminates irrelevant materials from the curriculum and

emphasizes creativeness. The project method is an excellent means of fostering

cooperation amongst learners. In group project members of the groups subordinate

self in planning. According to Nwachukwu (2001), teachers speaks of projects

whenever they have learning activities in which students have the opportunity to

choose, plan and direct their work under conditions approximating those of real-life

situations. He further said that when practical problems are launched and worked out

in the home, the term home project is sometimes used. Steps in project method of

teaching include purpose, planning, execution, and evaluation.

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Field Trip

Field trip as a teaching method majorly focus on information firsthand about

objects, places, people or processes, to enrich extend, validate or vitalize information

from printed material and other sources, or to try to uncover entirely new data

(Nwachukwu, 2001). He further explained that the purpose of a trip defines it as a

field trip if it is learning, or something else if is not learning. If the trip is learning

oriented, it is called a field trip. Since field trips are near real-life, learning provided

by them is concrete, sensory and basic. This enables students to see and observe

things, places, people and processes in life-setting. Field trips according to

Nwachukwu (2006), take students away from classroom boredom and monotony. It

offers students the opportunity to know their community, to understand its problems,

to appreciate its offering and to identify themselves more with the community.

Students become acquainted with community, industries and services.

Demonstration Method

The demonstration method is one of effective teaching methods applied by

teachers in achieving objective learning in real life situations. According to

Nwachukwu (2006), this method will give the best results when it is given at the time

the students are ready to learn the new material. It is difficult to teach all the

vocational subjects by one particular method. This is because the objectives as well as

the content to be taught at each point in the lesson help us to determine the method to

adopt. Ogwo and Oranu (2006), also viewed demonstration method as a planned

performance by a Vocational/Technical teacher on an occupational skill/information,

aimed at explaining the steps/facts of an operation/principle. In essence, a

demonstration method is aimed at “showing how” a process, procedure or experiment

is carried out. They explained further that this method shows the students what to do

and why it is done that way. Baird (1972), observed that demonstration is one of the

most effective teaching methods used in Vocational/Technical education courses, and

that is shows students exactly what is to be done, why it is done in a certain way, how

to do it, and how to apply the skill or procedure that is essential to completing a given

task. In stressing the effectiveness of demonstration, Imogie (1988) aptly classified

teachers according to the teaching technique adopted:

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The mediocre teacher tells

The good teacher explains

The superior teacher demonstrates

The great teacher inspires.

Exhibition Method

Exhibitions as an instructional method stimulates students interest to specific

processes, and are also used to emphasize a points already thought in the classroom.

They are displays of materials for visitors to observe and from which they can learn.

Some schools exhibition may be a result of individual or group projects of students.

Here, the students are conducted to the exhibition groomed by the instructor where

they will observe the items on display. From such observations, a lot of things could

be learnt (Nwachukwu, 2006).

Programmed Instructional Method

This method of instruction according to Nwachukwu (2001), is the one through

which programmed self instructional materials are given to a student to learn at

his/her own pace, one step at a time, through a careful structured sequence of teaching

points towards specific objectives, with the students making active response and

obtaining knowledge of results at each step. The materials or programme may be in

linear branching of mathematics or in a variety of mixtures and may be represented in

a programmed text or in a teaching machine. Programmed instructional method

according to Nwachukwu (2006) includes notable educational psychologists like

Skinner and Crowder who began to experiment in the mid 1950s with different

teaching machines.

Meta Learning

Meta learning is a teaching innovation relied in the understanding of learning as a

constructive process undertaken by the learner and not just receiving, storing and

reproducing information. According to Stabbert (1991), the conscious activities of a

learner who is intentionally aware of the learning process is called Meta learning.

Turner (1986) also viewed Meta learning as a process in which the learner has a

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deeper awareness of the context and content of study and centering on the hidden

curriculum. It is the activity of the learner who is purposefully monitoring the

changing objectives of the awareness and consciousness of the learner. Meta learning

according to Slabbert (1991) may enable the fine turning of the learner‟s mind in

order to acquire, process and evaluate information. Meta learning according to Cross

(2002), focuses on improving the process on learning including how learners learn,

barriers to learning and improving on learning techniques. Meta learning entails

consciously working on one‟s self for the control of the thought process input,

through input and output.

Learning Mode

Teachers use learning mode as a teaching method but served as mode of learning

to students. According to Akimbobola (2006) learning mode is a corporative learning

in which students of different levels of ability to work together in small groups to

achieve a purpose. According to Slavin (1992), it involved the use of a variety of

learning activities to improve their understanding of a subject. Kort (1998) said that

students in a group interact with each other, share ideas and information, seek

additional information and make decisions about their findings to the entire class.

Cooperative learning mode is defined in terms of necessary learning condition

(Johnson and Johnson, 2003). Kovaliki (2000) termed cooperative learning as method

of instruction, organized so that a group of 2 – 6 students work together to reach a

common goal. Cooperative learning mode ties students‟ success in that there is no

way a student can pass or fail without the influence or contribution of other student

member (Ogbuanya and Fakorede, 2008). Learning mode as an alternative to

traditional learning is a group initiated mode that attempts to establish individual

accountability within the group (Slavin, Madden and Stevens, 2001). Marzano

(2003), pointed out that, the most refreshing and affirming thing about he cooperative

learning class is that the focus shifts from the individual to the team. Studies have

shown that cooperative learning modes have improved students‟ attitude toward

learning, self-esteem, and inter-group relationships (Madden and Slavin 1996).

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Explanatory Method

In using explanatory method of teaching, the teacher rules greatly upon

explanations. Explanation is used in conjunction with almost all other methods of

imparting new skills. According to Ogwo and Oranu (2006), explanations start with

what the students know and are familiar with them proceeds toward the desired goal.

They further explained that skill in the art of explaining requires that the material to

be presented should be properly understood. A good explanation should ensure

students participation in the instruction.

Questioning Method

This teaching method is another method used by the teachers of

Vocational/Technical education for effective communication. Questioning itself is an

art. According to Ogwo and Oranu (2006), questioning as a technique of teaching has

two vital advantages. First, it enables the teacher to stimulate thinking and elicit

responses that will lead to the proper solution to a problem. Second, through

questioning, the teacher will determine the amount, direction, and quality of the

students thinking. Perhaps, the highest function of the function of the effective

teacher is to lead or guide the thought of the students. According to them, the type of

question to be used depends on the purpose desired when using questioning method

as teaching method. Question may be classified into:

(i) Factual, memory, or recall questions

(ii) Problem and application or thought provoking questions, and

(iii) Questions to test or to develop understanding.

Questions asked by the students according to Okon (1993) makes the lesson more

interesting and effective.

Systematic Reporting Method

A systematic report is a method of instruction frequency used in technical

schools. According to Nwachukwu (2006), systematic reporting teaching method

involves an oral report by each pupil successive stages through the production of

any project in the workshop. Systematic reporting method has the following

advantages according to him.

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Each students works at his/her own rate

The student must consider the various sets of preparation prior to performing them,

thus reducing errors.

The methodology of the natural sciences is applied in the teaching of the applied

sciences.

Independent Study Method

This method of teaching is practiced by preparing topics of interest in a problem

form and sometimes with study outlines for the students, who on their own go to find

solutions to the problems. Hence, the teacher serves as a resource person who gives

guidance to the students. The whole idea is to promote imaginative thinking and

creative one in the students in the teaching/learning process. According to Olabiyi

(2005), independent study method used by teachers of vocational/technical education

has the following advantages:

It helps to develop the aptitude of students for a given topic/subject matter.

Students are easily motivated since the topics they are working on are of interest

of them.

Students remember better because they are directly involved in the

teaching/learning process.

At the end of every independent study, students have something so show. This

motivates them for further work.

It is student – centered and all learning takes place.

In individuals, these students can be well developed. Teachers serve as

facilitators when this method of teaching is used. It enables students to make use of

libraries, film, video, newspapers, magazines, periodicals and website/internet to

carry out their studies independent of their teacher.

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Cognitive Apprenticeship Instructional Method

Cognitive apprenticeship is a method of teaching aimed primarily at teaching the

processes that experts use to handle complex tasks. The focus of this learning through

guided-experience is a cognitive and Metacognitive skills, rather than on the physical

skills and process of traditional apprenticeship. Cognitive apprenticeship method

according to Collins, Brown, and Newman (1989), is an instructional innovation

which was introduced to address the problem of inert knowledge. This approach is

based on the underlying principle of apprenticeship learning and focusing on the use

of such strategies as modeling of behaviour and coaching students to mimic exert

skills until they are competent in their performance. In apprenticeship method, the

teacher simplifies the tasks by using scaffolding (extra help requested by student) and

fading (diminishing the assistance and allowing students complete the task through

which the students is able to achieve mastery) (Ogwo, 2005). Cognitive

apprenticeship method according to Collins, Brown and Newsman (1989) includes

modeling, scaffolding, coaching, articulation and exploration. Modeling involved an

experts carrying out a task so that students can observes, in this case the expert show

how a process unfolds and tells reason why it happens that way. Scaffolding is the

support the master gives apprentices in carrying out a task. In coaching, teacher

observes students as they try to complete tasks and provide hints and helps when

needed. Articulation include any method of getting students to articulate their

knowledge, reasoning or problem solving processes while exploration involves

pushing students into a mode of problem solving on their own through exploration,

students learn how to set achievable goals and to manage the pursuit of goals.

Augustus (2007) also commented that cognitive apprenticeship method of teaching

focuses on teaching of cognitive and Metacognitive skills associated with a specific

domain of knowledge.

Constructivist Method

Constructivist approach tends to shift the focus from the teacher to the

students. The essence of constructivist approach which is the modern instructional

method is to teach the students how to handle situation which they encounter, the

teacher design the situation. The classroom is no longer a place where the teacher

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pours knowledge to passive students. Learners therefore are not empty vessels

waiting to be filled, but rather active organisms seeking meaning (Driscool, 1994).

The techniques employed in constructivist instructional method include scaffolding,

fading cognitive apprenticeship, and collaborative learning. (Pantel, 1997).

Scaffolding that is, teachers support a learner‟s personal construction of knowledge

by offering comments, suggestions, feedback or observation, fading that is once the

learner‟s progress towards mastery, and teachers remove the supports they provide to

make the learner self-sufficient. Cognitive apprenticeship, which learners learn by

actually engaging in the activity they want to learn about with the supports of

knowledge in the field. While in collaborative learning as one of the component of

constructivist method, learners develop the knowledge by sharing ideas, reflecting

and interacting in learning groups.

Collaborative Learning Method

This method of teaching always employed by the teachers of Vocational and

Technical educations allows the classroom to be more co-operative than competitive.

Students begin to view one another as resources rather than sources of ridicule. The

social context within which learner resides is crucial to their achievement (Solomon,

1998). Collaborative learning environment enables learners to identify and reconcile

those multiple perspective in order to solve problems (Collins, 1991).

Role Play

It is teaching method in education in which member of a group either individual or

in smaller groups acts a role in a given situation. This method according to Ogwo and

Oranu (2006), is effective for skill acquisition and appreciation of people‟s

disposition and reactions. It stimulates active participation of learners. However

learners may be more interested in the entertainment aspect of the role play than the

educative aspect of it. This problem can be eliminated by holding a discussion session

at the end of the role play to highlight the major points conveyed through the role

play.

Buzz Group Method

This method is effective during a talk, lecture or discussion. Educators adopt this

method when learners are reluctant to contribute to discussion or are bored during a

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talk. To elicit the participation of learners, the educator raises issue or asks a question.

The learners are instructed to form groups of two to six persons and discuss the issue

or question in few minutes. At the expiration of the allotted time, the class comes

together again and the groups give their report.

Academic Achievement

Achievement of students in electronics technology is low. Achievement is the

degree of attainment of individuals/students in a tasks, course or programme to which

the students were sufficiently exposed. According to National Business and Technical

Examination Board (2006), the performance of student in National Technical

Certificate (NTC) Examination was poor. The low level of achievement in electronics

technology as a whole in technical college according to NABTEB was lower than

expectation. According to NABTEB (2004), electronic technology students who sat

for the examination performed so low. Furthermore, NABTEB certificate conducted

on electronic technology in May/June, 2004 recorded sixty percents failure rate in

radio, television, and electrical work, sixty five percents failure rate in appliances

repairs, and seventy percent failure rate in electrical installation and maintenance

work. This is an indication of overall performance of students achieving below

average during the examinations. National Business and Technical Examination

Board (NABTEB) May/June chief examiner‟s report of 2002 also indicated partly

accounted for the low academic achievement of students in vocational courses in

National Technical Certificate Examination. One of the most devastating factors is

the effect that certain teacher‟s teaching methods can have on the students‟ academic

achievement. Teachers are blamed for the observed low academic achievement for

use of lecture, descriptive and information dissemination method.

Measures to ensure adequate utilization of Teaching Resources

There is no doubt Vocational education is an expensive programme, especially the

inevitable aspect of providing for workshops and facilities. The programme is

practical oriented, where emphasis is on skills acquisition, therefore, the desired

objectives cannot be achieved without making provision for these basic facilities in

the right proportion.

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Writing on the utilization of appropriate teaching resources in Vocational

education, Langkub and Eule (2001) remarked this without equipment and learning

facilities (materials), learners will not be able to comprehend, and learning will not

take place. But with availability of equipment, it is ensured that learners see, feel, and

hear, recognize, appreciate, and utilize the equipment to enhance effective learning.

Similarly, Ani (1998) observed that teachers teach better in a well-equipped school

shop where the facilities reinforced instructional activities than in a situation where

the facilities are lacking. These view buttress the fact that functional and effective

teaching of Metalwork as one of the Vocational course would be result oriented only

when there is provision for practical facilities. Supporting this view, Gambo (2000)

explained that to promote technological development for self-reliance, there should

be opportunities for technical innovations. These innovations are only possible where

materials resources are available, which reinforced learning and permits high level of

creativity in the learners.

To this end, making provision for workshops, equipment and tools is paramount

for practical oriented subject like Metalwork. Students always remember what they

have learnt using these facilities and it enhances active participation since the trainees

are actively involved in the demonstration. Actually, the importance of tool, machines

and consumable in the teaching and learning of Vocational subjects like Metalwork

cannot be over emphasized. Nwachukwu (2001) expressed the view that availability

of laboratory facilities can accomplish seven objectives when properly utilized. These

include:

The supply of a concrete basis for conceptual thinking and reduction of

meaningless word response of students.

They make learning more permanent.

They help students develop an interest in the subject.

They offer a reality of experience, which stimulates self-activity on the part of

the students.

They develop a continuity of thought.

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They contribute to growth, hence to vocabulary development

They provide experiences not easily obtained through other materials and

contribute to the efficiency, depth and variety of learning.

Nwachukwu explained further that laboratory facilities are essential for effective

instruction in the technical colleges. This is because trade courses like Metalwork

involves a lot of skills and practices, which the instructor is bound to demonstrate.

This is because what students hear, they often doubt, what they hear and see, they

accept, but what they hear see and do, they usually accept and do not forget easily.

Therefore, the availability and effective organization of instructional tool, equipment

and facilities will not only increase the performance of the teachers but will also help

the students to acquire the manipulative skills require to prepare them for immediate

employment in the world of work.

It is therefore evident that if the product of technical colleges offering Metalwork

should be functional and practically skilled in the trade adequate provision of the

right type of laboratory facilities should be made in the technical colleges. In

realization of the need to provision for the necessary teaching resources, consequent

upon the compelling need to move the nation forward technologically, the Federal

Government of Nigeria accepted the responsibility to make available sufficient

teaching facilities for the success of the 6-3-3-4 educational system. Sequel to this, at

the initial take off, a large sum of money was committed to both state and federal

levels for the procurement of introductory technology equipment from hungry,

Britain, Bulgaria, and Canada, (Salami, 1993). This shows the desire of Federal

Government in taking the nation towards technological advancement through skill

acquisition and development. However, despite this government effort in making

tools, equipment and facilities available in Vocational and Technical schools in

Nigeria, Yahaya (1999) observed that numerous tools and machines which were

purchased and distributed to most schools are still in their containers because the

laboratory are yet to be constructed, where temporary laboratory are available, the

equipments are yet to be installed and functional for lack of technical knowhow.

Where equipments have been installed, they are yet to be functional consequent upon

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lack of water or electricity. Another inhibiting factor is the problem of dearth of

qualified technical teacher in the area. The implication of this is that a lot of tools and

machines imported to accelerate technological education in this country have

remained un-installed and un-cared for. These factors in part have responsible for

lack of tools and equipment which as subsequently responsible for improper

utilization of laboratory facilities for the teaching of Vocational subjects in the

Secondary schools.

However, emphasis has been on the provision of teaching resources adequately to

enhance the desired skills acquisition in Vocational education. Similarly, adequately

provided laboratory facilities, locked up and un-utilized, can never make learning

effective nor justify the effort made to procure the facilities for workshop practice,

towards enhancing the much needed skill acquisition in technical subjects. Olaitan

Nwachukwu, Igbo, Onyemachi, and Ekong (1999) pointed out that effective

implementation of any curriculum to achieve the desired outcome depends in part on

the teachers‟ ability to effectively manipulate, operate, use equipment, tools and

materials to help the learners learn the content of the curriculum. Besides, non-

utilization of available resources leads only to material wastage (Salami, 1995). In

effect, effective utilization of workshop and facilities will enhance and stimulate

learning activities, while non-utilization of the facilities creates negative feelings in

the students. It has thus; become inevitable to show concern for the proper utilization

of the teaching resources in Metalwork, if the necessary practical skills acquisition

needed to enable the products function effectively in the real work environment

should be achieved.

Studies in Nigeria have shown poor utilization and little improvisation of

workshop facilities in the teaching of technical subjects. Nkpa (1986) and Nwafor

(1995) noted that the lukewarm attitude to judicious and proper usage of the

laboratory and school shops facilities is of great concern to the development of

Vocational education in Nigeria, especially with the increasing foreign exchange on

the purchase of such equipment from abroad.

Comparatively, the workshop equipment used in Vocational education, due to their

sophisticated nature, and lack of trained technical personnel who could operate them

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(if available) constitute to the issue of under utilization. Uzoagulu (1993) in a

research on the effective equipment management in schools, found out that a total of

221 equipment were rendered unused in the various technical departments. In view of

this, he concluded that regrettably, a lot of equipment imported to this country to

accelerate technological education had remained under-utilized. The use of

appropriate laboratory facilities during practical lesson reduces time wastage in

teaching; it reshapes the system of delivery and understanding of the students, in the

teaching and learning process of Metalwork. Supporting this view, Suleiman (1998)

remarked that if the objectives of the lesson is the development of skills, the

instruction will unquestionably be better if a method that will allow the learners to

actually perform the skill is employed using the available facilities. Emphasizing on

the use of teaching facilities to reinforce learning, Mushi (1989) and Nwakolo (1997)

opines that when instructional facilities are applied to education, they would reshape

both delivery system used to convey instruction, and the subject matter of the

curriculum. It is therefore evident that the effective utilization of the right type of

teaching resources becomes inevitable in the teaching and learning of Metalwork.

This will facilitate acquisition of the desired practical skills needed for the production

of the required manpower needle for technological development of this nation.

The issue of adequacy of laboratory facilities is topical in Vocational education.

Adequate laboratory facilities mean the state of being sufficient in term of satisfying

the standard requirements to enhance effective instructional activities in Vocational

education programme. Ezeji (2004) writing on the class size, teachers work load and

condition for adequacy of laboratory facilities in Vocational and Technical education

explained that class size in the past has been related to the reimbursement formula of

the State Department of Education for general or basic subjects, although the formula

is based on 27/1 or 30/1, number was often abused. In reality a laboratory should

enroll an average of 20 students. Supporting this, the National Policy on Education

(NPE, 2004) emphasized that for effective participation of students in practical work

in the technical colleges, the teacher-students ratio shall be kept at 1:20. As a rule

according to Ezeji, the number of students enrolled per period should not exceed the

number of individual work station provided in the laboratory. Thus laboratory

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facilities is said to be adequate when the number of students in the laboratory per

class is not more than the work station in the laboratory.

Consequent upon the increase realization of the importance of Vocational

education in the developing nations like Nigeria, there has been proliferation of many

technical institutions, with high rate of enrolment figure in the past years. However, it

has been observed that there is no commensurate increase in teaching resource to

cope with the increase in the number of enrolment in the technical institutions over

the years. Ogunrinde (1986) and Enemali (1993) commenting on this issue pointed

out that most technical institutions in Nigeria were established without regards to the

provision of tool, equipment, workshop and facilities for practical activities.

Similarly, Aina (2000) observed that the problem of vocational institution in Nigeria

are that of inadequate equipment, dilapidated workshop, irregular operating fund,

poor staffing, and in some cases the institutions are merely existing in order to keep

the staff in employment. The question of goals is therefore an academic exercise.

Supporting this view, Okorie (2001) noted that the instructional facilities in

consonance with the industrial development in the country are grossly inadequate and

not only that they are few in number, but most of those installed is out of date and

need replacement.

In a situation mentioned above, the desired goals of the Vocational education

programme can hardly be attained. According to Nwakolo (1997), the adequate

provision of workshop facilities is paramount to the attainment of our

vocationalization process. Still on the need for adequate provision of teaching

resources, Aderinto (1989) pointed out that the quantity of the product of any training

institution is a function of the quantity and quality of human and material resources

devoted to such training.

It is evident from the discussion above that, adequacy of tool and equipment and

their effective utilization in the instructional process will actually determine the kind

of product to be expected of that educational system. If poor quality and insufficient

tools are used in the training process the consequence will be manifested in the end

product, that is, the student‟s performance. Equipment, besides being of quality, must

be adequate. Obsolete equipment or narrowly build workshops are retrogressive to the

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training of the students to acquire the right type of skill required for job in the

industry or for self-employment particularly in Metalwork.

Basically, the provision of adequate and the right type of instructional resources

are inevitable for the development of Vocational education programme in Nigeria.

The Federal and State Governments have accepted this responsibility, and have been

doing the little they can afford despite the economic instability of the country.

Procurement of these facilities is capital intensive, which cannot be shouldered alone

by the government in all the technical training institutions of the country without

some involvement of the community, and some non-governmental organizations.

Otubelu (1997) observed that Vocational education programme require more money

in order to make available the necessary materials needed to impart the desired skills

into the students. However, this is more that what the government can should alone.

Supporting this view Enemali (1993) said that the government takes charge of all

capital projects and staff salaries, therefore it needs be supported by other bodies to

procure training facilities.

In meeting the needed technological development it becomes imperative that the

community should be involved in making provision for adequate workshops and

equipment, to enhance the much needed skills acquisition, necessary for the trainees

of the technical institutions. Several type of non-governmental financial involvement

in education can be adopted such as individuals, community, voluntary agencies,

multinational and private companies, religious agencies bilateral and multilateral

agencies. These groups contribute in several ways, through provision of equipment,

book, fund, and other resources for the development of Vocational education,

(Charles and Iheme, 2002). Several sources of funding realized from these groups and

other philanthropic organizations could be utilized judiciously to redeem the image of

Vocational education (Gowon, 1996).

Furthermore, Denga (2002) in his own submission pointed out that educational

infrastructure has been receiving serious setback due to lack of fund. Denga explained

further that wealthy individuals and voluntary organizations should assist the

government by establishing and funding Vocational education in this country. He

maintained that government should take charge of supervision and providing

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curriculum and should take charge of evaluating the programmes from time to time to

ensure the maintenance of standards and uniformity. Olowoye (2000) also identified

contributions from the private organizations or individual such as voluntary agencies,

ethnic unions and rich philanthropist as sources of facilities. A number of

multinational companies, especially oil producing companies have been awarding

several scholarships to students. Government and Vocational institutions should

encourage these groups of organization to render more assistance towards the

provision of facilities in Vocational institutions. This may be achieved by organizing

seminars, conferences and workshops involving Vocational institutions, government

agencies, the industries and all other groups that can contribute materially to the

development of vocational education in Nigeria. Writing on the immense benefit

derivable in organizing seminars, conferences and workshops, Popoola (1999)

pointed out that seminars, conferences and workshops will bring about cooperation

between the schools and industries and this will encourage the industries to contribute

to the development of vocational education programme in Nigeria. He explained

further that the industries are profit-maximizing entitles, holding seminars,

conferences and workshops will „sell‟ the benefit of cooperation and to sensitize the

industries on the need for cooperation with vocational institutions. He reinstated that

training of trainers needs to be refocused to establish this cooperation. Seminars,

conferences and workshops involving trainers in the world of work and educational

institutions trainers should be held for both parties so that they might appreciate the

mutual benefit that are derivable. But so doing more effective marketing of the

immense benefits of the cooperation will be achieved.

Still on the need to organize seminars, conferences and workshops, Kere (1999)

and Odugbesan (1999) criticized poor management and self marketing of Vocational

institutions they all suggested that activities such as offering research and consultancy

services for payment of services, an increased offering of further training for

companies for a fee will be of immense benefit to the school and the industries. These

activities were described as “fund raising, by friend raising”. They concluded that

seminars, conferences and workshops should be convened to deliberate on the issue

pertaining to linkages and cooperation between vocational institutions and industries.

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Furthermore, Kere (1999) remarked that in most vocational institutions in Africa

countries, there are problems of low and /or obsolete training equipment in the

institutions. He therefore concluded that intensifying cooperation with the industries

and developing different scheme of exchange of staff will be the best solution.

Vocational education is more expensive than other educational programmes,

Osuala (1998) pointed out that if the local education zones are serious about meeting

the manpower need of their communities, increase emphasis must be placed on

Vocational education through direct funding and provision of modern facilities should

be giving a priority by Federal and State Government to be supplemented by

industries and philanthropist. Okoro (2000) in his own opinion said that facilities in

some schools are improved by donation of tools and machines by philanthropic

organizations and technical colleges can explore such avenue for improving their

facilities needed for teaching.

In addition to the ways discussed above, foreign aids can also be explored to

source for fund and provision of laboratory facilities for Vocational education in the

technical colleges and in the secondary schools. Before independence in Nigeria, the

United Kingdom was the main source of financial assistance in Nigeria‟s education

projects development. After independence, external agencies made concrete

arrangements with the Nigerian government to provide her with funds for educational

expansion and operations. The agencies that provided funds for the support of

Nigerian education expansion programmes were the Rockefeller foundation, the

Carnegie Corporation, the government of the Federal Republic of Germany, and the

Netherlands. The various external funds received were classified as capital grants for

building and equipment of educational institutions, supply of school equipment, and

supply of teaching and administrative staff. One or more of these foreign aids could

also be explored to source fund for Vocational education in the technical colleges and

secondary schools.

In another dimension, external bodies such as UNESCO, and UNICEF could also

be contacted for the provision of laboratory tools and facilities in the technical

colleges and secondary schools. To achieve this, it is essentials that government

should go into social partnership with these bodies. After independence, the sum of

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over #40 million was committed by the external agencies for the establishment,

expansion and operation in Nigeria (Osuala, 1998). UNESCO and UNICEF, for

example, have given a lot of assistance in financing education. Government should

still encourage them for more. Also, British council is one of the international

organizations that contribute to educational development in Nigeria. It had provided

learning materials, rehabilitated schools by renovating classrooms and building new

ones. It has renovated three classrooms and builds new ones at Ikot, Obio, Ndoho,

Ikot Abasi, Ankpa and Ikot Esen in Akwa-Ibom State, although it is a venture

between the British Council and the community. Such gesture was also extended to

colleges of education in the state by improving their infrastructure (Uko, 1996).

Suggesting ways of sourcing for fund for the purchase of tools and equipment for

technical and secondary schools, Olowoye (2000) advocate for the seeking of foreign

loan to finance education in Nigeria but this should be done with caution as it might

have some adverse implications. Nwoye (1998) identified foreign aids as one of the

sources of revenue to tertiary institutions while Edache (2001) stressed that the need

for diversifying the sources of financing Vocational education should therefore be

realized and hands must be on desk whenever the issue of funding Vocational

education is mentioned. It is advisable to seek for foreign assistance by the Federal,

state and local governments where possible for rehabilitation of technical workshops

in Nigeria technical colleges. It also may be easier for some international organization

to donate tools and machines than money; therefore, emphasis on foreign assistance

should be based on providing equipment than money.

The Educational Tax Fund is an alternative source of revenue by government to

supplement financing of education sector. It is a trust fund established under the

Education Tax Act no. 7 of 1993 as alternative source of revenue to assist the

financing of education in the country. It was later amended by Act No 40 of 1998,

with the objective of using funding with project management to improve the quality

of education in Nigeria. According to the National Policy on Education (FRN, 2004)

relevant sectorial bodies such as the Nigeria education Banks and the Educational Tax

fund have been established to respond to the funding needs of education. In addition,

other funds from which the burden of financing education can be eased are:

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Petroleum Trust Fund, Industrial Training Fund, and National Science and

Technology Fund.

To achieve this objective, the act imposed a 2% Education profits of all Tax on the

assessable registered companies in Nigeria with the Federal Inland Revenue Service

(FIRS) empowered by the same Act to assess and collect the tax. The tax so collected

is deposited with the Central Bank where Educational Tax Fund has an account. The

mission of the Education Tax Fund is to deliver competent and forward looking

intervention programmes, through funding, to all levels of the Nigerian educational

system, in line with the provision of the enabling Act (Guardian, 2003).

The objectives of the Education Tax Fund are to identify areas of weakness in the

educational sector and intervene with funding to:

1. Enhance educational facilities and infrastructural development.

2. Promote creative and innovative approaches to educational learning and services.

3. Stimulate, support and enhance improvement activities in educational foundation

areas such as Teacher Education and Teaching Practice.

4. Develop library facilities.

5. Promote open and distance learning education

6. Champion new literacy-enhancing areas such as scientific, information and

technological literacy (Charles and Iheme, 2002).

The function of the Education Tax Fund is to administer the tax imposed by the law,

and disburses the amount to the federal, state and local government educational

institutions, including primary and secondary schools.

Olaitan (1999) stated that the following are the capacities of the Educational Tax

Fund:

1. It is capable of revamping the abandoned projects and updating the over used

facilities in though Nigeria educational system.

2. It is capable of attracting new development into higher education through

funding of research.

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3. It can help to update low level of training or learning of students through

provision of facilities, laboratory equipment and improvement on library stock.

4. It is capable of improving quality relevance of education in Nigeria through

steady flow of funds for programming and staff development.

5. It is also capable of meeting the challenge of scarcity of technology teachers in

Nigeria education system by supporting for training of teachers though technical

teachers training institutions of higher learning.

6. Indirectly, it is capable of reducing the social ills of society through the outcome

of its funding effort that produce graduates or trainees that are competent

enough on jobs either through employment or self-employment.

Evidences of the activities of the Education Tax Fund reveal that the Fund

disburses fund to the institutions in three installments of 50%, 35% and 15% in the

case of construction rehabilitation, renovation and erection of facilities/structures, or

two installments of 85% and 15% in the case of procurement of equipment or training

or items of purchase. Their work is not only to ensure that education tax is spent

judiciously but the tax is monitored and reconciled periodically. The board also tries

to ensure that disbursement of fund to beneficial educational institutions for the

restoration; rehabilitation and consolidation of educational facilities are devoid of

unnecessary bureaucratic bottleneck and are need-driven (Guardian, 2003).

Ogbonnaya and Ajagbaonwu (1997) maintained that the rationale behind this is that

they benefit from social amenities and so should contribute to educational

development in the country. Education Tax Fund has been assisting various

institutions in the country. Various polytechnics, colleges of education and

universities have benefited from the services of the fund for procurement of fund for

purchase of equipment and facilities for the schools. This kind of assistance also be

extended to other institutions especially technical colleges for the improvement of the

programme.

In a related development, the Parent Teacher Association (PTA) could also be

contacted for the purchase of facilities for technical colleges. The PTA is an

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association made up of teachers of the school and parents or guardians of students in

the school. The patrons could be officials of the Ministry of Education, the parent /

guardian or local leaders of the area. Farauta (1999) pointed out that PTA is one of

the sources of generating fund and materials to improve the provision of facilities in

workshops of technical and secondary schools. Farauta explained further that, PTA

responds towards the provision of infrastructural facilities in their respective schools.

The project that has been undertaken by the PTA according to him includes provision

of generating plants, classroom buildings, laboratory equipments, and water tanks. To

achieve the support of the PTA in this regard it is essential that the school

administrators should establish a good working relationship with the PTA. In fact, the

PTA was borne out of the way of sourcing alternative means of supporting the

government effort towards the provision of basic amenities for the education of

Nigerian. If good relationship exists between the school and the PTA Adebayo (1992)

pointed out that PTA should be asked to supply simple technology equipment to their

technical colleges as their own contribution since the school is situated in their

localities and their children are the primary beneficiaries of the school services. The

present economic depression facing the government has make it that government

cannot provide adequately for the need of technical education being an expensive

programme but uncompromisingly so. To this end Uzokwe (2000) in his own

contribution concluded that parent should try to give government moral and financial

supports towards technical education programme for the achievement of the

programme.

Writing on the way to make adequate facilities available in the secondary schools

and technical colleges, Olowoye (2000) observed that one way of sourcing for money

to achieve this is through the diversification of the internal operation of the

institutions through sale of goods and services of the system. This means that using

the medium of internally generated revenue. He explained that tuition fees and other

charges, levies, interest from deposits and sales of application forms are also sources

of revenue for tertiary institutions. According to him, part of this money generated

can be used for purchasing of training materials for technical workshops. Nwoye

(1998) also expresses the same view by pointing out those funds from special

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measures which may be in form of local activities such as school festivals and shows,

sports events, commercializing student‟s project, contributions from school.

Cooperatives and parents association could be used to purchase laboratory facilities

for the schools. Calhester (1993) suggested that institutions should be more

aggressive in their pursuit of entrepreneurial opportunities by providing a well

establish and responsive administrative and logistical support (staff, office, equipment

and other facilities) to the institutions enterprises company proposed. This is to

provide a necessary administrative base that would attract projects that can boast local

income for the institutions.

Lack of adequate provision of workshop facilities for the attainment of Vocational

education programme has led to identification of different ways of raising money to

run the programme. Agwumezie (1999) stressed that since schools lack sufficient

funds for the procurement, maintenance and management of equipment, funds can be

generated through sales of goods, services, stock and bonds. Funds can be raised from

alumni, donation and endowment by alumni and individuals can used in financing the

construction of new facilities, purchase of professional chairs, technical equipment

and books. Funds can also be generated through short vocation courses and contract

research for industries. Short term instruction courses for enterprises or individuals

organized to complement regular teaching and research activities can also assist in

generating funds, which can be used for purchasing pedagogical materials such as

textbooks and workshop equipment. The introduction of the new National Education

Policy commonly referred to as the 6-3-3-4 system has come unto barren land full of

thorns, with regards to facilities and library services (Bayode, 2001). It is therefore,

not surprising to note that mass failure in our technical schools is traceable to lack of

workshop facilities in many schools which denied students necessary exposure to

materials which could have helped them in supplementing classroom teaching. In

view of this Olateju (1997) suggested that technical institutions should call for appeal

funds and launchings for the purpose of updating their workshops with modern tools

and machines. The money generated from these can be utilized for the provision of

workshop facilities in the technical colleges. In his own opinion Ngoka (1999)

suggested that;

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1. Institutions should establish Independent Corporate limited liability Company to

handle all related entrepreneurial activities. The institution enterprises company

should be organized as a limited liability with units including consultancy

services, accounting and auditing several services endowment, gifts, prices,

educational services and so on.

2. The institution need to prepare a local income generation brief which involve

immediate, projected materials and human resource needed for establishing

variable generation strategies.

3. Proprietors of tertiary institutions including colleges of Education must provide a

five year phase in-take-off grants of seed money to bear the total cost of

establishing the institutions enterprises company.

4. The institution need to harmonize their financial regulations and expenditure

control to bring their in line with reality and modern change so as to avoid waste

as well as responding positively to areas to needing financial input and support.

The local income generation base of schools can be broadened and sustained

without losing sight of the major mission of mission excellence in teaching research

and public services. This is because they have limitless entrepreneurial opportunity

arising from the enormous pool of expert and facilities they can fall back on and

harness for the generation of local income (Ngoka, 1996).

The discussion so far revealed that every school has the potentials to generate

fund internally to purchase equipment and materials for the training of the students. It

is therefore important that the administrators should be dynamic in their

administrative practices in other to face the challenges of rapid technological changes

and effectively perform their roles in the successful implementation of the national

policy on education for technological advancement of this country.

Review of Related Empirical Studies

The objective of this section is to review the few available materials or studies

in Vocational and Technical education that are related to the present study. These

include the ones of Adeyemi (1997), Okala (1993), Jegede (1992) and Ozuzu (2004).

Adeyemi (1997) studied evaluation of the status of implementation of

Vocational/Technical education programmes in the colleges of education in Osun,

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Ondo, and Ekiti States. A structured questionnaire was administered to 112

respondents comprising all the lecturers in the department of Vocational Technical

Education of Colleges of Education in these states. There was no sampling. Mean,

mode, percentage and frequency distribution were used to answer research questions

while t-test was employed to test the null hypotheses. The result of the study

indicated that student/teacher ratio in the programmes of Vocational Technical

education is very poor. It also showed that human and material resources in each of

the programme areas are inadequate. Although this study was conducted in colleges

of education, it has some relationship with the present study in terms of poor

student/teacher ratios and inadequacy in human and material resources development

in technical institutions across the board (hierarchy).

Similarly, Okala (1993) conducted a study on funding Vocational Technical

Education to meet future manpower needs and development in Rivers State, Nigeria.

With a population of 155 teaching staff from five Government Technical Colleges,

the result revealed that a majority of the Vocational Technical Education. Instructors

considered inadequate the training resources except hand tools.

He noted that the adequacy of tools came as a result of government

importation of introductory technology equipment, many of which are non-functional

his result to a greater extent supports what other studies have earlier found about

inadequacy of training materials.

Jegede (1992) also carried out an evaluative study on the Nigerian Integrated

Science project using the illuminative approach. The major thrust of the study was to

ascertain the availability and adequacy of human and material resources needed in the

implementation of the curriculum as well as the extent of achievement and attitude of

the students going through it. The study was conducted in 7 states selected on the

basis of stratified random sampling to reflect the North, Middle Belt, and South of the

country. The subject comprised 1, 893 Form II students and 482 teachers from 14

schools made up of 2 schools (one from urban, one rural) from each state. The

instrument used in gathering the relevant data included a Teacher Questionnaire, the

Nigerian Integrated Science Project Achievement Test, the Nigeria Integrated Science

Project Attitude Scale Test and Reliability Tests.

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Results indicated that none of the teachers teaching integrated science is

qualified or trained to teach the subject and that although the teachers enjoy teaching

course; they do not feel very comfortable teaching the aspects of the course that they

do not know. The relevant laboratory facilities and materials for the teaching of the

course were grossly inadequate. Whereas a great number of students under-achieved

in the course, the course seems to have greatly generated positive attitude to science

amongst students notwithstanding the difficult they encounter in understanding the

concepts. In addition, the result showed a significant negative relationship between

attitudes of students and achievement in integrated science.

Although this study is very illuminating in terms of the status and problems of

implementing the Nigerian integrated Science Project, it really did not focus on the

effects the Nigerian Integrated Science project or Component therefore could have no

the students. In short, the design of the study in inadequate for establishing the

“effect” of the course, it is questionable if the positive attitude of the science amongst

the students can be attributed Nigeria Integrated Science Project. Also, the number of

school used is too small for generalization.

Ozuzu (2004) also conduct a research survey on Human and National

resources Development that impede the Achievement of National Vocational

Education Goals in Technical Colleges in Imo State. Its population (101) one

thousand and one was drawn from the four technical colleges, which comprises all

technical teachers and all the school administrators.

The research instrument used for the study was a questionnaire of three parts.

Part three of the questionnaire comprise 40 (forty) items homogeneously keyed in 4

(four) cluster A,B,C and D and developed on a 5-point rating scale.

The mean average was used for data analyze. The hypotheses were tested

using t-test statistic at 0.05 level of significant. The results of the finding were as

follows:

1. Inadequacy of technical teachers makes it impossible to provide adequate

attention to the needs of individual students, other effects arising from the

inadequacy of technical personnel include: idleness and time wastage on the

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part of the students. This problem is compounded further by the inadequacy of

workshop assistances.

2. Lack of adequately trained technical teachers is a factor militating against

vocational education in Nigeria. There are not enough qualified technical

teachers to teach courses/trades in all he areas of specialization.

3. It was found out that the administration of vocational-technical education by

non-technical personnel results in misallocation of priorities especially in terms

of funding. The funding of technical colleges is not separated from that of

secondary schools.

4. Lack of vocational guidance personnel in technical colleges, and the technical

teacher‟s inadequate knowledge of vocational guidance and career orientation

are considered to be responsible for the admission of students for training into

courses/trades they later show some degree of physical and metal inabilities and

lack of interest to continue.

5. Available equipment and machines are not suitable and modern for the

acquisition of industrial skills and knowledge that are needed in the modern

technologies of today‟s work.

6. Inadequacy of hand tools, consumable and training materials destroy students‟

motivations to learn. It also results in the greater emphasis given to theories in

vocational education at the expense of practice-skill acquisition.

7. Lack of hand tools, equipment, machines and training materials hinders students

from acquiring the real practical skills required for the industry and self-

reliance.

8. Technical teachers are not motivated by way of giving them adequate incentive,

remuneration, better condition of service and welfare scheme in order to

enhance their welfare performance, and to cause them to remain. As a result,

they drift to the industries particularly, oil industry for better conditions of

service and jumbo salaries.

This study has identified various problems that impede human and material

resources. It has not fully addressed the possible solution that will bring those

problems into pass.

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Summary of the Literature Review

Attempt has been made o highlight and analyze the opinions of different

scholars under the six major themes used in the review. Different models of

evaluation were discussed for example CIPP models, Kentucky Vocational Education

model, Goal free model, Secondary School evaluation model developed by Okoro

(1995) was adopted for this study. The analysis exposed the effects of poor and

inadequate supply human and material resources for teaching metalwork in secondary

school which has badly affected the metalwork Vocational Education programme in

Ekiti State.

Efforts were made to identify various teaching resources for metalwork and

problem affecting the availability and utilization. The teaching resources are

classified into human and non-human material resources. Many problem that are

affecting the utilization and availability ranges from inadequate fund and low level

financial commitment, dearth of qualified technical teachers, lack of proper or poor

monitoring/evaluation of the metalwork programme, high cost of technical equipment

and materials, language barriers, in-accessible to utility (electricity), poor

administrative style and procedure.

Suggestion for enhancing adequate provision and utilization were reviewed

such as training and re-training of technical personnel, good and motivated condition

of service, adequate financial provision for school to be made by parents and involve

of non-governmental organizations to supply teaching materials to complement

government effort. Teachers can also sought for loan in neighboring school or any

learning resources center of vocational center.

The technical competencies required of the Metalwork teacher in teaching the

subject matter based on the different areas of Metalwork technology which include

Sheet metal work, Machine shop practice, Forging and Foundry practices were also

reviewed. Various teaching methods which could be employed by the Metalwork

teacher for effective teaching of Metalwork in the secondary schools were also

reviewed. Some of the teaching methods reviewed include demonstration methods,

project methods, collaborative learning, among others.

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Four other empirical studies related to the study were reviewed which were

mainly on evaluation of programmes and not on the human and material resources in

teaching Metalwork Technology. This study was therefore aimed at filling the gap of

the dearth of evaluation of Human and Material resources for the successful teaching

of Metalwork Technology in the secondary schools in Ekiti State.

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CHAPTER THREE

METHODOLOGY

The chapter presents a description of the method adopted for the study under

the following headings: design of the study, area of the study, population for the

study, description of data-gathering instrument, validation of the instrument,

reliability of the instrument, method of data collection and method of data analysis.

Design of the Study

The study adopted survey research design. A survey research design

according to Olaitan and Nwoke (1988) is one in which the entire population or

representative sample is studied by collecting and analyzing data from the group

through the use of questionnaire.

The design was considered suitable because this study is soliciting

information from metalwork teachers and school administrator (principal) on

evaluation of teaching resources in metalwork in secondary schools in Ekiti State.

Area of the Study

The study was carried out in Ekiti North Senatorial Educational Zone of Ekiti

State of Nigeria. This state is located in the rain forest of the southwest of Nigeria,

with an area of 21,110 square kilometers, with more than three quarters occupied by

virgin lands. The state is surrounded or boarded in the north by Kogi State and in the

south by Ondo State and in the west by Osun State and in the east by Edo state.

Population for the Study

The population for this study was 128 respondents, made up of 96 Metalwork

teachers and 32 school principals based in the state and working under the teaching

service commission, auspices of the state Ministry of Education. This number is

based on the available data from the State Teaching service commission, Ministry of

Education. There was no sampling because of the small population.

Description of the Data Gathering Instrument

The instrument for data collection was a structured questionnaire.

The questionnaire was structured using the five point Likert scale shown below

The response scale is as follows:

98

111

Strongly Agree = (SA) 5 point Very Often = (VO 5 point

Agree = (A) 4 point Often = (O) 4 point

Undecided = (U) 3 point Undecided = (UD) 3 point

Disagree = (D) 2 point Rarely = (R) 2 point

Strongly Disagreed = (SD) 1 point Very Rarely = (VR) 1 point

Very Adequate = (VA) 5 point

Adequate = (A) 4 point

Undecided = (UD) 3 point

Inadequate = (I) 2 point

Very Inadequate = (VI) 1 point

The instruments were made up of 7 sections A-G.

Section A contains 6 items that sought information about the respondents.

Section B dealt with research question one. It covers items 1-12 and was used to

ascertain information about resources for teaching metalwork in secondary schools in

Ekiti State.

Section C dealt with research question letter two. It comprises 12 items about

how available are these teaching resources in metalwork in various secondary schools

in Ekiti State. Section D dealt with research question three. It consisted of 10 items,

seeking information regarding the extent of usage of these teaching resources are

being utilized for teaching metalwork in secondary schools in Ekiti State. Section E

dealt with research question four. It consist of 36 items, seeking information on the

technical competencies required by the Metalwork teachers in teaching Metalwork in


Section F dealt with research question five. It comprised 12 items seeking data

information on the various teaching methods employed by the Metalwork teachers in

teaching Metalwork in the secondary schools in Ekiti State.

Section G dealt with research question six. It consist of 13 items seeking data

information on the measures for ensuring adequate utilization of teaching resources

for the teaching of Metalwork in secondary Schools in Ekiti State.

112

Validation of the Instrument

The questionnaire was subjected to face validation by three (3) experts from

the Department of Vocational Teacher Education, University of Nigeria, Nsukka.

The validators‟ observations, suggestions, and comments were used to

redesigned the final copy of the questionnaire.

Reliability of the Instrument

The reliability of the instrument was established using Cronbach Alpha reliability

technique to determine the internal consistency of the items. According to

Uzoagulu(1998), Cronbach Alpha reliability technique is based on the fact that the

questionnaire are of multiple responses type and it provides for more stable measure

of homogeneity. The instrument was administered on 20 respondents in the secondary

schools in Enugu State. This was to ensure that the subjects used in the reliability

were excluded from the study. Their responses were used to calculate the reliability

coefficient. A reliability coefficient of 0.82 was obtained which implied that the

internal consistency of the instrument was high.

Method of Data Collection

The instrument for data collection was administered to the subjects personally by

the researcher and two research assistants from the teaching service commission also

assisted in the data administration and collection. Completed copies of the instrument

were collected after four weeks of their distribution.

Method of Data Analysis

Data collected for the study was analyzed using mean score, frequency counts

and standard deviation to answer the research questions. The mean score for each

item statement was computed by multiplying its frequency counts by the

corresponding value of the respondent category and dividing it by the number of

responses to each question. The null hypothesis was tested using the„t‟ test statistics

at 0.05 level of significance.

In testing the hypotheses, if the calculated„t‟ is equal to, or greater than, the

critical„t‟ value, the null hypothesis (HO) was rejected; if the calculated„t‟ is less than

the critical„t‟ value; the null hypothesis, was accepted.

113

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter described and analyzed the data collected for the study. The

presentations were organized based on the research questions and null hypotheses that

guided the study.

Research Question 1

What are the various Human and Material resources necessary for teaching

Metal Work in Secondary Schools in Ekiti State?

Data for answering this research question were presented in Table 1.

Table 1 The Mean and standard deviations of responses on the various human and material

resources necessary for teaching metal work in Secondary schools in Ekiti State? Human and Material Resources for Teaching Metalwork in Secondary School Consist

of the followings

SD RMKS

S/No Human Resources 4.00 1.07 Agree

1. All technical teachers. 3.56 1.02 Agree

2. Metalwork teachers. 3.78 1.21 Agree

3. Artisans including other trades. 3.89 1.20 Agree

4. Principal. 3.65 0.94 Agree

5. Workshop attendants. 4.01 1.04 Agree

6. Other members of staff in the school 3.00 1.09 Disagree

Material Resources

7. All measuring tools including: steel rule, measuring caliper (inside and outside), try

square, screw pith gauge, micrometer screw gauge, dial indicator, Venier caliper.

4.00 0.94 Agree

8. All marking out tools such as: marking out table, vee block, spring divider, center

punch, scriber etc.

3.99 1.01 Agree

9. All cutting tools such as: hacksaw and frame, scrapers, screw extractor, tap and dies,

chisels, files (smooth, bastard, square, round etc), snips and cutters.

4.55 1.20 Agree

10. All driving tools such as: hammer (ball pein, straight edge, sledge, wooden mallets,

cross pein etc).

4.01 1.02 Agree

11. All forging and casting tools such as: smith hearth, tongs, swage block Anvils,

moulding boxes, sand moisture tester, melting crucible.

4.12 1.07 Agree

12. All holding devices such as: bench vice, tool makers clamp, pliers, spanners etc. 4.22 1.20 Agree

13. All soldering and welding equipment such as: soldering iron, tin of flux, oxy-

acetylene equipment, electric-arc-welding equipment.

3.98 1.00 Agree

14. Machine/facilities – such as drilling machines, pedestal grinder, lather machine,

riveting machine, kiln/blacksmith furnace, folding machine, milling machine,

workshop for practice and electricity for power generation.

4.57 1.09 Agree

15. Consumable-materials such as sheet metals in various sizes, coolant, hacksaw blades

etc.

4.59 1.01 Agree

16. Instructional materials such as: audio-visual aids, projectors, slides, PowerPoint

projectors, computer, textbook and magazines etc.

4.78 1.02 Agree

Key: = Mean; SD= Standard deviations

101

114

The data presented in Table 1 above revealed that fifteen items (15) out

of the sixteen items (16) were the human and material resources that can be

used for the teaching of Metalwork in the secondary schools in Ekiti State.

These items had a mean range of 4.78-3.56 indicating that the respondent

considered these items as the human and material resources that can be used in

the teaching of Metalwork in secondary schools in Ekiti State.

However, item 6 had a mean of 3.00 which is below the cut-off point of

3.50; indicating that the respondent disagrees with the item as one of the

human and material resources that can be used in teaching Metalwork in


The Table showed that the standard deviations (SD) of the items ranged

from 0.94-1.20, indicating that the respondents were not too far from the mean

and from the opinion of one another.

115

Research Question 2

How available are the material resources for teaching metalwork in the secondary

schools in Ekiti State?

Data for answering this research question were presented in Table 2.

Table 2 The Mean and standard deviations of responses on the available material resources for

teaching Metalwork in the secondary schools in Ekiti State.

S/No How Available are the Following Resources in Your School?

SD RMKS

1. Technical teacher (Metalwork) 3.69 0.82 Adequate

2. Artisans. 3.70 0.91 “

3. Workshop attendant. 4.00 0.87 “

4. Measuring tools. 3.87 0.89 “

5. Marking out tools. 4.01 1.11 “

6. Driving tools e.g. hammer. 3.91 1.00 “

7. Forging and casting tools. 3.47 0.98 Inadequate

8. Holding tools/holding devices. 3.91 1.00 Adequate

9. Soldering and welding equipment 3.30 0.90 Inadequate

10. Machines/facilities. 3.00 1.02 Inadequate

11. Consumable items such as: sheet metals in various sizes, electrode,

hacksaw, blades coolant etc.

3.78 0.89 Adequate

12. Instructional materials like textbook audio – visual materials, slide,

transparences magazines, journals and periodicals.

3.42 0.91 Inadequate

The data presented in table 2 above revealed that eight items (8) out of

the twelve items (12) were the available human and material resources that can

be used for the teaching of Metalwork in the secondary schools in Ekiti State.


considered these items as the available human and material resources that can

be used in the teaching of Metalwork in secondary schools in Ekiti State.

116

However, item 7, 9 10 and 12 had a mean range of 3.00-3.47. This is

below the cut-off point of 3.50; indicating that the respondent disagrees with

the item as available human and material resources that can be used in

teaching Metalwork in secondary schools in Ekiti State.




Research Question 3

To what extent are these resources being utilized for teaching metalwork in the


The data for answering this research question were presented in table 3.

Table 3 The Mean and standard deviations of responses on the extent of utilization of these

material resources teaching Metalwork in the secondary schools in Ekiti State.

S/No EXISTING metalwork Teaching Resources SD RMK

1. Measuring tools. 4.00 0.78 Often

2. Marking out tools. 3.59 0.75 Often

3. Cutting tools. 3.76 0.75 Often

4. Driving tools. 3.76 0.63 Often

5. Forging and casting tools. 3.00 0.61 Rarely

6. Holding devices. 3.89 0.76 Often

7. Soldering and welding equipment. 3.42 0.71 Rarely

8. Machine/facilities. 3.23 0.88 Rarely

9. Consumable items. 3.78 0.71 Often

10. Instructional materials. 3.44 0.76 Rarely

The data presented in table 3 above revealed that six items (6) out of the ten

items (10) were the material resources that are often utilized for the teaching of

Metalwork in the secondary schools in Ekiti State. These items had a mean range of

4.00-3.76 indicating that the respondent considered these items as the material

resources that are often utilized in the teaching of Metalwork in secondary schools in

Ekiti State.

However, item 5, 7 8 and 10 had a mean range of 3.00-3.44. This is below the

cut-off point of 3.50; indicating that the respondent disagrees with the item as

material resources that are rarely utilized in the teaching Metalwork in secondary

schools in Ekiti State.

117

The Table showed that the standard deviations (SD) of the items ranged from

0.82-1.11, indicating that the respondents were not too far from the mean and from

the opinion of one another.

Research Question 4

What are the technical competencies required by the technical teachers for

teaching metal work in secondary Schools in Ekiti State?

The data for answering this research question 4 were presented in table 4.

Table 4 The Mean and standard deviation of the responses of Metalwork Teachers on the

technical competencies required by the technical teachers for teaching metal work in

secondary Schools in Ekiti State.

S/N Technical Competencies

SD

RMKS

1 Select sheet metal base on the type of work to be done 4.25 3.30 Required

2 Select sheet metal based on its characteristics and

properties

4.27 3.49 “

3. Select sheet metal base on the gauge number 3.95 3.32 “

Skills in Selection of Tools and

Machines for Sheet Metalwork

4. Select suitable tool for the object to be produced 4.15 3.77 R

5 Select suitable machine for the object to be produced 4.12 3.62 R

6 Develop simple pattern for the object to be produced 4.16 3.56 R

7 Cut out the pattern to be used carefully 4.11 3.27 R

8 Develop complex pattern for the object to be produced 3.83 3.23 R

9 Cut out the complex pattern already developed for use

carefully

3.94 3.21 R

Skills in Bending and Folding

of Sheet Metal Edges

10 Measure the edges of sheet metal according to

specification for hemming

3.87 3.68 R

11 Bend the edges measured to specified degree with

folding bar or on a brake

3.92 3.41 R

12 Fold the bent edges over a piece of sheet metal of the

same gauge size with soft hammer blows

3.84 3.33 R

Skills in Sheet Metal Joint Making

13 Mark out the sheet metal for seam making 3.89 3.37 R

14 Cut the edge of sheet metal for seam making 3.82 3.53 R

15 Mark the edges to be burred 3.80 3.33 R

16 Burr along the marked point for seam making 3.98 3.08 R

17 Set the seam on seam setting machine 4.16 3.15 R

18 Turn the seam against the body on double seaming

machine

3.83 2.84 R

Skills in Soldering Objects in

Sheet metalwork

118

19 Prepare the soldering furnace 3.85 2.86 R

20 Cut sheet metal to be soldered according to

specification

3.86 3.42 R

21 Clean the parts to be soldered 3.93 3.47 R

22 Apply the correct quantity of suitable flux on the parts

to be soldered

4.20 3.38 R

23 Tinne the soldering copper/bit 4.24 3.08 R

24 Melt solder evenly on the surface of parts to be joined

with tinned bit

4.19 3.34 R

25 Smooth the surface soldered 3.96 3.50 R

26 Observe safety practice in sheet metal laboratory 4.12 3.26 R

II

27 Set lathe machine cutting tool according to

specification for the job to be performed

4.16 3.45 R

28 Generate plane surface on the lathe using a straight

edge cutting tool

3.89 3.62 R

29 Generate square surface at the end of work piece using

cutting edge of the tool

3.23 3.19 R

30 Select the tailstock for altering the path of tool or

turning taper on the lathe

3.94 3.41 R

31 Change the path of tool on the lathe using taper

adjustment for taper turning

4.06 3.12 R

32 Set the tool path on the lathe using the compound rest

method for taper turning

4.14 3.69 R

33 Generate hole on metals with twist drill or reamer held

in the lathe tails tock

4.18 3.30 R

34 Enlarge hole drilled on the metal using the boring tools

held in the lathe tailstock

3.89 3.45 R

35 Roughen the surface of work piece with knurling

rollers on the lathe machine

3.89 3.37 R

36 Part-off a specified length from a work piece on the

lathe

3.78 3.40 R

37 Insert thread-cutting tool into the tool holder for

different thread cutting operations on the lathe

4.22 3.21 R

38 Cut thread on the lathe 4.19 3.14 R

39 Mount long bar on the lathe machine with steady and

follower rest

4.30 2.91 R

40 Select suitable cutting speed for a particular size of

materials to be machined on the lathe

4.21 3.10 R

41 Service lathe regularly 4.30 3.14 R

42 Observe safety rules on the lathe machine 4.12 3.40 R

Skills in Milling Operations

43 Cut horizontal surface on the milling machine 3.86 3.11 R

44 Cut angular surface on milling machine 4.04 2.86 R

45 Cut keyway, groove doetail and t-slot on the milling

machine

4.00 2.96 R

46 Set the knee elevation on the milling machine 4.29 3.10 R

47 Set the table elevation on the milling machine 3.99 3.32 R

48 Select suitable cutting speed to suit the material being

milled

4.15 3.28 R

49 Set the feed rate to suit the material being milled 4.25 3.18 R

119

50 Select milling cutter suitable for the surface to be

generated

4.28 3.03 R

51 Mount milling cutter firmly on the arbor, collect or

other holders available on the machine

4.30 2.94 R

52 Determine the feed in relation to the direction on cutter

rotation

4.10 3.23 R

Skills in Drilling Operations

53 Drill straight hole to specified diameters 3.92 3.60 R

54 Enlarge hole to the specified diameter on the drill press 3.68 3.57 R

55 Enlarge a drill hole accurately with a reamer on the

drill press

4.15 3.42 R

56 Select the drilling speed according to the diameter,

properties and classification of material to be drilled

4.01 3.30 R

57 Produce a smooth flat surface on a part or component

to specification on grinding machine

4.02 3.16 R

58 Generate cylindrical and conical shape on round parts

to specification on grinding machine

4.02 3.08 R

59 Grind all forms of cutting tools, drill bits, end mills,

reamers, counterbores to specified shape and degrees

on grinding machine

4.02 3.00 R

60 Select suitable grinding wheels for generating different

shape on grinding machine

3.93 3.02 R

61 Centre and balance a grinding wheel on the wheel

sleeve

4.28 3.24

62 Sharpen the wheel on grinding machine 3.83 3.09 R

63 Grind the wheel to be spot free on the grinding

machine

4.00 3.24 R

64 Select power hacksaw cutting speed for the material to

be cut

4.18 3.02 R

65 Cut a round metal to specification on power hacksaw 3.62 3.33 R

66 cut angle metal to specification on power hacksaw 3.81 3.45 R

67 Cut angular part by swiveling the saw table to the

desired degree

3.93 3.12 R

68 Cut horizontal surface on the shaping machine 4.01 3.00 R

69 Cut vertical surface on the shaper 4.03 3.18 R

70 Cut groove, slots, keyway on the shaper 4.01 3.18 R

71 Adjust the stroke of the shaper to suit the operation to

be performed

4.15 3.16 R

Skills in foundry Operations

72 Make cavity within the mould with pattern 3.76 347 R

73 Select the metal to be melted and pour them into the

furnace

3.83 3.59 R

74 Regulate the pyrometer to read the pouring

temperature of the metal to be melted

3.81 3.34 R

75 Melt metals in the furnace 3.74 3.34 R

76 Pour molten metal into the mould from the ladder 3.75 3.34 R

77 Remove raw casting from the mould after cooling 3.94 3.27 R

78 Clean sands and dirts on the raw casting 4.00 3.63 R

79 Knock off sprues, gate and riser on the castings 4.14 3.37 R

80 Grind the sharp edges on the casting for finishing

purposes

3.89 3.52 R

120

81 Observe safety in foundry laboratory shops 3.94 3.65 R

Skills in Forging Operations

82 Light the gas furnace for forging operation 4.07 3.59 R

83 Draw out metal to increase the length by hand forging 4.12 3.11 R

84 Thicken (upsetting) the end of a bar by hand forging 4.03 3.22 R

85 Forge weld two pieces of metals until they are joined

together

3.92 3.10 R

86 Cut stock of bar to desired length by hot chiseling 4.15 3.09 R

87 Bend, an eye on the anvil by hand forging 3.84 3.27 R

88 Twist a flat piece of metal the vice by hand forging 3.91 3.09 R

89 Maintain the furnace regularly 4.08 3.22 R

90 Observe safety rules in the forging shop 4.07 3.53 R

IV Welding and Fabrication

91 Check the pressure gauges on the Oxyacetylene

cylinders to ensure workable pressure

4.09 3.54 R

92 Light the welding torch, and adjust to correct flame

base on material to be welded

3.99 3.54 R

93 Braze two pieces of metal until the joint built up 4.02 3.46 R

94 Weld two pieces of metals together using the

Oxyacetylene process

3.90 3.44 R

95 Weld two pieces of metals together using the Arc

welding process

3.87 3.59 R

96 Clean the joint welded with either of the welding

processes

3.60 3.59 R

97 Observe safety practices in Oxyacetylene welding

process

3.67 3.94 R

98 Observes safety rules in Arc welding process 3.89 3.88 R

Key : X= Mean; SD= Standard deviations; R= Required

The data presented in table 4 above revealed that all the ninety eight

items (98) were the technical skill competencies required by the Metalwork

teachers for the teaching of Metalwork in the secondary schools in Ekiti State.


considered these items as the technical skill competencies required by the

Metalwork teachers in the teaching of Metalwork in secondary schools in Ekiti

State.




121

Research Question 5

What are the teaching strategies employed by the technical teachers for teaching

metalwork in the secondary schools in Ekiti State?


Table 5 The Mean and standard deviation of responses of Metalwork Teachers on

the teaching strategies employed by the technical teachers for teaching metal

work in secondary Schools in Ekiti State

S/N ITEMS SD RMKS

1 Guided Discovery 3.00 0.78 Disagree

2 Lecturing Methods 4.00 0.82 Agree

3 Assigning Project to Students 3.98 1.01 Agree

4 Field Trip 3.89 0.96 Agree

5 Demonstration Methods 4.00 1.00 Agree

6 Exhibition 3.00 0.99 Disagree

7 Programmed Instruction 3.34 0.91 Disagree

8 Meta Learning Instructional Strategy 3.01 0.87 “

9 Cognitive Apprentice Instructional Strategy 3.11 0.89 “

10 Learning Mode 3.44 0.77 “

11 Explanatory Instructional Strategy 3.56 0.99 Agree

12 Questioning Technique 3.76 1.01 Agree

13 Systematic Reporting Strategy 3.23 1.00 Disagree

14 Independent Study 3.22 1.00 “

15 Constructivist Approach 3.01 0.89 “

16 Collaborative Learning Mode 3.44 1.09 “

17 Role Play 3.11 0.91 “

18 Buzz Group Approach 3.25 0.79 “

19 Group Discussion Instructional Strategy 3.44 0.69 “

The data presented in table 5 above revealed that six items (6) out of the

nineteen items (19) were the teaching strategies employed by the Metalwork

teachers for the teaching of Metalwork in the secondary schools in Ekiti State.


considered these items as the teaching strategies that can be employed in the

teaching of Metalwork in secondary schools in Ekiti State.

However, the rest of the items had a mean range of 3.00-3.44. This is

below the cut-off point of 3.50; indicating that the respondent disagrees with

122

the item as the teaching strategies employed by the Metalwork teacher in the

teaching Metalwork in secondary schools in Ekiti State.




Research Question 6

What are the measures to ensure adequate Utilization of available teaching resources

to teaching of Metal work?


Table 6 The Mean and standard deviations of responses on the measures to ensure adequate

utilization of available teaching resources to teaching Metalwork in secondary schools

in Ekiti State.

Measures for Ensuring Adequate Utilization of Available Resources for

Teaching Metal Work.

SD RMKS

1. Regular routine checks on the facilities. Equipment and machinery 4.00 0.99 Agree

2. Regular cleaning and lubrication of machine parts before and after use 3.89 1.00 “

3. Prompt repair, servicing and replacement of damaged parts of equipment and

machinery

4.01 0.78 “

4. Adherence to approved inventory control and storage system 3.98 0.99 “

5. Strict compliance to the operational guidelines of the equipment and

machinery

3.89 1.02 “

6. Good say conduct while at work 3.72 0.89 “

7. Organizing work – study training programme for technical teacher to

improve their resource management skill

4.22 1.02 “

8. Provision of fund for maintenance purpose in the workshop and laboratories. 4.11 0.88 “

9. Ensuring proper supervision of the activities of the student while at work 3.99 0.81 “

10. Organizing seminars and workshops on Resource management and

maintenance issues in the laboratory and workshop.

4.11 0.88 “

11. Provision of skilled technical teacher with special competence in resource

management.

3.81 0.70 “

12. Good intrastate to house and accountant the resources 3.97 1.01 “

13. Good housekeeping technique 3.76 0.84 “

14. Observance and adherence to the safety rules and regulations 4.02 0.79 “

15. Prompt replacement or repair of bad, unserviceable resources with new ones 3.79 1.00 “

16. Good workshop layout 3.99 1.10 “

17. Partnership with the private sector in the provision of tools and equipment 3.80 0.76 “

The data presented in table 6 above revealed that all the nineteen items

(19) were the measures to ensure adequate utilization of teaching resources for

the teaching of Metalwork in the secondary schools in Ekiti State. These items

123

had a mean range of 4.11-3.76 indicating that the respondent considered these

items as the measures to ensure adequate utilization of teaching resources for

the teaching of Metalwork in secondary schools in Ekiti State.




Testing of Hypotheses

Hypotheses 1

H01: There is no significant difference in the mean responses of metalwork teachers

and school principal on the various material resources necessary for teaching

metalwork in the secondary schools in Ekiti State

The data for testing the hypothesis were presented in Table 7

124

Table 7: The t-test Analysis of the Mean responses of Metalwork Teachers and School

Principal on the various material resources necessary for teaching metalwork in

the secondary schools in Ekiti State. S/N Various Resources for teaching

Metalwork

Metalwork

Teachers

96

School Principals

32

t-cal Remark

X1 S12 X2 S2

2

1 All technical teachers 4.32 0.71 4.46 0.76 1.51 NS

2 Metalwork Teachers 3.51 0.96 3.80 0.98 1.50 NS

3 Artisans including other trades 3.71 1.10 3.51 1.31 0.58 NS

4 Principal 3.70 1.11 3.11 1.40 1.71 NS

5 Workshop Attendants 3.82 1.40 3.63 0.96 0.49 NS

6 Other members of staff in the school 2.52 1.50 2.53 1.21 0.91 NS

7 All measuring tools including: steel

rule, measuring calipers (inside and

outside ), try square, screw pith gauge,

micrometer screw gauge, dial indicator,

venire calipers.

1.91 1.20 1.82 1.20 0.27 NS

8 All marking out tools such as, marking

out tables, vee blocks, spring dividers,

centre punch ,scriber etc.

3.42 1.40 2.99 1.41 1.18 NS

9 All cutting tools such as, hacksaws and

frames, scrappers, screw extractors,

taps and dies, chisels, files, (smooth,

bastard, square, round etc) snips, and

cutters.

3.72 1.10 3.53 1.31 0.58 NS

10 All driving in tools such as,

hammers(ball pein, straight edge,

sledge, wooden, mallets, cross pein etc

)

2.63 1.53 2.67 1.50 0.01 NS

11 All forging tools and casting tools such

as, smith hearth, tongs, swage blocks,

Anvils, molding boxes, sand moisture

tester, melting crucible

3.63 1.40 3.63 1.40 0.01 NS

12 All holding devices such as the bench

vice, tool makers clamps, pliers,

spanners etc

3.80 1.40 3.43 0.96 0.98 NS

13 All soldering devices and welding

equipment such as: Soldering iron, tin

of flux, oxy-acetylene equipment,

electric arc welding equipment

3.52 1.31 3.47 0.96 0.26 NS

14 Machine/facilities- such as: drilling

machines, pedestal grinders, lathe

machines, riveting machine,

Kiln/blacksmith furnace, folding

machine, milling machines, workshop

for practice and electricity for power

generation

3.52 1.3 2.93 1.4 0.50 NS

15 Consumable-materials such as sheet

metals in various sizes, coolant,

hacksaw

2.2 1.311 2.17 1.31 0.25 NS

16 Instructional materials such as: audio

visual aids, projectors, slides,

PowerPoint projectors, computers,

textbooks and magazines.

125

Degree of freedom (df) = na+nb-2

na= 96

nb= 32

Df= 126

Ttab= 1.96

NS= Not significance

The t-test analysis in table 7 showed that the calculated t-values were less than the

critical values of 16 items. The null hypothesis was therefore upheld for all the 16

items

The t-test analysis in table 7 showed that each of the 16 items has calculated t-values

less than the table t-value of 1.96 at 0.05 level of significance and 138 degrees of

freedom. This shows that there was no significance difference in the mean ratings of

responses of metalwork teachers and the school principals on the various resources

for teaching metalwork in secondary schools in Ekiti State. Since the t-calculated is

less thah the t-critical for all the items, the null hypothesis therefore was upheld for all

the 16 items.

Hypothesis 2


teachers and school principal on the available resources for teaching of


126

Table 8: The t-test Analysis of the Mean of responses of Metalwork Teachers and School

Principal on the availability of the necessary material resources necessary for


S/N Availability of the teaching resources

for teaching metalwork

Metalwork

Teachers

School Principals t-cal Remark

X1 S12 X2 S2

2


2 Metalwork Teachers 3.51 0.96 3.80 0.98 1.50 NS

3 Artisans including other trades 3.71 1.10 3.51 1.31 0.58 NS

4 Principal 3.70 1.11 3.11 1.40 1.71 NS

5 Workshop Attendants 3.82 1.40 3.63 0.96 0.49 NS

6 Other members of staff in the school 2.52 1.50 2.53 1.21 0.91 NS

7 All measuring tools including: steel




venire calipers.

1.91 1.20 1.82 1.20 0.27 NS




3.42 1.40 2.99 1.41 1.18 NS





cutters.

3.72 1.10 3.53 1.31 0.58 NS




)

2.63 1.53 2.67 1.50 0.01 NS





3.63 1.40 3.63 1.40 0.01 NS



spanners etc

3.80 1.40 3.43 0.96 0.98 NS





3.52 1.31 3.47 0.96 0.26 NS







generation

3.52 1.3 2.93 1.4 0.50 NS



hacksaw

2.2 1.311 2.17 1.31 0.25 NS





127


na= 96

nb=32

Df=126

Ttab= 1.96




items

The t-test analysis in table 8 showed that each of the 16 items has a calculated t-value



responses of metalwork teachers and the school principals on the availability of the

various resources for teaching metalwork in secondary schools in Ekiti State. Since

the t-calculated is less than the t-critical for all the items, the null hypothesis therefore

was upheld for all the 16 items.

Hypothesis 3


teachers and school principal on the extent of utilization of resources for

teaching metalwork.


128


Principal on the extent of utilization of the resources necessary for teaching

metalwork in the secondary schools in Ekiti State S/N Extent of utilization of teaching

resources for teaching metalwork

Metalwork

Teachers

School Principals t-cal Remark

x 1 S1

2 x 2

S22


2 Metalwork Teachers 3.51 0.96 3.80 0.98 1.50 NS 3 Artisans including other trades 3.71 1.10 3.51 1.31 0.58 NS 4 Principal 3.70 1.11 3.11 1.40 1.71 NS 5 Workshop Attendants 3.82 1.40 3.63 0.96 0.49 NS 6 Other members of staff in the school 2.52 1.50 2.53 1.21 0.91 NS 7 All measuring tools including: steel




venire calipers.

1.91 1.20 1.82 1.20 0.27 NS




3.42 1.40 2.99 1.41 1.18 NS





cutters.

3.72 1.10 3.53 1.31 0.58 NS




)

2.63 1.53 2.67 1.50 0.01 NS





3.63 1.40 3.63 1.40 0.01 NS



spanners etc

3.80 1.40 3.43 0.96 0.98 NS





3.52 1.31 3.47 0.96 0.26 NS







generation

3.52 1.3 2.93 1.4 0.50 NS



hacksaw

2.2 1.311 2.17 1.31 0.25 NS





129

Degree of freedom(df)= na+nb-2

na=96

nb=32

Df=126

Ttab= 1.96




items

The t-test analysis in table 9 showed that each of the 16 items has a calculated t-value



responses of metalwork teachers and the school principals on the extent of utilization

of the resources for teaching metalwork in secondary schools in Ekiti State. Since the

t-calculated is less than the t-critical for all the items, the null hypothesis therefore

was upheld for all the 16 items.

Hypothesis 4

H04: There is no significant difference in mean responses of metalwork teacher and

school principal on the competencies required of technical teachers in

teaching metal work in the secondary schools in Ekiti State.


130


Principal on the technical competencies required of technical teachers in

teaching metal work in the secondary schools in Ekiti State

S/N Technical competencies items

Metal work

Teachers

School Principal

1

X S

22

2

X S

22 T-cal T-tab Rmk

Sheet Metalwork

Skills in selection and use of

Sheet metal

1 Select sheet metal base on type of

work to be done

3.91 2.21 3.64 1.50 0.50 2.05 NS

2 Select sheet metal base on its

characteristics and properties

3.91 1.82 3.84 1.10 0.15 2.05 NS

3 Select sheet metal base on the

gauge number

3.64 2.28 3.63 1.06 0.02 2.05 NS

4 Select suitable tools for the object

to be produced

4.05 1.78 3.87 0.88 0.39 2.05 NS

5 Select suitable machine for the

object to be produced

4.00 2.61 3.74 1.40 0.46 2.05 NS

6 Develop simple pattern for the

object to be produced

3.86 1.99 3.76 1.21 0.20 2.05 NS

7 Cut out pattern to be used 3.64 2.61 3.74 1.49 -0.18 2.05 NS

8 Develop complex pattern to be

produce

3.59 2.87 3.55 1.37 0.07 2.05 NS

9 Cut out the complex pattern

already developed for use

carefully

3.55 2.84 3.61 1.27 -0.11 2.05 NS

Skills in bending and folding of

sheet metal edges

10 Measure the edges of sheet metal

according to specification for

hemming

3.91 2.51 3.63 1.33 0.51 2.05 NS

11 Bend the edges measured to a

specified degree with folding bar

or on a brake.

3.78 2.39 3.56 1.49 0.41 2.05 NS

12 Fold the bend edges over a pieces

of sheet metal of the same gauge

size with soft hammer blows

3.78 3.13 3.40 1.29 0.75 2.05 NS

13 Mark out the sheet metal for

which seams to be made

3.73 2.69 3.53 1.51 0.35 2.05 NS

131

14 Cut the edge of sheet metal for

seam making

3.69 2.62 3.66 1.69 0.05 2.05 NS

15 Mark the edges to be burred 3.60 2.56 3.53 1.12 0.13 2.05 NS

16 Burr along the marked point for

seam making

3.50 2.50 3.56 1.60 0.11 2.05 NS

17 Set the seam on seam setting

machine

3.68 1.82 3.63 1.33 0.10 2.05 NS

18 Turn the seam against the body

of double seaming machine

3.19 3.09 3.58 1.61 -0.65 2.05 NS

19 Prepare the soldering furnace 3.14 2.61 3.58 1.19 -0.80 2.05 NS

20 Cut sheet metal to be soldered

according to specification

3.64 2.22 3.64 1.10 0.00 2.05 NS

21 Clean the parts to be soldered 3.79 2.66 3.56 1.86 0.40 2.05 NS

22 Apply the correct quantity of

suitable flux on the parts to be

soldered

3.91 1.90 3.66 1.60 0.50 2.05 NS

23 Tinne the soldering copper/bits. 3.64 2.10 3.69 1.68 -0.90 2.05 NS

24 Melt solder evenly on the surface

of parts to be joined with the

tinned bit

3.82 1.82 3.72 1.49 0.20 2.05 NS

25 Smooth the surface soldered 3.82 2.03 3.63 1.73 0.37 2.05 NS

26 Observe safety practice in sheet

metal laboratory

3.64 3.28 3.74 1.65 -0.16 2.05 NS

Machine Shop Practice Skills in

lathe Operation

27 Set lathe machine cutting tool

according to specification for the

job to be performed

3.77 2.12 3.84 1.50 -0.13 2.05 NS

28 Generate plane surface on the

lathe using a straight edge cutting

tool.

3.69 2.51 3.82 0.94 -0.25 2.05 NS

29 Generate square surface at the

end of work piece using cutting

edge of the tool

2.23 2.71 3.58 1.32 -0.63 2.05 NS

30 Select the tailstock for altering

the path of tool for turning taper

on the lathe

3.64 2.22 3.71 1.36 -0.13 2.05 NS

31 Change the path of tool on the

lathe using taper adjustment for

taper turning

3.55 1.95 3.63 1.46 -0.17 2.05 NS

32 Set the tool path on the lathe

using the compound rest method

for taper turning

3.59 1.92 3.74 1.48 -0.30 2.05 NS

33 Generate hole on metals with

twist drill or reamer held in the

lathe tailstock

3.82 1.54 3.66 1.56 0.34 2.05 NS

132

34 Enlarge hole drilled on the metal

using the boring tools held in the

lathe tailstock

3.87 2.48 3.47 1.95 0.70 2.05 NS

35 Roughen the surface of work

piece with knurling rollers on the

lathe machine

3.73 2.09 3.58 1.28 0.29 2.05 NS

36 Part-off a specified length from a

work piece on the lathe

3.55 2.48 3.64 1.23 -0.17 2.05 NS

37 Insert thread-cutting tool into the

tool holder for different thread

cutting operations on the lathe

2.78 2.25 3.66 1.46 0.23 2.05 NS

38 Cut thread on the lathe 3.46 2.24 3.87 1.04 -0.80 2.05 NS

39 Mount long bar on the lathe

machine with steady and follower

rest

3.55 2.02 3.66 1.43 -0.13 2.05 NS

40 Select suitable cutting speed for a

particular size of material to be

machined on the lathe

3.59 1.97 3.71 1.65 -0.16 2.05 NS

41 Service lathe regularly 3.78 2.37 3.66 1.80 -030 2.05 NS

42 Observe safety rules on the lathe

machine

3.73 2.69 3.79 1.76 0.34 2.05 NS

43 Cut horizontal surface on the

milling machine

3.41 1.99 3.58 1.51 0.70 2.05 NS

44 Cut angular surface on milling

machine

3.45 1.93 3.45 1.46 0.29 2.05 NS

45 Cut keyway, groove, dovetail and

t-slot on the milling machine

3.64 2.02 3.50 1.72 -0.17 2.05 NS

46 Set the knee elevation on the

milling machine

3.59 1.97 3.79 1.70 0.23 2.05 NS

47 Set the table elevation on the

milling

3.59 2.87 3.71 1.37 -0.21 2.05 NS

48 Select suitable cutting speed to

suit the material being milled

3.64 3.01 3.79 1.63 -0.25 2.05 NS

49 Set the feed rate to suit the

material being milled

3.64 2.34 3.79 1.72 -0.27 2.05 NS

50 Select milling cutter suitable for

the surface to be generated

3.59 2.09 3.72 1.82 -0.25 2.05 NS

51 Mount milling cutter firmly on the

arbor, collect or other holder

available on the machine

3.50 1.85 3.74 1.90 -0.46 2.05 NS

52 Determine the feed in relation to

the direction of cutter rotation

3.73 2.12 3.61 1.51 0.23 2.05 NS

Skills in drilling operations

53 Drill straight hole to specified

diameter

3.73 2.53 3.79 1.89 -0.11 2.05 NS

54 Enlarge hole to the specified 3.69 2.22 3.56 1.53 0.25 2.05 NS

133

diameter on the drill press

55 Enlarge a drill hole accurately with

a reamer on the drill press

3.82 2.21 3.74 1.64 0.15 2.05 NS

56 Select the drilling speed according

to the diameter, properties and

classification of material to be

drilled

3.59 2.53 3.71 1.62 -0.21 2.05 NS

Skills in grinding operations

57 Produce a smooth flat surface on a

part or component to specification

on grinding machine

3.73 2.07 3.45 1.96 0.52 2.05 NS

58 Generate cylindrical and conical

shape on round parts to

specification on grinding machine

3.73 2.07 3.37 1.72 0.67 2.05 NS

59 Grind all forms of cutting tools,

drill bits, end mills, reamers, and

counterbores to specified shape and

degrees on grinding machine

3.55 2.09 3.47 1.48 0.15 2.05 NS

60 Select suitable grinding wheels for

generating different shape on

grinding machine

3.55 2.56 3.40 1.48 0.27 2.05 NS

61 Centre and balance a grinding

wheel on the wheel sleeve

3.91 2.34 3.61 1.55 0.56 2.05 NS

62 Sharpen the wheel on grinding

machine

3.55 3.01 3.37 1.44 0.31 2.05 NS

63 Grind the wheel to be spot free on

the grinding machine

3.82 1.92 3.42 1.53 0.78 2.05 NS

Skills in power hacksaw

operation

64 Select power hacksaw cutting speed

for the material to be cut

3.73 2.12 3.48 2.27 0.45 2.05 NS

65 Cut a round metal to specification

on power hacksaw

3.50 3.05 3.45 2.02 0.08 2.05 NS

66 Cut angle plate to specification on

power hacksaw

3.73 2.84 3.53 1.65 0.36 2.05 NS

67 Cut angular part by swiveling the

saw table to the desired degree

3.68 1.96 3.37 1.93 0.58 2.05 NS

Skills in shaping operations

68 Cut horizontal surface on the

shaping machine

3.58 2.36 3.43 1.95 0.29 2.05 NS

69 Cut vertical surface on the shaper 3.40 1.46 3.21 2.04 0.39 2.05 NS

70 Cut groove, slots, keyway on the

shape

3.64 2.72 3.55 1.65 0.65 2.05 NS

71 Adjust the stroke of the shaper to

suit the operation to be performed

3.91 2.19 3.40 2.04 0.93 2.05 NS

134

Skills in foundry operations

72 Make cavity with the mould with

pattern

3.78 2.66 3.40 1.70 0.66 2.05 NS

73 Select the metal to be melted and

pour them into the furnace

3.87 2.79 3.55 1.76 0.55 2.05 NS

74 Make cavity within the mould with

pattern

3.59 2.89 3.56 1.53 0.05 2.05 NS

75 Select the metal to be melted and

pour them into the furnace

3.50 2.84 3.55 1.51 -0.14 2.05 NS

76 Regulate the pyrometer to read the

pouring temperature of the metal to

be melted

3.09 2.89 3.50 1.60 0.15 2.05 NS

77 Remove raw casting from the

mould after cooling

3.55 3.08 3.66 1.63 0.18 2.05 NS

78 Clean sands and dirts on the raw

casting

3.96 2.31 3.63 1.78 0.00 2.05 NS

79 Knock off sprues, gate and riser on

the castings

3.82 1.90 3.69 1.85 0.25 2.05 NS

80 Grind the sharp edges on the

castings for finishing purposes

3.82 2.45 3.58 1.96 2.05 NS

81 Observe safety in foundry

laboratory shops

3.96 2.58 3.63 1.96 0.57 2.05 NS

Skills in forging operations

82 Light the gas furnace for forging

operation

4.05 2.22 3.61 1.66 0.81 2.05 NS

83 Draw out metal to increase the

length by hand forging

3.86 2.09 3.37 1.59 0.94 2.05 NS

84 Thicken (upsetting) the end of a bar

by hand forging

3.77 1.97 3.47 1.60 0.59 2.05 NS

85 Forge weld two pieces of metals

until they are joined together

3.46 2.53 3.56 1.49 -0.18 2.05 NS

86 Cut stock of bar to desired length

by hot chiseling

3.82 1.97 3.42 1.37 0.80 2.05 NS

87 Bend, an eye on the anvil by hand

forging

3.82 1.82 3.29 1.66 1.06 2.05 NS

88 Twist a flat piece of metal in the

vice by hand forging

3.55 2.40 3.45 1.66 0.18 2.05 NS

89 Maintain the furnace regularly 3.73 1.95 3.58 1.46 0.30 2.05 NS

90 Observe safety rules in the forging

shop

3.87 2.40 3.74 1.54 0.24 2.05 NS


91 Check the pressure gauges on the

oxyacetylene cylinders to ensure

workable pressure

4.00 2.15 3.63 1.85 0.69 2.05 NS

92 Light the welding torch, and adjust

to correct flame base on material to

3.87 2.40 3.66 2.04 0.37 2.05 NS

135

be welded

93 Braze two pieces of metal until the

joint built up

3.82 2.39 3.66 1.86 0.29 2.05 NS

94 Weld two pieces of metals together

using the oxyacetylene process

3.37 2.24 3.61 1.41 0.23 2.05 NS

95 Weld two pieces of metals together

using the Arc welding process

3.78 1.84 3.69 1.55 0.18 2.05 NS

96 Clean the joints welded with either

of the welding processes

3.46 3.33 3.74 1.40 0.50 2.05 NS

97 Observe safety practices in

oxyacetylene welding process

3.72 2.53 3.90 1.65 -0.32 2.05 NS

98 Observe safety rules in Arc welding

process

3.96 2.64 3.82 1.85 0.24 2.05 NS

Key: S2 = Variance

df = N1 + N2 – 2 = 11+19 – 2 = 28

P = 0.05

SG = Significant

NS = Not Significant

The data presented in table 10 above showed that, the t-test values indicated

no significant difference between the mean ratings of Metalwork teachers and the

school principal for the 97 technical competencies still items required by the teachers

for teaching metalwork. This was because, each of the 97 technological skill items

had a t-calculated values less than the t-table value of 2.05 at p 0.05 level of

significance and 28df, in the case of these 97, items therefore, the null hypothesis

(H0) of no significant difference was upheld.

Hypothesis 5

H05: There is no significant difference in mean responses of metalwork teachers and

school principal on the teaching strategies employed by the technical teachers

for teaching metalwork in the secondary schools in Ekiti State.

Data related to the testing of Ho5 are presented in table 11 below

136


Principal on the teaching strategies employed by the technical teachers for

teaching metalwork in the secondary schools in Ekiti State.

S/N Teaching Strategies Metalwork Teachers

School Principal

t-cal Remark

X1 S12 X2 S22

1 Guided Discovery 4.32 0.71 4.46 0.76 1.51 NS

2 Lecturing Methods 3.51 0.96 3.80 0.98 1.50 NS

3 Assigning Project to Students 3.71 1.10 3.51 1.31 0.58 NS

4 Field Trip 3.70 1.11 3.11 1.40 1.71 NS

5 Demonstration Methods 3.82 1.40 3.63 0.96 0.49 NS

6 Exhibition 2.52 1.50 2.53 1.21 0.91 NS

7 Programmed Instruction 1.91 1.20 1.82 1.20 0.27 NS

8 Meta Learning Instructional

Strategy

3.42 1.40 2.99 1.41 1.18 NS

9 Cognitive Apprentice

Instructional Strategy

3.72 1.10 3.53 1.31 0.58 NS

10 Learning Mode 2.63 1.53 2.67 1.50 0.01 NS

11 Explanatory Instructional

Strategy

3.63 1.40 3.63 1.40 0.01 NS

12 Questioning Technique 3.80 1.40 3.43 0.96 0.98 NS

13 Systematic Reporting Strategy 3.52 1.31 3.47 0.96 0.26 NS

14 Independent Study 3.52 1.31 2.93 1.4 0.50 NS

15 Constructivist Approach 2.22 1.31 2.17 1.31 0.25 NS

16 Collaborative Learning Mode 3.24 1.22 2.90 1.09 0.70 NS

17 Role Play 3.45 1.02 2.78 0.99 0.70 NS

18 Buzz Group Approach 3.55 1.11 3.11 0.45 0.22 NS

19 Group Discussion Instructional

Strategy

3.11 2.90 3.01 0.34 0.77 NS


na=96

nb=32

Df=126

Ttab= 1.96


The t-test analysis in table 11 showed that the calculated t-values were less

than the critical values of 19 items. The null hypothesis was therefore upheld for all

the 19 items the t-test analysis in table 11 showed that each of the 19 items has a

calculated t-value less than the table t-value of 1.96 at 0.05 level of significance and

137

138 degrees of freedom. This shows that there was no significance difference in the

mean ratings of responses of metalwork teachers and the school principals on the

teaching methods employed by the technical teachers for teaching metalwork in

secondary schools in Ekiti State. Since the t-calculated is less than the t-critical for all

the items, the null hypothesis therefore was upheld for all the 19 items.

Hypothesis 6

H06: There is no significant difference in mean responses of metalwork teachers and

school principal on the measures for ensuring adequate utilization of available

resources to teaching metalwork in the secondary schools in Ekiti State.

Data related to the testing of Ho6 are presented in table 12 below

138


Principal on the measures for ensuring adequate utilization of available

resources to teaching metalwork in the secondary schools in Ekiti State S/N Measures for ensuring adequate

utilization of Resources for

teaching Metalwork

Metalwork

Teachers

School Principal t-cal Remark

X1 S12 X2 S2

2

1 Regular routine checks on the

facilities. Equipment and machinery

4.32 0.71 4.46 0.76 1.51 NS

2 Regular cleaning and lubrication of

machine parts before and after use

3.51 0.96 3.80 0.98 1.50 NS

3 Prompt repair, servicing and

replacement of damaged parts of

equipment and machinery

3.71 1.10 3.51 1.31 0.58 NS

4 Adherence to approved inventory

control and storage system

3.70 1.11 3.11 1.40 1.71 NS

5 Strict compliance to the operational

guidelines of the equipment and

machinery

3.82 1.40 3.63 0.96 0.49 NS

6 Good say conduct while at work 2.52 1.50 2.53 1.21 0.91 NS

7 Organizing work – study training

programme for technical teacher to

improve their resource management

skill

1.91 1.20 1.82 1.20 0.27 NS

8 Provision of fund for maintenance

purpose in the workshop and

laboratories.

3.42 1.40 2.99 1.41 1.18 NS

9 Ensuring proper supervision of the

activities of the student while at

work

3.72 1.10 3.53 1.31 0.58 NS

10 Organizing seminars and

workshops on Resource

management and maintenance

issues in the laboratory and

workshop.

2.63 1.53 2.67 1.50 0.01 NS

11 Provision of skilled technical

teacher with special competence in

resource management.

3.63 1.40 3.63 1.40 0.01 NS

12 Good intrastate to house and

accountant the resources

3.80 1.40 3.43 0.96 0.98 NS

13 Good housekeeping technique 3.52 1.31 3.47 0.96 0.26 NS

14 Observance and adherence to the

safety rules and regulations

3.52 1.31 2.93 1.41 0.50 NS

15 Prompt replacement or repair of

bad, unserviceable resources with

new ones

2.29 1.31 2.17 1.31 0.25 NS

16 Good workshop layout 2.56 0.99 2.57 1.11 0.45 NS

17 Partnership with the private sector

in the provision of tools and

equipment

3.33 1.02 2.99 1.01 0.77 NS

139


na=96

nb=32

Df=126

Ttab= 1.96


The t-test analysis in table 12 showed that the calculated t-values were less

than the critical values of 17 items. The null hypothesis was therefore upheld for all

the 17 items the t-test analysis in table 12 showed that each of the 17 items has a

calculated t-values less than the table t-value of 1.96 at 0.05 level of significance and

138 degrees of freedom. This shows that there was no significance difference in the

mean ratings of responses of metalwork teachers and the school principals on the

measures to ensure adequate utilization of resources by the technical teachers for

teaching metalwork in secondary schools in Ekiti State. Since the t-calculated is less

than the t-critical for all the items, the null hypothesis therefore was upheld for all the

17 items.

Findings

The findings of the study were organized based on each purpose of the study

and presented accordingly.

A. The human and material resources for the teaching of Metalwork in the

secondary school in Ekiti State.

The responses agreed that the following were the human and material resources for

the teaching of Metalwork in secondary school in Ekiti State.

Human resources

1. All technical teachers.

2. Metalwork teachers.

3. Artisans including other trades.

4. Principal.

5. Workshop attendants.

6. Other member of staff in the school

140

Material Resources

7. All measuring tools including: steel rule, measuring caliper (inside and

outside), try square, screw pith gauge, micrometer screw gauge, dial indicator, Venier

caliper.

8. All marking out tools such as: marking out table, vee block, spring divider,

center punch, scriber etc.

9. All cutting tools such as: hacksaw and frame, scrapers, screw extractor, tap and

dies, chisels, files (smooth, bastard, square, round etc), snips and cutters.

10. All driving tools such as: hammer (ball pein, straight edge, sledge, wooden

mallets, cross pein etc).

11. All forging and casting tools such as: smith hearth, tongs, swage block Anvils,

moulding boxes, sand moisture tester, melting crucible.

12. All holding devices such as: bench vice, tool makers clamp, pliers, spanners

etc.

13. All soldering and welding equipment such as: soldering iron, tin of flux, oxy-

acetylene equipment, electric-arc-welding equipment.

14. Machine/facilities – such as drilling machines, pedestal grinder, lather

machine, riveting machine, kiln/blacksmith furnace, folding machine, milling

machine, workshop for practice and electricity for power generation.

Consumable-materials such as sheet metals in various sizes, coolant, hacksaw blades

etc.

16. Instructional materials such as: audio-visual aids, projectors, slides,

PowerPoint projectors, computer, textbook and magazines etc.

B. How available are the human and material resources for the teaching of

Metalwork in the secondary schools in Ekiti State.

The respondent agreed that the following human and material resources were

available for the teaching of Metalwork in the secondary schools in Ekiti State.

141

Human resources

1. Technical teacher (Metalwork)

2. Artisans.

3. Workshop attendant.

4. Measuring tools.

5. Marking out tools.

6. Driving tools e.g. hammer.

7. Holding tools/holding devices.

8. Consumable items such as: sheet metals in various sizes, electrode, hacksaw,

blades coolant etc.

However, the respondent disagreed on the following items as been available for the

teaching of Metalwork in the secondary schools in Ekiti State

1. Forging and Casting tools

2. Soldering and welding equipment

3. Machine/Facilities

4. Instructional Materials like textbook, audiovisual materials, slide transparencies,

magazines, journals and periodicals

C. The Extent of the utilization of these teaching resources for the teaching of

Metalwork in the secondary schools in Ekiti State

The respondent agreed that the following teaching resources are often utilized in the

teaching of Metalwork in the secondary schools in Ekiti State

1. Measuring tools

2. Marking out tools

3. Cutting tools

4. Driving tools

5. Holding devices

6. Consumables

However, the respondents disagree on the following items as they are rarely utilized

in the teaching of Metalwork in the secondary schools in Ekiti State.

1. Forging and Casting tools

2. Soldering and welding equipment

142

3. Machines/Facilities.

4. Instructional materials.

D. Technical skills competencies required by the Metalwork teachers in the

teaching of Metalwork in the secondary schools in Ekiti State.

The respondents agreed that the following are the technical competencies

required by the Metalwork teachers in the teaching of Metal work in the secondary

schools in Ekiti schools

Skills in selection and use of sheet metal

1 Select sheet metal base on type of work to be done

2 Select sheet metal base on its characteristics and properties

3 Select sheet metal base on the gauge number

Skills in selection and use of tool and machine for sheet metalwork

4 Select suitable tools for the object to be produced

5 Select suitable machine for the object to be produced

6 Develop simple pattern for the object to be produced

7 Cut out pattern to be used

8 Develop complex pattern to be produce

9 Cut out the complex pattern already developed for use carefully

Skills in bending and folding of sheet metal edges

10 Measure the edges of sheet metal according to specification for hemming

Technical competencies Skills Items

11 Bend the edges measured to a specified degree with folding bar or on a brake.

12 Fold the bend edges over a pieces of sheet metal of the same gauge size with

soft hammer blows

13 Mark out the sheet metal for which seams to be made

14 Cut the edge of sheet metal for seam making

15 Mark the edges to be burred

16 Burr along the marked point for seam making

17 Set the seam on seam setting machine

18 Turn the seam against the body of double seaming machine

19 Prepare the soldering furnace

143

20 Cut sheet metal to be soldered according to specification

21 Clean the parts to be soldered

22 Apply the correct quantity of suitable flux on the parts to be soldered

23 Tinne the soldering copper/bits.

24 Melt solder evenly on the surface of parts to be joined with the tinned bit

25 Smooth the surface soldered

26 Observe safety practice in sheet metal laboratory

Machine Shop Practice Skills in lathe Operation

27 Set lathe machine cutting tool according to specification for the job to be

performed

28 Generate square surface at the end of work piece using cutting edge of the tool

29 Select the tailstock for altering the path of tool for turning taper on the lathe

30 Change the path of tool on the lathe using taper adjustment for taper turning

31 Set the tool path on the lathe using the compound rest method for taper turning

32 Generate hole on metals with twist drill or reamer held in the lathe tailstock

33 Enlarge hole drill on the metal using boring tool held in the lathe tailstock

34 Roughen the surface of works piece with knurling rollers on the lathe machine

35 Part-off a specified length from a work piece on the lathe

36 Insert thread-cutting tool into the tool holder for different thread cutting

operation on the lathe

37 Cut threads on the lathe

38 Mount long bar on the lathe machine with steady and follower rest

39 Select suitable cutting speed for a particular size of material to be machined on

the lathe

40 Service lathe regularly

41 Observe safety rules on the lathe machine

Skills in milling machine operation

42 Cut horizontal surface on the milling machine. cut angular surface on milling

machine

43 Cut keyway, groove, dovetail and T-slot on the milling machine

44 Set the knee elevation on the milling machine

144

45 Set the table elevation on the milling machine

46 Select suitable cutting speed to suit the material being milled

47 Set the feed rate to suit the material being milled

48 Select milling cutter suitable for the surface to be generated

49 Mount milling cutter firmly on the arbor, collect or other holders available on

the machine

50 Determine the feed in relation to the direction of cutter rotation

Skills in drilling operations

51 Drill straight hole to the specified diameter

52 Enlarge hole to the specified diameter on the drill press

53 Enlarge a drilled hole accurately with a reamer on the drill press

54 Select the drilling speed according to the diameter, properties and classification

of materials to be drilled

Skills in grinding machine

55 Produce a smooth flat surface on a part or component to specification on

grinding machine

56 Generate cylindrical and conical shape on round parts to specification on

grinding machine

57 Grind all forms of cutting tools, drill bits, end mills, reamers, counterbores to

specified shape and degrees on grinding

58 Grind all forms of cutting tools, drill bits, end mills, reamers, counterbores to

specified shape and degrees on grinding machine

59 Select suitable grinding wheels for generating different shape on grinding

machine

60 Centre and balance a grinding wheel on the wheel sleeve

61 Sharpen the wheel on grinding machine

62 Grind the wheel to be spot free on the grinding machine

Skills in power hacksaw operation

63 Select power hacksaw cutting speed for the material to be cut

64 Cut a round metal to specification on power hacksaw

65 Cut angle plate to specification on power hacksaw

145

66 Cut angular part by swiveling the saw table to the desired degree

Skills in shaping operations

67 Cut horizontal surface on the shaping machine

68 Cut vertical surface on the shaper

69 Cut groove, slots, keyway on the shaper

70 Adjust the stroke of the shaper to suit the operation to be performed

Foundry and Forging

71 Make cavity within the mould with patter

72 Select the metal to be melted and pour them into the furnace

73 Regulate the pyrometer to read the pouring temperature of the metal to be

melted

74 Melt metals in the furnace

75 Pour molten metal into the mould from the ladle

76 Remove raw casting from the mould after cooling

77 Clean sands and dirts on the raw casting

78 Knock off sprues, gate and risen on the castings

79 Grind the sharp edges of the casting for finishing purposes

80 Observe safety in foundry laboratory shops

Skills in forging operations

81 Light the gas furnace for forging operation

82 Draw out metal to increase the length by hand forging

83 Thicken (upsetting) the end of a bar by hand forging

84 Forge weld two pieces of metals until they are joined together

85 Cut stock of bar to desired length by hot chiseling

86 Bend an eye on the anvil by hand forging

87 Twist a flat piece of metal in the vise by hand forging

88 Maintain the furnace regularly

89 Observe safety rule in the forging shop


90 Check the pressure gauges on the oxyacetylene cylinder to ensure workable

pressure

146

Skill in welding and fabrication using Oxyacetylene and Arc welding equipment

91 Light the welding torch and adjust to correct flame base on material to be

welded

92 Braze two pieces of metal until the joint built up

93 Weld two pieces of metals together using the oxyacetylene process

94 Weld two pieces of metals together using the Arc welding process

95 Clean the joints welded with either of the welding processes

96 Observe safety practices in oxyacetylene welding process

97 Observer safety rules in Arc welding process

E. The Teaching Strategies employed by the Metalwork Teachers in the teaching

of Metalwork in the secondary schools in Ekiti State.

The respondents agreed that the following are the teaching strategies employed

by the Metalwork teachers in the teaching of Metalwork in the Secondary schools in

Ekiti State.

1. Lecturing Methods

2. Assigning Project to student

3. Field Trips

4. Demonstration Methods

5. Explanatory Instructional Strategy

6. Questioning Techniques

However, the respondent considered the following items as not being employed

in the teaching of Metalwork in the secondary schools in Ekiti State

1. Guided discovery Methods

2. Exhibition Methods

3. Programmed instructional Methods

4. Meta learning Instructional Technique

5. Learning Mode

6. Systematic Reporting Methods

7. Independent Study Methods

8. Cognitive Apprenticeship Instructional Method

9. Construction Method

147

10. Collaborative Learning Method

11. Role Play

12. Buzz Group Method

F. Measures to ensure adequate utilization of teaching resources for the teaching

of Metalwork in the secondary schools in Ekiti State.

The respondent agreed that the following are the measures to ensure adequate

utilization of Teaching resources for the teaching of Metalwork in the secondary


1 Regular routine checks on the facilities. Equipment and machinery

2 Regular cleaning and lubrication of machine parts before and after use

3 Prompt repair, servicing and replacement of damaged parts of equipment and

machinery

4 Adherence to approved inventory control and storage system

5 Strict compliance to the operational guidelines of the equipment and machinery

6 Good say conduct while at work

7 Organizing work – study training programme for technical teacher to improve

their resource management skill

8 Provision of fund for maintenance purpose in the workshop and laboratories.

9 Ensuring proper supervision of the activities of the student while at work

10 Organizing seminars and workshops on Resource management and maintenance

issues in the laboratory and workshop.

11 Provision of skilled technical teacher with special competence in resource

management.

12 Good intrastate to house and accountant the resources

13 Good housekeeping technique

14 Observance and adherence to the safety rules and regulations

15 Prompt replacement or repair of bad, unserviceable resources with new ones

16 Good workshop layout

17 Partnership with the private sector in the provision of tools and equipment

148

Findings pertaining to the Hypothesis revealed

H01: There was no significant difference in the mean responses of metalwork

teachers and school principal on the various material resources necessary for


H02: There was no significant difference between the mean responses of metalwork

teachers and school principal on the available resources for teaching of


H03: There was no significant difference between the mean responses of metalwork

teachers and school principal on the extent of utilization of resources for

teaching metalwork.

H04: There was no significant difference in mean responses of metalwork teacher and

school principal on the competencies required of technical teachers in teaching

metal work in the secondary schools in Ekiti State.

H05: There was no significant difference in mean responses of metalwork teachers

and school principal on the teaching strategies employed by the technical

teachers for teaching metalwork in the secondary schools in Ekiti State.

H06: There was no significant difference in mean responses of metalwork teachers

and school principal on the measures for ensuring adequate utilization of

available resources to teaching metalwork in the secondary schools in Ekiti

State.

Discussions

The findings of this study revealed that there are a number of human and

material resources for the teaching of Metalwork in the secondary schools. These

items were : all the technical teachers, Metalwork teachers, Artisans, Principals

indicating the human resources for the teaching of Metalwork, while the material

resources include all measuring tools such as the steel rule, measuring calipers, try

square; all marking out tools, such as marking out tables, vee blocks, spring dividers;

all driving tools such as, hammers, mallets; all cutting tools such as , hacksaw and

frames, scrappers, screw, taps and dies; all forging and casting tools, such as smith

hearth, tongs, swage blocks ,Anvils;

149

All holding devices such as , bench vice, tool markers clamps, pliers, spanners; all

soldering and welding equipment such as soldering iron, flux, oxy-acetylene

equipment; Machines/ Facilities such as the drilling machines, lathe machines,

milling machine; consumables materials such as sheetmetals in various sizes, coolant,

electrodes; and instructional materials such as audio-visual aids, projectors,

computers e.t.c

These findings were in agreement with the opinion of Uchenna, Eugene

and Lilian (1995) that teaching is a source, which provide information required for

teaching and learning experience. They further said that it is a source from which the

learner can obtain useful information for the attainment of particular instructional

goals. It is anything or anybody to which or whom a learner can turn for information

or help in the process of his learning or goal seeking endeavour.

The findings of this study also in consonance with the opinions of Olaitan,

Nwachukwu, Igbo, Onyemachi and Ekong (1999) described human resources as those

acquired and functional knowledge and skills which individual can supply and

gainfully utilize for purposes of achieving optimum productivity. They further

explained that human resources consists of improving individuals functioning within

a production system, making use of his/their knowledge and skills for purpose of

improving development. The opinion of the above authors therefore helps to validate

the findings of this study on the various human and material resources for the

teaching of Metalwork in the secondary schools in Ekiti State. The findings of the

hypothesis revealed that there was no significant difference in the mean ratings of

responses of the Metalwork teachers and the school Principal on the various human

and material resources for the teaching of Metalwork in the secondary schools in

Ekiti State. The implication of this study is that it helps to confirm the findings in

table 1

It was found out from the study that the following human and material

resources were available for the teaching of Metalwork in secondary schools in Ekiti

State. They include: Teacher of Metalwork, Artisans, workshop attendants, measuring

tools, marking out tools, driving tools, holding tools/devices, and consumables. These

findings were in consonance with Okafor (1999) cited by Vareb (2006) who stated

150

that many technical teachers abandoned the conventional method of executing

lessons, partly through demonstration or laboratory work-experience on account of

non-existence and non availability of teaching resources ( laboratories tools,

materials or equipment). He went further to say that student grasp only theories from

such learning situation and are not based on concrete situation. This makes the

teaching of technical and science subjects abstract to learners. Similar to the condition

of laboratories is the condition of technical workshop.

The findings of the study were also in agreement with Amakin (2003)

remarked that since the implementation of the 6-3-3-4 system of education in schools,

no additional infrastructure has been put in place. According to him, with the increase

in school enrolment and the dilapidated nature of the infrastructure, the available

technical equipment and facilities could not cope with the increase in student‟s

population. Textbook and other instructional materials are set of material resources

when developed, made available, wonderfully assist in achieving the national goals

on Vocational Education Textbook are regarded as necessary tools and personal guide

to teachers in the hands of both teachers and students. The findings of this study on

the hypothesis revealed that there was no significant difference in the mean ratings of

responses of the Metalwork teacher and the school principal on the availability of the

teaching resources for the teaching of Metalwork in secondary schools in Ekiti State.

The views of the authors help to validate the findings on the availability of the

teaching resources for the teaching of Metalwork in secondary schools in Ekiti State.

It was found out from the study that the respondent agreed that very few of the

teaching resources were to an extent utilized for the teaching of Metalwork in

secondary school in Ekiti State. Such as, measuring tools, marking out tools, cutting

tools, driving tools, holding devices and the consumables, however some hindrances

affect their adequate utilization for the teaching of Metalwork such as poor funding,

dearth of experienced technical teachers, poor remunerations among others. These

findings were in consonance with Ohakwe (1999) who lamented that qualitative

education requires quality resources and consequently adequate finance. Vocational

subject (Metalwork) suffers personnel because no adequate budget provision of fund

that for recruitment of more qualified technical teachers and artisans.

151

Vocational education (Metalwork) subjects need fund to purchase tools,

equipment and other teaching resources. Regrettably today is the high cost of these

items. This is linked to UNESCO (1985) who stated that equipment for the industrial

fields of technical and vocational education is very expensive. Most of the equipment

are imported, which makes it double costly and difficult to maintain because of

difficulties in obtaining spare parts. The findings of this study on hypothesis revealed

that there was no significance difference in the mean ratings of responses of the

Metalwork teachers and the School principal on the extent of utilization of the

teaching resources for the teaching of metalwork in secondary school in Ekiti State.

It was found out from the study that the following technical competencies

were required by the Metalwork teachers for the teaching of Metalwork in Secondary

schools in Ektit State, such competencies as skills on sheetmetal work, Machine tool

technology, forging, welding and fabrications e.t.c. This findings were in agreement

with Ludwig, and Macarthy (1982),Sowande (2002) that one of the characteristics of

the skilled metalwork teachers is the ability to select sheet metal for practical

instruction based on its properties and classification. They explained that the sheet

metals mostly used for sheet metalwork in school laboratory are mild steel,

galvanized steel, tinplated steel, stainless steel, aluminum, copper and brass. These

steels come in different gauge numbers, which are used to indicating their thickness.

It is important according to the authors under review that metalwork teachers should

have skills in identification and selection of sheet metal for making articles or

components in the school shop. Once this ability is developed, it is much easier to

impart same skills to the students during laboratory practice.

The findings were also in consonance with Oswald et al (1975), Ludwig et al

(1981), Enetanya (1999) that for effective teaching of Metalwork, the teacher are

required to have competencies and skill ability in welding and fabrications, foundry

practices, machine tool/shop technology and forging.

The views of the above authors help to validate the findings on the technical

competencies required by the Metalwork teachers for the teaching of Metalwork in


152

It was found out from the study that the respondent agreed that the following

are the teaching methods are employed by the Metalwork teachers for the teaching of

Metalwork in secondary schools in Ekiti state, these teaching methods are

demonstration methods, assigning project to students, field trip, lecturing methods,

questioning methods, explanatory method and exhibition methods. The findings from

the study on the above were in harmony with the opinion of Ogwo and Oranu

(2006), who stated that questioning as a technique of teaching has two vital

advantages. First, it enables the teacher to stimulate thinking and elicit responses that

will lead to the proper solution to a problem. Second, through questioning, the teacher

will determine the amount, direction, and quality of the students thinking. Perhaps,

the highest function of the function of the effective teacher is to lead or guide the

thought of the students. According to them, the type of question to be used depends

on the purpose desired when using questioning method as teaching method.

The findings were also in consonance with (Nwachukwu, 2006) that

exhibitions as an instructional method stimulates students interest to specific

processes, and are also used to emphasize a points already thought in the classroom.

Here, the students are conducted to the exhibition groomed by the instructor where

they will observe the items on display. The views of the above authors helped to

validate the findings on the teaching methods that are employed by the teachers of

Metalwork in teaching Metalwork in secondary schools in Ekiti State.

The findings of the study revealed that the respondent agreed that there are some

measures that can be used to ensure adequate utilization of teaching resources in the

teaching of Metalwork in secondary schools in Ekiti State. Such as regular routine

checks on the facilities, equipment and machinery, regular cleaning and lubrication of

the machine parts, prompt repair, servicing and replacing of damaged parts,

adherence to approved inventory control and storage systems.

This findings from the study on the above were in harmony with the opinion of

Adebayo (1992) who pointed out that PTA could be asked to supply simple

technology equipment to their technical colleges as their own contribution since the

school is situated in their localities and their children are the primary beneficiaries of

the school services.

153

The finding from the study were also in consonance with Olaitan

Nwachukwu, Igbo, Onyemachi, and Ekong (1999) who pointed out that effective

implementation of any curriculum to achieve the desired outcome depends in part on

the teachers‟ ability to effectively manipulate, operate, use equipment, tools and

materials to help the learners learn the content of the curriculum.

The views of the above authors helps to validate the findings on the measures

to ensure adequate utilization of teaching resources for the teaching of Metalwork in


154

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATION

This chapter presented the summary, conclusions and recommendations of the study.

Restatement of problems

The curriculum for Metalwork in the secondary schools recommended the use of

teaching resources for the teaching and learning of Metalwork. It has been observed

by Nwachukwu (1994) that teachers of Metalwork were not effectively utilizing and

managing the available teaching resources for the teaching of Metalwork in

secondary schools. Also , Ivowi (1996) stated that teachers of Metalwork were not

utilizing the few available teaching resources for the teaching of Metalwork, Ivowi

attributed this to number of factors like unavailability of the teaching resources, the

few ones that are even available were old fashion and out of use or dilapidated.

This might be due to lack of understanding and inability to manage the few

available ones and the principal inability to procure new ones for teaching Metalwork

in the secondary schools in Ekiti State. There is need therefore to evaluate and

identify the available teaching resources for the teaching of Metalwork that will

possibly leads to effective utilization of the teaching resources.

Summary of Procedure used for the study

The study made use of survey design. The study was carried out in 22 secondary

schools in Ekiti State of Nigeria. The population for the study was 96 teachers of

Metalwork and 32 secondary school principals. There was no sampling because of

the small size of the population. A structured questionnaire was used for data

collection and validated by three experts from the department of Vocational Teacher

Education, its reliability was obtained using Cronbach Alpha and a reliability

coefficient of 0.85 was obtained. One hundred and twenty six copies of the

questionnaire were distributed and respondent returned all the one hundred and

twenty six copies.

Six research questions were answered through data obtained from the respondents.

Six hypotheses were tested in the study at a probability level of 0.05 level of

significance. Frequency counts, mean and standard deviations were used to answer

142

155

the research questions. T-test statistical tool were used to test the six null hypothesis

formulated for the study at a probability of 0.05 level of significances.

Findings of the study

The analysis of data in this study yielded the following findings

1. Sixteen items of the human and material resources were identified for the teaching

of Metalwork.

2. Twelve items were identified as been available for the teaching of Metalwork

3. Six items were identified as been often utilized for the teaching of Metalwork.

4. Ninety six items on technical competencies were required by the Metalwork

teachers for teaching of Metalwork in secondary schools in Ekiti State.

5. Seven items were identified as the teaching methods that are employed by the

Metal work teachers for the teaching of Metalwork.

6. Seventeen items were identified as the measures to ensure the availability and

utilization of the teaching resources for the teaching of Metalwork.

There was no significance difference in the mean ratings of the responses of

the Metalwork teachers and the secondary school administrators on the human and

material resources necessary for the teaching of Metalwork, availability of the

teaching resources, extent of utilization of the teaching resources for the teaching of

Metalwork, technical competencies required by the Metalwork teachers for the

teaching of Metalwork, the various teaching that can be employed by the Metalwork

teachers for the teaching of Metalwork, and finally the measures to ensure adequate

utilization of the teaching resources for the teaching of Metalwork in the secondary


Implications for the study

The study had the following implications;

If the identified teaching resources were made available and provided for the

teaching of Metalwork, and were integrated into Metalwork courses in the preparation

of students in the secondary schools, it will go a long way to help sustain the interest

of the student I n technological courses and not in Metalwork subject alone, the

student will be well equipped in the skills in the utilization of teaching resources for

the betterment of their own life.

156

If the identified required technical competencies in Metalwork were also

integrated into the Metalwork subject in the preparation of student in Metalwork in

the secondary schools, the student will be well equipped in the skills needed to meet

the challenges as specified by the jobs in the labour market or to be self employed.

Conclusions

The study made the following contributions to knowledge and management

and utilization of teaching resources for the teaching of Metalwork in the secondary

schools in Ekiti State of Nigeria.

The study revealed that some teaching resources were not utilized because the

ere not available for the teaching of Metalwork in secondary schools in Ekiti State.

The study also revealed that some innovative teaching methods were not utilized or

employed for the teaching of Metalwork in secondary schools in Ekiti State. The

study also revealed the technical competencies that could be used for the teaching of

Metalwork in the Secondary schools I n Ekiti State.

The information provided by the study could be integrated into the Metalwork

subject for preparing secondary school graduate for employment in the industries or

for self employment.

Teaching resources could last long and be made readily available if proper

measures are taken to ensure their longevity and if staff and student handle them with

great care.

Recommendations

The following were the recommendations that should be considered for

implementation:

1. Administrators in the secondary schools should make available, sufficient teaching

resources for the teaching of student towards acquiring the necessary skills in

Metalwork Technology to enable them to function well and meet the challenges in

the job market.

2. The teachers of Metalwork should be sent for training on the latest teaching

methods using innovative technology to enable them to be able to impact the

knowledge very well there by motivating and sustaining the interest of the student

in Metalwork technology.

157

3. The identified technical skill competencies in Metalwork in this study should be

integrated into the Metalwork subject for the teaching of student in the secondary

schools.

4. The state government should ensure that there were adequate material and teaching

resources on which the teachers could demonstrate the basic concept in

Metalworking to the student in secondary schools in Ekiti State.

Suggestions for further studies

1. Skills possessed by the teachers of Metalwork for effective handling and

utilization of teaching resources in Metalwork Technology in Secondary Schools

in Ekiti State.

2. Skills possessed by the teachers of Metalwork in the management of Teaching

resource for teaching Metalwork in the secondary schools in Secondary schools

in Ekiti State.

158

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