mamman yaro ali pg/m.ed/02/32751 mamman yaro sep… · kaduna polytechnic mallam hussaini idi kwami...

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WORKSHOP PRACTICE MANAGEMENT SKILL IMPROVEMENT

NEEDS OF ELECTRICITY/ELECTRONICS TEACHERS IN

TECHNICAL COLLEGES IN ADAMAWA,

BAUCHI AND GOMBE STATE

BY

MAMMAN YARO ALI PG/M.Ed/02/32751

DEPARTMENT OF VOCATIONAL TEACHER EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

NOVEMBER, 2008

i

Title Page

WORKSHOP PRACTICE MANAGEMENT SKILL IMPROVEMENT

NEEDS OF ELECTRICITY/ELECTRONICS TEACHERS IN

TECHNICAL COLLEGES IN ADAMAWA,

BAUCHI AND GOMBE STATE

BY

MAMMAN YARO ALI PG/M.Ed/02/32751

A RESEARCH THESIS SUBMITTED TO THE DEPARTMENT OF

VOCATIONAL TEACHER EDUCATION UNIVERSITY OF NIGERIA,

NSUKKA

IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE

AWARD OF MASTER OF EDUCATION IN INDUSTRIAL

TECHNICAL EDUCATION

NOVEMBER, 2008

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Certification

Mamman Yaro Ali, a post graduate student in the Department of Vocational

Teacher Education with registration No. PG/M.Ed/02/32751 has satisfactorily

completed the requirements for course work and research work for the degree of

master in Industrial Education. The work embodied in this thesis is original and

has not been submitted in part or full for any other diploma or degree of this or

any other university.

_____________________ _____________________

Mamman Yaro Ali Dr. E.A.O. Anaele

Student Supervisor

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Dedication

This work is dedicated to my late Dad, Mallam Mamman Yaro, my mum,

Hauwa Umaru Gongoshi, my wife Hafsat Ali Abdullahi and to my children,

Hauwa, Mohammad Salim, Imran Aliyu Mohammed, Mus’ab Ibn Aliyu, as well

as all those working for the development of vocational and technical education

in Nigeria.

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Acknowledgement

I am grateful to Dr. A.E.O. Anaele, my supervisor, whose warm

receptions, attention and guidance made this work successful. Thanks to Dr.

(Mrs) T.C. Ogbuanya, my reader, for those valuable criticisms and suggestions

which enhance the quality of the work. My gratitude goes to Dr. Bashir Bukar

of Technical Education Department, Kaduna Polytechnic for the encouragement

and great insight given to me in this study. Thanks to Aliyu Isma’ila Numan for

the financial support rendered during the time of this study. My appreciation

goes to Mallam Isma’ila Yusuf Pindiga of Electrical Engineering Department,

Kaduna Polytechnic Mallam Hussaini Idi Kwami the architect Mallam Habibu

Sara, Alhaji Lawal Isma’ia Randagi, Mallam Isa Ardo, for all the

encouragement and financial support towards this work.

My appreciation goes to my lecturers Prof. S.C.O.A. Ezeji, Prof. S.O.

Olaitan, Prof. O.M. Okoro, Prof. E.C. Osuala, Prof. J.U. Okorie, Prof. J.N.

Ogbazi, Dr. B.A.Ogbro, Dr. E.C. Osinem, Dr. Usman, my content reader Dr.

T.C. Ogbonya and the Head of Department Prof. E.E. Agomuo. Thanks to the

principals of all the technical colleges involve in the study. Thanks to all the

teachers who attended to the questionnaire during the field work.

My gratitude goes to the management of Kaduna Polytechnic for granting

me study leave which enable me to carry out this study. I appreciate the pains

taking effort of Mahmud VICAL Business Centre Kaduna Polytechnic in typing

the work. Finally, my deepest gratitude is to ALLAH who made everything

possible.

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TABLE OF CONTENTS

TITLE PAGE i

APPROVED PAGE ii

CERTIFICATION iii

DEDICATION iv

ACKNOWLEDGEMENT v

TABLE OF CONTENTS vi

ABSTRACT ix

CHAPTER ONE: INTRODUCTION

Background of the Study 1

Statement of the Problem 8

Purpose of the Study 9

Significance of the Study 10

Research Questions 12

Hypotheses 12

Delimitation of the Study 13

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Theoretical Framework 15

Conceptual Framework 18

Electricity/Electronics Programmes in Technical Colleges 21

Technical Colleges as Part of Technical Education 24

Workshop Practice 26

Planning Skill needs of Electricity/Electronics Teachers

for Improving Workshop Practice in Technical Colleges 28

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Organizing Skill needs of Electricity/Electronics Teachers

for Improving Workshop Practice in Technical Colleges 32

Controlling Skill need of Electricity/Electronics Teachers for

Improving Workshop Practice in Technical College 35

Coordinating Skill needs of Electricity/Electronics Teachers for

Improving Workshop Practice in Technical Colleges 37

Directing Skill needs of Electricity/Electronics Teachers for

Improving Workshop Practice in Technical Colleges 40

Review of related empirical studies 42

Summary of Literature Review 45

CHAPTER THREE:METHODOLOGY

Design of the Study 47

Area of the Study 47

Population of the Study 48

Instrument for Data Collection 48

Validation of the Instrument 49

Reliability of the Instrument 49

Method of Data Collection 50

Method of Data Analysis 50

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA

Presentation and Analysis of Data 51

The Findings of the Hypotheses 66

Discussion 67

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CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Re-statement of the Problem 75

Summary of Procedure Used 76

Principal Findings 77

Implication 78

Conclusion 79

Recommendations 79

Suggestions for Further Studies 80

References 81

Appendices 86

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Abstract

The general objective of the study was to determine workshop practice

management skill needs of Electricity/Electronics teachers in technical colleges

in Adamawa, Bauchi and Gombe States. The study was a survey. The

population comprised 81 Electricity/Electronics teachers in technical colleges in

the states. No sampling was carried out as the whole population was used. A

structured questionnaire containing 75 items was designed and used for data

collection. A total number of 81 copies of the questionnaire were distributed and

all the 81 copies were retrieved given a return rate of 100 percent. The data was

analysed using mean and standard deviation to answer the research questions. t

– test was used to test the hypotheses at 0.05 level of significance. The findings

of the study are: involve students in contributing to their attainment of overall

objectives in the workshop, plan effectively for tool storage and facilities. It was

recommended that enough materials should be provided by the government for

use in the workshop.

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CHAPTER ONE

INTRODUCTION

Background of the Study

The survival of any nation depends on the premium attached to the

education of its citizen. Education, whether general, vocational or technical is

the corner stone of technological, political and economic development.

According to the new National Policy on Education Federal Republic of Nigeria

(FRN) (2004), technical education is that aspect of education which leads to the

acquisition of practical and applied skill as well as basic scientific knowledge.

Technical College Education according to the National Technical

Vocational Education (TVE) master plan for 2001-2010, is one of the four

levels of technology education. Technology education on the other hand is any

type of teaching/learning that focuses not on artifact but on public knowledge,

skills and procedures for making, using and doing things in specifiable and

reproducible ways. Technical Education is education designed to prepare

individuals for work in the industry and commerce (Nwachukwu,2001). It is this

type of education that is offered in technical college. According to Okorie

(2001), technical colleges are the institutions where craftsmen are trained to the

craft level and awarded National Business and Technical Examination Board

(NABTEB) certificate. The aim of technical college is to produce graduates

with saleable skill. In technical colleges, technical teachers give training on

various disciplines such as Electricity/Electronic technology, building

technology, wood work technology, metal work technology to mention but a

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few. These disciplines are also called trade subjects.

Trade subjects are unique subject because they are skill oriented and

requires the use of workshop for the provision of learning situation which a

learner could experiment, study, imagine, create, design, construct, dismantle,

repair and build equipment (Sulaiman,2000). This is in line with the statement

of Waheel (2002) that technical education is supposed to link together the heads

and the hands so that the people could use their brains and their hands to

produce. The students attitude toward technical subjects can be positively

improved if the right workshop management skill are employed by the technical

teachers. Workshop here refers to a structured building where different hand

tools and machine are kept (Usman,1990).Electrical/ electronics workshop is a

place where electrical and electronic equipment and materials for practical

lessons are kept and utilized for training in skill acquisition. In

electrical/electronics workshop students are taught how to solder joints,

diagnose faults, repairs, dismantle, design, maintained and service

electrical/electronics goods. Electrical/electronics as a practical subject suppose

to be taught by qualified technical teachers with a view to producing competent

craftsmen that can face the challenge of that aspect of the economy. For

effective performances in workshop practice teachers require a high degree of

management skill and the master of the subject matter to be taught (Ogwo and

Oranu, 2006).

According to Koontz et al (1983), management is the process of

designing and maintaining an environment in which individuals, working

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together in groups, efficiently accomplish selected aims. This definition

suggests that essentially, managers are vested with the responsibility of

designing an internal environment for optimal performance within an

organization. While designing the internal environment, managers- must also be

responsive to the many elements of the external environment such as the general

economic climate, technology, political, social and ethical factors that affect

their area of operation. Cats-Baril and Thompson (1997) simply defined

management as the act of keeping an organization alive and functioning to

accomplish a series of tactical and strategic objectives.

Management is the process of planning, organizing, leading and

controlling of the resources of an organization in the efficient and effective

pursuit of specified organizational goals. Gullick (1993) also defined

management as the process of getting activities completed efficiently and

effectively with and through other people. Consequently, be identified

management functions as planning, organizing, staffing, directing, and

coordinating.

Planning is the most basic of all managerial functions. It bridges the gap

from what is to what ought to be. It makes it possible for things to occur that

would not otherwise happen. A company's plan establishes what kind of

business enterprise will be in, and its objectives for each. More detailed

planning must then take place within each business unit; manufacturing,

marketing, finance, human resource, etc. According to Dunod (1986) planning

involves selecting missions and objectives of the enterprise and the actions to

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achieve them. It requires decision making that is, choosing from among

alternative future courses of action. Furthermore, Koontz (1983) sees planning

as an intellectually demanding managerial innovation in which the entrepreneur

consciously plan courses of action and base his decision on purpose, knowledge

and considered estimates. Unless plans are made events are left to chance. The

planning function is very important and primary in electrical/electronics

workshop. Every aspect of the workshop should be subject to planning in order

to ensure safety and also to make the utmost use of resources, to promote

knowledge, attitudinal change and skill acquisition. The development of good

workshop plans enables the electrical/electronics teacher to take a hard look at

the enterprise by examining its activities for the future, and to justify his

decisions before they are implemented.

Organizing is the first step in the implementation of business plans and

goals. It involves developing an intentional structure of roles, responsibilities

and authorities for effective performance (Koontz, 1983). According to

Baumback (1993) the organizing function involves classifying and dividing the

work or activities of the business into manageable units. Like planning, the

organizing function in electrical/electronics workshop must be performed

continuously because materials especially consumable ones are brought in and

used up from time to time. Organizing the electrical/electronics workshop does

not really materialize until someone does it. Staffing is finding the right person

for the right job. In organizing, the manager establishes positions and decides

which duties and responsibilities belong to each. Some authors see staffing as a

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separate and essential function of management which requires continual

attention as new employees are needed to replace those who leave the

organization. However, some people (e.g. Baumback, 1993) feel that staffing is

indeed part of organizing, especially if an established concern already has

employees to fill the positions available. For staff to work efficiently, the

organization structure must be understood, and principles must be put in

practice.

Leading as a management function relates to followership (Knootz,1993).

It is accomplished by means of communication of ideas and instructions to

subordinates, and based on an understanding of what motivates people

(Baumback,1993). Basically, people tend to follow those in whom they see a

means of satisfying their own needs. Personalities, emotions and conditions

outside the workshop environment affect most workers. Family problems look

large with many workers; others are upset with the details of their jobs. A good

workshop organizer understands the importance of these personal factors in

workers' lives and is alert to the symptoms that indicate trouble is brewing. The

electrical/electronics teacher suppose to instruct, explain, train and sometimes

demonstrate what the other instructors are to do.

The managerial function of controlling is the measurement and correction

of the performance of the activities of subordinates in order to make sure that

enterprise objectives and plans devised to obtain them are being achieved.

According to Koontz et al (1993) the control function consists in verifying

whether everything occurs in conformity with the plan adopted, the instructions

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issued and principles established. The objective of control is to point out

weakness and errors in order to rectify them and prevent recurrence. A

prerequisite of control is a standard with which actual performance can be

compared. If there is no standard, then there is no effective measure of

attainment. Furthermore, Barret (2003) stated that the control function checks

whether the plans are being realized and put into corrective measures where

deviation or shortfall is occurring. Without effective controls, an

electrical/electronics workshop will be at the mercy of all the internal and

external forces that can disrupt efficiency and the electrical/electronics teacher

will be unaware of it and therefore unable to combat such forces.

Skill, according to Okoro (2000), is a well established habit of doing

something which is obtained through training and involves repetitive

performance. It involves the acquisition of performance capabilities. Osuala

(1995) also defined skill as physical and mental abilities that required high

degree of coordination between the body and the brain. Skill improvement is

therefore a process whereby teachers or instructors go for further training in

order to improve and update their knowledge and skills. This implies that

technical teacher skill improvement will enable each generation to function

effectively and assist in meeting the needs of the society. Management skill is a

personal characteristic that can contribute to high performance in management

job. Schermerhon (1989) asserted that management skills are personal

characteristics which help greatly in carrying out management tasks.

In other words, management skill for electrical/electronics workshop

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practices are those skills and habit of managing the workshop obtained through

training and repetitive performance. For an effective workshop practice to take

place in technical colleges, efficient management skill is required by the

technical teachers. The skill improvement needs as regards management skill

may differs between institutions in the urban centers and those in the rural areas.

This is because, institutions in the urban center may have more influence on

ministry officials due to proximity to supply of materials and equipment and

even qualified and experienced electrical/electronics teachers.

Also, electrical/electrical teachers in urban centers may be more exposed

to opportunities such as seminar, workshop and conference on management

skills much more than those in rural areas. Male and female

Electricity/Electronics teachers may differ in their opinion regarding control and

coordinating skill improvement needs due to difference in gender. For the

Electricity/Electronics teachers in technical colleges to perform credibly, and

enable their product to remain efficient and competitive in constant state of flux

and changes of the world and work and global workforce, they have to be

updating their knowledge constantly.

Statement of the Problem

Electricity/Electronics workshop practices are poorly managed and

coordinated in most technical colleges. This, according to Abbas (2000), is

attributed to the fact that Electricity/Electronics teachers in technical colleges

lack management skill necessary for carrying out the activities in

Electricity/Electronics workshop practices.

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The management skill includes planning, organizing, controlling,

coordinating and directing. Lack of management skill have caused many

management related problems in the Electricity/Electronic workshop. The

problems are lack of good involvement of students in practical exercise, lack of

good storage of materials, lack of good record keeping, lack of good

maintenance culture and lack of proper handling of activities in the workshop

which may sometimes lead to accident and equipment failure.

Sunderson (2000) observed that one of the most critical problems

confronting teachers in the workshop is the method of tool storage. On the other

hand Abbas (1999) noted that there is a problem of poor organization and

maintenance of equipment in the Electricity/Electronics workshop in technical

colleges. All pointing down to lack of management skill for carrying out

workshop practices in electrical/electronics.

The problem or this study is therefore to determine workshop practice

management skills improvement needs of Electricity/Electronics teachers in

technical colleges.

Purpose of the Study

The general purpose of the study is to determine, the workshop practice

management skills improvement needs of electricity/electronics teachers in

technical colleges. Specifically, the study determined

1. Planning skill improvement needs of Electricity/Electronics teachers for

improving workshop practice-in technical colleges.

2. Organizing skill improvement needs of Electricity/Electronics teachers for

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improving workshop practice in technical colleges.

3. Controlling skill improvement needs of Electricity/Electronics teachers

for improving workshop practice in technical colleges.

4. Coordinating skill improvement needs of Electricity/Electronics teachers

for improving workshop practice in terminal colleges.

5. Directing skill improvement needs of Electricity/Electronics teachers for

improving workshop practice in technical colleges.

Significance of the Study

Consideration for a well managed and improved workshop practice is

very important because it is the back borne of any meaningful skill acquisition.

The findings of this study will be beneficial to the ministries of education in that

they can use the result of the study to organize training workshop and seminar

for the Electricity/ Electronics teachers in order to update their management

skills for efficient workshop practice. The ministries will also use the findings

of the study to employ teachers i.e. using the findings as an interview schedule

to select qualified electrical/electronics teachers for technical colleges.

The findings of the study will be beneficial to Electricity/Electronics

industries where technical college graduates seek for employment upon

graduation. This is due to the fact that if the technical college workshop is well

managed. Electricity/ Electronics graduates will be better equipment with

practical skills to perform more effectively in their various job assignment in the

industries. This will also help the industries minimize the huge financial

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expenditure on retraining of technical college graduates upon employment.

The findings of the study will be beneficial to the technical teacher

training institutions in that these institutions will be able to incorporate the

aspect of workshop practice management skills identified in this study in the

curriculum. The products of these institutions are expected to teach in technical

colleges and their knowledge of workshop practice management skills will help

in improving the management of workshop practice in Electricity/Electronics

workshop in the technical colleges.

The findings of the study, will be beneficial to Electricity/Electronics

teachers because if the workshop management skills of these teachers is

upgraded the teachers will use the new knowledge to teach practicals better to

students. This invariably will motivate the student to learn and also give the

teacher job satisfaction.

The findings of the study will be beneficial to students because when the

teachers are well equipped with workshop practice management skill the

Electricity/Electronics teachers will instill these knowledge into the students.

The students will therefore learn better and be able to work more effectively due

to improve skill acquisition. If this is achieve parents will also be happy because

they will see value in their efforts.

The society will also benefit from the findings of the study because when

Students graduates with expected skills, they will reduce the problem of quack

technicians thereby, offering good services to the society. This will served a

long way in achieving the much needed technological development in Nigeria.

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Research Questions

The following research questions guided the study:

1. What are the planning skill needs of Electricity/Electronics teachers for

improving workshop practice in technical colleges?

2. What are the organizing skill needs of Electricity/Electronics teachers for


3. What are the controlling skill needs of Electricity/Electronics teachers for


4. What are the coordinating skill needs of Electricity/Electronics teachers

for improving workshop practice in technical colleges?

5. What are the directing skill needs of Electricity/Electronics teachers for


Hypotheses

The following null hypothesis were tested at 0.5 level of significance.

HO1: There will be no significant difference in the mean responses of

experienced teachers and less-experienced teachers in planning skill

improvement needs.

HO2: Significance difference does not exist in the mean responses of teachers

in urban centres and teachers in rural areas on organizing skill

improvement needs.

HO3: There will be no significant difference in the mean responses of male and

female Electricity/Electronics teachers on control skill improvement

needs.

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HO4: Significance difference will not exist between male and female Electricity/

Electronics teachers on coordinating skill improvement needs.

HO5: There will be no significant difference between graduates and non-

graduate Electricity/Electronics teachers on directing skill improvement

needs.

Delimitation of the Study

The study is delimited to management skill and does not include technical

skills. Technical colleges in the state capital are considered urban schools. The

teacher who spent than five years in service is considered on experienced

teacher while those with less than five years are considered less experienced.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

The literature review related to the study is organized under the following

sub-headings:

1. Theoretical framework.

2. Conceptual framework

Electricity/Electronics Programme in Technical Colleges

Technical Colleges as Part of Technical Education

Workshop Practice

Planning Skill Needs of Electricity/Electronics Teachers for Improving

Workshop Practice in Technical Colleges.

Organizing Skill Needs of Electricity/Electronics Teachers for Improving


Controlling Skill Needs of Electricity/Electronics Teachers for Improving


Coordinating Skill Needs of Electricity/Electronics Teachers for

Improving Workshop Practice in Technical Colleges.

Directing Skill Needs of Electricity/Electronics Teachers for Improving


3. Review of Related Empirical Studies

4. Summary of Literature Review

13

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Theoretical Framework

Management is defined by Obi (2009) as a process by which those at the

helm of affairs plan, organize and control a business in an effort to make it

successful. Omoniyi (1997) defined management as a process of allocating an

organizational input human and material resources by planning organizing,

directing and controlling for the purpose of producing output (good and

services) desired by its customers so that organizational goals are accomplished.

Management is defined by Reginald Lee (1986) as a discipline which attempts

to define individual responsibilities by setting objectives to be achieved with the

key target areas.

Conversely, good management has a common task. The establishment of

conducive environment for effective, group effort so that individuals within the

organization will contribute to group objectives with the least cost, money, time,

effort, discomfort or materials. The objective of management in this context is

to integrate management of tools, equipment, materials and personnel in the

school workshop. An American Engineer, Tailor F. W. as requested by

Reginald Lee (1986) said this on management: “Management is a scientific

programme of activities to which different works can be broken into simpler

works”. From the above definition one can deduce that management in the

school workshop should include personnel, tools, space, materials, machines

and equipment. The workshop personnel should account for the tools, materials

in the workshop.

Scientific management uses the method of science in making decision and

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evaluating its consequences. Science attempts through systematic procedures to

establish the relationship between variables and the underlying principles.

Management is science when its' employ systematic procedures or scientific

methods to obtain complete information about a problem under consideration

and the solution is subjected to rigorous control procedures to ensure the

correctness and establish validity.

Concepts are abstractions formed from generalizations from particulars.

Concepts are the cornerstone for the development of principles and theory. In

reality, concepts is a commonly agreed upon definition of an object, events or

process. The important of concept can be illustrated by the fact that unless a

concept is very clear to those who must use them knowledge cannot be

effectively transferred to another person. The same word must mean the same

thing to all the people. The word management and organization are typical

examples. They do not appear to imply the same phenomena among various

persons. A scholarly grouping of concepts and principles creates a theory. A

theory present a framework of principles and concepts for a clarification of

theory. A theory present in a formal manner interrelated principles. This

theories of management is the synthesis of the concept and principles of

management, we have as a result of this systematic synthesis many theories

organization theory, theories of leadership, theories X and Y, management

theory attempts to present in a concerted manner loose facts about human

behaviour in organization.

The system approach to management encourages management to perceive

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the internal and external environmental factors as an integrated whole. As a

result of this system concept, the managers views the physical, human,

environmental and psychological facts of the job as liking to form an integrated

whole. The system concepts is often use in business to highlight the

interrelationship between the functional areas such as production marketing,

finance, procurement and personnel could seen as the sub-system. These

functions must be properly or coordinated for the enterprise to attain its desired

objectives. The function of the manager could be perceived as managing the

system. He is to create and defined the objectives of each sub-system and

integrate the sub-system. The success of manager goes beyond and effective

management of any of the functional areas, but also attain an integrated

balanced company objectives, failure to recognize this fact could make each

system pull in the opposite direction and a common objectives could be attain.

The system approach to management recognize the management system is a

complex formed system organized to functional effectively and efficiently to

adhered to desired goals, where the system does not function as expected as a

result of poor communication, personalities clashes, poor or lack of good

congruency, the entire organization suffers. Management is identical in all

formal organizations or non-profit making organization. All people who occupy

management positions perform the same type of functions. They plan, organize

staff, direct and control. They get things done through with subordinate. Their

principal responsibility is to achieve organizational objectives through group

effort.

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Conceptual Framework

Difficulties arise in tracing the history of Management. Some see it as a

modern conceptualization, and as such, it cannot have a pre-modern history. Yet

other people detect management - like activities in pre-modem past. Ever since

people began forming groups in order to accomplish aims they could not

achieve as individuals, managing became essential to ensure the co-ordination

of individual efforts. According to Dunod (1986) management though can be

traced to the Sumerian traders and to the builders of the pyramids of ancient

Egypt. There has been an increasing awareness that the quality of management

is important to modern life, thus resulting to extensive analysis of its processes,

its environment and its techniques.

The concept of universality of management implies that all managers

irrespective of their position in the organizational hierarchy perform at one time

or the other identical functions. The concept also connected that management

know how is transferable from one organization to another. Managers seldom

perform the actual activities themselves. The functions are managerial not

technical what managers do in organizations are the same.

Obi (2005) stated that skills involve the ability to use specialized

knowledge and expertise with work related tools procedures and techniques.

Such knowledge may include machine operation and maintenance of skill in

structuring jobs for maximum efficiency. While Okorie (2000) describe skill as

an organized sequence of actions executed in a systematic pattern. Realizing the

18

importance of skill to man survival in the world of work and to survive in our

fast changing society. Olaitan (1996) emphasized that man needs five basic

skills - ability to reason, the ability to re-adjust one owns term to cultural flux,

the ability to control and spend one's time with intelligence and purpose, the

ability to adhere and sustain rewarding relationship with others and the ability to

presence and external are uniqueness while participating harmoniously in the

society. According to Okoke (2005) to posses skill is to demonstrate the habit of

thinking, action and behaving in a specific activity in such a way that the

process becomes natural to the individual through practice. This indicate that

possess relevant skill in Electricity/Electronics technology is to demonstrate the

habit of thinking, acting and teaching Electricity/ Electronics work/activity

(radio mechanic) in a way that the process of diagnosing and repairing becomes

natural to the practitioner, through repetitive practice. Therefore skill

development is very important in harnessing a nation natural resources. Skill

acquisition helps in developing intrinsic potentials in individuals.

A Manager must utilize skills to effectively organize the team, to achieve

a successful goal, in the least amount of time, and cost. Management skills are

learned in school, by experience, and information gathered from employees that

worked with managers. Management skills allows the manager to take an

assessment of the major points of his management style as well as identify the

situations where he feel the most at ease. Management is a skill that can be

learned. Some of the skills a good manager needs are explained in these articles.

19

Management skill is a personal characteristic that can contribute to high

performance in a management job. Schemaerhon (1989) asserted that

management skills are personal characteristics which help greatly in carrying

out management tasks. These among others include ability to accomplish work

under stressful condition-skill to do jobs in uncertain and unstructured situation

competencies to act free of racial gender, ethnic and other predijuces sustenance

of long hours as well as the flexibility to adapt to changes. The components of

management skill according to Storm (1999) includes planning skill, organizing,

skill, controlling skill, coordinating skill and directing skill. The development of

management skill is an important function of educational institutions. Base on

this society looks up to the school for enabling succeeding generating gain the

needed insight and power needed to build better society. The insight and power

are encompassed in knowledge, abilities and skills that enable each generations

to function effectively and assist in meeting the needs of the society (Olaitan,

2003).

Electricity/Electronics Programmes in Technical Colleges

Marts (1973) observed that Electricity/Electronics is a fascinating subject

and students easily develop interest when they are properly guided. It is

therefore the duty of the technical colleges and the teachers to guide

Electricity/Electronics students in the process that will enable them to acquire

the needed skills. The programme in most technical colleges is divided into

three or four options namely, radio and television, air-conditioning and

refrigeration, electrical installations and machines/generations.

20

Ratio and Television Stages

Patchet (1977) identified eight functional stages in radio as shown below:

Principle of radio reception and the stages of radio receiver

Electricity/Electronics students who have acquired the knowledge of the

various stages and their functions will be affective handling faults on radio

receivers. For the television Bohma (1973) observed that for a student to operate

effectively, in television service he most possess basic knowledge of the various

stages in the television set. The functional section of television according to

Bohma in block diagram is shown below:

Block diagram of picture sound signal.

Unlike the radio, the television consist of audio and visual sections. In any

description of fault, consideration is given to both the picture and sound

sections. Understanding these two major Sections will give

Sound

Amp

FM

Det AM

Det

AF

Amp Mixer IF

Amp

AF

Amp Detector

21

Electricity/Electronics students from technical colleges the expected skill from

their Electricity/Electronics teachers. The knowledge of both sections can

equipped the students to be able to carry out maintenance work on the set.

In air conditioning and refrigeration the use of schematic diagrams and

manuals according Euklund (1962) directs the students or their teachers on

troubleshooting. A circuit diagram shows the position of components their

values and types. Euklund maintains that if a students of technical college is

confronted with an unfamiliar design or fault the troubleshooting suggestions in

the manuals will aid in or her in detecting such fault and the possible solution.

The service manual also help the students from the technical colleges to be able

to service any equipment because all these how to carry out, the services is

provided the service manuals.

In electrical installations option Mu'azu (1993) observed that after having

knowledge of installing electricity into houses, Electricity/Electronics students

must be familiar with installations faults - Open circuit when one conductor is

cut i.e. current not complete short circuit when two conductors are in contract.

Earth faults - when conductor is in contact with the instrument in used. He

advised that all Electricity/Electronics students must keep an up-to-date and

photo folder and should refer to them when they are faced with complex

problems.

In machine/generators option Wayne (1999) suggested that as a means of

updating one's knowledge on latest inventions and service of latest circuit

designs, Electricity/Electronics students must refer to service manual or

22

technical magazines, schematic diagrams.

Repulsion motor - it works on repulsion principles i.e. when line poles

and stationary close to each other they will repel. When A.C current is applied

to the field windings which produces e.m.f., the windings will induce current to

the armature, the armature should also create a magnetic field. The interactions

between the two magnetic field will repel each other and repulsion takes place

then the armature moves.

Lavy and Murray (1959) emphasized the need for acceptable

troubleshooting approach. The possible steps to be taken in order to maintain

portable generators include the following. - The brushes must be changed

whenever they are found to be shorten without any delay, because if the change

has not effected it may cause a serious problem to the generator. - All electrical

connections must be electrically and mechanically sound in order to maintain

the working stability of the generator because if the connections are not sound

then there may be a problem along the line. If batteries are used for starting they

should be a regular maintenance exercise on the batteries, because they have to

be in a sound condition at all times.

Technical Colleges as Part of Technical Education

Technical college education according to the National technical

vocational education (TVE) master planner 2001-2010 is one of the four levels

of technology education. Technology education on the other hand is any type of

teaching learning that focuses not on artifacts but on public knowledge skills

and procedures for making using and doing things in specifiable and

23

reproduceable ways. Technical education is education designed to prepare

individuals for work in the industry and commerce (Nwachukwu, 2001).

Technical colleges and trade centres are regarded as principal vocational

institutions in Nigeria. They give full vocational training intended to prepare

students for entry into various occupations (Okoro, 1993). Federal Government

of Nigeria (FGN) (2004) stressed that technology education through which

practical and applied technical skills is to be acquired be obtained starting from

technical colleges. This might have been the taught of establishing the technical

colleges as Ejiogu (1996) noted that the first technical college in Nigeria which

was Federal Technical college and now Federal Science and Technical College

Yaba was established in 1948. Okoro (1999) started that technical colleges are

regarded as principal vocational institutions in Nigeria, which is designed to

prepare individual to acquire practical skills, knowledge and attitude required of

technicians at sub-professional level. Okoro later said that the technical colleges

give full craftsmen training intended to prepare students to entry into various

occupations.

To backup this, Federal Ministry of Education (FME) (2001) made it

known that the ultimate goal of programme offered in the technical colleges is

to produce a craftsman while modular system of curriculum delivery makes it

possible for the colleges to produce other level of skilled technical manpower

such as operatives and artisans. In confirmation of this subject for which well

skilled and fully qualified teachers should be provided at technical colleges.

Natural Policy on Education (2004) some of the functions of technical

24

colleges are:

i. Equip students to gain adequate skill to earn a living after graduation.

ii. To provide technological education to all its students.

In technical colleges the courses they run are departmentalized so as to

ensure that students are given training in specific trade for effective

performance some of the courses or trades offered in these colleges includes

Electricity/Electronics, metal work, building, wood work technology,

automobile technology etc, all these courses are practically oriented.

Electricity/Electronics is one of the major courses taught in technical colleges.

Technical education being of the normative structures of administering

technology education at the technical colleges, deals with the production of

technicians level of manpower. Therefore it is expected that technical colleges

graduates should acquire enough manipulating skill after their training such that

can make them keep a job.

Workshop Practice

Workshop is an organized place or a building that is set purposely with all

the conditions such as machines and equipments designed for facilitation of

practical activities. The main workshop practice normally and frequently carried

in the electricity/electronics workshop include the following: soldering exercise,

students under the supervision of the teacher performs the soldering of joints

and soldering of electronics components on the veral boards, signal tracing is

also carried out by students using the oscilloscope under the strict supervision of

the teacher. Simple domestic installations were also part of the workshop

25

practice that is frequently carried out in the electricity/electronics workshop

simple exercise were given to students to practicalise it after which the teacher

awards some marks to the individual student. These are the main workshop

practice that takes place in the Electricity/Electronics workshop, other activities

include tool storage, maintenance of equipment, if any* equipment has a

problem it is repaired in the workshop (Abbas,1990) workshop practice as

defined by Bernard Chardler (2005) is the various operation that takes place in

the workshop using knowledge, skills and experience in the specific job.

To have an efficient practice in any workshop, the in charge of that

workshop must have a practical experience so as to. Guide the exercise

smoothly. Effective planning, organizing, controlling, coordinating and

directing, all the components of management must be posses in order to have an

efficient practice.

Harry (2003) states that, there are quite a number of reasons why good

workshop practice is important, it promotes high degree of efficiency. It

maintains safe working condition it keeps cost of operation low. Proper

planning, organizing, controlling coordinating and good directing make an

excellent workshop practice. Management skill is highly needed by those

Electricity/Electronics teachers that handle these exercises. A healthy

environment is a productive environment because sick employee cannot be

productive, it was in light of this that the federal government of Nigeria, through

the federal ministry of labour and productivity in 1990 promulgated a law

known as the factory act 1990 in the law health standard of a workshop is

26

clearly stated cleanliness-overcrowding, ventilation, lighting, drainage of floor

sanitary accommodation, prohibition of taking meals in the workshop protective

clothing and appliance. The smooth operation of any workshop practice depends

on the ease with which tools are obtained and returned during the exercise. A

store is provided, where tools can be stored for safety and for easy maintenance.

Workshop is a room or place where machines, tools or equipment are kept for

production of new components as well as for maintenance and repair (Samuel &

David, 1999). Furthermore a workshop is a tool room and for any effectiveness

there must be a means of obtaining tools for usage and procedure of returning

the tools. The practices simply refers to the exercises that are routine in the

workshop i.e daily routine. Workshop practices are the activities that normally

takes place in the workshop on a daily basis or weekly depending upon the time

table of each class that will conduct practical in the workshop.

Planning Skill Needs of Electricity/Electronics Teachers for Improving

Workshop Practice in Technical Colleges

Planning is particularly very important in developing country where

resources are relatively scarce. In Nigeria, where many of the business men are

inexperienced and the academic preparation is by no means very impressive,

planning to avoid waste of money, and other resources is very compelling. The

importance of planning is well recognized by the Nigerian government that it

engages in National Development Plan. Planning is a blue print for action. In

Nigeria, a business man who wishes to enter into any business has to engaged in

detailed planning in order to identify the source of raw materials, equipment,

27

determine delivery dates, source of manpower supply and some instances,

source of working capital, Many projects have failed in this country because

adequate plan were not made to identify all the important variables likely to

bear on the project that will determine their failure or success.

Many indigenous organizations are often preoccupied by the day-to-day

operation of their business with the result that they have no time set aside to

reflect on the future of their enterprise. Some have a very narrow concept of

their business and consider it idle to plan because they believe they cannot

control most of the variables. To these' group of organizations planning is very

necessary. Failure to plan give rise to inefficiency and lack of direction. It

makes organizations to constantly put off fire instead of preventing it's

occurrence. Planning for a Nigerian enterprise could mean identifying what the

organization plan to do in terms of growth, developing its shares of the market

and business volume, return to investment, identifying operating strategies,

marketing plans, and strategies and performance goals. The need for planning in

Nigeria is emphasized by the fact that the business are relatively small and when

a business man needs financial assistance from the bank the first question that

he will have to answer deal with planning.

For many managers, planning is an activity that is undertaken when the

daily pressure of doing business does no longer exit. For every organization

there is always the need for planning both in long run and short run.

Postponement of planning is very dangerous because failure to plan give rise to

ineffectiveness, and undirected and waste resources.

28

Planning is the first and perhaps the most important function of

management. The absence of planning is to prepare for the predict future event.

Planning goes beyond attempting to attain stated organizational objectives. It

involves the development of strategy and procedure require for effective

realization of the entire plan. It entails determination of control direction and

method of accomplishing the overall organizational objectives. Planning

involves the establishment of objectives, strategies to achieve the objectives and

a step-by-step determination of the activities and resources necessary to achieve

them (Nwachukwu,1998). Planning as affects workshop practice in technical

colleges involves the preparation for the activities that takes place in the

workshop in technical colleges. The Electricity/Electronics workshop is like any

other workshop in technical colleges. It has all the facilities require to be in the

workshop. For efficient practice to take place in the Electricity/Electronics

teachers needs to posses skills that is necessary to make the workshop practice

efficient.

Nwachukwu (1998) listed out the skills improvement needs of

Electricity/Electronics teachers from improving workshop practice in technical

colleges. The following are skills improvement needs of Electricity/Electronics

teachers for improving workshop practice in technical colleges.

1. Plan lesson for effective workshop practice

2. Skill in arranging for materials to be provided in the workshop

3. Capacity to plan activities based on stated objectives in the workshop

4. Expertise to plan strategies for integrating workshop personnel for

29

effective practice.

5. Knowledge of workshop safety.

6. Involve students in contributing to their attainment of overall objectives

of practical class in the workshop.

7. Capacity to plan effectively for tools storage in the workshop

8. Plan to ensure effective workshop management time table for classes.

9. Plan for practical development and growth.

10. Plan for effective management of workshop resources.

11. Plan for effective workshop practice to be undertaken in the workshop

12. Plan for uncertainties that may occur during workshop practice

13. Plan for strength and weakness of the workshop.

14. Plan for identifying procedures

15. Plan for identifying problems in the workshop.

16. Plan for identifying programmes relating to workshop practice

17. Plan for specific workshop practice to be carried out in the workshop.

Planning is an activity performed by all level of management. It is a

thought process concerning a proposed course of action. The overall plan

involves broad organizational objective while departmental plan involves the

effort to achieve subsidiary goals which contribute to the achievement of overall

organizational objectives. Planning is said to pervasive and primary. Its

pervasiveness originates from the fact that it is necessary for performing other

key management functions organizing, directing, coordinating and controlling.

We plan how to organize, direct, coordinate and control. Planning is primary

30

because it is expected to be the first activity unfortunately it is the first to forget

or given a lip service to planning help to identify the organizational philosophy

policies, programmes, procedure, practices and problems.

Organizing Skill Needs of Electricity/Electronics Teachers for Improving


An organization can be seen as an entity. This is true of all business

enterprise. It can be seen as a process of coordinating individual efforts to

accomplish a common objective. An organization is a group of people bound

together to provide unity of action for the achievement of a predetermined

objective. All management theorist-fayol, follet e.t.c recognize this important

management function. Organization is very fundamental to human nature. Man

is a social animal and shares relationship with his neighbours. The subject of

organization is central to sociology, psychology and even anthropology.

In Nigeria, the problem of formal organization is not so acute because of

the nature of Nigerian business. As organization grows, the component part

become more complex, the technology changes and requires special expertise

and consequently more attention.

Every organization is made up of human and physical resources. This

resources are brought together in order to accomplish predetermined goal. In

order to accomplish these objectives, tasks must be identified, the tools and

technology required must be provided and a structure of relationships must be

identified. It is the function of management to determine the best structure that

will optimized the utilization of resources. Management organize these

31

resources. Thus organization is a means of achieving the best result from

concerted effort. Organization deals with people and their relationship, in an

enterprise. It is the organization that determine the type of people required and

their relationship. Thus the type personnel and structure required in a hospital is

different from the personnel and structure requires in a weaving enterprise or a

university.

One of the major problem confronting management is to decide the

organization structure to be adopted. Important questions relating to duties and

role of each department and line executives have to clearly defined. A decision

has to be made whether the organization is to be decentralized or centralized

and the type of staff required for each task has to be determined. A good

organizational design is the one that leads to the attainment of organizational

objectives. A good organizational design is not the one that is fixed and will

never require a change. The system is subjected to change when the

environment in which it operate changes or when the company is expecting its

operations or changes its objectives or during the process of reorganization. A

good organization is judge by its economic performance, ability to survive in a

dynamic environment and the growth and satisfaction of its members.

The following are organizing skills improvement needs of

Electricity/Electronics teacher for improving workshop practice in technical

colleges.

1. Arrangement of equipment and tools for easy access in the workshop

2. Arrange students into groups for effective workshop practice

32

3. Use of appropriate safety practice in the workshop

4. Capacity to organize workshop resources effectively.

5. Select instructional materials

6. Expertise to harmonize instructional materials for effective usage during

workshop practice.

7. Apply instructional materials

8. Apply classroom management

9. Build confidence in student through training recognition and counseling

10. Develop structure that provide for Students growth and challenges in the

workshop

11. Supply students with adequate resources to fulfill their responsibilities in

the workshop.

12. Make students work while giving them help when needed.

13. Make students know what is to be done and the result that is expected.

Sound organization structure involves dividing activities into departments

divisions, units and sub-units, defining relationships between the heads and

members that make up the units. A good structure.

(a) Identifies the operating departments, production department and finance

department

(b) Isolate the service department (personnel research)

(c) Place emphasis on balancing the structure

(d) Shows the role of committee in the organization

33

Controlling Skill Needs of Electricity/Electronics Teachers for Improving


Controlling is defined as that phase of the management process which

maintains organization activity within allowable limits as measured from

expectations. These expectations may be implicit or explicitly stated in terms of

objectives, plan procedures or rules and regulations. It has also been defined as

the monitoring and modification of organizational activity and resource

utilization to ensure that predetermined standards are met and plans are carried

out. Controlling can be seen as part of management activities undertaken to

ensure that outcomes are consistent with planed organizational objectives

control requires the establishment of standards, information process and taking

of corrective action.

Fayol, observed that, the control of an undertaking consist of seeing that

every things is carried out in accordance with plan which has been adopted, the

orders which have been adopted,-the orders which have been given, and the

principles which have been laid down. Its objectives is to point mistakes in

order that they may be rectified and prevented from occurring again.

In controlling, management with only concerned with measuring

performance to see if there are deviations or exceptions from original plan. The

reasons for the deviation are sought so that appropriate corrective actions could

be taken. If a machine is programmed to produced 2,000 ball point pens and it is

found out that its only producing 1,500 pens, the reasons for the deviation has to

be sought out and corrective action taken to bring productivity to targeted

34

standard.

Control is one of the key functions of managements planning and control

go hand in hand with planning for without efficient planning and control the

organization cannot achieve any objectives. Controlling starts and soon as the

execution phase starts so as to determine if plans are being realized.

The advantage of control to management cannot be overemphasized.

Planning without control is useless since there is no other effective means of

determining if the plan objective is being realized. Some of the major

advantages of control to the organization are that control:

1. Guide behaviour toward useful organizational can lack of control results

in erratic behaviour that may be only tangent to organizational goals.

2. Ensure that resources are effectively utilized. It helps to avoid the waste

of useful resources in useless operation.

3. Focuses attention on factors essential in achieving organizational

effectiveness. It helps to focus attention in meeting performance criteria,

quality standard and achieving goals.

4. Encourage the action necessary to maintain performance

Controlling Skill Needs of Electricity/Electronics teachers for Improving

Workshop Practice in Technical College are as follows:

1. Establish goals and standards

2 Monitor results of workshop practice and compare them to establish

standard

3. Ensure resources are effectively utilized

35

4. Prevent accident in the workshop

5. Evaluate difference work method

6. Evaluate different tools and equipment in the workshop

7. Evaluate different condition of work

8. Estimate and allocate costs

9. Determine when and if a problem arises.

10. Avoid waste of resources in useless or inefficient operation

11. Focus attention in meeting performance criteria

12. Meet up with quality standard

13. Encourage the action necessary to maintain performance

14. Develop control system that will put out impeding problem

15. Take corrective action.

Coordinating Skill Needs of Electricity/Electronics Teachers for Improving


The essence, of all coordinating effort is to increase the efficiency of the

organization in achieving the stated objectives. Effective coordination makes a

successful output in the enterprise. All objectives must be in the key area of

company performance and must be made current by constant review.

Management influences and infact determines the productivity of the

subordinates. Nwachukwu observed that the manager's attitude to work, his

quest for excellence and his continual explanation of higher standards of

excellence influences the performance of his subordinate. Nwachukwu also

states that a manager that accepts low quality or mediocre performance, or

36

appear to rationalize for employee where quality work is required, is directly

encouraging substandard performance. Effective coordination always gives rise

to the overall performance of the whole system. Proper coordination means that

job assign to people should be carried out as expected. Monitoring the set up

plan and making corrections where possible. Good coordination exists as goals

of the individual and the goals of the organization are perceived to be the same.

In this situation there is the unity of direction and purpose as everybody works

towards the attainment of a common goal. The supervisor can make or break an

employee. He is nearest to the operative, employee, and performs the linking-

pin-function. The way he relates with subordinates and the employee perceive

his influence as their satisfaction. The supervision to large extend determine

how organizational favours are distributed.

Coordinating skill needs of electricity electronics teachers for improving

workshop practice in technical colleges are as follows.

1. Proficiency in the formulation of goals adhere to given objectives.

2. Act in order to make students comply with lay down procedures

during workshop practice.

3. Create mental process to acquire knowledge on the situation

4. Create choice procedures

5. Select alternative course of action from available alternative.

6. Create implementation procedures

7. Process of making good use of electricity electronics practice.

8. Coordinate and encourage note taking

37

9. Discourage trance

10. Coordinate the project to be carried out in the workshop.

11. Coordination staff and students in the workshop

Directing Skill Needs of Electricity/Electronics Teachers for Improving


Directing is one of the most difficult friction of management, what is

being directed is human resources that are to make use of physical resources to

achieve organizational plan. The complexity of the function could be inferred

from the fact that no two human being are exactly the same. Aspirations differ,

temperament one not alike, they differ intellectually and physically. The leader

is one of them but plays different role that makes employee perceive him,

sometimes as part, over bearing and too powerful. For he can make or unmake

any of them, he is the man to instill confidence in them, promote open

communication and respect of one another and encourage high level

productivity. The extend to which all these are achieved depends on his ability

to direct effectively (Nwachukwu, 1999).

To direct, one has to know "where" or the direction that is contemplated.

It is the duty of the leader to show to others how increase in productivity will

help them in their goal, promotion wage increase and fringe benefits, unity of

direction results as the organization and employees aim at the same direction to

accomplish common objectives.

A leader is a person with power over others who exercise the power for

38

the purpose of influencing their behaviour. It is sake to say that

1. All leaders have influence

2. They provide direction

3. They help in the achievement of group goals.

Leaders characteristically "induce" or inspire other to achieve. Leader

occurs within a specific situation. In the social setting there is a person, a

position and a situation. Despite all that has been written about leadership, there

has been no consensus concerning primary role or function of leadership. The

directing skill needs of Electricity/Electronics teachers for improving workshop

practice in technical colleges include the followings:

1. Focus on ground process

2. Set up group work

3. Create an act of inducing compliance

4. Create the exercise of obeying others

5. Persuade others.

6. Create an instrument of goal achievement

7. Create an effect of interactions

8. Create differentiate roles.

9. Create need for occupational achievement.

10. Create need for self actualization

11. Supervise others

12. Direct others

13. Keep channel of communication open.

39

Review of Related Empirical Studies

Management skill is very necessary for technical college workshop

activity. The importance of management skill is to ensure effective teaching and

production in the technical college workshop. Electricity/Electronics workshop

has been identified by the following researches.

Gyallesu (2005) in a study on management skills improvements needs of

technicians for managing electronic maintenance shop in Kaduna State. The

main purpose of the study was identification of management skill, improvement

needs of technicians for managing electronics maintenance shop, identifying

organizational Skills improvement needs, determining personnel and other

personal skills required by the technician for Electricity/Electronics

maintenance shop.

The major findings of the study are organizational skill improvement

needs of the technicians for managing Electronics maintenance shop include:

(a) Ability to properly coordinate group activities.

(b) Skill in monitoring tidy and well ventilated shop

(c) Skill in the development of shop to achieve objectives

(d) Regular inspection of tools/materials and equipment in the workshop.

Personal and inter-personal skill improvement needs of technicians for

managing Electronics maintenance shop includes:

(a) Ability to communicate effectively with customers

(b) Willingness to seek advice of technicians from other shop

(c) Desire to set high standard in job performance

40

(d) Skill to evaluate personal strength and weakness.

Skill improvement needs of technicians on record keeping for effective

management of Electronics maintenance shop.

(a) Ability to correctly record when an item is brought to the shop for

repair

(b) Skill in recording price of parts/component and materials purchase.

(c) Ability to record the amount deposited by customers and the remaining

balance.

There is no doubt that the technician requires better skill for managing

electronics maintenance shop in Kaduna State. The study reveals that

management skill improvements are needed in virtually all the areas the

researcher asked questions.

In a study by Usman (1992) on identification of workshop management

and organization technique for improve teaching/learning in selected post

primary institutions in Kaduna state. The purpose of the study is to identity

facilities available in the technical workshop, provide information on

management practice to be adopted to enhance teaching/learning in the

workshop. Two hundred and twenty four (224) technical teachers teaching in

post primary institutions in Kaduna state and 69 principals of the various

selected institutions constitute the sample of the study. Questionnaire was the

instrument used for gathering data. The major findings of the study were:

Tool storage and teachers offices are the only two facilities that were

provided in all the 56 post primary institutions in the study.

41

None of the 56 post primary institutions in the survey offers its technical

programme in one workshop only.

There was significant difference in three (3) out of ten (10) management

practice that enhance teaching/learning in technical workshop between

principal and technical teachers.

There was significant difference between principal and technical teacher in

two (2) unit of nine (9) safety majors identified.

The strategy identified of improving the adequacy of workshop facilities

included a call on Kaduna state government to, as a matter of urgency,

provide technical department of her post primary institutions with basic

hand tools they need.

In a study by Iloeja (2001) on skill improvement needs by introductory

technology teachers for effective management of school workshop in secondary

schools in Imo state. The purpose of the study was to determining workshop

skills required by introductory technology teachers for efficient functioning of

the workshop. . :

Determining workshop management skill possessed by introductory

technology teachers for controlling workshop activities.

Three hundred and eighty one introductory technology teachers in

secondary school in the five educational zones in Imo state participated in the

study. Questionnaires are the instrument used for gathering data for the study.

The following findings were made:

Eleven management skills were required for effective functioning of the

42

school workshop.

Introductory technology teachers possessed less than fifty percent (50%) of

the management skills required for effective uses of workshop facilities.

More than fifty percent (50%) of the introductory technology teachers lack

required management skills to improved performance in the school

workshop.

Summary of Literature Review

The review of literature shows inefficient management skill on the part of

technical teachers whom Electricity/Electronics teachers are part of. The

literature shows that technical teachers need more management skill

improvement in order to carry out workshop practices more effectively. The

review of literature also provide an insight to what is expected of the technical

teachers and students in terms of workshop practices management skills

acquisition for more effective teaching and learning. These skills are in the areas

of planning, organizing controlling, coordinating and directing skill

improvement needs, most of the studies conducted in this area continued in

technical skill needs of Electricity/Electronic teachers and none was carried out

in the area of management skill needs. From the literature review none known

to me is specifically on management skill needs of Electricity/Electronic

teachers for improving workshop practice and this is the gap the study is set to

fill.

43

CHAPTER THREE

METHODOLOGY

This chapter describes the design of the study, area of the study,

population for the study, instrument for data collection, validation of the

instrument, reliability of the instrument, method of data collection and method

of data analysis.

Design of the Study

Survey research design was used for the study. According to Obodoeze

(2001), a survey research design is that which is carried out over a wide area

with a view of ascertaining what exist at the time of the research in their

national setting. Thus survey research design is most appropriate for this study,

since it covers a wide area and the respondents are not subjected to any external

influence in responding to the items in the questionnaire.

Area of the Study

The study was carried out in the following technical colleges of Adamawa

state; GTC Yola, GTC Mubi, GTC Numan, Bauchi state; GTC Gumau, GTC

Gadau, GTC Bauchi, GTC Azare, and Gombe state; GTC Gombe, GTC Kumo.

The study was carried out in these three states due to the fact that workshop

practice is poorly manage and coordinated in the technical colleges of these

three states Abbas, (1990).

43

44

Population of the Study

The population for the study comprised all the Electricity/Electronics

teachers in the technical colleges of Adamawa, Bauchi and Gombe States.

There are 30 electrical/electronic teachers in Adamawa, 31 in Bauchi and 20 in

Gombe.

The total population stands at 81 Electricity/Electronics teachers and the

entire population was used for the study because they are of manageable size.

Instrument for Data Collection

The instrument used for data collection was a structured questionnaire,

developed after review of available literature on workshop management and

skills. The instrument consisted of six sections A, B, C, D, E and F. Section A is

on personal data, section B identified skill improvement needs of

Electricity/Electronics teachers on planning. Section C was on skill

improvement needs of Electricity/Electronics teachers on organizing, Section D

identified skills improvement needs of Electricity/Electronics teachers on

controlling. Section E sought information on skill improvement of Electricity/

Electronics teachers on coordinating while Section F focused on skills

improvement of Electricity/Electronics teachers on directing. The questionnaire

was structured on four points scale as follows:

45

Highly Needed (HN) = 4points

Needed (N) = 3 points

Fairly Needed (FN) = 2 points

Not Needed (NN) = 1 point

Validation of the Instrument

To establish the validity of the instrument, copies of the questionnaires

were sent to three lecturers from the Department of Vocational Teacher

Education, University of Nigeria Nsukka. The instrument was subjected to face

validation by the lecturers. The validators were required to assess the

questionnaire in terms of clarity, appropriateness, and relevance in addressing

the problem under study. There suggestions and recommendations were taken

into consideration in the final draft of the instrument.

Reliability of the Instrument

The reliability of the instrument was established using test-retest method.

The questionnaire was administered twice on 20 respondents in Kaduna state.

After two weeks interval, it was administered on the same people. Pearson

products moments correlation was used to obtain the coefficient of reliability

which yielded a reliability coefficient of 0.98.

46

Method of Data Collection

The instrument was administered to the respondents by the researcher

through personal contacts and with the help of three research assistants. Copies

of the questionnaire administered to the respondents were collected back, where

that was not possible, a return journey was made after one week for that

purpose. A 100% returned rate was achieved..

Method of Data Analysis

For analyzing the research questions, mean, and standard deviation were

used. Therefore any item on management skill that obtain mean score of 2.50

and above was regarded as needed whereas any item with a mean score below

2.50 was regarded as not needed.

The hypotheses were tested using the t-test. If any item obtains a t -

calculated value greater than the t-table value, the null hypothesis was rejected

whereas if an item obtain t-calculated value less than the t-table value, the null

hypothesis was accepted. The hypotheses was tested as 0.05 level of

significance.

47

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter presents and analyses the result of this study. The data

obtained are analyzed according to the research questions and hypotheses that

guided the study. t-test was employed to test the hypotheses at 0.05 level of

significance.

Research Question 1

What are the planning skill needs of electricity/electronics teachers for


Data obtained on the planning skill needs of electricity/electronics

teachers for improving workshop practice in technical colleges were

presented in Table 1.

47

48

Table 1

Mean Responses on the Planning Skill Needs of Electricity/Electronics

Teachers for Improving Workshop Practice in Technical Colleges.

S/N Item Mean SD Decision

1. Plan lesson for effective workshop practice 2.61 0.38 Fairly Needed

2. Provide materials for use in the workshop 3.10 0.52 Needed

3. Plan activities based on stated objective in the

workshop

2.90

0.44

Fairly Needed

4. Involving others for effective workshop practice 2.77 0.60 Fairly Needed

5. Knowledge of workshop safety 3.10 0.70 Needed

6. Involve students in contributing to their attainment

of the overall objectives of practical class in the

workshop

3.75

0.90

Needed

7. Plan effectively for tool storage facilities 3.25 0.65 Needed

8. Plan to ensure effective workshop management

timetable for classes

3.55

0.71

Highly Needed

9. Plan for practice, development and growth 2.95 0.38 Needed

10. Plan for effective management of workshop

resources

3.07

0.44

Needed

11. Plan for effective workshop practice to be

undertaken in the workshop

2.80 0.41 Needed

12. Plan for uncertainties they may occur during

workshop practice

3.30 0.65 Needed

13. Plan for strength and weakness of the workshop 2.60 0.30 Fairly Needed

14. Plan for identifying workshop practice procedure 2.55 0.40 Fairly Needed

15. Plan for identifying problems in the workshop 2.90 0.37 Needed

16. Plan for identifying progrmmes relating to workshop

practice

3.10

0.50

Needed

17. Plan for specific practices to be carried out in the

workshop

2.25

0.63

Fairly Needed

18. Plan for safety of lines and material resources 3.45 0.77 Needed

19. Provide First Aid Box 3.65 0.80 Needed

20. Plan to avoid workshop accidents 3.79 0.88 Highly Needed

Table 1 indicates that the respondents need planning skill for

improving workshop practice in technical colleges. Two items 8 and 20 are

highly needed, 11 items are needed while six items are fairly needed.

49

Research Question 2

What are the organizing skill needs of electricity/electronics teachers


Data obtained on organizing skill needs of electricity/electronics

teachers for improving workshop practice in technical colleges were

presented in Table 2.

Table 2

Mean Responses of Respondents on the Organizing Skill Needs of

Electricity/Electronics Teachers for Improving Workshop Practice in

Technical Colleges

S/N Item Mean SD Decision

21. Arrange equipment and tools for easy access in

the workshop

2.65 0.37 Fairly Needed

22. Arrange students into groups for effective

workshop practice


23. Apply standard common code of safety practice 3.10 0.63 Needed

24. Manage workshop resources effectively 2.95 0.44 Needed

25. Select instructional materials 3.40 0.81 Needed

26. Organized instructional materials for effective

usage during workshop practice

3.25 0.70 Needed

27. Apply instructional materials 3.30 0.68 Needed

28. Apply Classroom management 3.05 0.60 Needed

29. Build confidence in students through training a

recognition and counseling

3.50 0.75 Needed

30. Develop structure that provides for student’s

growth and challenges in the workshop

2.95 0.53 Needed

31. Supply students with adequate resources to fulfill

their responsibilities in the workshop


32. Make students work while giving them help

when needed

3.15 0.65 Needed

33. Make students know what is to be done and the

result that is expected

2.05 0.27 Not Needed

Table 2 shows that the respondents needed nine of the skills and fairly

needed three of these skills and do not need skill number 33.

50

Research Questions 3

What are the controlling skill needs of electricity/electronics teachers


Data on this research question is presented in table 3.

Table 3

Mean Responses of Respondents on the Controlling Skills Needs of


Technical Colleges S/N Item Mean SD Decision

34. Establish goals and standards for practical class 2.95 0.60 Needed

35. Monitor results of workshop practice and

compare them to establish standards


36. Ensure resources are effectively utilized 3.10 0.55 Needed

37. Prevent accident in the workshop 3.50 0.75 Needed

38. Evaluate different work methods such as

installation

3.20 0.60 Needed

39. Evaluate different tools and equipment in the

workshop


40. Evaluate different conditions of work 2.80 0.58 Fairly Needed

41. Estimate and allocate costs 2.14 0.30 Fairly Needed

42. Determine when and if a problem arises 2.30 0.36 Fairly Needed

43. Avoid wastage of resources in useless or

inefficient operation


44. Focus attention in meeting performance criteria 2.85 0.50 Fairly Needed

45. Meet up with quality standard 3.60 0.80 Needed

46. Encourage the action necessary to maintain

performance


47. Develop control system that will put out

impending problem

3.15 0.72 Needed

48. Take corrective action 3.10 0.68 Needed

Table 3 above shows that the respondents needed items 34, 36, 37, 38,

45, 47 and 48, while the respondents fairly needed items 35, 39, 40, 41, 42,

44, and 46, and 43 and do not need item 43.

51

Research Question 4

What are the coordinating skill needs of electricity/electronics teachers


Data obtained from this research question is presented in table 4.

Table 4

Mean Responses of Respondents on the Coordinating Skill Needs of


Technical Colleges S/N Item Mean SD Decision

49. Proficiency in the formulation of goals of

workshop practice


50. Adhere to given objectives 3.05 0.50 Needed

51. Act in order to make students comply with

laid down proceeding during workshop

practice

2.85 0.57 Needed

52. Create mental process to acquire knowledge

on the situation


53. Create choice procedure 2.45 0.40 Fairly Needed

54. Selection alternative course of action from

available alternatives


55. Create implementation procedures 2.90 0.46 Fairly Needed

56. Process of making good use of

electricity/electronics practice

3.25 0.60 Needed


electricity/electronics practice


58. Coordinating and encouraging note taking 1.40 0.25 Not Needed

59. Discourage truancy 2.25 0.43 Fairly Needed

60. Coordinating the project to be carried out in

the workshop

3.40 0.64 Needed

61. Coordinate staff and students in the

workshop

3.25 0.60 Needed

Data presented in Table 4 above shows that the respondents needed

coordinating skill for improving workshop practice in items 50, 51, 56, 60,

and 61. The respondents fairly needed these skills in items 53, 54, 57, and 59

while items 49, 52, and 58 are not needed.

52

Research Question 5

What are the directing skill needs of electricity/electronics teachers for


In order to determine the directing skill need of electricity/electronics

teachers for improving workshop practice in technical colleges, the data

obtained are presented in table 5.

Table 5

Mean Responses of Respondents on the Directing Skill Needs of


Technical Colleges. S/N Item Mean SD Decision

62. Focus on group process 3.15 0.69 Needed

63. Set-up group work 2.70 0.47 Fairly Needed

64. Create the act of inducing compliance 2.60 0.39 Fairly Needed

65. Create the exercise of obeying others 2.85 0.44 Fairly Needed

66. Persuade others to perform effectively 3.05 0.66 Needed

67. Create an instrument of goal achievement 3.35 0.70 Needed

68. Create effect of interactions 2.95 0.60 Fairly Needed

69. Create differential roles 1.40 0.30 Not Needed

70. Initiation of structure 2.10 0.40 Fairly Needed

71. Occupational achievement initiative 3.20 0.62 Needed

72. Ability to identify self actualization 3.10 0.58 Needed

73. Supervise others 1.60 0.29 Not Needed

74. Direct Others 1.90 0.30 Not Needed

75. Keep channel of communication open 2.05 0.40 Not Needed

Table 5 shows that the respondents needed five directing skills for

improving workshop practice. The respondents fairly needed five skills while

four skills are not needed.

53

Hypothesis 1

There will be no significant difference in the mean responses of

experienced teachers and less-experienced teachers on planning skill

improvement needs.

Table 6

t-test Analysis of the Responses of Experienced and Less-experienced

Teachers on the Planning Skill Needed for Improving Workshop Practice in

Technical Colleges. S/N Item t-cal Remark

1. Plan lesson for effective workshop practice 0.71 NS

2. Provide materials for use in the workshop 0.45 NS

3. Plan activities based on stated objective in the workshop - 0.39 NS

4. Involving others for effective workshop practice 2.20 S

5. Knowledge of workshop safety 1.15 NS

6. Involve students in contributing to their attainment of the overall

objectives of practical class in the workshop

0.91 NS

7. Plan effectively for tool storage facilities 0.75 NS

8. Plan to ensure effective workshop management timetable for classes - 0.67 NS

9. Plan for practice, development and growth 1.05 NS

10. Plan for effective management of workshop resources 0.80 NS

11. Plan for effective workshop practice to be undertaken in the

workshop

0.44 NS

12. Plan for uncertainties they may occur during workshop practice 0.50 NS

13. Plan for strength and weakness of the workshop 0.61 NS

14. Plan for identifying workshop practice procedure - 0.48 NS

15. Plan for identifying problems in the workshop - 0.77 NS

16. Plan for identifying progrmmes relating to workshop practice 0.60 NS

17. Plan for specific practices to be carried out in the workshop 0.40 NS

18. Plan for safety of lives and material resources 0.70 NS

19. Provide First Aid Box 0.35 NS

20. Plan to avoid workshop accidents -0.65 NS

Key:

S = Significant

NS = No Significant

t-table = + 1.96

Degree of Freedom = 79

54

Note: This key is same for tables 7,8,9 and 10.

The data presented in Table 6 show that significant difference exists in

item 4 only in which the calculated ‘t’ is greater than the t-table of +1.96. The

null hypothesis is therefore rejected for that item; and accepted for the

remaining items.

Hypothesis 2

Significance difference does not exist in the mean responses of

teachers in urban and rural areas on organizing skill improvement needs

Table 7

t-test Analysis of the Responses of Teachers in Urban and Rural Areas on

Organizing skill Improvement Needs.

S/N Item t-cal Remark

21. Arrange equipment and tools for easy access in the workshop 0.22 NS

22. Arrange students into groups for effective workshop practice 0.35 NS

23. Apply standard common code of safety practice 0.55 NS

24. Manage workshop resources effectively -0.17 NS

25. Select instructional materials -0.45 NS

26. Organized instructional materials for effective usage during workshop

practice

0.53 NS

27. Apply instructional materials 0.46 NS

28. Apply Classroom management 2.15 S

29. Build confidence in students through training, recognition and

counseling

0.83 NS

30. Develop structure that provides for student’s growth and challenges in

the workshop

0.72 NS

31. Supply students with adequate resources to fulfill their responsibilities

in the workshop

-2.55 S

32. Make students work while giving them help when needed 0.23 NS

33. Make students know what is to be done and the result that is expected -2.05 S

The data presented in Table 7 show that significant difference exist in

the mean responses of teachers in urban and rural areas in items 28, 31 and

55

33. This is because the ‘t’ calculated is greater than the t-table. Moreover,

significance difference does not exist in their mean responses on the other

items.

Hypothesis 3

There will be no significant difference in the mean responses of male

and female electricity/electronics teachers on controlling skill improvement

needs.

Table 8

t-test Analysis of the Responses of Male and Female Electricity/Electronics

Teachers on Controlling Skill Improvement Needs.


34. Prevent accident in the workshop -0.52 NS

35. Monitor results of workshop practice and compare

them to establish standards

0.22 NS

36. Ensure that resources are effectively utilized 0.45 NS

37. Prevent accident in the workshop 0.68 NS

38. Evaluate different work methods such as installation -2.11 S


workshop

2.24 S

40. Evaluate different conditions of work 2.04 S

41. Estimate and allocate costs 3.12 S

42. Determine when and if a problem arises 2.60 S

43. Avoid wastage of resources in useless or inefficient

operation

0.45 NS

44. Focus attention in meeting performance criteria 0.65 NS

45. Meet up with quality standard 0.50 NS


performance

0.25 NS

47. Develop control system that will put out impending

problem

0.11 SN

48. Take corrective action 0.40 SN

56

The data presented in table 8 above shows that significant difference

exists in the mean responses of male and female electricity/electronics

teachers in items 38, 39, 40, 41, and 42. This is because the ‘t’ calculated is

greater than the t-table. For this reason, null hypothesis is rejected on these

items. However, significant difference does not exist in items 34, 35, 36, 43,

44, 45, 46, 47, and 48. These items have the ‘t’ calculated less than the t-table

of + 1.96. Therefore, the null hypothesis is accepted on those items.

Hypothesis 4

Significance difference will not exist between male and female

electricity/electronics teachers on coordinating skill improvement needs.

Table 9

t-test Analysis of the Responses of Male and Female Electricity/Electronics

Teachers on Coordinating Skill Improvement Needs.


49. Proficiency in the formulation of goals of workshop practice 2.11 S

50. Adhere to given objectives 0.70 NS

51. Act in order to make students comply with laid down

proceeding during workshop practice

0.55 NS

52. Create mental process to acquire knowledge on the situation 0.22 NS

53. Create choice procedure 0.36 NS

54. Selection of alternative course of action from available

alternatives

0.45 NS

55. Create implementation procedures -0.25 NS

56. Process of making good use of electricity/electronics

practice

-0.30 NS

57. Process of making good use of electricity/electronics

practice

0.50 NS

58. Coordinating and encouraging note taking 2.30 S

59. Discourage truancy 0.40 NS

60. Coordinating the project to be carried out in the workshop 0.22 NS

61. Coordinate staff and students in the workshop 0.49 NS

57

The data presented in Table 9 show that significant difference exist in

the mean responses of male and female electricity/electronics teachers on

coordinating skill improvement needs on items 49 and 58 only. Conversely,

significant difference does not exist in items 50, 51, 52, 53, 54, 55, 56, 57, 59,

60, and 61.

Hypothesis 5

These will be no significant difference between the mean responses of

graduate and non-graduate electricity/electronics teachers on directing skill

improvement needs.

Table 10

t-test Analysis of the Responses of Graduate and Non-Graduate

Electricity/Electronics Teachers on Directing Skill Improvement Needs.


62. Focus on group process 0.65 NS

63. Set-up group work 2.18 S

64. Create the act of inducing compliance 0.40 NS

65. Create the exercise of obeying others 0.30 NS

66. Persuade others to perform effectively 0.25 NS

67. Create an instrument of goal achievement 0.50 NS

68. Create effect of interactions 0.33 NS

69. Create differential roles -2.35 S

70. Initiation of structure 0.29 NS

71. Occupational achievement initiative 0.31 NS

72. Ability to identify self actualization 0.60 NS

73. Supervise others -2.05 S

74. Direct Others 2.43 S

75. Keep channel of communication open 2.22 S

The data presented in Table 10 shows that significant difference exist

in the mean responses of graduate and non-graduate electricity/electronics

58

teachers on directing skill improvement needs in items 63, 79,73,74, and 75.

On the hand, significant difference does not exist in items 62, 64, 65, 66, 67,

68, 70, 71, and 72.

Findings

Based on the data presented and the analysis made, the following

findings were made:

A. Planning Skills Needs of Electricity/Electronics Teachers for

Improving Workshop Practice in Technical Colleges:

1. Provide materials for use in the workshop

2. Knowledge of the workshop safety

3. Involve students in contributing to their attainment of overall

objective of practical class in the workshop.

4. Plan effectively for tool storage and facilities.

5. Plan to ensure effective workshop management timetable for

classes.

6. Plan for practice, development and growth



workshop

9. Plan for identifying problems in the workshop

10. Plan for identifying programme relating to workshop practice

11. Plan for safety of lives and material resources

59

12. Provide First Aid Box


14. Plan activities based on stated objective in the workshop

15. Involving others for effective workshop practice

16. Plan for strength and weakness of the workshop

17. Plan for identifying procedure.

18. Plan for specific practices to be carried out in the workshop

B. Organizing Skill Needs of Electricity/Electronics Teachers for

Improving Workshop Practices in Technical Colleges.

1. Applying standard common code of safety practices

2. Manage workshop resources effectively


4. Organize instructional materials for effective usage during

workshop practice.

5. Applying instructional materials


7. Build confidence in students through training, recognizing and

counseling.

8. Develop structure that provides for students growth and challenges

in the workshop

9. Make students work while given them help when needed.

10. Arrange equipment and tools for easy access in the workshop

11. Arrange students into groups for effective workshop practice

60

12. Supply students with adequate resources to fulfill their

responsibilities in the workshop.

13. Make students know what is to be done and the result that is

expected.

C. Controlling Skills Needs of Electricity/Electronics Teachers for

Improving Workshop Practice in Technical Colleges:

1. Establish goals and standard for practical class

2. Ensure resources are effectively utilized


4. Evaluate different work methods such as installation

5. Meet up with quality standards

6. Develop control system that will put out impending problem.

7. Take corrective action

8. Monitor results of workshop practice and compare them to establish

standards

9. Evaluate different tools and equipment in the workshop.

10. Evaluate different conditions of work

11. Estimate and allocate costs.

12. Determine when and if a problem arises


14. Encourage the action necessary to maintain performance.

15. Avoid wastage of resources in useless or inefficient operation.

61

D. Coordinating Skill Needs of Electricity/Electronics Teachers for

Improving Workshop Practice in Technical Colleges.

1. Adhere to given objectives

2. Act in order to make students comply with laid down proceedings


3. Process of making good use of electricity/electronics practice

4. Coordinating the project to be carried out in the workshop

5. Coordinate staff and students in the workshop

6. Create choice procedure

7. Selection of alternative course of action from available alterative

8. Create implementation procedure

9. Process of making good use of electricity/electronics practice.

10. Proficiency in the formulation of goals of workshop practice

11. Create mental process to acquire knowledge on the situation

12. Coordinating and encouraging note taking.

E. Directing Skill Need of Electricity/Electronics Teachers for Improving

Workshop Practice in Technical Colleges:

1. Focus on group process

2. persuade others to perform effectively

3. Great an instrument of goal achievement

4. Occupational achievement initiative

5. Ability to identify self actualization

6. Set-up group work

62

7. Create the act of inducing compliance


9. Create effect of interactions

10. Initiation of structures

11. Create different roles


13. Direct others

14. Keep channels of communications open

The Findings of the Hypotheses

1. The data presented in table 6 above shows that significant difference

exists in item 4 only in which the calculated ‘t’ is greater than the t-

table of +1.96. The null hypothesis is therefore rejected for that item;

and accepted for the remaining items.


exist in the mean responses of teachers in urban and rural areas in items

28, 31 and 33. This is because the ‘t’ calculated is greater than the t-

table. Moreover, significance difference does not exist in their mean

responses on the other items.


exists in the mean responses of male and female electricity/electronics

teachers in items 38, 39, 40, 41 and 42. This is because the ‘t’

63

calculated is greater than the t-table. For this reason, the null hypothesis

is rejected on these items. However, significant difference does not

exist in items 34, 35, 36, 43, 44, 45, 46, 47, and 48. These items have

the ‘t’ calculated less than the t-table of +1.96. Therefore, the null

hypothesis is accepted on those items.


exist in the mean responses of male and female electricity/electronics

teachers on coordinating skill improvement needs on items 49 and 58

only. Conversely, significant difference does not exist in items 50, 51,

52, 53, 54, 55, 56, 57, 59, 60 and 61.


exist in the mean responses of graduate and non-graduate

electricity/electronics teachers on directing skill improvement needs in

items 63, 69, 73, and 75. On the other hand, significant difference does

not exist in items 62, 64, 65, 66, 67, 68, 70, 71 and 72.

Discussion

The findings of this study with regard to planning skill needed for

improving workshop practice in technical colleges revealed that the

respondents need planning as it is the bedrock on which all other managerial

skills are laid. Planning involves the development of strategy and procedure

require for effective realization of an entire plan. This in conformity with the

definition of Nwachukwu (1998) who stated that planning involves the

64

establishment of objectives, strategies to achieve the objectives and step-by-

step determination of the activities and resources necessary to achieve them.

Planning especially of a workshop such as that of electricity/electronics

requires carefulness in the preparation of facilities that should be put in place.

The environment, the workshop building, the ventilation, lightening, water

supply, stable electricity, taking materials/facilities and many others. All

necessary materials need to be put in place. Knowledge of the workshop

safety is very important. Postcards that carry warning messages and cautions

need to be placed at strategic positions in order to reduce the danger of naked

wires or leaving points that should be put-off after use. Effective management

of the time allocated for the practical class is also important and opportunity

should be given to students with encouragement to explore their potentialities

so that they can attain the overall objectives of the practical class (Obi, 2009).

Storage facilities are very essential in electrical/electronics workshop. This is

to ensure that tools and equipment are kept clean and stores after every

practical class. In a study on workshop practice, Usman (1992) observed that

safety plays a key role in a practical workshop class. Tools like screw drivers,

pliers and many others can cause spark when brought into contact with naked

wire and one may receive shock. Electrical/electronics workshops in today’s

dynamic times are facing changes in ever-more-complex technologies (Harry,

2003). These, according to Harry include the uncertainties of a noble

economy, technological changes and the sheer cost of investments in the

65

purchase of new tools and equipment and related managerial challenges of

modern workshops. Good planning of workshop according to Ogwu & Oranu

(2006) improves focus and flexibility. This means that an

electrical/electronics workshop with focus knows what to direct students on

and how to accomplish the objective enshrined in the curriculum. An

electrical/electronics workshop with flexibility is willing and able to change

and adopt to shifting circumstances and operate with an orientation toward

the future rather than the past or present.

The findings of this study with regard to organizing skill needed for

improving workshop practice in technical colleges revealed that the

respondents need organizing skill because it is a management function that

determines the best structure that will optimize the utilization of an

organization’s resources. Usman (1992) stated that organization is a means of

achieving the best result from concerted effort. It is organisation that

determines the type of people required and their relationship in a formal set

up like an enterprise for example, on an electronics workshop, different

sections compliment the efforts of the other and at the end a final product

such as radio transistor. As one of the basic functions of management,

organizing, involves the creation of a division of labour. Schermerhorn

(2000) explained that organizing is a process arranging people and other

resources to work together to accomplish a goal. In an electricity/electronics

workshop, a common standardized code is adopted in order to observe safety

66

practices, organize teaching materials logically and sequentially and by so

doing, confidence is built in the students, they face challenges and grow with

them to be equipped to make abstract thinking positively.

Once plans are created, Schermerhorn (2000) explained, the teachers

task is to see to it that they are carried out (in an electricity/electronics)

workshop. Given a clear mission, core values, objectives and strategy,

organizing begins the process of implementation by clarifying jobs and

working relationships. It identifies who is to do what, who is in charge of

whom, and how different people and parts of the workshop relate to and

works with one another. All this, of course, can be done in different ways.

The strategic challenge to the teacher is to choose the best organizational

form to fit the situation.

The realities of a global economy, according to Storm (1999) demands

strategies driven by hyper competition are putting increasing pressure on

electricity/electronics teachers. The demands are for more speed to market,

greater customer orientation, constant productivity improvements, and better

technology utilization which will equip students with the dynamism of the

current technological challenges.

The findings of this study with respect to controlling skill need of

electricity/electronics teachers for improving workshop practice in technical

colleges revealed that the respondents need controlling skill because it is a

yard stick for measuring performance and taking action to ensure desired

67

results. The teacher can use it to establish goals and standards for practical

class. Controlling as an aspect of management ensure that plans are fulfilled

and that actual performance meets or surpasses objectives.

Henry (2003) stated that the foundation of control is information. This

shows that facts that reinforce what to do give one clues about how to

respond to change and where to spend the resources. Facts, well defined,

prevent accidents in the workshop, evaluate different work methods, meet up

with quality standards and are capable of developing a control system that

will reduce any impending problem in the workshop. Controlling sees to it

that the right things happen in the right way, and at the right time.

Schermerhorn (2000) stated that controlling ensures that the performance

contributions of individuals and groups are consistence with organizational

plans. It also helps ensure that people comply with organizational policies

and procedures. This means that electricity/electronics workshop needs to set

up standardized policies that direct the activities of the workshop towards the

realization of the objective of the practical lesson. It is the duty of the

electricity/electronics teacher to build in the students the spirit of self control

because, as observed by Henry (2003) it emphasis encourages participation,

empowerments and involvement in the workplace. Students are more likely

to work harder when they participate fully in a practical class.

The findings of this study with respect to coordinating skill needs of

electricity/electronics teacher for improving workshop practice in technical

68

colleges revealed that the respondents need coordinating skill in order to

increase the efficiency of electricity/electronics workshop. The many

different individuals groups and subsystems in an organisation are each doing

many different things at the same time. But even as they pursue specific tasks

and objectives, their a compliments must add up to meaningful contributions

toward the need of the organisation as a whole. In electricity/electronics

workshop, the subsystems that make up the system such as power generation

and utilization, maintenance.

To achieve a common goal of increasing efficiency of the workshop.

Management influences and determines the productivity of the

subsystems. Nwachukwu (1999) observed that the managers attitude to work,

his quest for excellence and his continual explanation of higher standards of

excellence influences the performance of the subsystems. Effective

coordination always give rise to overall performance of the whole system.

Where individual goals and organizations goals are perceive to be the same,

the result will be unity of purpose and a clear direction and path to progress.

Nwachukwu (1999) suggested that certain equipments of an ideal

electricity/electronics workshop that will enable the students acquire the

necessary skills; enough and adequate tools and equipment; enough

ventilation; adequate lightening, formulation of procedures that run with the

objectives of the course; make students comply with the lay down procedures

during workshop practice; observing safety rules; create an atmosphere that

69

will make the acquisition of skill easy and interesting; select alternative

course of action from available alternative; good supervision while the

students are carrying out the practical’s; let students make comparisons

between the practices in industry and the workshop; coordinate the project to

be carried out in the workshop; design an evaluation procedure to access

students performance. A well coordinated electricity/electronics can guide

and integrate efforts within a large workshop.

The complexities and uncertainties in today’s environments are putting

pressure on workshop mangers to redesign their coordinating strategies in

order to achieve efficiency. Electricity/electronics teachers need to direct the

minds and attention of students to measurement and precision during

practical class. These aspects, among others, are playing key roles in today’s

dynamic world of technology, measurements must be accurate enough to spat

significant differences between what is really taking place and what was

originally planned to be carried out in the workshop. Most failures recorded

with students of electricity/electronics are tie to improper coordination.

The findings of this study with respect to directing skill need of


colleges revealed that the respondents need directing skill because it a crucial,

complicated and problematic aspect of management, which involve given

order and the need for the order to be respected, and obeyed. Schermerhorn

(2002) stated that directing involve given order to human resources that are to

70

make use of physical resources available to achieve organizational goals. The

complexity of the function of a manager couple with the individuals with

different backgrounds make leadership difficult and more difficult area which

is directing the mind and thinking of these individuals to respond to the

yarning and aspiration of the laudable objectives of the organisation. An

electricity/electronics workshop teachers need to study carefully and

understand the complexity of the background of these students so that he can

still confidence in them, promote consciousness, promote open

communication (especially where they find difficulty, they can ask

questions), encouse respect for teachers and within themselves, encourage the

skill of high level precision in practical work and appreciation for the worth

of the professionalism. A leader inspires or induce workers to work harder to

achieve the objectives of the organisation the electricity/electronics teachers

have the duty to inspire the students by creating the environment and

atmosphere that will encourage them so acquire the necessary skills so as to

be good ambassadors of not only the school but specifically of the teacher

who guided and directed them during their practical classes.

71

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Re-Statement of the Problem

Managerial work in an organisation today is faced with lot of

challenges. Many trends and emerging practices in organisation require new

thinking from people who serve as managers.

Management, according to Schemerhorn (2002) is the process of

planning organizing, controlling, coordinating and directing the use of

resources to accomplish performance goals. It is important to know that

managers most often do not accomplish these management functions stated

by Schermerhorn in linear step-by-step fashion. Rather, the reality of

managerial work is that the functions are being continually engaged as a

manager moves from task to task and opportunity to opportunity in the

process of mobilizing resources to accomplish goals.

Ideally the electricity/electronics teachers need these managerial

functions in order to be able to function effectively and efficiently. They

technical, human and conceptual skills in order to direct the minds of students

to concentrate attention on the practical skills they need to acquire to be able

to be proficiency in electricity/electronics industries technical skill will give

them special proficiency or expertise to perform particular tasks while human

skill will inculcate in the teachers the ability to work well in cooperation with

other people such as their colleagues and students and conceptual skill will

71

72

enable the teachers to develop the ability to think analytically and solve

complex problems.

The electricity/electronics teachers fall short of the managerial

functions and the appropriate skills with which to manage

electricity/electronics workshop practices in technical colleges. The problem

of this study is therefore to determine workshop practices management skill

improvement needs of electricity/electronics teachers in technical colleges to

enable them manage workshop practice effectively.

Summary of Procedure Used

A survey research design was used for the study. The instrument was a

75 structured questionnaire developed after a review of literature on

workshop management and skills, and also based on the research questions

that guided the study.

The instruments was validated by the experts and also tested for

reliability which yielded a reliability coefficient of 0.98. The questionnaire

was distributed to a total population of 81 electricity/electronics teachers in

Adamawa, Bauchi and Gombe States. All the questionnaire administered

were correctly completed and returned representing 100 percent returned rate.

In analyzing the data, mean and standard deviation were used to

answer the research question while t-test was used to test the null hypothesis

at 0.05 level of significance.

73

Principal Findings


2. Knowledge of the workshop safety

3. Involve students in contributing to their attainment of overall

objectives of practical class in the workshop

4. Plan effectively for tool storage and facilities.

5. Plan for practice, management and growth

6. Applying standard common code of safety practice



9. Organize instructional materials for effective usage during

workshop practice

10. Build confidence in students through training, recognition and

counseling.

11. Establish goals and standard for practical class

12. Evaluate different work methods such as installation

13. Meet up with the quality standard

14. Develop control system that will put out impending problem.

15. Adhere to given objectives

16. Act in order to make students comply with laid down proceeding


17. Coordinate the project to be carried out in the workshop.

74


19. Create an instrument of good achievement implication of the study.

Implications

The findings of this study have implications for the ministries of

Education of Adamawa, Bauchi and Gombe States, electricity/electronics

industries, technical teachers training institutes, electricity/electronics

teacher’s students of electricity/electronics and the society.

The ministries can use the findings to organize workshops and

seminars to update electricity/electronics teacher’s knowledge in

management functions skills for efficient workshop practice.

The industries can use the findings of this study to bridge the gap

between the industry and the school so that the school can live up to the

demand of the industry. The training institutions can re-design their

curriculum for improve efficiency base on the findings of this study. The

electricity/electronics teachers can use the findings of this study to update

their practical lessons in the workshops.

Students of electricity/electronics can improve their knowledge in

practical as they would be able to learn more and new skills in management.

The society, through the findings of this study, can be free from the fear of

patronage of their electricity/electronics products by quack

electricity/electronics technicians.

75

Conclusion

Workshop practice was not properly coordinated due to lack of

management skills of the electricity/electronics teachers in technical colleges.

The electricity/electronics teachers have to be adequately prepared to meet

the challenges in future of workshop practice management. The management

skills possessed by the electricity/electronics teachers are inadequate to

manage workshop practice in technical colleges. It is therefore concluded that

the responsibility of training the electricity/electronics teachers in workshop

practice management be with the identified management skill to form the

fundamentals of planning, organizing, controlling, coordinating and directing

of workshop instruction in technical colleges in Adamawa, Bauchi and

Gombe States.

Recommendations

Based on the findings of this study, the following recommendations are

made:

1. Enough materials should be provided by the government for use in the

workshop.

2. First Aid Box in the workshop should be provided by school

administration to enable first aid treatment in the event of accident.

3. Effective planning should be made for tools and facilities storage in the

workshop.

4. Management and growth of students should be for planned by the school

76

authority.

5. Apply common standards code for safety practice

6. Workshop resources should be managed effectively

7. Goals and standard for practical class should be established by school

administration.

8. Students should be able to comply with laid down procedures during

workshop practice.

9. The project to be carried out in the workshop should be properly

coordinated by the electricity/electronics teachers.

Suggestions for Further Research

The following are suggested for further research:

Technical skill needs of electricity/ electronics teachers for improving

workshop practice in technical colleges in northern Nigeria.

Assessment of technical skills of electricity/electronics teachers for

improvement workshop practice in technical colleges in North-East

Nigeria.

77

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82

Department of Vocational Teacher Education,

Industrial Education Section,

University of Nigeria Nsukka,

Enugu State.

LETTER OF THE RESPONDENTS

Dear Sir/Madam,

WORKSHOP PRACTICE MANAGEMENT SKILLS IMPROVEMENT

NEEDS OF ELECTRICITY/ELECTRONICS TEACHERS IN TECHNICAL

COLLEGES IN ADAMAWA, BAUCHI AND GOMBE STATES

The study was designed to determine the workshop practice management

skills needs of Electricity/Electronics Teachers for improving workshop

practice in Adamawa, Bauchi and Gombe States Technical Colleges. You

requested to respond as honestly as possible to the items in the questionnaire.

The information provided will be treated with utmost confidentiality and will

be used strictly for the purpose of this research only.

Thank you very much in anticipation for your cooperation.

Yours sincerely,

Mamman Yaro Ali

PG/MED/02/32751

83

SECTION A

PERSONAL DATA

INSTRUCTION: Please check by ( ) in the appropriate bracket.

State: Adamawa [ ]

Bauchi [ ]

Gombe [ ]

Sex: Male [ ]

Female [ ]

Highest Qualification: NCE Tech [ ]

B.Ed Tech [ ]

M.Ed Tech [ ]

Experience: 5 years and above [ ]

Below 5 years [ ]

Location of School: Urban Area [ ]

Rural Area [ ]

84

SECTION B

Instruction: Please check ( ) the following management skill needs of


colleges.

Note: HN – Highly Needed – 4 points; N = Needed – 3 points

FN = Fairly Needed – 2 points; NN = Not Needed – point

Planning skill needs of Electricity/Electronics teachers for improving

workshop practice in Technical Colleges.

S/N ITEMS HN N FN NN



3. Plan activities based on stated objective in the workshop.

4. Involving others for effective workshop practice

5. Knowledge of workshop safety

6. Involve students in contributing to their attainment of the

overall objectives of practical class in the workshop.

7. Plan effective for storage facilities.

8. Plan to ensure effective workshop management time table for

classes.

9. Plan for practice development and growth.



workshop.

12. Plan for uncertainties that may occur during workshop

practice.

13. Plan for strength and weaknesses of the workshop

14. Plan for identifying procedure

15. Plan for identifying problems in the workshop

16. Plan for identifying programmes relating to workshop

practice.

17. Plan for specific workshop practices to be carried out in the

workshop.

18. Plan for safety of lives and material resources.

19. Provide First Aid Box

20. Plan to avoid workshop accidents.

85

SECTION C

Organizing skill needs of Electricity/Electronics teachers for improving

workshop practice in Technical colleges.

S/No ITEMS HN N FN NN

21. Arrange equipment and tools for easy access in the

workshop.

22. Arrange students into groups for effective

workshop practice.

23. Apply standard common code of safe practices.



26. Organized instructional materials for effective

usage during workshop practice.

27. Apply instructional materials


29. Build confidence in students through training,

recognition and counselling.

30. Develop structure that provides for student growth

and challenge in the workshop.

31. Supply students with adequate resources to fulfill

their responsibilities in the workshop.

32. Make students with adequate resources to fulfill

their responsibilities in the workshop.

33. Make students work while giving them help when

needed.

34. Make students know what is to be done and the

result that is expected.

86

SECTION D

Controlling skill needs of Electricity/Electronics teachers for improving



34.. Establish goals and standards or practical class

35. Monitor results of workshop practice and compare

them to established standards.

36. Ensure resources are effectively utilized.


38. Evaluate different work methods such as

installation.


workshop.

40. Evaluate different conditions of work

41. Estimate and allocate costs.

42. Determine when and if a problem arises.

43. Avoid wastage of resources in useless or inefficient

operation.


45. Meet up with quality standard.


performance.

47. Develop control system that will put out impending

problem.

48. Take corrective action.

87

SECTION E

Coordinating skill needs of Electricity/Electronics teachers for improving



49. Proficiency in the formulation of goals of

workshop practice.

50. Adhere to given objectives.

51. Act in order to make students comply with lay

down proceeding during workshop practice.

52. Create mental process to acquire knowledge on the

situation.

53. Create choice procedure

54. Selection alternative course of action from

available alternatives.

55. Create implementation procedures


Electricity/Electronics practice.

57. Coordinate and encourage note taking.

58. Discourage truancy

59. Coordinate the project to be carried out in the

workshop.

60. Coordinate staff and students in the workshop.

88

SECTION F

Directing skill needs of Electricity/Electronics teachers for improving




63. Set-up group work

64. Create the act of inducing compliance


66. Persuade others to perform effectively

67. Create an instrument of goal achievement

68. Create an effect of interactions

69. Create differential roles

70. Initiation of structure

71. Occupational achievement initiative

72. Ability to identify self actualization


74. Direct others

75. Keep channel of communication open

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