Factors Militating Against The Performance Of Students In Applied Electricity
(In Technical Colleges In Bayelsa State)
Several factors contribute to the underperformance of students in applied electricity. Firstly, inadequate understanding of foundational concepts in physics and mathematics can hinder students’ comprehension of electrical principles and calculations. Additionally, limited access to practical resources such as laboratories and equipment may impede hands-on learning experiences crucial for grasping electrical concepts effectively. Furthermore, ineffective teaching methodologies that fail to engage students actively in problem-solving and experimentation can hinder their ability to apply theoretical knowledge to real-world electrical scenarios. Moreover, the lack of supportive learning environments and mentorship opportunities for students interested in applied electricity can further exacerbate performance issues. Addressing these challenges requires a comprehensive approach that integrates theoretical understanding with practical applications, enhances access to resources, promotes innovative teaching strategies, and fosters supportive learning communities for students pursuing studies in applied electricity.
Until recently applied electricity technical education was meant for those who could not cope effectively with conventional academic pursuits. In Nigeria today, applied electricity technical education had become a thing of National Interest because it has been realized that it has efficacy in producing the dreamed and desired manpower for the nation. It was on this stand that the researcher looked at the factors militating against the performance of Applied Electricity in technical colleges in Bayelsa state.
Thirty Technical Teachers were randomly sampled; research questions guided the study. Data were collected and analyzed. Based on the finding, it was discovered that lack of funds, teaching and learning facilities and obsolete curriculum affect the performance of Applied Electricity students, conclusion were made and recommendations proffered there after.
Title page i
Certificate ii
Dedication iii
Acknowledgement iv
Abstract v
Table of contents vi
CHAPTER ONE
Introduction 1
1.1 Background of the Study 1
1.2 Statement of the problem 4
1.3 Purpose of the study 5
1.4 Significance of the study 6
1.5 Research question 7
1.6 Delimitation 7
1.7 Assumption of the study 8
CHAPTER TWO
Literature Review 9
2.1 Training Facilities and Equipment 10
2.2 Economy as it Affect Teaching Applied Electricity Studies 11
2.3 Skilled Manpower Requirements for Industrial growth 13
2.4 Importance of the Current NBTE 15
2.5 Product of Technical Colleges 18
2.6 Summary of Literature Review 20
Chapter Three
Methodology 21
3.1 The Design 21
3.2 The Area of Study 21
3.3 Population 22
3.4 Sample of the Study 22
3.5 Sample Technique 23
3.6 Instrument for Data Collection 24
3.7 Validity of the Instrument 24
3.8 Reliability of the Instrument 24
3.9 Method of Data Collection 25
3.10 Method of Data Analysis 26
Chapter Four
Presentation and Analysis of Data 27
Chapter Five
Summary, Conclusion and Recommendation 34
5.1 Summary 35
5.2 Implication of Study 37
5.3 Conclusion 39
5.4 Recommendation 42
References 44
Questionnaire 48
INTRODUCTION
BACKGROUND OF THE STUDY
At the twentieth century Nigeria with her abundant human and Natural resources has not been able to achieve much technologically. The inability to achieve much at this period is not unconnected with history since we attained independence; policies and strategies of the various levels government have not been far reaching enough to involve a sound technological foundation for the country.
Previous education policies have de-emphasized technical education in favour of the grammar school type of educational system. Until recently the courses and curriculum of the technical college in Applied Electricity departments across the country are stereotyped and not comprehensive enough to meet the technological needs of the economy for a rapid and meaningful development as witnesses in the advanced countries of the world (Olukosi, 1987). Since the advent of poor economy in Nigeria funding of education by three tiers of government (Federal, state and local government) has never been what it used to be in 70s particularly Applied Electricity in technical colleges which is capital intensive, consequently, the materials tools equipment and facilities required for training are sparingly provided. In these circumstances, it will be very difficult for Applied Electricity students to meet the maximum standard required for a meaningful Applied Electricity development.
With the introduction of the Structural Adjustment Programme (SAP) in 1986 by President Ibrahim Babangida’s regime the already buttered economy further plunged to the point of no recovery, thereby forcing government and private sectors to tighten their belt move in all their operations without putting into consideration the great implication such irrational decision might have on private sectors.
Paramount among other sectors of the economy, we have technical education essential to technological breakthrough of the country if she has to meet up with present day development required of a country that survive the challenges of the new millennium.
The depreciation of Naira to affects technical students in Applied Electricity due to non-availability of the training equipment, tools and other facilities. Also, the abrupt stoppage of the foreign Applied Electricity studies are malfunctioning of the local alternative, Electrical Engineering (EE) offered in Nigeria, few universities, polytechnics and colleges of technology has fallen due to poor economy.
Furthermore, the withdrawal of external aid to Nigeria as a result of the political imbroglio between 1992 and 1998 did not help matters. Among the foreign organization, which withdrew scholarship opportunities from Nigeria are the United Nations education scientific and cultural organization (UNESCO) United National Development Programme (UNDP) World Bank and common wealth.
The welfare and motivation aspect of Applied Electricity Technical Student services was adversely affected by the ever-escalating dual exchange rate.
With the present changes of emphasis on the part of government, policy wise, electrical technology has been accorded the priority and the deserved attention to its relevance to the technology development and needs of the society as enshrined in the current national policy on education.
The societal attitude which perceives technical education as an education for the under privileged who cannot cope with academic rigours in the secondary school, college or technology also looks at the technology students as early levers of their academic pursuits.
1.2 STATEMENT OF THE PROBLEM
Job satisfaction among Electrical Engineering Students after graduation from the technology school is very poor, also there is lack of tool and equipment to do their practical work in Electrical Engineering. Without these things there will be poor performance in practical work. The Electrical Students are also lacking of industrial training because of poor performance and poor standard workshop arrangement, curriculum arrangement on the performance of technological students.
In Applied Electricity is not well addressed. This student address these problems:
1. Due to lack of learning environment which contributed to the performance of students.
2. The job satisfaction of the electrical engineering student has affect the performance of electrical technology student.
3. Lack of competent Electrical engineering teaching has affected the performance of technical students.
4. Lack of electrical engineering workshop has affected the performance of Applied Electricity students.
5. Lack of insatiable curriculum has affected the performance of students in Applied Electricity.
1.3 PURPOSE OF THE STUDY
This study intends to investigate the factors militating against the performance of Applied Electricity students in Technical Colleges in Bayelsa State.
Specifically the study tends to:-
i. Identify the problems posed by performance of the Applied Electricity workshop in terms of practical.
ii. To assess the condition of learning environment.
iii. To determine the working condition of Applied Electricity workshop in terms of practical.
iv. To asses the effectiveness and efficiency of the Electrical workshop teachers.
1.4 SIGNIFICANCE OF THE STUDY
The finding of the study will enable the government policy makers. Policy implementations, classroom teachers, industries and society at large becomes aware of certain problem in the programme which can man the march towards the country’s technological advancement. The result of the study will also keep the students abreast of the success recorded so far and to find ways of improving in their study.
The result of the study will keep to improve the practical work and learning of introductory technology specifically practical work will benefit from the result of this study that they will use the instrument to evaluate the students rather than the practical made test. Finally the result of this study will be immense benefit to the Applied Electricity engineering experts.
1.5 RESEARCH QUESTION
1. What are the effects of poor economy on provision of training facilities and equipment on Applied Electricity Students?
2. What are the relevance of Applied Electricity students competence to the emergency of industrial growth of Nigeria.
3. What are the effects of skilled manpower requirement for industrial growth?
4. What are the important of (NBTE) National Business of Technical Education Syllabus to the manpower training need in Nigeria.
In the data analysis, the responses were scored to produce or like types of scale of summated rating and their mean were calculated.
1.6 DELIMITATION
The study was confirmed to four technical colleges randomly selected in Bayelsa State. Out of the four technical colleges selected known one is own by federal government, four are state owned technical college.
LIMITATION
The researcher was handicapped by both time and finances. The time was too short for a study of this magnitude. Also the non-availability of finance to enable the researcher move around was another limitation.
1.7 ASSUMPTION OF THE STUDY
For the purpose this study, it was assured that:
i. The information gathered from the respondents is authentic.
ii. The staff and students in this study are ideal respondents.
iii. The population sample is large enough to be representative of total population considering the limited time.
Factors Militating Against The Performance Of Students In Applied Electricity:
Several factors can militate against the performance of students in applied electricity courses. These factors can be categorized into various aspects, including personal, instructional, and environmental factors. Here are some common factors that can impact students’ performance in applied electricity:
- Lack of Foundation Knowledge: If students do not have a solid understanding of the fundamentals of electricity, it can be challenging for them to grasp more advanced concepts. This may be due to inadequate preparation in previous courses or a lack of prerequisite knowledge.
- Inadequate Resources: A lack of access to appropriate textbooks, laboratory equipment, and other learning resources can hinder students’ ability to understand and apply electrical principles effectively.
- Poor Teaching Methods: Ineffective teaching methods or instructors who are not skilled in delivering the material can make it difficult for students to learn and retain information.
- Complexity of the Subject Matter: Electricity can be a complex and abstract field of study. Students may struggle with intricate mathematical calculations or abstract electrical concepts.
- Lack of Practical Experience: Applied electricity often involves hands-on experimentation and practical application. Students who do not have access to well-equipped laboratories or opportunities for real-world applications may struggle to grasp the concepts.
- Motivational Factors: A lack of motivation or interest in the subject can impact students’ performance. If they do not see the relevance of applied electricity to their future goals, they may not invest the necessary effort to excel.
- Time Management and Study Skills: Many students struggle with time management and effective study habits. Balancing coursework and other commitments can be challenging, leading to poor performance in applied electricity courses.
- Language Barriers: For students whose first language is not the language of instruction, language barriers can hinder their comprehension and communication, making it difficult to excel in technical subjects like applied electricity.
- Test Anxiety: Some students may experience test anxiety, which can significantly affect their performance in exams and assessments.
- Peer Pressure and Social Distractions: Social factors, including peer pressure and distractions from social activities, can divert students’ focus away from their studies.
- Health Issues: Physical or mental health problems can also impact a student’s ability to perform well in their coursework.
- Financial Stress: Financial difficulties can lead to stress and distract students from their studies, affecting their performance.
- Family and Personal Issues: Family or personal problems, such as caregiving responsibilities or personal crises, can also have a negative impact on a student’s ability to concentrate on their studies.
To address these challenges and improve students’ performance in applied electricity courses, educational institutions and instructors can implement effective teaching strategies, provide necessary resources, offer academic support services, and create a conducive learning environment. Additionally, students themselves can take steps to improve their study habits, seek help when needed, and stay motivated to excel in the subject.