EFFECTS OF PRACTICE-BASED INQUIRY ROTATION ON THE PERFORMANCE OF INSTITUTIONS OF EDUCATION (TECHNICAL) AND POLYTECHNICS STUDENTS IN BUILDING TECHNOLOGY IN NIGERIA

ABSTRACT

This study investigated the ―Effects of Practice-Based Inquiry Cycle on the Performance of Colleges of Education (Technical) and Polytechnics Students in Building Technology in Nigeria” Specifically the study; determined the effect of  PBI Cycle on the general performance of Building Technology Students; ascertained the effect of PBI Cycle on Performance of the students in Building Technology Concepts; examined the effect of PBI Cycle on Building Technology Students in affective task performance in Building Technology; found out the effect of PBI Cycle on Building Technology Student in Hands-on task performance in Building Technology and  compared the effects of PBI Cycle on Performance of Building Technology Students between Colleges of Education and Polytechnics in Nigeria. Five research questions and five null hypotheses were developed; literatures on learnercentered principles which are synonymous with the PBI were reviewed. Quasi experimental design with pre-test, post-test and control groups was used. The population consisted of 645 NCE II Technical students in the 2014/2015 academic session from the four purposefully selected institutions. Intact class sizes were used as the samples that received the treatment. One hundred and twenty (120) subjects were purposely selected based on full participation during treatments, thirty subjects each from the institutions. This number is adequate for analysis in an experimental research. The instrument used for data collection was PracticeBased Inquiry Student Test (PBIST) which contained 70 adapted NABTEB items in building technology, which measured performance in building technology concepts,  affective task performance in building technology and hands-on task performance skills in building technology. The PBIST was validated by experts, trial tested and subjected to reliability test using PPMC and a value of 0.84 was obtained as the reliability index. Collated results were analysed using descriptive statistics, the five null hypotheses were tested using independent sample t-test at 0.05 level of significance. Hypotheses one, two, three and four were rejected because, all the p-values were less than the Alpha values , while hypothesis five was retained because the p-value was higher than the Alpha value at 95% confidence level. The findings revealed significant effect of the PBI on the performance of students in building technology concepts, affective performance tasks and hands-on task performance amongst others. The study recommended a paradigm shift to learner-centered instructions in the institutions, the injection of the PBI in teaching building technology and suggested the replication of the study in the complementary trade‘s subjects of the NCE (Technical) programme in Nigeria, and by implication NCCE and NBTE could use the finding during periodic curriculum reviews.

CHAPTER ONE INTRODUCTION 1.1         Background to the Study

The advancement in science and technology in most societies as well as their development paradigm lies in the quality of their technology education programme and technical dexterity of the teachers. Apart from imparting theoretical knowledge, values and norms of the society, the technical teacher has the additional responsibility of training students in relevant skills to prepare the citizens to be useful and functional members of the society. All attempts made by man to conquer his environment for sustenance were technological in nature, and the transmission of such values to coming generations became the basisfor vocational and technical education in different civilizations in the world.

The introduction of Vocational and Technical subjects into formal schools in Nigeria started in about 1842 when the Church Missionary Society(CMS) introduced subjects like Agriculture, Carpentry and Block laying in their schools. Another major stride before independence towards Vocational and Technical Education was the outcome of the Elliot Commission in 1943 which recommended the conversion of Yaba High College to a Technical institution in 1945 and the establishment of similar ones in Kaduna and Enugu.

After independence the educational system operating in the country was predominantly grammar school based which served the purpose of educational advancement and the provision of human resource for office work. But it did not address the technical requirements which could enhance technological growth in the country. The wind of change in the educational sector started with the curriculum conference of 1969 followed with the curriculum seminar of experts in 1973, the outcome of which gave gave birth to the National Policy on Education in 1977 and consequently the 6-3-3-4 system of education in Nigeria which was launched in 1982. The system came with a lot of prevocational and technical packages aimed at facilitating technological growth from the grass root. Afterward reviews and renewals in the educational sector continued at different levels. However the 5th edition of the National Policy on Education (2009) revised, outlined the specific goals of technology education offered in Polytechnics and Colleges of Education (Technical) as tertiary levels to include: to provide courses of instruction and training in engineering, other technologies, applied science, business and management leading to the production of trained manpower; to provide the technical knowledge and skills necessary for agricultural, industrial, commercial and economic development of Nigeria; to give training and impart the necessary skills for the production of technicians, technologists and other skilled personnel who shall be enterprising and self-reliant, to train people who can apply scientific knowledge to solve environmental problems for the convenience of man and to give exposure on professional studies in the technologies (NPC, 2009,pg 44).

The 6-3-3-4 system was welcomed with loud ovations, but it came with twin problems of lack of adequate Technical Teachers that will teach Introductory Technology (Basic Technology) at the Junior Secondary School (Lower Basic) level, and the absence of both workshop buildings and facilities in most of the targeted schools across the country. In response, the Federal Government introduced the Technical Teachers

Programme TTP both within and outside the country, National Technical Teachers Colleges( NTTC) Akoka and Gombe were converted to Federal Colleges of Education (Technical), new Colleges of Education (Technical) were established through decree 48 of 1987 at Asaba, Bichi, Gusau, Potiskum, Omoku and Umunze. Polytechnics were equally encouraged to float the NCE (Technical) programme. These colleges and polytechnics are supposed to train technical teachers at the NCE (Technical) level that will teach

Introductory Technology (Basic Technology). In addition, workshops were constructed in Junior Secondary Schools across the country, machines, equipment and tools were imported for use in the schools. All these were efforts made to address the problems that came with the then, new educational system and to facilitate our technological growth. The pre-service technical teachers trained in the colleges and polytechnics, needs adequate pedagogical and technical skills integrated into an instructional sequence, to effectively teach basic technology. These skills include the cognitive,affective and psychomotor skills required to efficiently and effectively teach the curriculum content.

The establishment of National Commission for Colleges of Education (NCCE) in 1989 came with the mandate to control all pedagogical trainings at the NCE level in the country, the commission developed and periodically reviewed the Minimum Standards (curriculum)in 1990, 1996, 2002, 2008 and 2012 but, the outcome left much to be desired in technical skill development of the NCE (Technical) students. The pre-service teachers therefore, graduate without the required technical skills to teach the basic technology subject in the lower education level in the country as found by Aina, (2008), Atsumbe, Raymond, Idris&Mele(2012). The need for technical proficiency of pre-service technical teachers inspired this study on; Effects of the Practice-Based Inquiry Cycle on the Performanceof Students in Building Technology offering the NCE(Technical) programme in Nigeria, as a frantic search foran alternative method of instruction that will improve the acquisition of technical skills in building technology  in the NCE(Technical)  programme.The practice based inquiry cycle is an innovative learner-centered strategy, which allows for proper planning, evaluation and re-implementation in instruction. It was used and found effective in the State Education Sector Project (SESP) of Kano as an innovative teaching methodology at the lower basic level. This strategy was up-scaled and explored in the teaching of building technology component of the NCE (Technical) programme in Nigeria.

        1.2       Statement of the Problem

Both the philosophy of the NCCE Minimum Standards (curriculum), (1990-2012) on the NCE (Technical) programme and the National Policy on Education (2009) revised, stated the need for adequate skills to teach technical subjects by the pre-service technical teachers. The curriculum document further provides that, the NCE (Technical) programme is taught through lectures and practical for the technical courses.  Presently the volume of the curriculum contents  of the five trade subjects; automobile, building, electrical/electronics, metal work and wood work technology that made up the NCE (Technical) programme, the contact hours provided and the methods used presently in teaching building technology, (lecture methods) left much to be desired. Consequently, most of the graduates are not able to efficiently and effectively teach basic technology in Junior Secondary Schools in Nigeria, which requires cognitive, affective and hands-on skills. (Aina, 2008) and (Atsumbe et al, 2012). This has also created gap between the practical proficiency of the NCE (Technical) graduates in the instructional process and the expectations of technological progress and development of Nigeria.

The above scenario made this study to up-scaled and ascertained the effects of the practice-based inquiry cycle in teaching building technology on the performance of preservice NCE technical teachers. The PBI was adapted and used in exposing students to technical skills in the NCE (Technical) programme as an alternative instructional method, which enhanced the acquisition of technical skills and consequently the standard of the NCE (Technical) programme in Nigeria.

The PBI is a learner based method that was used and found effective, at lower basic level in Kano. In addition, the PBI is a Hands-on method, it promotes cooperativelearning, facilitates problem-solving, eases conceptual understanding, improves critical thinking skills of students and have measurable learning outcomes. The method wasused in the study to teach the Building Technology component ofthe NCE (Technical) programme in Nigeria, hoping that it will be an alternative instructional method that could enhance the acquisition of technical skills in Building Technology and consequently improving the standard of the NCE (Technical) programme in Nigeria.  

        1.3       Objectives of the Study

The following objectiveswere stated to guide the study:

1. determine the effects of Practice-based Inquiry cycle and conventional method on theperformance of NCE (Technical) students inBuilding Technologyin Colleges of Education and Polytechnics in Nigeria;
2. ascertain the effects of Practice-based Inquiry cycle and conventional method on theperformance ofNCE (Technical) students inBuilding Technology concepts in Colleges of Education and Polytechnics in Nigeria;
3. examine the effects of Practice-based Inquiry cycle and conventional method on affective tasks performance in building technology of NCE (Technical) studentsin

Colleges of Education and Polytechnics in Nigeria;

4. find out the effect of Practice-based Inquiry cycle and conventional method onhandson tasks performance in Building Technology ofNCE (Technical) students in Colleges of Education and Polytechnics in Nigeria; and
5. compare the effect of Practice-based Inquiry cycle on NCE (Technical) students inBuilding Technology between the two experimental groups(Colleges of Education and Polytechnics) in Nigeria.

        1.4        Research Questions

The following research questions were raised to guide the study:

1. What is the effect of Practice-based Inquiry cycle and conventional methodon the performance ofNCE (Technical) students in Building Technologyin colleges of education and polytechnics in Nigeria?
2. What is the effect of Practice-based Inquiry cycle and conventional method on the performance of NCE (Technical) students in Building Technology concepts in colleges of education and polytechnics in Nigeria?
3. What is the effect of Practice-based Inquiry cycle and conventional method on affective tasks performance of NCE (Technical) students in Building Technology in colleges of education and polytechnics in Nigeria?
4. What is the effect of Practice-based Inquiry cycle and conventional method on handson tasks performance in Building Technology of NCE (Technical) students in colleges of education and polytechnics in Nigeria?
5. How does the effectof Practice-based Inquiry cycleonperformanceof NCE (Technical) students in Building Technology of the two experimental groups (colleges of education and polytechnicsin Nigeria) differ?

        1.5       Hypotheses

The study developed five Null hypotheses that guided the statistical analysis. The hypotheses addressed the five research questions raised in the study.

HO_; there is no significant difference between the effect of practice-based inquiry cycle and conventional method on performance of NCE (Technical) students in Building Technologyin colleges of education and polytechnics in Nigeria.

HO₂;There is no significant difference between the effect of practice-based inquiry cycle and conventional method on performance in Building Technology concepts of NCE

(Technical) studentsin colleges of education and polytechnics in Nigeria.

HO₃;There is no significant difference between the effect of practice-based inquiry cycle and conventional method in affective tasks performance in Building Technology of NCE (Technical) students in colleges of education and polytechnics in Nigeria.

HO₄;There is no significant difference between the effect of practice-based inquiry cycle and conventional method in hands-on tasks performance in Building Technology of NCE (Technical) students in colleges of education and polytechnics in Nigeria.

HO₅; There is no significant difference between the pre-test and post-test mean (performance) deviations ofNCE (Technical) students in Building Technology taught using the Practice-based Inquiry cycle in the two experimental groups (colleges of education andpolytechnics) in Nigeria.

        1.6       Basic Assumptions

The followings were the basic assumptions of the study;

1. That the curriculum package of the NCE (technical) programme as contained in the NCCE minimum standards is supposed to produce graduates students with technical skills good enough to teach basic technology and work in industries.
2. That the NCE (technical) programme is voluminous consisting of so many trades which  makes implementation especially in teaching technical skills tasking.
3. That, there is the need for an alternative methodology that could enhance the acquisition of technical skills in Building Technology trade and the programme at large.
4. That polytechnics and colleges of education operate the same Curriculum document in the production of NCE Technical graduates using the same type of learning resource.

        1.7       Significance of the Study

The study will be of immense benefit to lecturers and instructors in the institutions, National Commission for Colleges of Education, National Board for Technical Education and the Private Sector. The National Policy on Education has made it clear that no nation can rise above the quality of her teachers. In line with this, any technical teacher without technical skills is disabled, and may not be effective in the conduct of his duties.

This study is therefore significant, for it determined the effect on performance of students in Building Technology using a new instructional strategy (PBI). The positive outcome of the study has brought an alternative teaching method that will enhance technical skill acquisition in the programme.

Lecturers and instructors in the programme stands to benefit, because the learnercentered approach of the PBI cycle provides for planning before implementation, this makes instruction easier. It is hands on andstudents participate fully in all activities. Eventually, learning becomes easier faster and permanent which is the essence of any educational encounter. In addition the PBI method have measurable outcome hence, teachers will evaluate their performance and that of the students at the end of every training cycle.

Students have equally found learning interesting and easy due to the learner centered package; they have acquired hands-on skills and would eventually become better technical teachers. In addition the acquired skills will provide impetus for entrepreneurship and eventually leading to self- reliance on graduation.

The National Commission for Colleges of Educationand National Board for Technical Education could use the findings during curriculum reviews; the use of the Practice-based

Inquiry cycle in teaching Building Technology component could be injected in the NCE (Technical) programme as an instructional method, as well as the other trade subjects in colleges and polytechnics in Nigeria.

The private sector would consequently employ NCE (Technical) graduates with improved technical dexterity especially in Building Technology. Consequently using better supervisors in building construction sites. This will reduce incidences of collapse buildings in the country.

States Universal Basic Education Boards and proprietors of private schools by implication arethe employers of products from teacher training institutions in Nigeria. They will therefore, enroll effective and efficient teachers of Basic Technology that will nurture technology from our classrooms. The output will certainly touch the lives of all citizens.

1.8Scope of the Study

The scope of the study was limited to Colleges of Education (Technical) and Polytechnics offering the NCE (Technical) programme in Nigeria only. Theeffects of the practice based inquiry cycle on the performance of students were ascertained in the Building Technology component of the NCE (Technical) programme alone. Two colleges of education (Federal College of Education (Technical) Bichiand Federal College of Education (Technical) Gombe) and two polytechnics (Kano State Polytechnic and Hassan UsmanKatsina Polytechnic) were purposively chosen for the quasi experiment.Students in level two of the NCE (Technical) programme were used forthe study. This is because they were not new in the institutions and had therefore, stabilized in the environment, and at the same were not scheduled for students‘ industrial work experience scheme (SIWES) or teaching practice (TP) during the session.

The study also looked at the effect of the PBI in the performance of the students in the understanding of Building Technology concepts, building technology traits acquired and hands-on skills acquisition of the pre-service technical teachers. It also compared the effect on the performance between colleges and polytechnics and between the experimental and control schools.

EFFECTS OF PRACTICE-BASED INQUIRY ROTATION ON THE PERFORMANCE OF INSTITUTIONS OF EDUCATION (TECHNICAL) AND POLYTECHNICS STUDENTS IN BUILDING TECHNOLOGY IN NIGERIA

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