Academic journal article Asian Social Science

Attitude of Students towards Technical Education in Osun State

Academic journal article Asian Social Science

Attitude of Students towards Technical Education in Osun State

Article excerpt

Abstract

The study examined the attitude of students towards technical education in Osun State, Nigeria. Descriptive research method was adopted by the investigator. The population of the study was made of 350 students comprising 200 males and 150 females. One validated research instrument was used to gather data. One research hypothesis was answered in the study. The results showed that: male students were more favourably disposed towards Technical Education since there was a significant difference between their mean attitude scores(4.008); students from rural setting had a higher disposition toward Technical Education as compared with their counter parts from the urban setting(4.912); the composition of the students showed a positive disposition with no much difference between their mean attitude scores; the t-value computed to establish the relationship between attitude and performance levels of students showed a negative correlation (t = -1.48); in spite of geographical location there was no marked difference in the attitude and interest of students for Technical Education. Almost half of the colleges do not have enough competent instructors. Among others, it was recommended that the state government should make efforts to purchase more teaching and learning aids for effective teaching in technical colleges. Comprehensive in-service programme must be devised by government for practicing instructors to update their knowledge in their various area of specialization.

Keywords: Technical education, Attitude, Secondary schools, Rural and urban schools

1. Introduction

Vocational education is synonymous to Technical Education. Vocational education is a highly useful education because its occupational contents offer the trainees the opportunity to acquire skills, attitudes, interest and knowledge that are needed to perform socially and economically, beneficial work, not only to the recipients, but also the society. People who are adequately trained are able to enter into paid employments in any recognized occupation. Consequently, they are able to develop themselves socially and economically as well as contribute to the development of their society. Vocational education is not a new concept in Nigeria education. In the traditional system in Nigeria, children learn by doing. That is to say, children are involved in practical farming, fishing, weaving, cooking, carving, knitting, painting and so on. Technical education in the ordinary sense involves the training of people for lower level jobs such as: Carpentry, Bricklaying, Plumbing, Painting, Ceramics, Textiles, Cabinets-making, Food Technology, Motor mechanics, Installation mechanics, Welding, Baskets-making, Computer, Hair-dressing, Leather work, Blacksmithing and so on.

The belief that Technical Education is for low intelligent students and drop outs from the formal school system is certainly not true. A belief of this nature merely views Vocational Education from a parochial perspective. A careful review of vocational programmes in higher institutions of learning gives a convincing proof that Technical Education demands a lot of mental rigours leading to the acquisition of cognitive, effective and psychomotor elements of behaviour required of a competent worker.

The development of Technical Education in Osun State is dated back to the Old Western State when four colleges were established in 1959 under the auspices of UNESCO. The Fourth National Development plan made it known that between 1980-85, Oyo State government would establishment 18 new Technical Colleges and the existing six technical colleges including the one at Ile-ife would be expanded. At the secondary level, Oyo State would also promote Technical Education by injecting technical subjects into the curriculum of 700 secondary schools and that the Ibadan Polytechnic would be expand with four Satellite campuses at Saki, Esa Oke, Eruwa and Iree which would also make a provision for Business and Technical Education for teachers at N. …

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