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Toward Effective Curriculum Development in Vocational/Technical Education

for Sustainable Poverty Alleviation in Nigeria

Conference Paper · January 2001

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 TOWARDS EFFECTIVE CURRICULUM DEVELOPMENT IN
VOCATIONAL/TECHNICAL EDUCATION FOR SUSTAINABLE POVERTY
ALLEVIATION IN NIGERIA

JONATT 1 (3) 2001

by

G.I. Ken. Akaninwor

Department of Science and Technical Education
Rivers State University of Science and Technology,
Port Harcourt, Nigeria.

Abstract

The study investigated the need for effective curriculum development in vocational/
technical education for sustainable poverty alleviation. The guidelines for effective
curriculum development such as the readiness, physical and emotional characteristics of
the learners were highlighted. The relevance of the phases of the curriculum process, viz,
objectives, selection of learning experiences, content selection, organization/integration
of learning experiences and evaluation was ascertained. Details of the key approaches in
effective vocational/technical education curriculum planning such as Introspection,
Delphi, DACUM, Function, Task Analysis, and Critical Incident Technique have equally
been articulated. An effective vocational/technical education curriculum will guarantee
poverty alleviation by providing the appropriate skills and expertise to the graduates in
the various fields of specialization. It is pertinent that a sound welfare policy should be
provided to cater for all Nigerians especially the vocational/technical teachers who are
often exposed to all kinds of hazards related to their jobs.

Introduction
Basically, the term ‘curriculum’ is the programme of the school meant for the learners. It
is the means by which the school attempts to prepare people who will, hopefully, make
progress in the process of nation building. No serious nation in the world today can
afford to ignore the ideals of science and technology. The nations with the appropriate
technological know-how have become the envy of everyone around the globe. Many
factors come into consideration while thinking about an effective national curriculum for
vocational/technical education and training. These factors include the needs, attributes or
characteristics of the people (students) for whom the curriculum is being developed, the
nature of the society (country), the current level at which technological activities are
being carried out, and the future technological needs of the nation.
The level or nature of development in a country is an offshoot of the nature of
educational programmes prevailing there. This point is anchored on the fact that the
technological objectives of a nation are usually rooted in the educational programmes of
the country. Nations, however, differ significantly in locus in their developmental
objectives. Some believe strictly in religious dogmatism, especially Afghanistan, Algeria,
Sudan, Iran, etc, while some believe in scientific/technological activities especially Japan,
United States of America, Germany, Russia, France, Britain, Cuba. Korea, China, India,
etc. A nation that cherishes technology, must imbibe technological culture which can
either be developed internally or copied or borrowed from other nations. Nigeria’s quest
for technological transformation and rapid industrialization cannot come through without
the essentials of technology such as introductory technology (industrial arts), and core
basic science being sandwiched in the primary school curriculum as a starting point
(Akaninwor,1989). This is factual because the primary school age bracket (i.e. between 6
years and 12 years) is the most suitable for acquiring manipulative skills; and
manipulative skills are better acquired at a tender age rather than when the nerves are old
and can not easily respond to new conditions (Akaninwor, 1990).

When technological awareness among the citizens at the pre-primary and primary school
levels is assured, it becomes easier to continue through the secondary school (vocational)
and post secondary school (technical) levels.

The Elements of Technology

Fig. 1

Technology as a context has two main elements, namely, technical and socio-cultural.
The technical element includes production (construction and manufacturing),
communication and transportation. Context refers to a totality or entity while element
refers to parts which make up the entity. Industrial (i.e. vocational/technical) education
consists of the study of the systems of technology and their socio-cultural effects. Social
studies are concerned with the socio-cultural experiences of man.
Technology is classified into natural technology, psychic technology, social technology,
and physical technology. Physical technology is classified into production,
communication and transportation, and is the subject matter consideration of
vocational/technical education (Reams, 1981).

The Simple Curriculum Process

Wheeler (1967) postulated that the curriculum process consists of five main phases as
indicated in Fig. 2 below.

1. Selection of the Aims, Goals and Objectives: The reasons for

organizing the education or training programme are first of all spelt
out. This specifies what the state or nation has in mind for establishing
the particular school or fields of specialization. In the case of
vocational/technical training institutions, technological awareness and
technological innovations are the cardinal points or main reasons.
2. Selection of Learning Experiences: In this section, consideration is
given to the teaching and learning strategies, training
equipment/materials to be involved, etc.
3. Selection of the Content/Subject Matter: In this section, due
consideration is given to the type of subjects or courses to be taught to
ensure the realization of the objectives of the programmes.
4. Organization and Integration of Learning Experiences: In this section
the learning experiences and content are organized and integrated with
respect to the teaching/learning process in the classrooms within the
school premises.
5. Evaluation: In this section, the effectiveness of phases 2, 3 and 4 in
achieving the objectives emphasized in phase 1 is verified.
These phases may be discussed separately and considered as sequential,
from the point of view of both time and the operations involved. They are,
however, related and interdependent and combine to form a cyclical process
so that with time, the final phase affects the initial one.
Phase is a logical development from the preceding one, for most commonly,
work in one phase cannot be attempted until some work has been done in the
preceding phase. There are also other relationships between the phases other
than the logical and temporal ones. It should be remembered that the
analytical breakdown into five separate phases is an over simplification of
the whole process.
In view of the large number of variables in the teaching – learning situation
and the necessity of considering many of them at one time, it is not possible
for the curriculum-maker to work completely through one stage and then go
on to the next. These facts account for the double-headed arrows which
indicate the back and forth movement in matching learning experiences and
goals, learning experiences and content, goals and content and so on.
Tyler (1965) introduced a system of “thinking” about the curriculum
development process by including an evaluation step like Wheeler to
demonstrate its importance. The most refined version of Tyler’s procedure
for developing school curriculum was outlined by H. Taba in 1962. The
following seven major steps of curriculum development were identified:
1. Diagnosis of needs
2. Formulation of objectives
3. Selection of content
4. Organization of content
5. Selection of learning experiences
6. Organization of learning experiences
7. Determination of what to evaluate and the means of doing it.

LEVELS OF CURRICULUM DEVELOPMENT

Level Function

National - Federal guidelines, legal requirements, funding, etc

State - Textbook adoption, legislation guideline, legal

ruling.

L.G.A/ - Vertical articulation, resource allocation, school

District resources, board decisions

School - Programme co-ordination, staff in-service training,

Curriculum committee.

Classroom - Lesson plan, learning objectives, instructional

(Course or Unit) strategies.
Industrial education teachers and programme co-ordinators should be aware
of the need to review the vocational/technical curricula periodically and at
all levels to keep the nation abreast of new trends in technology.
Determination of Curriculum Content
In determining the content of an ideal vocational curriculum, the following
approaches are very useful:
1. Introspection: This is a process where two or more vocational
teachers develop their individual thoughts regarding curriculum
content and then meet to decide collectively what form the curriculum
should take. This procedure has the advantage of providing a variety
of inputs from persons with differing backgrounds and experiences.
Several teachers who have had different exposure to an occupational
area will most likely be in a better position than one individual to
determine which content is most relevant to the occupational area.
2. The DACUM Approach: The DACUM (Developing a Curriculum)
approach is a single profile occupational training programme. The
skill profile is used to present the skills of an entire occupation, thus
reducing the chance of treating one element of the occupation
separately from the others. The development of DACUM profile
involves using a committee of ten to twelve resource persons who are
experts in the particular occupation. These resource persons are
nominated by employers as being skilled in the occupation and
currently serving as workers or supervisors in the area. Experiences
have revealed that instructors in the occupational areas usually do not
contribute effectively to the DACUM process (Finch and Crunkilton,
1979). This approach has been used quite vigorously, particularly in
Canada.
3. The Function Approach: This strategy focuses on the functions of a
business or industry that may be defined as the operations which must
be performed somewhere in the total business or industry in order for
it to be successful or to continue in operation. Whether it is the
automotive equipment industry, electrical equipment industry, oil
industry or any other industry, the whole is examined to determine
which parts, as expressed in functions are performed every time.
4. Task Analysis: This is the process wherein tasks performed by
workers, employed in a particular job are identified and verified.
Examples of tasks include organizing and planning, typing,
maintaining equipment and tools, etc. Refinement and use of the task
 analysis process by groups such as the Vocational—Technical
Education Consortium of States (V-TECS) in U.S.A. has shown the
approach to be quite applicable to public vocational and technical
education.
5. Critical Incident Technique: This technique comprises procedures
for collecting direct observations of human behaviour in such a way
as to facilitate their potential usefulness in solving practical problems
(Flanagan, 1954). It is used to develop curriculum of a less technical
nature. With the critical incident technique, one can select those
behaviours which are attitude or value-laden and thus provide a firmer
foundation for effective content in the curriculum.
6. The Delphi Technique: This is the most useful tool in setting
priorities, establishing goals and forecasting the future. It consists of a
series of interrogations of samples of individual experts by means of
mailed questionnaire. The focus is on some curricula content area in
which each individual is knowledgeable. This approach consumes
much time and is also used in developing curricula of a less technical
nature.
Curriculum Implementation and Instructional Technology
The need for effective curriculum implementation cannot be over
emphasized. The curriculum needs to be properly implemented to ensure
that its objectives are achieved. This means that the appropriate resources for
effective teaching and learning must be made available. Skill development in
vocational and technical education is predominantly workshop based. It is
also a well known fact that theoretical concepts must blend with practical
concepts for vocational/technical training to be meaningful. Epistemological
considerations in vocational/technical education in the new millennium
require that old habits must be replaced as far as instructional strategies are
concerned. New instructional methods and equipment must be introduced in
the training institutions. This by implication means that positivism most
yield way to post-positivism (constructivism). But the question is; how
prepared is Nigeria for this task?
Nigeria has become a country where laudable policies are often inaugurated,
and immediately rendered impotent by officialdom. Issues concerning
vocational/technical education have over the years been treated with levity
by the authorities concerned. Equipment provision and staff development
have suffered immensely, especially since 1985 till now. Yet we hope to be
equal to our peers in the comity of nations.
The practice of science, technology, and mathematics (STM) teacher
education has become increasingly responsive to the epistemological shift
from positivistic to post-positivistic (constructivistic) approach to instruction
(Nworgu, 1999). Any technical educator that needs to be relevant in his field
of specialization must embrace the new constructivistic concept which
enhances technical product development with ideas based on current global
technological innovations. Relevant instructional strategies to be adopted
should include demonstration, simulation and individual/group projects for
the students. Programmed instruction which is another powerful tool for
instruction should also be employed. The modular approach which
emphasizes the break down of abstract phenomena into units for effective
unit-by-unit presentation to enhance adequate subject matter concretization
and conceptualization among the students is also a necessary option.

Computers have now become permanent features in technical training

institutions and workshops in Asia, Europe and America. Some African and
South American countries are also in the race, but Nigeria is yet to make a
head way. Technical drawing equipment such as drawing board, T-square,
set square, etc., have been relegated to the background in European and
American schools due to the upsurge in computer graphics and computer
aided design (CAD). The replication of computer assisted instruction (CAl)
in Nigeria is quite imperative in view of its advantages.

Observational mode of learning (imitation) which has been described by

Bandura (1960) as one of the fundamental means by which new modes of
behaviour are acquired and existing ones modified, should not be left out.
Discovery learning which according to Bruner (1957) takes place when
students are not presented with subject matter in its final forms, but are
rather required to organize it by themselves, is also a wise option in
technical training. This approach is more fruitful when dealing with average
and above average students who are prone to high cognitive and
psychomotor performances. Expository teaching in which the material is
organized more profitably by the teacher and presented to the students in
relatively final form (Ausubel, 1963) is also helpful, especially while dealing
with below average students.

Vocational/Technical Education and Poverty Alleviation

Poverty alleviation is a phrase inaugurated by politicians of Nigeria’s 4th
Republic to give impetus to their claim of determination to confront the
scourge of poverty, woe and misery ravaging the country. Vocational/
technical education programmes are effective human resources or manpower
development exercises geared toward economic empowerment. The students
of the programmes are trained to acquire the appropriate skills and expertise
to enable them function very effectively in employment or self-employment
for economic self support after graduation.

The relevance of an effective vocational/technical education curriculum in

poverty alleviation or economic self support of the trainees after graduation
is, therefore, obvious.

Technical Products Development and Poverty Alleviation

A technical products developer cannot go hungry. The proceeds from his
products will always keep him happy and satisfied as a self-actualized,
responsible and contributing member of the society. The training of such an
individual should emphasize the key product development approaches, viz.;

Imitation: This is the development of a product designed to be like a

product which is already in the market, e.g. electric fans, washing machines,
etc.

Adaptation: In this approach, a new product is made to be a modification

(improved version) of an existing product, e.g. a hand operated drill can be
modified to become electrically operated; the mechanical side of an electric
generator can be modified or adapted to be used as a garri grating machine,
etc.

Innovation: Here a new product is designed to use entirely new

characteristics and technology.

Conclusion
The need to develop curricula which can guarantee the realization of the
goals and objectives of vocational and technical education is now better felt
than imagined. Since the primary goal of vocational/technical education is to
meet the technical manpower needs of the society, the curriculum should be
geared to the needs of the students. The students need to be adequately
skilled in their various fields of specialization to meet the challenges of the
future. With the appropriate skills acquired in the training institutions, the
students will be able to get involved in employment or self-employment for
economic self-support after graduation, thereby, helping to alleviate the
spectre of poverty now afflicting the citizens of Nigeria.
This option is preferable to any other option now in vogue for poverty
alleviation. The war against poverty in Nigeria has assumed several
dimensions and tags. Some call it poverty alleviation, while others refer to it
as poverty elimination, poverty reduction, poverty adjustment, etc. But one
point is clear; there is little or nothing Nigeria can achieve without a sound
welfare policy for the citizens. The welfare which those at the corridors of
political power at all levels are enjoying with their families should be
extended to all Nigerians. A situation where members of the ruling party
were given N1O billion last year to share in the name of poverty alleviation
while the citizens are still suffering, leaves a very sour taste in the mouth. A
nation ranked No. 6 in the Organization of Petroleum Exporting Countries
(OPEC), producing 2.4 million barrels of crude oil every day, sold above
S25 (dollars) per barrel, cannot complain of poverty in all honesty.

References
Akaninwor, G.I. Ken . (1989) Curriculum Resources in Nigerian Primary
Education: Issues, Policies and Administration. Owerri: Totan
Publishers.

Peretomade V.F.; and Akpe, C.S. (ed.) Nigerian Primary Education: Issues,
Policies and Administration. Owerri: Totan Publishing Co. Ltd.

Akaninwor, G.I. Ken. (1990) Industrial Education and Technology in

Nigeria: Development and Current Trends. Port Harcourt: Pam
Unique Publishing Co. Ltd.

Ausubel, D.P. (1963) The Psychology of Meaningful Learning. New York:

Grune and Straton.

Bandura A. (1969) Principles of Behaviour Modication. New York: Holt,

Rinehart and Winston.

Finch, C.R. and Crunkilton, J.R. (1979) Curriculum Development in

Vocational/Technical Education: Planning, Content and
Implementation. Boston: Allyn and Bacon Inc.
Flanagan, C. (1954) The Critical Incident Technique. New York:
Psychological Bulletin Vol. 51 No.4.

Nworgu, B.F. (1999) Post-Positivistic Development: Challenges to

Contemporary ST/V Teacher Education. A paper presented at the First
Annual Conference of the Faculty of Education, Enugu State
University of Science and Technology, Enugu.

Reams, J. (1981) Curriculum Development in Industrial Education

(Monograph). Ball State University, Muncie, Indiana, USA.

Taba, H. (1962) Curriculum Development: Theory and Practice. New York:

Harcourt, Brace and World Inc.
APPROPRIATE FUNDING: A CATALYST FOR EFFICIENCY
IN ENGINEERING EDUCATION AND TRAINING IN NIGERIA

JONATT 1 ( 2) 2003

Dr. G.I. Ken. Akaninwor

Department of Science and Technical Education
Rivers State University of Science and Technology,
P.M.B.5080, Port Harcourt, Nigeria.
Abstract
The study investigated the constraints in engineering education and training
arising from inadequate funding. It was found that the training workshops
and laboratories are in poor conditions, and current books, journals and
periodicals are not adequately available, in the training institutions. More-so,
the problem of inadequate instructors & the relevant technological
programmes and the general inability of the training institutions to perform
their role of technical manpower development very effectively are found to
hinge on in adequate funding.
INTRODUCTION.
Engineering education is very important in the life of a nation. It is so
relevant that nations in the civilized world often allocate huge portions of
their annual budgets to it. But in Nigeria, the direct opposite is the case. In
the funding of education generally, and engineering/technology education in
particular, the Nigerian federal government is found seriously wanting, yet,
it desires to reap the benefits of technical manpower development
(Akaninwor,1990). Engineering education involves all the activities
concerned in the body of knowledge of technical manpower development.
The critical areas of specialization are agricultural technology, building/civil
technology, electrical/electronic technology, marine technology, mechanical
technology, chemical/petroleum technology, plastic technology, ceramic
technology, aeronautic technology, etc. Every nation requires a large pool of
skilled engineers and technicians for survival in the technologically
competitive world of today. The fact that appropriate funding plays a
significant role in every human activity cannot be controverted. Money, if
wisely and properly appropriated, can be used to enhance knowledge and
create further material wealth.

Technology is wealth. Engineering education and training are highly

capital intensive, requiring huge financial outlays for the procurement,
installation and maintenance of heavy machinery and equipment
(Akaninwor,2002).The problem of poor funding for
engineering/technological education programmes in Nigeria over the years
has been well documented by some concerned authors (Aghenta, 1985;
Mbata, 1990; Gowon, 1998). “Poor funding has been the bane of the
Nigerian educational system”. This observation was contained in a paper
titled “Academic Excellence, in Unity Schools: The Way Forward” by
Bisong (1999). This author posited that a close look at the educational
institutions across Nigeria reveals a sorry state of affairs resulting from poor
funding. The National Policy on Science and Technology inaugurated by the
federal government in 1990 led to the establishment of the National Agency
for Science and Engineering Infrastructure (NASENI) in 1992. In spite of
the laudable objectives which spelt out modalities for the enthronement of a
sound technological base in Nigeria within a time span of 10-15 years, this
policy became incapacitated as a result of lukewarm attitude on the part of
the government (Akaninwor, 2002).

This source also reveals that the Nigerian government failed to take
advantage of the scheme known as Transfer of Knowledge Through
Expatriate Nationals (TOKTEN) developed by the United Nations
Development Programme (UNDP) in 1976 to compel citizens of third World
countries domiciled and working in the industrialized countries to return to
their home countries to function and display their expertise at the expense of
the UNDP. The efforts of the Nigerian government to increase the tempo of
technological training and development in the country through the
establishment of co-operation arrangements with some foreign countries,
notably, United States of America and Canada in 1980 were destroyed after
the dethronement of the government of President Shehu Shagari in 1984.
This negative attitude by some political leaders in Nigeria over the years
lends credence to the report of UNESCO (1988) that there is the threat of a
fundamental disillusionment among some individuals in some countries
about the potentials of technological education for national development.

Democracy which is universally acclaimed as “government of the people, by

the people, for the people” is supposed to usher in the good things of life
including qualitative education and training for the people of Nigeria; but the
reverse seems to be the case. Evidence of collapsing infrastructure abounds
in every training institution in Nigeria today. The military regimes that held
sway in Nigeria for over two decades were blamed for most of the nation’s
woes, including the reverses in the education sector. But the re-emergence of
democracy since May 29, 1999 has not brought the much expected positive
change. The education sector has faired even worse. By 1999 when the
military regime of General A. Abubakar handed political power to the
“democratic” regime of Olusegun Obasanjo, the allocation for education was
5.6% of the national annual budget, but the Obasanjo regime continued to
whittle it down until it became a paltry 1.83% in the 2003 national budget.
This situation infuriated the Academic Staff Union of Universities (ASUU),
which went on strike for six months to protest the attempt by Obàsanjo’s
“democratic” regime to destroy education in the country through inadequate
funding.

It is unfortunate that a government that lays claim to democracy will

attempt to deny the benefits of good education to the citizens in spite of the
fact that the right to qualitative education for the citizens of every nation is
enshrined in the United Nations Charter for Human Rights, and the African
Charter for Human and Peoples’ Rights. It is unfortunate to note that the
world- wide time tested dividends of democracy, manifested in qualitative
education and high standard of living have become elusive to Nigerian
citizens. As the sixth highest producers and exporters of crude oil and gas in
the world, Nigerian citizens are expected to enjoy the highest quality of
education and standard of living which money can provide; but the reverse
appears to be the case due to the lukewarm attitude of the politicians.

Aboh (1998) lamented that the problem of poor funding is now

militating against the smooth running of core engineering programmes in
Nigeria’s technical training institutions. He pointed out that as at 1997,
records of accredited courses from the National Board for Technical
Education (NBTE) showed that quite a large number of technological
institutions could not have their programmes accredited due to inadequate
facilities arising from poor funding. This situation also holds in the
universities where many engineering faculties have not been able to meet the
requirements for the accreditation of their programmes by the Council for
the Regulation of Engineering in Nigeria (COREN). Njiribeako (1985)
observed that only few polytechnics in Nigeria receive grants up to 50% of
their annual budgetary estimates. This position was also advanced by
Adesina (1990) who argued that an educational plan without a large budget
surplus will get nowhere, whereas a large budget can work wonders even
without a good plan”. He further averred that the technological institutions
are by their peculiar nature, capital intensive; and any attempt to operate
them without adequate financial resources remains counter productive.

Gouyon (1999) reported that the standard of technical education in

Nigeria was on the decline because, according to him, between 1982 and
1985 when he first stayed in Nigeria, the polytechnics and other institutions
were graduating qualified and skillful technicians and professionals
compared to what obtains presently. He blamed the falling standard of
quality graduates on obsolete or complete absence of practical equipment in
the training institutions.

The Education Tax Fund (ETF), which was established under Decree
No. 7 of 1993 after much pressure from the Academic Staff Union of
Universities has not yielded the much desired results. The Fund was
established to be made up of deductions of two per cent of annual profits
from all industrial organizations operating in Nigeria to assist in running the
nation’s educational institutions from primary to the highest level of
education. Unfortunately, the management of the Fund by the federal
government leaves much to be desired even now that democracy is in vogue.

Nigeria needs to borrow a leaf from other Third World countries, notably,
India, Pakistan and Brazil which have made significant impacts on national
development and general industrialization through the application of
scientific and technological processes. India and Pakistan now belong to the
prestigious club of nuclear nations. Olaniyan (2003) reports that India’s
computer manufacturers, operating under the “Manufacturers Association of
Information Technology” have captured more than 65% of the domestic
computer market in India. This occurred as a result of the interest and
involvement of the Indian government in sincere efforts towards technical
manpower development.
The recent announcement that Nigeria has sent an orbiting satellite into
space seems to be a ruse. This is factual because a country that cannot
effectively build and maintain roads used by motorists and pedestrians here
on earth cannot convince anybody that it can successfully carryout space
exploration.
HYPOTHESES
The following hypotheses were postulated and tested at the 0.05 level of
significance:

1. There is no, significant difference in the opinions of staff and students

about the poor condition of workshop and laboratory facilities in the
technological training institutions.

2. There is no significant difference in the opinions of the respondents

about the problem of absence of current journals and books for
engineering education in the institutions.

3. There is no significant difference in the opinions of the respondents

about the problem of inadequate instructors for the relevant
technological programmes in the institutions.

4. There is no significant difference in the perceptions of the respondents

about the inability of the institutions to perform their key roles of
technical manpower training due to inadequate funding.

RESEARCH METHODOLOGY
This survey research design was carried out with two sets of structured
questionnaires used as instrument to elicit correct responses from the
respondents who are lecturers and final year students in the engineering and
technology education departments in Rivers State University of Science and
Technology, Port Harcourt, University of Port Harcourt, Port Harcourt,
Rivers State College of Education, Port Harcourt, and Rivers State
Polytechnic, Bori. The population was made up of 140 lecturers and 650
final year students. A sample of 480 was randomly taken from the student
population, while the 140 lecturers were taken for the study without
sampling due to the fact that they are few. A 5-point Likert type scale was
used with the following response categories:

Strongly agree (SA) ………………5

Agree (A)…………………4
Undecided (UD)……………….3
Disagree (D) …………………2
Strongly disagree (SD)……………….. 1
 15
Mean ( X  ) = = 3.0
5
The data analysis was done with Z test statistical technique.

RESULTS AND DISCUSSION OF FINDINGS

When the questionnaires were retrieved, it was observed that 1 20 from the
lecturers and 410 from the students were correctly completed. They were
used for data analysis as indicated below: HO1

Table 1: Staff and Students perceptions about the Poor condition of

workshops and laboratory facilities in the institutions.
Respondents Mean St. N St. P Z- Z- Z- Decision
X  Dev. Error cal cal crit

Lecturers 3.83 3.33 120

528 0.343 0.05 0.35 1.96 Accept
Students 3.71 3.2 410

From Table 1 above, it can be observed that the calculated value of Z-ratio is
0.35 while the critical value is 1.96 at df 528 and level of significance
p<0.05. For the fact that the calculated value is less than the critical value,
the hypothesis is accepted, indicating that the respondents are united in their
that the workshop and laboratory facilities are poor.

H02
Table 2: Problem of absence of Current Journals and Books for
Engineering/Technological Education in the Institutions.

Respondents Mean St. N St. P Z- Z- Z- Decision

X  Dev. Error cal cal crit
Lecturers 3.5 3.02 120
528 0.312 0.05 0.13 1.96 Accept
Students 3.71 3.2 410

From Table 2 above, it can be observed that the calculated value of Z-ratio is
0.13 while the critical value is 1.96 at df 528, level of significance p < 0.05.
The hypothesis was, therefore, accepted, since the calculated value is less
than the critical value. This also indicated clearly that the instructors and the
students are of the strong view that the relevant journals and books for
engineering education/training are not available in the institutions.

HO 3
Table 3: Problem of inadequate Instructors for the relevant
Technological Programme in the Institutions.

Respondents Mean St. N St. P Z- Z- Z- Decision

X  Dev. Error cal cal crit

Lecturers 3.58 3.15 120 Reject

528 0.32 0.05 1.97 1.96 Accept
Students 3.22 2.8 410

From Table 3 above, it can be observed that the calculated value of Z-ratio is
greater than the critical value at df 528 and level of significance p<0.15.
The hypothesis was rejected in views of the fact that the calculated value is
greater than the critical value. This shows that there is a significant variation
in the opinions of the two groups of respondents with respect to the
availability of qualified instructors for the relevant technological
programmes in the institutions.

HO4
Table 4: Inability of the Training Institutions to perform their key
roles of appropriate Technical Manpower training due to
inadequate funding.
Respondents Mean St. N St. P Z- Z- Z- Decision
X  Dev. Error cal cal crit

Lecturers 3.21 2.96 120

528 0.03 0.05 0.07 1.96 Accept
Students 3.19 2.8 410

From Table 4 above, it can be observed that the calculated value of Z-ratio is
0.07 while the critical value is 1.96 at df 528, level of significance <p0.05.
The hypothesis was accepted, since the calculated value is less than the
critical value. This again showed the unity among the two groups of
respondents in their view over the inability of the training institutions to
realize their training objectives.

CONCLUSION
This study has brought to focus the constraints imposed on engineering
education (technical manpower. development) due to the problem of
inadequate funding. Engineering education cannot thrive without relevant
resources such as workshops, laboratories, books, tools, equipment and
support staff. These resources cannot be provided without adequate funds;
and without them, engineering/technological education is meaningless.

RECOMMENDATIONS
In view of the findings in the study, the following recommendations are
made:

1. Adequate funds should be made available to the technological training

institutions to enable them acquire and equip up to- date workshops
and laboratories.

2. The training institutions should be provided with adequate funds to

enable them procure current journals and engineering textbooks
relevant in their fields of specialization.

3. Skilled instructors should be employed from any part of the world to

enhance the instructional strategies relevant in engineering training in
the institutions.

4. The government should come up with a renewed policy on

engineering (technological) education funding. The Education Tax
Fund should appropriate more of its resources towards the funding of
engineering education. The training institutions should increase their
internal revenue generation efforts to attract more funds for their
needs. These efforts can come in the form of consultancy services to
establishments in the public and private sectors of the economy in the
specialized fields of engineering.
REFERENCES

Aghenta, J.A. (1985) Analysis of Education and Employment of Vocational

and Technical School Graduates: Human Resources Development
Approach. Nigerian Vocational Journal 1(1)42-45.

Adesina, J. (1990) Educational Management. Enugu: Fourth Dimension

Publishers.

Aboh, A.M. (1998) The Place of Technical Education. In the Vision of

Nigerian’s Future. NATT Conference Proceedings.

Akaninwor. G.I. Ken (1990) Industrial Education and Technology in

Nigeria:

Development and Current Trends. Port Harcourt: Pam Unique Publishing

Co. Ltd.

Akaninwor, G.I. Ken (2000) Introduction to Technical Education:

Unpublished Lecture Note. Rivers State University of Science and
Technology, Port Harcourt.
PARTICIPANTS’ PERCEPTIONS OF THE CONTRIBUTIONS OF
THE RIVERS STATE VOCATIONAL SKILLS ACQUISITION
PROGRAMME IN MANPOWER DEVELOPMENT

JOURNAL OF NIGERIAN VOCATIONAL

ASSOCIATION 1 (2) 1992

G.I.K. Akaninwor
Rivers State University of Science and Technology,
P.M.B. 5080,Port Harcourt, Nigeria.

Abstract
This study was designed to determine the perception of the
graduates of the Rivers State Vocational Skills Acquisition
programme in the contributions of the programme to manpower
development. Questionnaire was used for data collection. The
findings among other things indicated that the participants generally
benefited from the programme and that the programme has
contributed towards manpower development.

INTRODUCTION

No country can make meaningful progress towards national

integration and development without the development of an
efficient labour force. Prior to Nigeria’s independence, the colonial
administrators took some steps to develop the manpower needed in
the vital sectors of the economy. The industrial organizations were
encouraged to assist in training in the various sectors of their
operations. The industrial groups, S.C.O.A. (Nig.) Ltd., Electricity
Corporation of Nigeria (ECN), now National Electric Power Authority
(NEPA), the Post/Telegraph Department now Nigeria
Telecommunications Ltd.(NITEL), etc.

In 1895, the Hope Waddel Training Institute Calabar was

established by the Rev. Hope Waddel of the United Free Church of
Scotland to prepare individuals for the world of work. Next to it
was the Government in 1948, shortly, before independence and
thereafter, numerous vocational schools were established by the
governments, voluntary agencies, communities and individuals
across the nation for the purpose of technical manpower
development at the semi skilled level.

The Industrial Training Fund (ITF) was established in 1971 by the

Federal government with Decree No. 47, to assist in providing on-
the-job training and re-training programmes for operatives in the
industrial organizations. The National Board for Technical
Education was established in 1977 with Decree No. 9 to co-
ordinate technical education programmes across the nation.

Several universities, polytechnics and colleges of technology have

been established over the years across the nation. The School-to-
land programme founded by ex-governor of Rivers State, Fidelis
Oykhilome in 1984 helped a lot in creating saleable skills in
agricultural production. The Skills Acquisition Programme initiated
by the same ex-governor Oykhilome of Rivers State in 1985 was
borrowed by the Federal government and made a national
programme which is now under the National Open Apprenticeship
Scheme (NOAS) of the National Directorate of Employment. The
programm has equipped many high school leavers with appropriate
vocational skills since its inception. The programme covers the
following vocations: Electrical Installation works, Radio/television
maintenance, Blocklaying (Masonry), carpentry and joinery,
plumbing works Fitter-machinist works, Motor vehicle mechanic
works, Automobile-Electrical works, dressmaking, Printing
technology, catering/hotel services, Welding/Fabrication works,
Shorthand/Typewriting,Painting/Decorating,packaging/distributiv
e business, etc. The numerous beneficiaries of the training
programmes are now functioning very effectively in the various
technical fields in the industrial organizations and also in self-
employment. It is expected that the programme would contribute to
technical manpower development in Nigeria.

Manpower development generally is a factor which no serious nation

can afford to ignore. Nigeria’s quest for manpower development
transcends several decades. The federal and state governments have
from time to time taken bold steps to engender the development of
manpower necessary to enhance the nation’s industrial aspirations.
The nation’s vast material resources cannot be effectively harnessed
without the right quality and quantity of skilled manpower in the
various disciplines.

Tudunwada (1984) posited that “Nigeria is naturally endowed with

tremendous human and material resources; but there is no
gainsaying the fact that the country has not yet got all that is
necessary to make her fully developed industrially”. He further stated
that “the essential factors lacking are the availability of relevant or
indigenous technology and adequate trained manpower; and that for
this requirement to be met, there is need for the development of
adequate manpower with the full range of technical, managerial and
professional skills”.

The craftsmen and women being trained by the Skills Acquisition

Authority are being equipped with the necessary skills to function
effectively in self-employment. It is hoped that some of them will be
able to up-grade their skills and training later to enable them function
as technicians and engineers. The United Kingdom Committee on
Manpower Resource for Science and Technology in its 1965 Triennial
Scientific Manpower Survey stated that “technicians and other
technical supporting staff occupy a position next to that of a qualified
scientist, engineer or technologist. It further stated that “their
education and specialization in skills enable them to exercise
technical judgment”. This means understanding, with reference to
general principle of, and the purpose of their work, rather than the
reliance solely on established practices or accumulated skills. From
the above points, the functions of a technician include:

- Exercising technical judgment based on the understanding of

the principles of his job.
- Taking initiative when confronted with problems related to his
work.
- Supervising other workers, including craftsmen and artisans.

A sound manpower policy taking into consideration, the relationship

between skilled and unskilled labour for effective technicians to
function with or to assist one professional in most industrial
operations is specified. The 1977 National Manpower Board Survey for
the manufacturing and industrial subsectors gave the ratio of the
professional to technical personnel as 2:3. Recent surveys have shown
that the situation is yet to witness an improvement. This is
irrespective of the fact that the International Labour Organization
(ILO) requires that the ratio should be 2:9 (i.e. two engineers to nine
technicians).

Vocational Training (which covers the processes of producing

craftsmen, etc, is defined by the International Labour Organization as
“that which involves all activities which essentially aim at providing
the skills, knowledge and attitudes required for employment in a
particular occupation, group of related occupations, or a function in
any field of economic activity including agriculture, industry,
commerce, catering, tourism, public/private services, etc”.

Ugorji (1985) remarked that “Education for scientific and technical

manpower development should involve:
- Teaching of factual knowledge and manual dexterity.
- Development of the ability to manipulate the knowledge and
skill acquired.
Ukaha (1986) stated that ‘’for technological education/manpower
development , and self-reliance, Nigeria requires essential skills for
survival in the 21st century. Iroegbu (1984) remarked that ‘’the
nation’s technological policy makers have grossly maltreated and
neglected the road-side mechanics, welders, furniture makers,
electricians, etc, and suggested that the Federal Government
should redeem the nation from its technological slumber by:
encouraging the youth to commit themselves ardently to
technological aspiration by setting up a body to study possible
ways of improving on the present technological education policy
particularly as regards practical skill acquisition’’. Akaninwor
(1990) remarked that ‘’no nation which looks forward to
industrialization can neglect the acquisition of relevant
technological skills by her citizens’’.
The Vocational Skills Acquisition programme has been
battling with problems of logistics and poor funding while trying to
realize its laudable goals. At any rate, the programme has recorded
some successes in the inculcation of vocational skills to numerous
youths across the nation. In a recent statement, the Minister of
Employment, Labour and Productivity, Bunu Sheriff Musa
remarked that ‘’the National Open Apprenticeship Scheme (NOAS),
which operates the Skills Acquisition programme under the
National Directorate of Employment (NDE) has equipped several
thousands of Nigerian youths with the relevant vocational skills to
function in self employment’’. He disclosed that the initial
resettlement exercise has already injected 20,000 new businesses
into the economy, adding that the multiplier effect is expected to
generate thousands of other jobs.

The minister further disclosed that the NDE has recently recruited
130, 000 trainees to replace those who have graduated from the
scheme. He finally appealed to the parents of the youths to make
meaningful contributions to supplement government efforts in
realizing the goals of the programme.
In another development, the Abuja office of the National
Directorate of Employment (NDE) recently announced that it has
trained 2445 school leavers in the various trades under its National
Open Apprenticeship Scheme, while 241 others are currently in
training. The same announcement mentioned that another batch of
4,000 trainees completed an orientation course recently. It is
however pertinent to note that ever since the Rivers State
Vocational Skills Acquisition programme was initiated, its problems
and impacts have not been fully studied. This study was therefore
designed to determine the perceptions of the graduates of the
programme with regards to the contributions of the programme to
manpower development in the state.

RESARCH QUESTIONS
1. Are the graduates of the Rivers State Vocational Skill
Acquisition programme satisfied with the level of
technological awareness they received during training?
2. Do the ex-trainees feel that they have generally benefited
effectively from the training programme made available to
them.
3. Do the ex-trainees feel they are now capable of functioning
effectively in employment or self-employment in their
chosen vocational specialties?
4. Do the ex-trainees feel that the programme has made
significant contributions towards technical manpower
development in Nigeria?
5. Do the ex-trainees obtain loans from the NDE to establish
their own business enterprises?
6. Do the ex-trainees feel that the withdrawal of the training
allowances by the federal government affected their morale
and interest during training?
Research Methodology:

Population for the study: The population was made up of 310 identified persons who
have successfully completed their training in the Vocational Skills Acquisition
programme in Rivers State.

Sample for the study: A sample of 175 persons was taken randomly from the
population.

Instrument : Only one set of questionnaire was used. The questionnaire was draw up
and given to 175 respondents as indicated above from which 164 responded correctly and
their responses were used for data analysis.

Data collection and analysis/techniques : After two days of the administration of the
questionnaires, they were retrieved directly from the respondents by the researcher. The
respondents were drawn from the 23 local government areas of Rivers State.
Most of them are resident in Port Harcourt.

The data collected for the study was analyzed with the use of percentage scores.

Results and discussion of findings

Of the 175 questionnaires distributed 164 were properly completed and returned. They
were subjected to inspection and analyses as shown in the tables below. The improperly
competed questionnaires were discarded.

Table 1: Satisfaction with level of technological awareness received during training.

Responses Number of Respondents Percentage
Satisfied 158 96.3
Not satisfied 6 3.7
Total 164 100

The above indicates that 158 (96.3%) of the 164 respondents indicated that they are
satisfied with the level of technological awareness they received during the training
exercise, while 6 (3.7%) indicated that they are not satisfied. Every good training
programme, formal or informal, must satisfy the needs of those for whom it is designed.
The above responses, therefore, suggest that the training exercises went down well with
the trainees as far as technological awareness is concerned.

On whether the people have benefited generally from the training exercise, table 2 below
explains the responses.

Table 2: On having benefited or not benefited from the programme.

Responses Number of Respondents Percentage
Benefited 161 96.2
Not Benefited 3 1.8
Total 164 100
On the respondents, 161 (98.2%) indicated that they benefited properly from the
programme, while only 3 (1.8%) indicated that only little benefit was derived from the
programme generally.

On the capability to function effectively in employment or self-employment, the

respondents reacted quit impressively as indicated in table 3 below:

Table 3: Capability to function effectively in employment or self-employment.

Responses Number of Respondents percentage
Capable 164 100
Not capable 0 0
Total 164 100

Table 3 above shows that all the 164 respondents specified that they are capable of doing
well in employment on self-employment. In fact, this author has observed many of them
proving their mettle in several work places. A good number of them are also known to
have opened their own workshops were they carry out all kinds of functions based on
their individual skills. Notable among those breaking even easily are those in the
building, electrical/electronic, mechanical, tailoring, and catering trades.

On whether the programme has made significant contributions towards technical

manpower development in the country, the respondents were quite emphatic in their
responses as indicated in table 4 below.

Table 4: Making of significant contributions towards technical manpower

Development in Nigeria.
Responses Number of Respondents percentage
Contributions made 156 95
Contributions not made 8 5
Total 164 100

Majority of the respondents, precisely 156 (95%) responded positively while only 8 (5%)
responded negatively. This clearly shows that the programme has contributed quite
significantly towards the nation’s efforts in technical manpower development.

To properly organize and co-ordinate the activities in their workshops for optimum
results, the ex-trainees require loans to supplement any amount they can raise through
personal savings. Table 5 below shows the situation of things as far as the granting of
loans is concerned.

Table 5: Obtaining loans from the NDE to establish Business Enterprises

Responses Number of Respondents percentage

Obtained loans 0 0
Obtained no loans 164 100
Total 164 100
All the respondents indicated that they have never received any direct loans from the
NDE for their operations. However, some of them gave the impression that the only
form of assistance they have ever received from the NDE came in the form of some
equipment which the directorate purchased and distributed to them to be paid for
immediately.

In any training programme, trainees tend to lose interest in the activities when no stipends
are made available to them to enable them take care of some of their urgent financial
needs. The responses in table 6 below indicated the feelings of the respondents over the
withdrawal of the training allowances.

Table 6: On whether the withdrawal of the training allowances affected the

morale and interest of the ex-trainees
Responses Number of Respondents percentage
Affected 142 86.62
Not affected 22 13.4
Total 164 100

A clear majority of the respondents (142) representing 86.62 were of the opinion that
their morale and interests in the training programmes were affected by the withdrawal of
the training allowances, while 22 representing 13.4% indicated that their morale and
interests were not affected. Majority of them complained of the inability of the
government to provide them with working tools, workshop aprons and safety equipment
and lamented that the withdrawal of the allowances with which they were able to provide
some of the above mentioned items, made them become absolutely helpless.

CONCLUSION
Manpower development is a vital factor which cannot be ignored by any serious nation.
All the important services and structures that oil or grease the wheels of national progress
or industrialization can only thrive where a large pool of skilled technical manpower is
available. The Vocational Skills Acquisition programme has made remarkable
contributions towards technical manpower development in the country since its inception.
Its numerous activity areas which include “Waste to Wealth” scheme, “School on
Wheels” scheme, etc, have turned a lot of hitherto unproductive individuals to efficient
producers of vital goods and services.

The problems associated with the programmes now include the withdrawal of the training
allowances previously paid to the trainees and the inefficiency of the loan scheme
planned for those who successfully completed the training programmes.

RECOMMENDATIONS
The following suggestions are made in view of the need to enhance the continued
existence and contributions of the Vocational Skills Acquisition Programmes.
1. The training allowances payable to the trainees which have been stopped, should
be reintroduced and increased to at least N250.00 per month in view of prevailing
economic circumstances. This will improve the morale of the trainees.

2. The loan scheme opened for the successful ex-trainees should be made
operational and effective as appropriate. The ex-trainees who require the loans to
enhance success in their chosen small-scale business operations should be granted
their requests.
3. The National Directorate of Employment (NDE) should avail the ex-trainees (i.e.
those who have benefited from the programme) with opportunities for periodic
seminars and workshops to enable them improve their on-the-job experiences.
4. The ex-trainees who are generally satisfied with the level of technological
awareness acquired so far, should be encouraged to take up full-time or part-time
programmes geared towards higher education in their chosen areas of
specialization.
5. The significant contributions so far made in manpower development should be
sustained through extra budgetary allocations to the National Directorate of
Employment under whose aegis, the Vocational Skills Acquisition programme
now operates nationwide.
6. Opportunities for further training should be made available for ex-trainees who
desire such training.

REFERENCES

Akaninwor, G.I. Ken. (1990) Industrial Education and Technology in Nigeria:

Development and current trends. Port Harcourt: Pam Unique Publishing Co. Ltd.

Iroegbu, N.A. (1984).‘’Students Industrial Attachment: An Appraisal.’’ Nigerian

Statesman, April 18th .

Musa, B. S. (1992) “ Tasking Parents of NDE Apprentices’’ National Concord, March

3rd.
Report of National Manpower Survey (1977) An Introduction Labour Organization
Project, Lagos.
Report of the Committee on Manpower Resources for Science and Technology (1965),
London.

Tudunwada, l. (1984) “The Role of Vocational Training for Industrial Development”.

Lagos: ITF Workshop/Seminar Publications

Ugorji, R. (1985) “Education for Scientific and Technological Development”. Nigerian

Statesman June 10th

Ukaha, E. (1986) “Technological Education for Self- Reliance”: Nigerian Statesman

July 2nd.
Mathematics Phobia and Students’ Cognitive Performances in
Technical Training Institutions in Rivers State.

(JONATT 5 (1)), 2005.

By

Dr. G.I. Ken Akaninwor

Dept. of Science and Technical Education
Rivers State University of Science and Technology
P.M.B.5080, Port Harcourt, Nigeria.

Abstract

The study investigated the impact of mathematics phobia on students’ cognitive performances in technical
training programmes in Rivers State. Structured questionnaires were used to elicit appropriate responses
from the respondents. It was found that mathematics phobia impacts negatively on the cognitive
performances as well as the interest and enthusiasm of the students. It was also found that the female
students are more prone to mathematics phobia than their male counterparts.

Introduction
Mathematics is a key subject in engineering education and training, which
form the foundation of technical manpower development. Mathematics has
been described as a cultural system from the point of view of historians and
cultural anthropologists (Wilder, 1981).This is embedded in the belief that
each culture has its own mathematics, which evolves and dies with it.
Mathematics has evolved precisely as a symbolic counterpart of the
universe: it is no wonder then that mathematics works, and that is exactly the
reason for its existence (David and Hersh 1981). These authors also
volunteered that “the universe has imposed mathematics on mankind.”

A superficial glance at mathematics may give an impression that it is a result

of separate individual efforts of many scientists scattered in continents and
ages. However, the inner logic of its development reminds one much more
of the work of a single intellect, developing its thought systematically and
consistently using the variety of human individualities only as a means. The
history of mathematics has known many cases when a discovery made by
one scientist remains unknown until another later reproduces it with striking
precision. “Every one knows that if you want to do physics or engineering,
you had better be good at mathematics” (David and Hersh, 1981).

The utility of mathematics can better be appreciated in the context of its

application in science and technology, according to Osuku (1993).
Specifically, precise measurement and the correct interpretation of
systematically gathered empirical data under controlled conditions are the
basis of science and the ingredient of technology. Without accurate
mathematical organization of data, sciences will not be, and consequently
technology will be an illusion. Okujagu and Okujagu (1995) agree that,
mathematics is a unique language used in the description and solution of
various human social problems. According to them, the subject offers artistic
outlets not only in the creation of theorems and proofs, but also in the
expression of its materials. Mathematics as a human creation started from
simple systems of counting numbers and has now developed into a complex
instrument used in modern civilization for material conquest and
appreciation for social progress. It is in recognition of this role that the
Federal Government of Nigeria encourages the citizens to pursue science
and technology based programmes.

Indeed, mathematics is a key subject in engineering or technical training,

which is the bedrock of technical manpower development. The American
Technical Education News of October 1971 states that, technical education
is concerned with that body of knowledge organized in a planned sequence
of classroom and laboratory experiences, usually at the post-secondary level
to prepare individuals for a cluster of job opportunities in a specialized field
of technology. The programmes of instruction in technical education
normally go with the study of the underlying sciences and supporting
mathematics inherent in a technology, as well as methods, skills, materials
and processes commonly used, and services performed in the technology.

It, therefore, follows that proficiency in mathematics is a sine qua non for
achievement in technical training. Other key subjects in engineering for
technical training are physics and chemistry (usually referred, to as
engineering science) and technical drawing. The key topics in engineering
mathematics include Indices, Binomial theorems, Tailor’s and Mc-Claurin
series, Maxima and Minima, Determinants, Integration and Differentiation,
Complex (J) notation, Differential equations, Laplace transforms, etc. Many
students in technical training institutions often find these concepts difficult
to comprehend. Some students view even the lower level concepts such as
simple and Quadratics Equations with some measure of disgust.
Mathematics, which, Bajpai (1984) describes as the “queen of the sciences”
is generally viewed with awe by many students. The gravity of phobia which
Nigerian students have for mathematics is better felt than imagined, and this
tends to frustrate the nation’s quest for technical manpower development
and industrialization.

Lefrancois (1982) submits that a student may like or dislike school through
some classical conditioning procedures. A student may perform brilliantly or
poorly in a subject depending on his cognitive capacity, and above all, the
instructional methodology. “Students developed emotions (attitudes) toward
subjects, toward learning, toward school, etc, largely as a function of
classical conditioning.” He further volunteered that it is entirely possible to
teach students mathematics while at the same time teaching them to dislike
it. And in many instances, the teacher acts as a conditioning stimulus,
dictating how the student should be conditioned over the subject matter
being learned. Davis and Hersh (1981) have highlighted the fact that some
presentations of mathematics are often perceived as authoritarian, thus
arousing resentment on the part of students. Keller (1968) suggested that the
Personalized System of Instruction (PSI) and individualization should be
used to enhance break down of subject matter into small units and modules
to ensure better understating among the students. Mathematics can be better
taught with this approach. Ojiabor (2000) and Odebode (2004) have
emphasized the need for better approaches and strategies in mathematics
teaching.

The rationale for this study is anchored on the need to ascertain the reality of
mathematics phobia among students and the implications for technical
manpower development.

Hypotheses
 There is no significant difference in the opinions of principals and
instructors over the view that mathematics phobia affects students’
cognitive performance in technical training programmes.
 There is no significant difference in the opinions of instructors and
students over the view that mathematics phobia affects student’s
interest and enthusiasm in technical training programmes.

 Male and female instructors do not differ significantly in their

opinions that female students are more prone to mathematics phobia
than their male counterparts.
 Principals and instructors do not differ significantly in their opinions
that mathematical instructions should be improved to enhance more
active student participation in technical training programmes.

Research Methodology
Structured questionnaires were distributed to principals/administrators,
instructors and final year students at the Government Technical Colleges,
Port Harcourt, Ahoada, Tombia and Ogu in Rivers State. From a population
of 308 students, a sample of 230 was randomly taken, while all the 110
instructors and four (4) principals were taken for the study without sampling
because they are few in number. The instrument, (a set of questionnaires)
was developed with a 5-point Likert Scale of Strongly agree (5), Agree (4),
Undecided (3), Disagree (2), and Strongly disagree (1). The Z-test statistical
technique was used for data analysis as appropriate. The cut-off marks or
Mean ratio is 3.0.

Results and Discussion of Findings

After retrieving the administered questionnaires from the respondents, it was
observed that all the four (4) from the principles, 102 from the instructors
and 210 from the students were correctly completed. They were therefore,
used for data analysis as shown below.

Hypothesis 1
Table 1: Mathematics phobia and students cognitive performances
Respondents Mean St. N df St. P Z-cal Z-crit
De v Error
Principals 3.75 0.5 4
104 0.25 0.05 0.08 1.960
Instructors 3.73 0.45 102

From Table 1 above, it can be observed that the calculated value of Z-test is
0.08 while the critical value is 1.96 at df 104, p<0.05. The hypothesis was
therefore, accepted in view of the fact that the calculated value is less than
the critical value. This indicates that the respondents are united in their
opinion that mathematics phobia affects students performances in the key
engineering courses.

Hypothesis 2
Table 2: Mathematics Phobia and Students Interest and Enthusiasm
Respondents Mean St. N df St. P Z-cal Z-crit
De Error
Instructors 3.6 0.55 102
310 0.0655 0.05 3.14 1.960
Students 3.38 0.66 210

From Table 2 above, it can be observed that the calculated value of Z-test is
3.14, while the critical value is 1.96 at df 310, p<0.05. The hypothesis was
therefore, rejected in view of the fact that the calculated value is greater than
the critical value.

Hypothesis 3
Table 3: Female students more prone to Mathematics phobia
Respondents Mean St. N df St. P Z- Z-
De Error cal crit
Instructors(m) 3.09 0.39 84
102 0.13 0.05 1.1 1.960
Instructors(f) 3.76 0.51 18

From Table 3 above, it can be observed that the calculated value of Z-test is
1.1 while the critical value is 1.96 at df 100, p<0.05. The hypothesis was
therefore, accepted. The respondents were generally in agreement that
female students are more prone to mathematics phobia than their male
counterparts.
Hypothesis 4
Table 4: Improvement of Mathematics Instructions
Respondents Mean St. N df St. P Z-cal Z-
Dev Error crit
Principals 3.75 0.5 4
104 0.26 0.05 0.118 1.96
Instructors 3.78 0.56 102

From Table 4 above, it can be observed that the calculated value of Z-test is
0.118 while the critical value is 1.96 at df 104, p<0.05. The hypothesis was
therefore, accepted as a result of the fact that the calculated value is less than
the critical value. The respondents are united in their quest for improvement
in mathematics instructions in the schools.

Conclusion
The impact of mathematics phobia in the schools generally is better felt than
imagined. The problem is more worrisome in the technical training
institutions due to the fact that mathematics is the root or foundation on
which all technological/engineering programmes are based. This study has
revealed that the fear of mathematics as a subject by students impacts
negatively on the cognitive performances of the students. The implication is
quite obvious. The students will tend to conform out of technical training,
thereby making the objectives of technical manpower development un-
realizeable.

Recommendations
 Instructional strategies in mathematics should be improved to enhance
students’ interest in the subject.
 Mathematics instructors should endeavour to concretize the subject
matter and enhance the interest and enthusiasm of the students by
utilizing appropriate mathematics models.
 Individualization and the Personalization System of Instruction (PSI)
should be employed in mathematics instructions for female students to
arouse their interest in the subject.
 Appropriate incentives should be given to the mathematics instructors
to enhance their interest in guiding the students properly.

Reference
AMTE (1971) “Technical Education News” Journal of American Technical
Education. 1 (3)

Bajpai, S.P (1984) Better Science Project (Monograph) Rivers State

University of Science and Technology, Port Harcourt.
 David, P.J. and Hersh, R. (1981) The Mathematical Experience. Brighton:
The Harvester press.

Keller, F.S. (1968)” Goodbye Teacher” Journal of Applied Behavioral

Analysis 1(1)

Lefrancois, G.R. (1982) Psychology for Teaching (4th Edition) Belmont.

Calif: Wadsworth Publishing Co.

Odebode, N. (2004) Students Attitude to Mathematics Worries Government.

Lagos: The Punch (March 22).

Okujagu, P. and Okujagu E. (1996) Improving Mathematical Instructions in

Schools JOTASE I (1) and 2). RSUST, Port Harcourt.

Osuku, E.D. (1993) Problems of Teaching Mathematics JOTASE I (1),

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