ABSTRACT

The broad objective of this study is to examine  to examine the availability of qualified teacher in effective teaching of basic technology in junior secondary school. Other objectives discussed includes, the extent of qualified teachers available for the teaching of Basic technology in secondary schools, determine whether teachers with vast experience facilities influences the teaching of basic technology and explore teachers subject knowledge  influence the teaching of Basic technology. The study adopted the survey descriptive research design and with the aid of convenience sampling method, the researcher conveniently selected eighty (80) participant including school personnel and teachers. Self- structure questionnaire was issued to the respondent of  the study of which o only seventy-seven (77) copies were retrieved and validated for the study. Data was analyzed using  simple percentage presented in frequencies and tables.Findings of the study concludes that teachers’ qualification affect students’ learning  level in basic technology, the extent of qualified teachers available for the teaching of Basic technology in public secondary schools is low, teachers with vast experience  influences the teaching of basic technology while teacher will shallow experience hinders effective learning of basic technology and teachers subject knowledge  influences the teaching of Basic technology. The study therefore recommends that  School management should ensure adequate supply of qualified staff to teach  basic technology and as well  improve the competence, resourcefulness, and efficiency of teachers and other personnel through training, capacity building, and motivations

CHAPTER ONE

INTRODUCTION

1.1Background of the Study

Vocational education is designed to develop skills, abilities, understanding, attitudes, work habits and appreciation that confer knowledge needed to enter and make progress in employment on a useful and productive basis (Udo, 2004). Pre-vocational subjects offered at the post-primary level include: Introductory Technology now Basic Technology, Practical Agriculture, Home Economics and Business Studies (Federal Government of Nigeria FRN, 2004).Basic technology is a pre-vocational subject offered at junior section of post primary education (FRN, 2004).Basic technology is a pre-vocational subject offered at junior section of post primary education (FRN, 2004). According to Uwameiye and Ojikutu (2008), basic technology exposes students at the junior secondary school (JSS) level to technology through exploratory activities. According to Ohikhema (1994), Basic Technology provides knowledge in woodwork, metalwork, technical drawing, auto-mechanics and electricity and electronics at the introductory level and hence exposes students to Technical Education. Obomanu (2001) had observed that Basic Technology is an aspect of general education curriculum which attempts to provide learning experiences that would assist students in understanding the industrial and technological aspects of live by offering instructions in selected areas of metalwork, woodwork, electricity, plastics, ceramics, textiles and technical drawing. Reports from different states in Nigeria indicated poor performance of students in their Junior Secondary School Examination in Basic Technology (Nwoji, 2000; Lenda, 2001). Akpan,Usoro, Akpan, & Ekpo (2010) citing Ekefre (2003) opined that many students cannot interpret simple machine drawings. The teaching of Basic Technology does not provide appropriate job training and experience in any specific trade or industrial area. No student on completion of the subject can carry out simple daily maintenance of motor vehicle in terms of checking oil level and water level in the radiator. Ekefre further ascribed poor performance of students in Basic Technology to insufficient tools, equipment, materials and teachers. Performance of students differ, some may have high performance while others have low. These differences in performance may be caused by various factors. Some of the factors that may affect student’s performance in examination include: interest, training materials, influence of qualified teachers, management and parental attitude, teaching method, availability of laboratory and workshops, tools, equipment, and teacher incentives. Basic technology, like other science subjects, recorded poor students’ performance both in national and international examination (Adejoh, 2006). Many factors contributed to the poor performance of students in basic technology examination (Alele, 1986; Okebukola and Jegede, 1986 in Adejoh 2006). These factors include: i) Inability of the teachers to put across the concepts to the students ii) Lack of skills and competence required for teaching iii) Shortage of qualified basic technology teachers iv) Lack of teaching materials and necessary equipment Similarly, Onweh (1991) in Adejoh (2006) reported that, there was scarcity of teachers for the basic technology programme. In a nationwide survey on the teaching of basic technology conducted by the NERDC (1992) in Adejoh (2006), more than 90% of the JSS students registered for the subject but less than 60% of the teachers were qualified to teach the subject.

Towards the attainment of these objectives of basic technology,  teachers qualification must be put in place for its teaching so that optimum achievement can be guaranteed. As a result of much emphasis on Nigeria developing technologically, many secondary schools in Enugu state have taken up basic technology in the junior secondary level and on this basis, one wants to determine the availability of qualified teachers in effective teaching of basic technology in junior secondary school.

Statement of the problem

It is surprising that despite the efforts of government, individuals and non-government agencies in enhancing the educational development in Nigeria, the Enugu State Post-primary School Management Board (PPSMB) report (2010) has shown that the general academic performance of students in Basic Technology has declined greatly. It was also observed that poor performance of students in basic technology has been so high in many Nigerian public schools in the recent years.. Ogwa (2002) emphasized that some teachers did not major in Basic Technology yet, they teach the subject. Ogwa further observed that many teach the subject with secondary school qualification. Also, the poor performance are as a result of the interest of students in basic technology, shortage of qualified basic technology teachers, poor facilities, equipment and instructional materials for effective teaching (Odogwu, 1994), and the use of traditional chalk and talk methods, (Edwards and Knight, 1994). Nwodo (1997) stated that the poor performance of our students may be due to the use of inappropriate teaching methods. In the same vein, Jati (2003) together with Adah; Omalle and Okedi (2008) attributed students’ poor performance of students to lack of qualified teachers and infrastructural facilities. In addition, Okeke and Nwachukwu (1997) stressed that teachers’ quality constraints constitute a crucial problem towards the successful implementation of the basic technology.  If this is not checkmated, our Science and Technology related subjects graduates from the post-primary schools may not be employable and those who may further in their University Education may experience difficulties because of their background. Consequently, our educational system will not attain its objective of producing qualified and competent product in technology education; industries will lack technicians who would help in the maintenance and production process in our local industry. It is therefore imperative to  examine the availability of qualified teacher in effective teaching of basic technology in junior secondary school.

Objectives of the study

The general purpose of this is to examine the availability of qualified teacher in effective teaching of basic technology in junior secondary school.

. Specifically, the study tends to find out.

a. To investigate if teachers’ qualification affect students’ learning  level in basic technology

b. The extent of qualified teachers available for the teaching of Basic technology in secondary schools.

c. The determine whether teachers with vast experience facilities influences the teaching of basic technology.

d. The explore teachers subject knowledge  influence the teaching of Basic technology.

Research Questions

The following research questions were formulated for the purpose of this study.

i. Does  teachers’ qualification affect students’ learning  level in basic technology?

ii. What is the extent oat which qualified teachers are available for the teaching of Basic technology in secondary schools?

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