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UMAR MUHAMMAD INUWA
PG /M.Ed/ 10/57992
Skills Required by Woodwork Technology Teachers for Improving Practical Projects in Technical Co lleges in Kan o and Jigawa States in Northwestern Nigeria
Department of Vocational Teacher Education
Faculty of Education
Digitally Signed by : Content manager’s Name ORJI ANN N. DN : CN = Weabmaster’s name
O= University of Nigeri a, Nsukka
OU = Innovation Centre
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SKILLS REQUIRED BY WOODWORK TECHNOLOGY TEACHERS FOR IMPROVING PRACTICAL PROJECTS IN TECHNICAL COLLEGES IN KANO AND JIGAWA STATES IN NORTHWESTERN NIGERIA
By
UMAR MUHAMMAD INUWA PG/MEd/10/57992
UNIVERSITY OF NIGERIA, NSUKKA
FACULTY OF EDUCATION
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
MARCH, 2014
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Title Page
SKILLS REQUIRED BY WOODWORK TECHNOLOGY TEACHERS FOR IMPROVING PRACTICAL PROJECTS IN TECHNICAL COLLEGES IN KANO AND JIGAWA STATES IN NORTHWESTERN NIGERIA
By
UMAR MUHAMMAD INUWA
PG/MEd/10/57992
UNIVERSITY OF NIGERIA, NSUKKA
FACULTY OF EDUCATION
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
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APPROVAL PAGE
This thesis has been approved for the Department of Vocational Teacher Education
(VTE) University of Nigeria, Nsukka.
By
______Dr. E.O. Anaele Internal Examine Supervisor
______External Examiner Prof. C.A. Obi Head of Department
______Dean of Faculty
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CERTIFICATION
UMAR MUHAMMAD INUWA, a postgraduate student of the Department of
Vocational Teacher Education with Registration Number PG/M.Ed/10/57992 has satisfactorily completed the requirements for the Degree of Master of Education in Industrial
Education.
This thesis is original and has not been submitted in part or in full for any other degree or diploma of this or any other university.
______Dr. E. O. Anaele Umar Muhammad Inuwa Supervisor Postgraduate Student
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DEDICATION
This work is dedicated to Almighty Allah, my parents, for their love, care and upbringing.
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ACKNOWLEDGMENTS
The researcher is grateful to his supervisor, Dr.E.O. Anaele who laid the foundation upon which the knowledge of this work was built. A special acknowledgment should be accorded to my supervisor for taking special pain to guide and correct this work in all the stages.
The researcher is also grateful to his content and design readers Prof E.O. Ede and Dr.
E.O. Ogwoke for their constructive criticisms and suggestions which contributed immensely towards improving the quality of the work. He is equally grateful to the lecturers in
Department of Vocational Teacher Education, University of Nigeria, Nsukka for their contributions to this work at the proposal stage.
His greatest and warmest gratitude goes to his wives Mallama Maryam and Zayya
Umar who denied themselves personal comforts, pleasure and contributed enormously towards the success of this work. The researcher’s thanks also goes to his parents whose prayers contributed towards his successful academic advancement.
The researcher is greatly indebted to Almighty Allah who guided me throughout the course of my study.
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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
ABSTRACT x
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 5
Purpose of the Study 6
Significance of the Study 7
Research Questions 8
Hypotheses 9
Scope of the Study 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE 10
Conceptual Framework 10
Skill Development 12
Technical Colleges 14
Woodwork Technology 17
Practical Projects 19
Skills in Practical Projects in Frame Construction 22
Skills in Practical Projects in Carcase Construction 24
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Skills in Practical Projects in Stool Construction 26
Modern Woodwork Technology Tools and Equipment 28
Modern Tools for Woodwork/Carpentry 30
Theoretical Framework 31
Theory of Skill Development 31
Needs Assessment Theory 32
Review of Related Empirical Studies 34
Summary of Review of Related Literature 39
CHAPTER THREE: METHODOLOGY 41
Design of the Study 41
Area of the Study 41
Population for the Study 42
Sample and Sampling Techniques 42
Instrument for Data Collection 42
Validation of the Instrument 43
Reliability of the Instrument 43
Method of Data Collection 43
Method of Data Analysis 44
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question 1 45
Research Question 2 46
Research Question 3 47
Research Question 4 48
Hypothesis 1 49
Hypothesis 2 50
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Hypothesis 3 52
Hypothesis 4 54
Findings of the Study 56
Findings on Hypotheses 60
Discussion of Findings 60
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of the Problem 63
Summary of Procedures Used 64
Major Findings 64
Conclusion 66
Implications of the Study 66
Recommendations 67
Suggestions for Further Studies 68
REFERENCES 69
APPENDICES
Appendix A Introductory Letter to Respondents 75
Appendix B Questionnaire 76
Appendix C Population Distribution of Woodwork Technology Teachers in
Technical Colleges in Kano and Jigawa States 81
Appendix D Population Distribution of Woodwork Industrial Supervisor in
Woodwork Technology Industries in Kano and Jigawa States 82
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LIST OF TABLES
Table Page
1. Mean ratings of responses of woodwork technology teachers and Industrial supervisor on skills required by wooodwork technology teachers to improve practical project in frame construction 45
2. Mean ratings of responses of woodwork technology teachers and Industrial supervisor on skills required by wooodwork technology teachers to improve practical project in carcase construction 46
3. Mean ratings of responses of woodwork technology teachers and Industrial supervisor on skills required by wooodwork technology teachers to improve practical project in stool construction 47
4. Mean ratings of responses of woodwork technology teachers and Industrial supervisor on skills required by wooodwork technology teachers to improve practical project for effective use of modern tools and equipment 48
5. t-test analysis of the responses of the two groups of respondents (woodwork Technology teachers and industrial supervisors) on skills required by woodwork technology teachers to improve practical project in frame construction 49
6. t-test analysis of the responses of the two groups of respondents (woodwork Technology teachers and industrial supervisors) on skills required by woodwork technology teachers to improve practical project in carcase construction 51
7. t-test analysis of the responses of the two groups of respondents (woodwork Technology teachers and industrial supervisors) on skills required by woodwork technology teachers to improve practical project in stool construction 53
8. t-test analysis of the responses of the two groups of respondents (woodwork Technology teachers and industrial supervisors) on skills required by woodwork technology teachers to improve practical project for effective use of modern tools and equipment 55
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ABSTRACT
This study was conducted using descriptive survey research to determine the skills required by woodwork technology teachers for improving practical projects in technical colleges in Kano and Jigawa States in North-western Nigeria. Four research questions were developed and answered in line with the purpose of the study. Four null hypotheses were formulated and tested at the probability of 0.05 level of significance. A structural questionnaire was developed from the related literature reviewed for the study. The questionnaire was faced- validated by three experts. The questionnaire was tested for reliability using test-retest method and the result showed a coefficient of 0.88. Copies of the questionnaire were administered on 112 respondents to obtain data and same were returned. The data were analysed using the mean and standard deviation to answer the research questions and t-test statistics to test the null hypotheses. The findings of the study showed that woodwork technology teachers required skills for improving practical project in technical colleges in Kano and Jigawa States. Recommendations made include need for Kano and Jigawa States governments to package the identified competency items in skills required by woodwork technology teachers for improving practical projects in technical colleges into workshop materials and organize workshop on them for the benefit of wood work technology teachers, training and retraining of woodwork technology teachers and provision of instructional resources.
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CHAPTER ONE
INTRODUCTION
Background of the Study
A nation is made up of people whose individual contributions improve national growth and development. An individual needs to develop and acquire necessary skills to enable him meet his own and national aspirations. Vocational and Technical Education leads to the acquisition of skill and techniques in chosen occupation or profession to enable an individual earn a living. The Federal Government of Nigeria (FGN, 2004) viewed vocational and technical education as those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life. The major aim of vocational and technical education is to provide education for self reliance. Osuala (2004) stated that vocational and technical education is a training intended to prepare the students to earn a living in an occupation where success is dependent largely on technical information and an understanding of the laws of science and technology as applied to modern design, production, distribution and services. Uwaifo (2008) described vocational and technical education as result oriented. It brings about technological advancement and aims to provide new manpower for employment and provide further training for those already qualified, so that they can keep up with modern working methods.
To this effect, Joshua (2002) viewed vocational and technical education as a type of education made up of theoretical and practical instruction given to those who wish to be employed in commerce and industry or any type of enterprise that requires the use of tools and machinery for the operation, production, preservation and distribution of goods and services. However, from the definitions above, it could be understood that vocational and technical education is that aspect of education that prepares individuals with necessary skills,
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2 knowledge and attitudes needed for a purposeful employment to earn a living. Vocational and technical education is the type of education offered in technical colleges.
Okoro (2001) stated that technical colleges are regarded as the principal vocational institutions in Nigeria which are established to prepare individuals to acquire practical skills, knowledge and attitudes for effective participation in the world of work. Okoro stated further that technical colleges give training intended to prepare students for entry into various occupations. The national policy on education (FGN, 2004) outlined the aim of technical colleges which include preparation for useful living within the society and preparation for higher education. It means that the quality of instruction at technical colleges, must in addition to the development of the cognitive or intellectual abilities of the youth, be oriented towards the acquisition of appropriate work skills, abilities and competences for the individual to live and contribute to the development of the society. However, the purpose of technical education with regard to the trade related courses in technical colleges is not likely to succeed using “chalk and talk” approach alone, except through effective use of educational resources to bring the students in contact with the school curriculum and learning activities.
Adeogun (2009) stated that resources refer to the available facilities that can be used to achieve educational goals and objectives. Orebanjo (2010) also recorded that good human resources particularly well trained, qualified and devoted teachers help students in various aspects of development in practical projects and skills acquisition in woodwork related services.
Woodwork technology is one of the programmes offered in technical colleges in
Nigeria. Wagner and Kicklighter (1986) stated that woodwork technology requires technical skills from students for good performance in woodwork trades such as; frame construction, carcase construction, stool construction and the skills in the use of tools and equipment to
3 effectively conduct in woodwork practical project. Hence students in woodwork technology need to acquire appropriate skills in order to be employable in woodworking establishments.
Skill according to Okorie (2000) means expertness, practised ability, dexterity and fact. Osuala (1987) defined skills as the competent to perform efficiently and expertly in one or more kinds of repetitive process, jobs or special equipment demanding manual dexterity.
Abdullahi (2010) opined that a skill is the capability of accomplishing a job with precision of certainty, practical knowledge in combination with ability, cleverness and expertness. Okorie and Ezeji (1988) remarked that to possess a skill is to demonstrate the habit of acting, thinking or behaving in a specific activity in such a way that the process becomes natural to the individual through repetitive practices. Osuala (2004) asserted that most technical skill training actually present greater challenges to the learner by integrating practical work, theoretical knowledge, observation, ability and encouragement in an occupation. The expected usefulness of the technology for education recipient, therefore, include ability to create jobs and earn a living through application of acquired practical skills especially in woodwork technology.
The study of woodwork technology in technical colleges in Kano and Jigawa sates is not yet providing the necessary skills in practical projects as expected from woodwork technology students in technical colleges (Olaniyan, 2001). The information obtained from the Executive Secretaries, science and technical schools board, Ministry of Education Kano and Jigawa states, showed that for the past five years there has been poor performance of woodwork students in woodwork technology trades, especially in practical projects. This could be due to lack of improved skills by the woodwork teachers in conducting practical projects, shortage of technical personnel as well as inadequate funding of woodwork practical projects. In this respect, technical teachers are referred to those who obtained technical training/theories and practice of education that are related to the knowledge, skills and
4 attitudes to the youths who will later use the knowledge and skills acquired to improve and reduce unemployment problems (Ikpe, 2005). In this respect, technical teachers are referred to those who obtained technical training on theories and practice education in related to the knowledge, skills and attitudes to improve on aspects of practical projects and reduce unemployment problems in the society.
The concept of practical project can be viewed as a piece of research work or an enterprise by a school or colleges student carefully planned to achieve a particular aim
(Osuala, 2004). It is an activity that produces something of value for other people; exertion of physical and mental energy for accomplishment of specific purpose; or a form of activity/job that has social approval and satisfies a real need of the individual to be active, productive, creative respectful and to acquire prestige. On the other hand, Lawry (1991) remarked that practical project is a means of developing students’ general professional skills and attitudes similar to those met by professionals at the workplace. It provides students with a real problem to which they are expected to provide a suitable solution or socially approved practical activity which will show their freedom, intellectual and physical movement. Okoro
(1993) and Bukar (1994) reported that project is an instructional method employed by industrial technical teacher to achieve a satisfactory level of skill acquisition. There are number of factors influencing the increase in the number of unemployed graduates from technical colleges. According to Okoro (1993) one of such is the inadequate preparation of students for projects in schools and colleges for effective performance. Hence, industries reject many applicants due to lack of appropriate practical skills. It is therefore, pertinent to note that woodwork technology teachers need to improve their skills in practical projects so as to train students to the point of acquisition of productive, saleable or employable skills in both private and public services.
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The performance of technical college students in terms of practical projects in woodwork technology in Kano and Jigawa states is faced with numerous problems such as lack of improved practical skills from the woodwork technology teachers, inappropriate teaching methods for conducting practical projects, acute shortage of qualified woodwork teachers, lack of facilities as well as inadequate funding. These problems, as identified by
Olaitan (1996), have contributed to the poor performance of college students in woodwork technology which need to be improved. It is therefore, noteworthy that improved skills of woodwork technology teachers would contribute to a large extent to the effective performance of woodwork technology students in practical projects in technical colleges in
Kano and Jigawa states. This, therefore, calls for means or ways of improving the skills of woodwork technology teachers in practical projects in the states technical colleges.
Statement of the Problem
Technical colleges produce craftsmen who constitute the lower level manpower needed in the country. Students who pass through technical colleges usually take one external examination, National Business and Technical Education Board (NABTEB). Graduates of technical colleges need to acquire the necessary skills that will enable them to be self-reliant or employed for pay in industries as well as other woodworking establishments.
However, most graduates of technical colleges in Nigeria are not readily employed by industries due to lack of appropriate skills for conducting practical projects. Hence, most of woodwork technology graduates of technical colleges graduate from school to unemployment. This issue of unemployment in Nigeria has been the major problem which is causing greatest set-back and seriously affects the economic development of Nigeria. In addition, the performance of woodwork technology students in 2011 National Business and
Technical Education Board (NABTEB) examination in practical projects was not encouraging especially in Kano and Jigawa states. The poor performance according to 2011
6 report of NABTEB’s chief examiner could be due to lack of skill required by woodwork technology teacher for practical projects such as frame construction, carcase construction and stool construction. The teacher’s lack of appropriate methods for teaching and conducting practical projects, acute shortage of qualified woodwork teachers and lack of facilities as well as inadequate funding might be the contributing factors.
The situation in the technical colleges presents felt problems to parents, industries and other stakeholders about students in Kano and Jigawa states not performing well in practical projects in woodwork technology. This, therefore, necessitates the need to identify the skill required by woodwork technology teachers in technical colleges particularly for improving practical projects so as to keep-up with the changing work environments.
Purpose of the Study
The general purpose of this study is to determine the skills required by woodwork technology teachers for improving practical projects in technical colleges.. Specifically, the study will determine the:
1. Skills required by woodwork technology teachers to improve practical projects in
frame construction.
2. Skills required by woodwork technology teachers to improve practical projects in
carcase construction.
3. Skills required by woodwork technology teachers to improve practical projects in
stool construction.
4. Skills required by woodwork technology teachers for effective use and maintenance
of modern tools and equipment for improving practical projects in technical colleges.
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Significance of the Study
The findings of the study would benefit woodwork technology teachers, woodwork technology students, Ministry of Education Kano and Jigawa state, curriculum planners, parents and guidance, woodwork technology industries as well as people and government of
Kano and Jigawa states.
The findings of the study will provide information for woodwork technology teacher to improve their teaching to solve the current problem inherent in students’ poor performance in woodwork technology and ways of improving woodwork technology students performance at National Business and Technical Education Board (NABTEB) examination in Kano and
Jigawa states. On the other hand, the woodwork technology students would benefit from the findings. They will be able to overcome some of the difficulties encountered in producing woodwork practical projects. The students would as well acquire and develop the appropriate skill that would make them self-reliant, enterprising and improve their employability.
The Ministry of Education through science and technical schools’ board would be more committed as a result of this study to the financing of technical colleges regarding the training of woodwork teachers to upgrade their skills. The Ministry would through the knowledge of the study supply qualified and competent teachers, and also provide adequate facilities for the execution of practical projects.
The result of the study will also provide information to curriculum planner on aspects of curriculum in woodwork practical projects that require improvement. Hence information will be integrated by the curriculum planners for the purpose of improving the skills of teachers in woodwork practical projects by updating the requirements of the woodwork technology curriculum for practical projects.
Moreover, parents and guidance will benefit from the findings of the study because when their children and wards are empowered with improved practical skills, they may be
8 employed or establish their own enterprises and thereby take the responsibilities of some member of the family financially and otherwise.
In addition, the result of the study will be of immense benefit to industries by obtaining the skilled personnel that will facilitate the production of the industries in terms of woodwork practical projects. This would increase the productivity and marketability of industries and their products.
Finally, people and government of Kano and Jigawa states will equally benefit from the findings of this study by obtaining the desired skilled and professionally qualified woodwork technology teachers and graduates. This knowledge of the finds and their integration in the curriculum would eventually reduce the rate of unemployment in the society at large by increasing the living standard of the people. An understanding of the findings would also assist government in policy making and implementation about woodwork technology teachers and students in the states.
Research Questions
The following research questions are formulated to guide the study:
1. What are the skills required by woodwork technology teachers to improve practical
projects in frame construction?
2. What are the skills required by woodwork technology teachers to improve practical
projects in carcase construction?
3. What are the skills required by woodwork technology teachers to improve practical
projects in stool construction?
4. What are the skills required by woodwork technology teachers for effective use and
maintenance of modern tools and equipment for improving practical projects in
technical colleges?
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Hypotheses
The following null hypotheses are formulated and will be tested at 0.05 level of significance.
Ho 1: There is no significant difference between the mean responses of woodwork
technology teachers and supervisors in woodwork industries on skills required by
woodwork technology teachers for improving practical projects in frame construction.
Ho 2: There is no significant difference between the mean responses of woodwork
technology teachers and supervisors in woodwork industries on skills required by
woodwork technology teachers for improving practical projects in carcase
construction.
Ho 3: There is no significant difference between the mean responses of woodwork
technology teachers and supervisors in woodwork industries on skills required by
woodwork technology teachers for improving practical projects in stool construction.
Ho 4: There is no significant difference between the mean responses of woodwork
technology teachers and supervisors in woodwork industries on skills required by
woodwork technology teachers for effective use and maintenance of modern tools and
equipment for improving practical projects in technical colleges.
Scope of the Study
This study is focused on the identification of skills required by woodwork technology teachers for improving practical projects in frame construction, carcase construction, stool construction as well as the skills in the use of modern tools and equipment for conducting practical projects. Skills in other areas will not be considered. The study will be conducted in
Kano and Jigawa states to solicit the opinions of woodwork technology teachers and supervisors of woodwork industries on the skills required by the teachers for improving practical projects in technical colleges in the states.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The review of related literature to this study organized under the following sub- headings:
Conceptual Framework
• Skill Development
• Technical Colleges
• Woodwork Technology
• Practical Projects
• Skills in Practical Projects in Frame Construction
• Skills in Practical Projects in Carcase Construction
• Skills in Practical Projects in Stool Construction
• Modern Woodwork Technology Tools and Equipment
Theoretical Framework
• Theory of Skill Development
• Needs Assessment Theory
Review of Related Empirical Studies
Summary of Review of Related Literature
Conceptual Framework
Technical college is one of the institutions that provide basic knowledge, skills acquisition in preparation for higher education and for self-employment. Technical college offers courses in technical areas among which is woodwork technology. This trade requires technical skills from students for good performance in woodwork practical projects such as frame construction, carcase construction, stool construction and skills in the use and maintenance of modern tools and equipment.
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Practical project is a process of transforming theoretical knowledge into real work situation which usually takes place in the woodworkshops under the guidance and supervision of the teacher/instructor. At the end of the training, the programme is expected to produce woodwork technologist, technician or craftsman that will facilitate the production of the industries for the benefit of the society at large.
Technical Colleges
Woodwork Technology Skills
Woodwork Technology Teachers
FrameConstr Carcase Stool Modern Tool
uction Construction Construction & Equipment
Practical Projects Wood Workshop Students
Industries Society
Schematic Diagram Developed by the Researcher (2013)
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Skill Development
Practical skill acquisition is the major focus of Technical College programmes.
However education at this level is generally referred to as vocation. The major purpose of vocational education is not to give certificate only, but to train skill workers who can actually function in their respective place of work. Vocational education programmes at the technical college level is designed to prepare an individual to acquire practical skills, basic and scientific knowledge and attitudes required as craftsmen and technician at sub-professional level (NPE, 1998). The success of any plan to prepare students for the above occupation demands depends upon ability of the educational programs in our technical colleges to be responsive to both the student employability skill development needs and prospective employers skills requirements.
Okorie (2000) observed that the current investment programmes in various sectors of the Nigerian economy have major implication for work force development, as there is rise in demand for skilled personnel. It is no doubt therefore, that if Nigeria is to benefit fully from modern era of technological skill development and practices, our technical colleges skill development programmes must deliberately and adequately create and provide workplace- like learning environment, communicate employer-like expectations for basic skill application,, functionality, dependability, thoroughness, decision-making capability, cooperation etc, provide students opportunities to practice and perfect these skills and traits.
This will in turn, enhance the desirable employability qualities of skills development related to self-confidence and general self-esteem to make the trainees fit for employment in the current changing complex world of work that demands employees to be creative, flexible and possess good interpersonal and managerial skills. This implies that skill development can be accomplished through work experience, education in the school workshops and laboratories.
What is vital is to build a better means of integrating academic education, skill training and work experience.
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The development of skills varies with the nature complexity and the type of activity.
People who opt for skill development should among other things, possess abilities, interest, aptitudes, patience, personality and other human or physical qualities that will enable them succeed in it. It is commonly misconceived that the development of skill requires low brains.
In deed most skill development activities present great challenges to the learner on the integration of the practical work, theoretical fields, common sense, good power observation and courage (Egbita, 2006).
For the development of skills, Okoro (1993) opined that all technical courses irrespective of their levels and objectives must stress practical activities. Any technical course in which a large proportion of the allocated time is not devoted to practical activity or work, project or experiment, is not likely to be adequate and very successful. Perhaps it is in this direction that the Federal Government establish regulatory bodies such as the National Board for Technical Education (NBTE) in 1977 to among others function, control the standard of technological education and to ensure that no vocational and technical institutions starts any programme without its (NBTE) inspection and approval, and Industrial Training Fund (ITF) in 1971 with aim of promoting and encouraging the acquisition of skills in industries and commerce with a view to generating a pool of indigenous training manpower sufficient to meet the needs of the economy. This implies that for skill development programmes in our technical colleges to be effective, focused, purposeful and industrially oriented, the skill training facilities must be functional and reflect the current features of related industrial setting. In order to make vocational education real and meaningful for skill development to students, the students Industrial Training Fund (ITF) and made it compulsory for all students of vocational education programmes at all levels with following objectives: a. To provide an avenue for students to acquire industrial skill and experience in their
course of study especially in Technological, Engineering and applied fields. b. To prepare students to work methods and techniques in handling tools, equipment and
machinery that may not be available in the educational institutions of learning.
14 c. To expose students to work situations they are to meet after graduation. d. To make the transition from school to world of work easier and henbane students
contacts for later job placement. e. To provide students with an opportunity to apply their knowledge in real work
situation thereby bridging the gap between college experience and work or practice. f. To enlist and strength employers evolvement in the entire educational process of
preparing students for employment in industry.
Despite the laudable recommendation by the National Board for Technical Education
(NBTE) as the highest accreditation body for technical colleges accreditation body in
Nigeria; plausible objectives of students industrial work experience scheme (SIWES) and efforts by vocational education to make our technical colleges skill development programmes more focused and meaningful to both the students employability skills needs and prospective employers requirements. Aina (2000) observed that vocational technical education programmes in Nigeria is faced with problems which militate against its ability to produce adequate quantity and quality of skilled and technical manpower required to lift our country form the abyss of technological irrelevance and economic depression. Comments from other vocational educators (Oranu, 2000; Okorie, 2000; Olaitan 1999) also show that the facilities in our vocational and technical institutions (technical colleges inclusive) have remained elusive, obsolete and non-functional. In a related observation, UNESCO (2002) specifically stated that technical colleges in particular suffer from both shortage and low quality of technical teachers and instructors.
Technical Colleges
Technical colleges in Nigeria are the institutions that provide technical and vocational education at secondary school level. Technical colleges offer courses in technical areas, among which are woodwork technology trades. Woodwork technology is the programme designed to produce woodwork technology graduates the necessary skills in production and
15 maintenance of wooden products and components for the utilization of human and industries.
However, technical college graduates are those who has successfully completed the programme. These technical college graduates need experimental skills that will enable them move from school to a relatively stable workplace. When employed in an industry, a graduate of technical college is expected to put into practice what his teachers taught him in the classroom under the supervision of woodwork technology industrial supervisor.
Teacher of woodwork technology is the one who teaches woodwork technology as a course in the technical colleges, on the other hand, woodwork technology industrial supervisor is the one whose job is to oversee and guide the work or activities of individual and group of workers in the industry (Lielomg and Fabian, 2002). The programmes of technical colleges in Nigeria are classified as vocational education. FGN (1998) proved this assertion by stating that vocational education is that form of education which is obtainable at the technical colleges. The purpose or goals of vocational education (technical college programmes) in Nigeria according to FGN (1998) in the National Policy of Education are:
(i) Provide trained manpower in the applied science, technology and business
particularly at crafts and technical level.
(ii) Provide technical knowledge and vocational skills necessary for agricultural,
commerce and economic development.
(iii) Give training and impart the necessary skills to individual who shall be self-reliant
economically.
To ensure that those objectives are achieved, the Federal Government establishes the
National Board for Technical Education (NBTE) to accredit the programme of technical and vocational education and training (TVET). The NBTE (1992) defined accreditation as the recognition granted by a National agency (i.e. NBTE) to an institution or it’s programme that has met the minimum national standard laid down for that for that level of institution or
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programme. The role of the National Board for Technical Education in ensuring standard in
technical and vocational education in Nigeria is summarized by NBTE (1992) as follows:
1. Advice the Minister of Education on minimum standard in technical colleges and other
technical institutions and thereafter maintain the standard set.
2. Accredit technical and vocational programmes of all institution (except Universities) for
the purpose of awarding National Certificate, Diploma and other similar awards for entry
into National zonal examinations.
3. Lay down the standard of skills to be attained and to continually review these standards as
necessary due to technological changes, and;
4. Review methods of assessment of students and trainees and to develop a scheme of
National Certification for technicians, craftsmen and other skilled personnel in
collaboration with ministries and organizations having technical training programmes.
The Board further noted that in exercise of its power under the above listed decrease,
the board has laid down minimum standard of technical education for the technical colleges
through curricular. The curricular were however, revised in 2011 and approved in October,
2003 at Yenegoa in Bayelsa state (NBTE, 2003).
In the new curriculum of technical colleges, the Board stated that the curriculum of
each programme is broadly divided into three components:
(a) General education, which accounts for 30% of the total hours required for the
programme,
(b) Trade theory, trade practice and related studies which account for 65%, and
(c) Supervised industrial training/work experience which accounts for 5% of the total
hour required for programme.
This indicates that there is a continuing need for highly skilled woodwork technology
teachers in Nigerian technical colleges in the manufacturing trades of the woodwork.
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Therefore, additional training opportunities should be made available for technical college teachers of woodwork in the safe and efficient use of a wide variety of modern hand and power tools as well as computer controlled machines used to manufacture wooden products
(practical projects).
Woodwork Technology
Woodworking is the skill or activity of making wooden objects. It is also referred to as the parts of a house or room that are made up of wood. The programme in woodwork technology will give an individual best possible knowledge related to wooden materials and industrial production of wood items meeting up with the needs and expectations from the wood based industry.
Combining the skills acquired with eth specific knowledge in wood and wood technology, make the learner to become and attractive competence at the labour market. woodwork technology programme has a pronounced project-oriented profile in technical colleges. The teachers of woodwork technology trade in technical colleges have the train the woodwork students in both the theoretical studies as well as the more practical projects work.
This is due to the ever increasing need for more advanced technology used by the industries to be competitive (Portal, 2007).
According to Pam (2004), woodwork technology as part of vocational technical education is that types of training intended to prepare the students to earn a living in an occupation in which success id dependent largely on understanding of technology as applied to modern technology and design. This type of education provides skill, knowledge and attitudes necessary for effective employment in specific occupation (Okoro, 1993).
Woodwork technology in technical colleges therefore, involves the engagement of both woodwork teachers and students in theory and practical activities. In this respect, students will become familiar with main aspects involved in the design and development of new and
18 existing woodwork production based on costumer need, technology and processes. Teacher of woodwork technology in technical colleges should have the knowledge of a wide range of production machinery currently used in the advanced woodworking industry and modern woodwork technology hand tools.
Sackey (1999) viewed woodwork technology in technical colleges as a written course aimed to meet the need of a range of syllabus lacing emphasis on practical procedure added that woodwork technology is a versatile and career avenue. Students start to learn when they are involved in the learning situation. At present we have woodwork technology teachers who emphasize more on theoretical aspects in the woodworkshops with no emphasis on practical work due to lack of improved skills in practical projects. This indicates that if woodwork technology course is well taught especially in terms of practical projects in technical colleges, many of the students graduating from the technical colleges will engage in woodwork related business or open their own woodworkshops instead of waiting for government work.
Sara (2001) discovered that more than 60 per cent of the staff teaching woodwork technology in technical colleges could not perform the skills or provide technical services they were expected to teach other despite their high level paper qualification. This is of course due to lack of improved skills or non-skill acquisition from their respective institutions. Therefore, the development of woodwork technology in Nigeria technical colleges cannot be achieve without adequate, qualified and skilled woodwork teachers, modern tools and equipment as well as well facilities to enable our country achieve economic and technological advancement. But with prevailing problems of woodwork technology, its dependence as base for the nations progress cannot be reality in woodwork technology except quick steps are taken forestall it.
Olumese (2004) pointed out that teaching is a process of facilitating learning.
Therefore, for effective teaching of woodwork technology to take place, it is considered quite
19 appropriate that prospective teachers should interact with the prevailing teaching environment. This is due to the fact that the important of teaching woodwork in our technical colleges cannot be over emphasized, considering the unemployment rate in the country and the job opportunities offered by the woodwork technology trade. This indicates that woodwork technology in Nigerian technical colleges can also provide a better basis for educational and skills development for both the teachers and students respectively.
Practical Projects
The term practical project is defined by Padel Ford (1983) as the level of proficiency on a specific task or limited group of task. It is also referred to as the manipulative skills that involve parts of the body. These definitions emphasized physical performances which are the performances that involve either the movement of the body or used of tools or objects to assist performance as the case in operating a machine. On the other hand, Ezewu (1984) defined practical project as the term applied to any task that involves the construction of a products. It is a decision chain model consisting of three phases namely; initiation, execution and terminal result. It is also described as a method of instruction that enable students to acquire wholehearted purposes.
Emerging from these definitions, is the fact that woodwork technology practical project is a problem solving exercise that involves both process and product. The process component of the woodwork project involves imitating planning, and executions, while a students to solve a problem and the assessor (woodwork teacher) to observe the students and award marks. Thus the woodwork practical project is a problem-oriented assignment given to student that requires the use of knowledge and skills for solving it over a period of time.
Therefore, it is clear that woodwork practical project skills in technical and vocational education are organized and coordinated forms of physical observable skills in the use of tools and equipment to perform task. Woodwork technology has a strong emphasis on the
20 practical woodworking skills which make the course enjoyable and simulating by preparing students with the essential sills needed for employment in fine woodworking industry or eventually lead on to setting private woodworking business.
Ofsted (2007) remarked that students should increasingly be encouraged to develop their own ideas in the work that reflect their own sense of style with modern machines and hand tools following the appropriate techniques to provide quality practical projects. To gain more confidence with their practical skills according to Ofsted, students will also be taught at all of the associated knowledge required in this area which includes:
• Prepare drawings and cutting list, select, prepare and maintain tools and equipment,
produce patterns and jigs, identify and select timbers and safely use woodworking
machinery.
• Use all woodworkshop tools to undertake practical tasks, construct range of joints, use
of method to produce shaped and veneered parts, construct and assemble furniture
project.
• Fit a range of drawer and cabinet hardware where necessary, apply moldings and
finishes and make necessary adjustment to finish the piece.
All practical based woodwork exercises take place in fully equipped woodworkshops.
Therefore, students need to be encouraged to work towards the highest possible standard in craftsmanship and design. Practical project is exploratory and experimental in nature. It combines elements off techniques and standard practice with element of creativity. It allows learners to use variety of tools, equipment and materials as well as allow the learner to engage with modern technological advancement.
This aims are to enable the woodwork technology students to develop:
• Skills in woodworking and practical techniques.
• Skills in measuring and marking-out timber sections and sheet material.
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• Safe working practices in workshop environment.
• Practical creativity and problem solving skills.
• Knowledge of sustainability issues in a practical woodworking context.
From the above aims, it is indicated that the course provide opportunities to develop and enhance psychomotor skills, practical creativity, practical solving skills on appreciation of safe working practices in a woodworkshop environment and knowledge of sustainability issues in practical woodworking context. Hence, the activities also provide opportunities to build self-confidence and to enhance generic and transferable skills in numeracy, employability skills, thinking skill, planning and organizing of work task, working independently and in collaboration with others.
Practical project in technical colleges is therefore a course that enables students gain knowledge in the art and crafts of woodworking, and provide basis and necessary skills for technological growth. The knowledge to be acquired is fundamental and will act as an avenue for continues growth during and after school. In view of the above assertion, SQAS (2011) summarized the aims and objectives of practical projects of woodwork technology in technical colleges as follows:
(a) Create ability, mental and practical skills in the use of hand and machine tools for the
construction of items in wood and related materials.
(b) The ability to plan and follow a sequence of work operations which are n3ecesary to
lead to successful completion of projects.
(c) A good basic knowledge of design and reading of working drawing.
(d) Functional skills capable of providing a means of livelihood in woodworking.
(e) Awareness of problems relating to wood and wood industry.
The aims and objectives are to develop student’s knowledge, understanding, skills and values related to a range of technologies through the safe interaction with material, tools and
22 processes in the planning, development and construction of quality practical projects.
Therefore, the practical experiences will be enhanced throughout the designing, manufacturing, communicating, managing and evaluation of projects. This will make students utilize college workshops in order to product skilled and detailed projects.
Skills in Practical Project in Frame Construction
Frame construction is defined by George (2009), as the technique of construction in which the wooden parts are based around vertical structural members usually called ‘studs’, which provide a stable frame to which exterior and inter wall covering area attached. It is also known as light-frame construction when the frame is covered by a roof made of horizontal ceiling joists and sloping rafters (or pre-fabricated roof trusses). Modern light frame structures usually gain strand from rigid panels (Plywood and other plywood like composites such as oriented strand board ‘OSB’ used to form all or part of wall section. Wall framing in house construction includes the vertical and horizontal members of exterior walls and interior partitions, both of bearing walls and non-bearing walls. These stick members, referred to as studs, wall plates and lintels (headers) serve as a nailing base. The design principles of all woodwork practical project in frame construction are influenced by the materials, shape, structure, use and appearance. Therefore, when students understand the design principle, the frame construction project will be started with just a simple ability of measuring, cutting and assembly.
Commonly, there are two framing techniques when it comes to wood frame building.
They are ballon framing and platform framing construction. Ballon framing uses studs in terms of building from ground to the ceiling of the top floor in the exterior wall regardless of how many levels of the house or building is made of. Platform construction however, needs each floor as a separate unit so study runs from floor to ceiling of each unit. Ballon framing used to be popular method when long lumber was abundant but as time goes by, platform
23 framing is a better choice because it is easier to build and offer more flexibility. Knowing the difference between the two wood frame construction methods will help students to install or create their own frames as well as construct other ones and even partitions. This implies that simple task tend to develop to more complex ones and in no time the woodwork learners start creating new and modern frame construction.
According to Walton (1981), when designing and making any woodwork articles, the designers and craftsmen are influenced by:
(i) The purpose for which the article is article is required.
(ii) The technical knowledge required for its construction.
(iii) The materials available.
(iv) The appearance of the completed article.
The design of practical project is modified according to the current taste and costumes of the age. Thence, the living conditions, customs, needs, tests and even the mode of dress accepted by a society of nay period, influence design and are reflected in the objects and works produced by the creative skills of the craftsmen of the period. Present day artifacts man-man articles) are influenced by our way of living. Designers and craftsmen today have greater scope of experiment and work with an almost unlimited variety of modern materials, tools, and machines in order to produce articles which function efficiently and are pleasing in appearance.
Practical Skill in Construction of Framing Joints
The woodwork technology teachers have to improve on the joints used in frame-like construction where the wood members are jointed end to edge, with their edges at right angles e.g. paralleled doors, tables, chairs, picture frames etc. The face sides of the wood members are usually flush. Some of the common joints for frame construction are:
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(i) Halving or Half-lap joints – The name is applied to joints where the pieces of timbers,
which meet or cross each other, are halved in their thickness so that when assembled,
the faces are flush.
(ii) Mitred joints – This ends of the pieces are mitred, butt together and held together by
nails, screws of glue. The joints may be strengthened by dowells, chiefly used in
picture frames, architraves, frames round soling or plywood-table tops etc.
(iii) Dowelled joints – A form of butt joints strengthened by means of dowels used in
chairs and tables for fixing the rails and rungs to the legs.
(iv) Mortise and tenon joints – The most common and strongest form of framing joints.
There are many forms of mortise and tenon joints. Chiefly used in paneled frames for
doors, frame carcase of cabinets.
(v) Bridle joints – These joints are sometimes used in place of mortise and tenon joints,
where a stronger joint than a halving joints is required.
The variations of these joints are occasionally necessary, and may be designed to suit special jobs.
Skills in Practical Projects in Carcase Construction
Carcase construction is used to describe items with box-like body construction.
Walton (1981) defined carcase as the framing of a structure prior to covering or sheeting with plywood or hardboard (or box-like cabinets) before fitting drawers, doors, shelves etc, and before decorative features are applied. The aim is to develop practical skills in the use of woodworking tools and the production of a range of basic joints and assemblies commonly used in carcase construction. Learners will also develop their knowledge and understanding of woodwork materials, recycling and sustainability issues as well as an appreciation of safe working practices in a woodworkshop environment. The student prepare for carcase construction in woodworking tasks by:
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(i) Selecting with guidance, woodworking tools, equipment and materials appropriate
for the tasks.
(ii) Confirming that woodworking tools and equipment are in good conditions and
safe working order before, during and after use.
(iii) Using correct names and terminologies when referring to woodworking tools,
equipment, materials, and processes.
The woodwork technology teacher are in the best position to train the students in the skills for marking-out, bench work, cramping, butt-joints, corner rebates, housing joints, dowel joints etc. If the skills are appropriately acquired, the woodwork students will be able to (Geoff, 2004):
(a) Prepare for carcase construction woodworking tasks.
(b) Construct a range of basic woodworking joints used in carcase construction.
(c) Assemble a carcase with four or more joints.
Walton (1981) identified three main forms of carcase construction. They are frame carcase (simple frame carcase and frame and paneled), solid end carcase, and solid carcase.
1(a). Simple Frame Carcase: Consist of a frame-like skeleton of narrow stiles or posts and
rails. The frames when constructed are nailed or screwed and glued together ply or
hardboard sheeting is then glued and pinned over the carcase frames. Cross-rails for
drawers and shelves are either housed or mortise and tenon in while assembling the
frames.
(b) Frame and Panelled Carcase: In this type of construction, the sides or ends of the
carcase are frame with ply or hardboards panel grooved in. They are then joined at the
top and bottom with gross rails lap dovetail into the ends of the stilas or posts.
2. Solid End Carcase: The ends may be solid wood, multiply, corestock or particle
board, with cross rails lapped dovetail at the top and bottom. Other members being
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fixed with double stub tenons. The planted top is attached with screws through the top
cross rail.
3. Solid Carcase Construction: Has solid ends and solid top and many also have a solid
bottom, shelves and partitions. Solid wood, corestock, multiply or particle board
being used. The manufactured are usually pre-veneered with figured woods to take
transparent finishes. Joints may be dowelled, rebated butt, mitred, housed, tongued
and trenched or dovetailed (common, lapped, double lapped or secret mitred)
depending on the materials used. Slot screw drawer runners, shelf-cleats etc. if solid
wood is used.
The skills in the constructional methods and techniques of carcase construction are stated in the forms of carcase construction earlier, therefore, the students with support of woodwork technology teachers are to consider the new designs that are necessary to fulfill the needs of man in our changing living and social conditions.
Skills in Practical Projects in Stool Construction
The term stool construction referred to raised surface of a structure used to sit on, commonly for use by one person. Kumaran (2003) described stool as a chair without a back or arm rests or when raised up is also called a stool. The stool or chair is known for its antiquity and simplicity, although for many centuries it was an article of state and dignity rather than an article of ordinary use. The chest, the bench and the stool are ordinary seats of everyday life. On the other hand, Kumaran added that a stool is essentially a seat with no back or arms intended for one person. As such, it was for many centuries the standard seating arrangement for the majority of people.
Good design with regard to stool construction is influenced by the stool designers which have a greater freedom of expression. The stool designer’s work is often only required to satisfy his own needs or those of an individual client, thus he can carefully select the most
27 suitable materials and adapt methods of construction and forms, texture and colour to give personality to his creations.
In order to appreciate and understand the present stage of “modern design”, the students craftsmen-designer should delve into the past and study the works of craftsmen of earlier times. He should know how design influenced or was influenced by art, architecture, industries, tools and materials, and the prevailing economic, social, cultural and religious forces. By combining this knowledge of the past with that of our own environment, we can be inspired to constructive thinking and experiment, and thus progress and produce beautiful and practical articles.
There are two main elements governing the design of stool construction or any other woodwork articles. They are:
1. Efficiency: This includes combining all the practical aspects necessary to produce an
article with is functionally sound and skillfully made of suitable materials.
2. Appearance: The aesthetic or external visual aspects which are produced by skillful
and honest use of shapes, surface texture, colours and decoration.
The fundamentals of design and construction of nay stool are not dependent on any style or fashion but are aspects which are flexible and can be applied to any creative activity at any time. They are however, influenced by what people think is beautiful and suitable and in harmony with our constantly changing living conditions and environment.
The strength, durability and stability of the stool construction, depend on the type of material, the sectional size of the materials and wood members and the joinery techniques used relative to the particular uses of the article. The final result depends on the careful consideration of these aspects and the skill of the designer or the woodwork teachers to integrate their relative value according to the use, beauty, and quality of the article. Each aspect depends on and influenced others (Becksvoort, 2013).
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Stool construction enables the woodwork technology students to develop skills in setting-out and making basic woodwork joints commonly used in stools construction which include: butt, notched, halved, dowelled, bridle or mortise and tenon joints, use and read simple woodworking drawing and diagram. Therefore, woodwork teachers should improve their practical skills on the construction techniques on the aspects of stools construction.
Modern Woodwork Technology Tools and Equipment
It is often said that a woodworker is only as good as his tools. Therefore, the place of equipment, tools, and materials should not be left-out in pursuance of ways for teaching any technical subject like woodwork technology. Since every occupation has a body of content which is only particular to it. Students should be trained in such a way as to acquire the habit of doing each job within the occupation in the proper way with proper equipment and tools.
Olaitan (1990) remarked that any school that lack the essential equipment, materials, tools and facilities, cannot achieve most of the objectives of its programme. This implies that technical education requires a great deal of attention with respect to facilities, tools equipment and materials needed for instruction most especially in the present technological advancement in the economic development. It is then certain that nay skill-forming technical course must not only require tools, equipment and other infrastructure, but also raw materials with which learners must work. Therefore, skills are formed basically when learners form, shape, join or treat materials.
Facilities and materials in technical education are those goods and services that help to facilitate teaching and learning process in educational set-up. These include tools, equipment and materials, workshops, classroom, libraries and other utilities etc., which assist education to function and attain goals of acquiring technical skills used in the world of work
(Olaitan, 1996).
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McGraw (2013) described tools and equipment as those portable and heavy instrument or devices for performing special operation in vocational technical education especially in teaching and learning situations. He also described tools and equipment as device used in the performance of work. Tool applies broadly to a device that facilitates work. It denotes a small manually operated device. It refers to a device for making materials changes on other objects, as by cutting, shearing, striking, rubbing, grinding, squeezing, measuring or other processes. A hand tool is a small manual instrument traditionally operated by the muscular strength of the use. On the other hand, a machine tool is a power-driven mechanisms used to cut, shape or form materials such as wooden items. Tools are main mean by which human beings control and manipulate their physical environment.
In this case, some tools can substitute for other tools, either as a make-shift solution or as a matter of efficiency, but by design, a tool may share key functional attributes with one or more other tools. A multi-tool is a hand tool that incorporates several tools into a single portable device. To modern woodworkers, these types of tools were revolutionary because they were one tool or one device that could do several different things. With this new revolution of tools, the modern woodworker would not have to carry so many tools with them to the job sites. The problem of having to deal with so many different tools was solve with over taking of multi-use tools (Sam, 2006).
Tools differ significantly, not only in their shape but also in their use and they require a certain amount of study and practice before they can be used with any degree of effectiveness. Many professional woodworkers enjoy collecting tools as much as they enjoy woodworking. However, woodworkers of all types and trades will agree that a small group of tools and machines are essential to a broad range of tasks. These tools basically apply to several types of woodwork including rough construction such as framing construction and
30 finished woodwork items. Hence, for a beginning woodworker, a set of essential woodwork tools opens the world of woodworking practical project.
Modern Tools for Woodwork/Carpentry
According to Baylor (2013), tools for woodworking and carpentry go hand-in-hand. It is difficult to talk about one without saying something about the other. The reason for this crossover is the tools used in each profession. Sometime woodworking differs from carpentry due to consumer views. Although a woodworker’s skill can compensate for lack of modern tools, the new tools on the market today do make the job easier. Modern woodwork or carpentry tools such as power saw can carve hours-off of a woodworker task. Instead of spending minutes sawing a piece of wood by hand, one can use a power saw and cut woods in just seconds, creating a straight cut that can be difficult to achieve any other way.
Woodworking tools are found in the woodworkshops of professional and non- professional woodworkers alike. These tools generally cover all the basic for performing woodworking functions such as cutting, drilling and sanding wood etc. However, modern, woodworkshops include multiple pieces of machinery, each deigned for individual milling operations. A large table saw features prominently in the centre of the woodworkshop.
Smaller machines such as drilling press, radial arm saws, shapers and band saw populate the perimeter of the woodworkshops, each designed for modern operations. For the woodworker with neither the financial resources nor the space to build a large woodworkshop, a compact multi-purpose milling machine can be the ideal solution. This means that having the right and modern tools can provide the woodworker the good feeling of having ‘done it yourself!’
(Baylor, 2013).
With passage of time, tools used in woodwork technology evolved, becoming more sophisticated and allowing for more easy and precise practice of woodworking. Even through to tools have been modernized, the first tools used in woodwork such as hammer, mallet and
31 chisel, still are used in the field. Nevertheless, most modern woodworkers utilize a variety of power tools. Today’s power tools are lightweight, fast and include a number of safety features that make short work of many woodworking tasks.
Theoretical Framework
The theoretical framework of the study is based on the following theories:
• The Theory of Skill Development
• Need Assessment Theory
The Theory of Skill Development
Newell (1991) propounded skill development theory which states that “as a learner acquire skills, changes, may be observed that reflect strategies that an individual uses to achieve specific movement outcomes”. He further observed that skill development is a process in which a performer learns to control and integrate posture, locomotion and muscle activations that allows the individual to engage in a variety of motor behaviours that are constrained by a range of task requirement. A learner may show a change in the special orientation of body limbs as well as exhibit a change in the timing and sequencing of movement. This implies that, motor skill acquisition follows a pattern which learning accumulates with practice.
The theory of Huffman (2002) classified skill development into three categories that are related to acquiring, organizing and assessing information. This skill includes both information on what is happening outside the business or workshop, and what is happening inside the business or workshop. There is an attitude or motivated component to this area as well as a skill component. The technicians have to be motivated to go beyond their usual or traditional source of information and also the “step-outside their paradigm” when evaluating information. The second category of skill according to Huffman is skill related to making
32 good product or business decisions. He expressed this as the one that requires good information and strongly analytical abilities. He said there is an attitude component to this skill area as well. It is an aid of making better decisions managers or technicians have to be willing to seek the advice and opinion of others. Huffman further viewed the first two skills areas of information management, entrepreneurship and strategic thinking and good planning for skill development. The third skill is referred to as skill that related to using and organizing resources to implement decision. This skill depends on the type of decision. It is the skills that are required in any or all the management areas of operations, management, finance, marketing, human resources and production.
Newell’s theory is related to this study as it emphasized that skill development occur through the acquisition of skill which will result to changes that may be observed and reflect strategies that an individual uses to achieve specific movement outcome. One common feature of all the components is that the skills deal with the acquisition of performance ability which enables a skilled individual to perform at the most economic level. The ability to act, think or behave in a particular way, particularly in a way, which has become part and parcel of the individual is the main aim of the acquisition of skills development especially in woodwork technology practical projects. In support of the above assertion, Ezeji (1993) remarked that in learning a skill, about 65 per cent of the time should be spend in practical, to obtain functional technology in technical colleges. He recommended that a well equipped woodworkshops and functional machines must be provided, this will enable the individual to marry theory with practice.
Needs Assessment Theory
The need assessment theory was propounded by Good and Brophy (1997). The theory stated that “ A need develops and motivated behaviours only if an individual is expose to a certain pressure which is need to be assessed; the desire to satisfy or gratify these needs
33 directs or dictates human behaviour”. Some individual theorists have made greater inputs with their conceptual scheme motivation which have implication for classroom teachers.
Reisebry (1990) has noted that personality development can be described as a combination of a press and a need. According to Reisebery each theme in an individual life is characterized by the existence of a need in relation to a particular press, a stimulus situation that has a potential influence upon the life of the organism.
Abraham Maslow developed the hierarchy of needs in 1940-1950s, and the hierarchy of need theory remains valid today for understanding human motivation, management training, and personal development. Indeed, Maslow’s ideas surrounding the hierarchy of needs concerning the responsibility of employers to provide a work place environment that encourages enables employees to fulfill their own unique potential (self-actualization) are today more relevant than ever.
In his own view, Cannon (1991) saw need gratification as the basis for human behaviours. He urged that needs are arranged in a hierarchy of their existence or importance.
These needs include aesthetic needs, desire to know, self-actualization needs, esteem needs, love and belonging needs, safety needs and psychological needs. Thus as one general type of need is satisfied, another higher order of needs will emerge and become operative in life.
These levels of needs are also classified into\ being need and deficiency needs. The deficiency needs can be satisfied only by others. This shows that an individual can depend on others as a source of need gratification. That of self-actualization desire to know and aesthetic needs are the being needs.
Kaufman (1998) said that needs assessment is the formal process of identifying needs as gaps between current and desired results planning those needs in priority order based on the cost to meet each need versus the cost of ignoring it, and selecting the most important needs (problems or opportunities (for reduction or elimination). This definition emphasizes
34 that needs are gaps in result rather than gap of deficiencies in process or resources. It asks the user to assess the discrepancy between what is and what should be in terms of results, and to compare the magnitude of these gaps in results against the cost to close or ignore them. These definitions and related approach to need assessment couples productivity with effectiveness.
Therefore, nearly all the approaches see the usefulness of need assessment for obtaining and allocating resources for projects.
This theory is related to this study because Onwuka (1982) emphasized that the fact that before any in-service education programme can be established, the felt need of teachers who will participate in such a programme must be ascertained. Therefore, perceived needs of teachers must be considered and also in-service education training should be structured to permit their active involvement in order to improve their practical skills. Moreover, the woodwork technology teachers should concern themselves with the efforts to find out how best to structure their workshops activities so that students will be opportuned and encouraged to satisfy their individual needs. Thus, the occasional and appropriate involvement of students and their needs in the planning of curriculum and instruction and also systematic exposure to environmental process will lead to some reasonably strong interest in the students especially in woodwork practical projects.
Related Empirical Studies
Related empirical studies with respect to the skill required by woodwork technology teachers for improving practical projects of technical colleges are scarce and difficult to come by. However, few studies were found to be relevant to this study as follows:
Ali (1998) conducted a study on mechanism for improving practical projects in woodwork in Polytechnics and Colleges of Education (Technical) in Northeastern zone of
Nigeria. The population of the study was made up of 85 respondents comprising 31 woodwork technology teachers and 54 woodwork students. The instruments were validated
35 by six experts from the Faculty of Education, University of Nigeria, Nsukka. The reliability using Cronbach Alpha (s) yielded a coefficient of 0.88 for the whole instrument. Eighty-five copies of the questionnaire were administered by hand by the researcher. The return rate of the instrument was 98.75 per cent. The data was analyzed using frequency, mean and t-test of independent means. The following findings were made: difficulties were encountered by students on conducting practical projects, inappropriate techniques were used by woodwork technology teachers for conduction practical projects in the woodworkshops.
This shows that there is relationship between the two studies on the improving of practical projects in woodwork technology. The study also revealed that there are difficulties encountered by the woodwork students for conducting practical projects and inappropriate techniques used by woodwork technology teachers for conducting practical projects in the woodwork ship. The different is that, the study was conducted in polytechnic and colleges of education (technical) while this study will be conducted in Knao and Jigawa states. The study focused on inappropriate techniques employed by woodwork technology teacher for conducting practical projects. This study focused on the skills required by woodwork technology teachers for improving practical projects in frame construction, carcase construction, stool construction and the use of modern tools and equipment. This represents the gap this study seeks to fill.
Owolabi (2004) carried out a study on strategies for improving performance of technical college students in woodwork technology in Kwara state. Four research questions were answered and three null hypotheses were tested at 0.05 level of significance. The areas of coverage were five Government technical colleges in Kwara state. The target population was made up of all the principals and vice-principals, woodwork teachers and instructors, and woodwork students, which gave the total population of 140 respondents. There was no sampling. The reliability coefficient of the instrument was 0.92 using Cronbach Alpha
36 reliability test. The instrument was face validated by three lecturers in the Department of
Vocational Teacher Education, University of Nigeria, Nsukka. It was found from the study that general education, theory related study and supervised industrial training work experience will enhance teaching and learning of woodwork technology. The teaching methods used toward ensuring accomplishment of goals and objectives of the programme include integrated approach, demonstration project method, field trip and assignment among other. It was recommended that government should provide adequate tools, materials and equipment for learning to enhance better performance. It was suggested that federal and state government should be involved in the area of funding, financing, employment of qualified technical teacher. It suggested that government should encourage participation and involvement of various companies and society at large.
The relationship between the study and this research is that, both the two studies will improve the practical projects which is the major aspect of performance of woodwork technology students. It could be understood from the two studies that general education, theory related study and supervised industrial training work experience will enhance teaching and learning of woodwork technology. The study was conducted at technical college in
Kwara state while this research will be conducted in technical colleges in Kano and Jigawa states. The study focused on the teaching method and the provision of tools and equipment, but this study will determine the skills required by woodwork technology teachers for effective use of modern woodwork tools and equipment for improving practical projects.
Otiri (2006) conducted a study on modalities for the improvement of technical college programme in Delta state. Five research questions and two null hypotheses guided the study.
Descriptive survey design was used for the research. The area of the study was Delta state which includes the six state owned technical colleges. The instrument for data collection was questionnaire. The instrument was developed in line with the five research questions and it
37 contained 40 items divided into five sections. A test and retest method of reliability was used to establish the reliability of the instrument. The method used for data analysis was simple mean and standard deviation and the t-test was used to test the null hypothesis.
The findings of the study, pointed out various abnormalities in the technical education programmes in technical colleges in Nigeria. Some of these include widening gap between theory and practice, teachers and instructors that are more sound in theory but deficient in practical projects, low enrolment and acute scarcity of candidates in most of the courses in technical college. The study therefore, identified some strategies by which some of the problems of technical colleges programmes. These include; incorporating cooperative education training model into the NBTE curriculum for technical colleges, compulsorily attaching students to informal sector (road side workshop) as a form of industrial attachment or apprenticeship to improve practical skills. Encourage technical college teachers and instructors to belong to professional bodies. Compelling industries operating within the locality of technical colleges to contribute to the financing of their programme. Hiring of well equipped college workshops to industries for skill training their workers or even the technical college teachers or instructors undertaking the training. It was discovered furthermore that modernizing the physical structure in technical colleges programme will naturally attract students.
The two studies are related in the since that they are aimed at improving the technical college program. The two studies point-out various abnormalities in the technical colleges such as the gap between theory and practice. Teachers and instructors are more sound in theory but deficient in practical projects. The major difference between the study reviewed and this study is that the study was conducted in Delta stages, while this study will be conducted at the technical colleges of Kano and Jigawa states. The study was also restricted to the identification of some problems of technical colleges programmes. Therefore, the study
38 was unable to determine the skills required by woodwork technology teacher for improving practical projects in technical colleges in frame construction, carcase construction, stool construction and skill for effective use and maintenance of modern tools and equipment.
This indicates the gap that this study intends to fill.
James (2006) carried out a research on the pre-service skills need for increasing the employability of technical college graduates in Niger state. A survey design was adopted for the study, the total population of the study were 231 consisting employers, 167 technical college graduates and 41 educators all in Niger state. A structured questionnaire with three sections and 92 five point Likert scale items was used as an instrument for data collection.
The reliability coefficient of the instrument was 0.89 using split-half techniques. Three research questions and a null hypothesis tested at 0.5 level of significance guided the study.
Mean and standard deviation were used to answer the research questions while t-test to test the hypotheses. The study revealed among others that the employers of technical college graduates in Niger state require their prospective employee to posses adequate and relevant employability skills prior to graduation, pre-service skills acquired from technical colleges do enhance employment; schools lack adequate skill training facilities. Professional technical teacher and adequate electric power supply.
Based on these finding, the study also recommend among others; that employers should explore avenue for mutual partnership with technical colleges near them and sponsor skill programmes related to their industrial needs through grant and aids, exchange of expertise experience, instructional and workshop facilities. School should be provided with adequate functional facilities and tools and equipment replica of industrial settings, enough technical teachers and materials for students practical activities as well as sufficient electric power supply to technical college workshop.
39
The studies are related on skill needed for increasing the employability of technical college graduates most especially prior to graduation. But the difference is that the study did not address the skills required by woodwork technology teacher for improving practical projects in woodwork technology in technical colleges in frames construction, carcase construction, stool construction and skills for effective use and maintenance of modern tools and equipment for improving practical projects in technical colleges.
Summary of Review of Related Literature
The review of literature related to this study revealed that facilities for effective teaching and learning of woodwork technology are very important because woodwork technology course is practical oriented. The literature reviewed also revealed that the condition in our technical college workshop is poor, and that woodwork students learn by doing, they understand the skills and knowledge they are developing in accomplishing meaningful task. The literature showed that there is need to train teachers especially woodwork technology teachers in the use of modern facilities in our technical colleges and to be creative to enable them overcome some of the short falls in facilities.
The review also indicated that providing students with work experience is not enough, there must be a bridge between school and work by which students are provide with work place experiences that are structured to promote and reinforce the skills acquired in the workshops. This will give students opportunities to use the skills acquired in the classroom/workshop in the world of work. This shows that skill and performance are in separable. Performance is a configuration of skill which is the sequence of responses required for a specific task. Skill acquisition and development are learning activities involving cognitive, affective and perceptual or psychomotor domain.
From the available related empirical studies reviewed, many authors worked on the problems in operating technical college programme such as inadequate qualified woodwork
40 teachers/instructors, inadequate practical skills on the part of students, lack of adequate facilities, tools and equipment as well as poor funding of the programme. However, none of them was on the skills required by woodwork teachers for improving practical projects in frame construction, carcase construction, and stool construction especially in Kano and
Jigawa states which is the major thrust of this work. Based on this, this study was conducted to determine the skills required by woodwork technology teachers for improving practical projects in woodwork technology in technical colleges in Kano and Jigawa States.
CHAPTER THREE
METHODOLOGY
This chapter deals with the procedure that was used in conducting the study which include: Design of the Study, Area of the Study, Population for the Study, Sample and
Sampling Technique, Instrument for Data Collection, Validation and Reliability of the
Instrument, Method of Data Collection and Method of Data Analysis.
Design of the Study
Descriptive survey research design was adopted for the study. Gall, Gall and Borg
(2007) described descriptive survey research as a method of data collection using questionnaire or interview to collect data from a sample that has been selected to represent a population to which the findings of the data analysis can be generalized. This research design is appropriate for this study because it will allow the respondents to put down their views and opinions on the skills required by woodwork technology teachers for improving practical projects in technical colleges using questionnaire.
Area of the Study
The study was conducted in technical colleges in Kano and Jigawa States. The technical colleges include: Government Technical College; Ungogo; Bagauda; Danbatta,
Kano; Wudil; Birnin Kudu; Karkarna; Ringim and Hadejia. The technical colleges offer
Woodwork Technology Trade.
The researcher intends to conduct the study in the area because Jigawa is a newly created State out of Kano State. They shared many things in common. NABTEB (2011) proved that woodwork technology students in technical colleges in the States lack adequate practical skills to work in industries or become self-reliant. This could be due to lack of
41
42 improve skills in Woodwork Technology practical projects by the Woodwork Technology teachers.
Population for the Study
The population for the study is 112 which comprise all the 37 Woodwork Technology teachers in the states technical colleges and 75 registered industrial supervisors from 72 registered woodwork industries in Kano and Jigawa States.
Sample and Sampling Technique
No sample was taken since the population is of manageable size.
Instrument for Data Collection
The instrument for data collection is a structured questionnaire developed by the researcher. The items in the questionnaire were organized in accordance with research questions developed to guide the study. The questionnaire is divided into five sections; A, B,
C, D, and E. Section A contains items designed to obtain personal information about the respondents. Section B contains 20 items designed to determine the skills required by
Woodwork technology teachers for improving practical projects in frame construction.
Section C contains 24 items to determine the skills required by Woodwork Technology teachers for improving practical projects in carcase construction. Section D contains 21 items designed to determine the skills requires by Woodwork technology teachers for improving practical projects in stool construction and Section E contains 13 items designed to determine the skills required by Woodwork technology teachers for effective use and maintenance of modern tools and equipment in practical projects.
43
Validation of the Instrument
The instrument was face validated by three lecturers in the Department of Vocational
Teacher Education, University of Nigeria, Nsukka. The instrument was validated for clarity of content and relevance to the study. The validates were also requested to proffer suggestions for improving the instrument in meeting the purpose of the study. The corrections suggested were effected and integrated into the modified copy of the instrument that will be used for data collection.
Reliability of the Instrument
In order to ensure the internal consistency of the instrument, the researcher adopted test-retest technique. The instrument was administered on woodwork technology teachers in
Malali technical college Kaduna. Eight copies of the validated instrument was administered on the respondents. After two weeks, the same instrument was also administered to the same respondents and Pearson product moment correlation coefficient was used in establishing the stability of the instrument at 0.88 coefficient correlation. The instrument was tested at Malali technical college Kaduna which is outside the area of study.
Method of Data Collection
The instrument was administered on the respondents by the researcher with the help of research assistants. The researcher trained the research assistants on how to administer the instrument. The researcher and the research assistants administered the instrument on the respondents and retrieved them after completion. Since it was not possible to retrieve the questionnaire immediately, the respondents were visited after four days and retrieved the completed questionnaire from them.
44
Method of Data Analysis
The data collected from the respondents was analyzed using mean score while t-test was used to test the hypotheses at 0.05 level of significance or probability. For decision purposes based on the five-point rating scale, any item with a mean of 4.50 – 5.00 was interpreted as most highly required; any item with a mean falling between 3.50 – 4.49 was interpreted as highly required. Also any item with a mean of between 2.50 – 3.49 was regarded as averagely required; any item with a mean of between 1.50 – 2. 49 means low required while any item with a mean between 0.50 – 1.49 was considered not required.
If the computed value of t exceeds the critical or table value, the null hypothesis will be rejected, but if the computed value of t is below the critical or table value, the null hypothesis will not be rejected.
The scaling point, numerical value and numerical value limit is as follows:
S/N Scaling Point Numerical Value Numerical Value Limit
1. Most highly required 5 4.50 – 500
2. Highly required 4 3.50 – 4.49
3. Averagely required 3 2.50– 3.49
4. Low required 2 1.50 – 2.49
5. Not required 1 0.50 – 1.49
45
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter presents an analysis of data collected for answering research questions and testing of the hypothesis formulated for the study.
Mean and standard deviation tables were used in the presentation while the null hypotheses were tested with t-test.
Research Question 1
What are the skills required by wood work technology teachers to improve practical projects in frame construction?
Data for answering this research question are presented in Table 1.
Table 1 Mean Responses of Respondents on Skills Required by Woodwork Technology Teachers for Improving Practical Projects in Frame Construction in Technical Colleges in Kano and Jigawa States N = 112 Items SD Remark S/No 1 Adopt correct and standard marks for a given project work 3.76 0.46 HR 2 Transfer technical knowledge and practical skills to real job situation 3.62 0.57 HR 3 Use correct operational procedures in frame construction 3.45 0.75 AR 4 Set –up standard of proficiency to be met in frame construction of practical 3.24 1.07 AR projects 5 Design and make cutting list to guide the details of the frame construction 3.19 1.03 AR 6 Draw vital frame joints 3.06 0.86 AR 7 Interpret vital framing joints in construction 2.94 0.89 AR 8 Coordinates the constructional steps in the activities of frame construction 2.26 0.88 LR in details 9 Prepare pieces of wood members to the required length, widths and 2.27 0.04 LR thickness for framing joints 10 Set out the appropriate framing joints 3.46 0.56 AR 11 Operate power tools effectively for frame construction exercises 3.15 0.77 AR 12 Manipulate labour-saving manually operated machines to cut the mortise 2.89 0.86 AR and tenon joints for frame construction 13 Cut the frame members of the joints to suite the desired product 3.58 0.61 HR 14 Cut the bridle joints to the required shapes and sizes 3.32 1.11 AR 15 Trial test to assemble the pieces of frame members 3.12 1.07 AR 16 Assemble the frame parts correctly without error 2.97 0.98 AR 17 Complete the assembly of the project with appropriate framing joints 3.12 1.03 AR 18 Clean parts with modern sanders 3.24 1.06 AR 19 Test the famed parts for flatness and squareness 3.32 0.88 AR 20 Complete the project within a specified time limit 3.19 0.19 AR
Keys: = Mean, SD = Standard deviation, MHR = Most Highly Required, HR = Highly Required, AR = Averagely Required, LR = Low Required, NR = Not Required.
45 46
The data presented in Table 1 above showed that woodwork technology teachers in
Kano and Jigawa States require skills in items, 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 14, 15, 16,
17, 18, 19 and 20 to improve practical projects in frame construction.
The table also indicated that each value of standard deviation is below 1.96 which implies that the respondents were not too far from the mean and from the opinion of one another in their responses.
Research Question 2 What are the skills required by woodwork technology teachers to improve practical projects in carcase construction? Data for answering this research question are presented in Table 2.
Table 2 Mean Responses of Respondent on Skills Required by Woodwork Technology Teachers for Improving Practical Projects in Carcase Construction in Technical College in Kano and Jigawa States N = 112.
S/No Items SD Remark 21 Construct carcase with suitable materials to meet the demand of the 3.74 0.61 HR labour market 22 Use appropriate cutting, boring and driving tools in carcase construction 3.64 0.73 HR 23 Establish functional projects that replicate industrial setting in carcase 3.48 0.99 AR construction 24 Prepare the carcase members to the required sizes of the pieces to be used 3.57 0.90 HR for carcase construction 25 Set out the external faces of the joint members when they are to be seen 3.78 0.41 HR 26 Gauge the positions of the joints across both sides and edges 3.47 0.85 AR 27 Mark waste between dovetails and other joints with crosses 2.94 1.02 AR 28 Rip sides of dovetails and other joints members, sawing to the waste sides 3.18 0.71 AR of the lines 29 Mark the shapes of pins and sockets and trace the shape of the gauged 3.77 0.49 HR lines 30 Square the sides of the pins down to the gauge lines 3.85 0.50 HR 31 Chop out waste through from both sides 3.78 0.74 HR 32 Chop out waste of dovetail sockets and other mortises vertically and 3.64 0.62 AR horizontally 33 Assemble the members temporarily for trial 3.04 1.02 AR 34 Cut the narrow stiles or post and rails 3.24 0.95 AR 35 Rip the joints for top and bottom rails 3.25 0.90 AR 36 Construct the skeleton of the carcase structure 3.43 0.79 AR 37 Construct various forms of box or angle joints for solid end carcase 3.46 6.83 AR 38 Join the carcase frame and test members for squareness 3.28 0.92 AR 39 Attach ply or hard board sheeting over the carcase frames 3.39 0.74 AR 40 Construct mortise and tenon joints for cross rails, drawers and shelves 3.52 0.86 HR 41 Use flat fames for doors, window-sashes, partitions and frame carcases 3.52 0.75 HR 42 Execute and plant the top solid wood, multi-ply or particle board on top of 3.38 0.91 AR the framework 43 Assemble and secure the members with screws through the top rails 3.54 0.73 HR 44 Construct carcase from solid panels and join members permanently with 3.45 0.86 AR special metal fasteners.
47
The data presented in Table 2 above indicated that woodwork technology teachers in Kano and Jigawa States required skills in items, 21 – 44 to improve practical projects in carcase construction.
The table also indicates that each value of standard deviation is below 1.96 which shows that the respondents were not too far from the mean and from the opinion of one another in their responses. Research Question 3 What are the skills required by woodwork technology teachers to improve practical projects in stool construction? Data for answering this research question are presented in Table 3.
Table 3 Mean Responses of Respondents on the Skills Required by Woodwork Technology Teachers for Improving of Practical Project in Stool Construction in Technical Colleges in Kano and Jigawa States
N 112 S/N Items SD Remark 45 Use modern instructional materials for stool construction exercise in 3.27 0.72 AR practical projects 46 Tolerance with new work initiatives to achieve organizational goals in 3.64 0.54 HR stool construction 47 Interpret job designs and drawings without errors 3.33 0.75 AR 48 Make full size drawings for shapes and angles of stools 3.38 0.84 AR 49 Observe and use correct operation procedures appropriate to specific 3.47 0.71 AR job tasks 50 Design the principles of joints construction to govern the stool 3.67 0.47 HR construction exercise 51 Insist that the basic joints of stool meet the principles of modern 3.62 0.55 HR designs 52 Set out the pieces in pairs for the construction exercise 3.45 0.72 AR 53 Mark the position of the waste, tenons and shoulders appropriately 3.60 0.89 HR 54 Cut mortises and tenons correctly 3.58 0.71 HR 55 Drill dowel holes before turning 3.68 0.53 HR 56 Use correct and modern measuring techniques to determine the shape 3.64 0.48 HR of a stool 57 Construct dowelled corner joints to improve on the new existing 3.36 0.72 AR design principles in stool construction 58 Execute the joints as indicated in the detailed drawing of stool 3.42 0.94 AR construction 59 Scribe and square joints shoulders for legs and rails of the stool 3.26 0.78 AR 60 Attach the parts and test for flatness and stability of the project parts 3.54 0.70 HR (trial assembly) 61 Adjust and shoot down the excess waste 3.87 0.34 HR 62 Attach the stool members together for sub assembly 3.48 0.50 AR 63 Use adhesives and fasteners to assemble the stool part permanently 3.35 0.70 AR 64 Use thorough sanding to realise beautiful finish with modern sanding 3.38 0.75 AR equipments 65 Relate student’s industrial work experience to students’ project in 3.44 0.71 AR stool construction
48
The data presented in Table 3 above showed that woodwork technology teachers in Kano and
Jigawa States required skills in item, 45 – 65 to improve practical projects in stool construction.
The table also indicated that each value of standard deviation is below 1.96 which implies that the respondents were not too far from the mean and from the opinion of one another in their responses.
Research Question 4
What are the skills required by woodwork technology teachers for effective use and maintenance of modern tools and equipment for improving practical projects in technical colleges?
Data for answering this research question are presented in Table 4.
Table 4 Mean Responses of Respondents on the Skills Required by Woodwork Technology Teachers for Improving Practical Projects for Effective Use and Maintenance of Modern Tools and Equipment in Technical Colleges in Kano and Jigawa States N = 112 Items SD Remark S/No 66 Operate modern power tools effectively 3.83 0.38 HR 67 Handle technical equipment in trade area 3.72 0.60 HR 68 Ensure proficiency in the use of equipment and machines 3.71 0.63 HR 69 Service machines, tools and equipment and other appliances to 3.83 0.38 HR improve on their operations 70 Replace damaged parts of machines and accessories for accuracy 3.65 0.80 HR 71 Utilize efficiently modern electric power tools and equipment for 3.63 0.54 HR multi-purpose construction 72 Update machines, tools and equipment to increase efficiency 3.74 0.50 HR 73 Replace obsolete or damaged machines, tools and equipment with 3.79 0.48 HR modern ones 74 Use appropriate marking and setting out of modern tools 3.65 0.54 HR 75 Apply modern techniques with suitable equipment to execute 3.70 0.54 HR quality projects 76 Supplement manual tools with modern electrically operated tool 3.71 0.52 HR 77 Operate modern standard power tools for general medium to heavy 3.55 0.71 HR intermittent use 78 Operate universal power portable router carefully for a variety 3.82 0.82 woodworking processes and operations
The data presented in Table 4 indicated that woodwork technology teachers in Kano and
Jigawa States required skills in item, 66 – 78 to improve practical projects for effective use and maintenance of modern tools and equipment.
49
The data also indicated that each value of standard deviation is below 1.96 which implies that the respondents were not too far from the mean and from the opinion of one another in their responses. Hypothesis 1
HO 1: There is no significant difference between the mean responses of woodwork technology teachers and supervisors in woodwork industries on skills required by woodwork technology teachers for improving practical project in frame construction.
Data for testing this hypothesis are presented in Table 5.
Table 5 t-test Analysis of the Responses of the Respondent on Skills Required by Woodwork Technology Teachers in Frame Construction
N1 = 37, Woodwork Technology Teachers N2 = 75 Supervisors in Woodwork Industries
S/No Items SD 1 2 SD 2 t-cal t-tab Remark 1 Adopt correct and standard marks for a given 3.70 0.52 3.85 0.36 -3.14 1.96 NS project work 2 Transfer technical knowledge and practical skills 3.51 0.64 3.78 0.48 -4.63 1.96 NS to real job situation 3 Use correct operational procedures in frame 3.43 0.76 3.56 0.74 1.68 1.96 NS construction 4 Set –up standard of proficiency to be met in frame 3.43 1.03 4.00 0.00 -6.88 1.96 NS construction of practical projects 5 Design and make cutting list to guide the details of 2.86 1.15 3.63 0.62 -7.51 1.96 NS the frame construction 6 Draw vital frame joints 3.10 0.87 3.00 0.85 1.15 1.96 NS 7 Interpret vital framing joints in construction 2.96 0.96 2.92 0.80 0.37 1.96 NS 8 Coordinates the constructional steps in the 3.36 0.83 3.13 0.93 1.46 1.96 NS activities of frame construction in details 9 Prepare pieces of wood members to the required 3.21 1.03 3.35 1.04 -1.32 1.96 NS length, widths and thickness for framing joints 10 Set out the appropriate framing joints 3.48 0.05 3.43 0.62 0.94 1.96 NS 11 Operate power tools effectively for frame 3.11 0.77 3.21 0.77 -1.27 1.96 NS construction exercises 12 Manipulate labour-saving manually operated 2.75 0.99 3.08 0.60 -3.68 1.96 NS machines to cut the mortise and tenon joints for frame construction 13 Cut the frame members of the joints to suite the 3.38 0.68 3.85 0.36 -7.98 1.96 NS desired product 14 Cut the bridle joints to the required shapes and 3.04 1.21 3.70 0.82 -5.96 1.96 NS sizes 15 Trial test to assemble the pieces of frame members 3.38 1.05 2.79 1.01 1.37 1.96 NS 16 Assemble the frame parts correctly without error 3.02 1.08 2.88 0.82 1.41 1.96 NS 17 Complete the assembly of the project with 3.10 1.11 3.15 0.92 -0.40 1.96 NS appropriate framing joints 18 Clean parts with modern sanders 3.10 1.04 3.43 1.05 -2.96 1.96 NS 19 Test the famed parts for flatness and squareness 3.35 0.94 3.28 0.80 0.68 1.96 NS 20 Complete the project within a specified time limit 2.86 1.07 3.63 0.62 -7.80 1.96 NS
Keys: NS = Not significant, t-tab = table value, t-cal = calculated value, X 1 = mean scores for woodwork technology teachers, X 2 = mean scores for supervisors in woodwork industries, SD 1 = standard deviation for woodwork technology teachers, SD 2 = standard deviation for supervisors in woodwork industries.
50
The data presented in Table 5 showed that all the 20 required skills items has calculated value (t-cal) less than the table value (t-tab) 0f 1.96 (two tailed test) at 0.05 level of significance. This indicated that there was no significant difference in the mean ratings of the responses of the two groups of respondents (woodwork technology teachers and supervisors in woodwork industries) on skills required by woodwork technology teachers for improving practical projects in frame construction.
Hypothesis 2
HO 2: There is no significant difference between the mean responses of woodwork technology teachers and supervisors in woodwork industries on skills required by woodwork technology teacher for improving practical projects in carcase construction.
51
Data for testing this hypothesis are presented in Table 6.
Table 6 t-test Analysis of the Responses of the Respondents on Skills Required by Woodwork Technology Teachers for Improving Practical Project in Carcase Construction
N1 = 37, Woodwork Technology Teachers N2 = 75 Supervisors in Woodwork Industries
S/No Items 1 SD 1 2 SD 2 t-cal t-tab Remark 1. Construct carcase with suitable materials to meet 3.81 0.39 3.64 0.81 1.65 1.96 NS the demand of the labour market 2. Use appropriate cutting, boring and driving tools in 3.62 0.67 3.65 0.81 -0.28 1.96 NS carcase construction 3. Establish functional projects that replicate 3.35 1.10 3.92 0.79 -2.90 1.96 NS industrial setting in carcase construction 4. Prepare the carcase members to the required sizes 3.51 0.95 3.70 0.81 -1.43 1.96 NS of the pieces to be used for carcase construction 5. Set out the external faces of the joint members 3.68 0.47 3.43 0.27 -5.87 1.96 NS when they are to be seen 6. Gauge the positions of the joints across both sides 3.50 0.96 3.50 0.60 -4.66 1.96 NS and edges 7. Mark waste between dovetails and other joints with 2.57 1.06 3.71 0.73 -8.72 1.96 NS crosses 8. Rip sides of dovetails and other joints members, 2.95 0.67 3.65 0.63 -7.93 1.96 NS sawing to the waste sides of the lines 9. Mark the shapes of pins and sockets and trace the 3.81 0.39 3.92 0.59 1.93 1.96 NS shape of the gauged lines 10. Square the sides of the pins down to the gauge lines 4.00 0.00 3.65 0.72 1.16 1.96 NS 11. Chop out waste through from both sides 3.67 0.94 3.92 0.27 -3.23 1.96 NS 12. Chop out waste of dovetail sockets and other 3.64 0.64 3.64 0.61 -1.36 1.96 NS mortises vertically and horizontally 13. Assemble the members temporarily for trial 2.74 1.11 3.43 0.73 -6.78 1.96 NS 14. Cut the narrow stiles or post and rails 3.15 0.94 3.35 0.90 -2.02 1.96 NS 15. Rip the joints for top and bottom rails 3.16 1.05 3.36 0.61 -2.11 1.96 NS 16. Construct the skeleton of the carcase structure 3.32 0.93 3.57 0.50 -3.04 1.96 NS 17. Construct various forms of box or angle joints for 3.43 0.95 3.50 0.61 -7.24 1.96 NS solid end carcase 18. Join the carcase frame and test members for 3.27 1.01 3.29 0.80 -1.93 1.96 NS squareness 19. Attach ply or hard board sheeting over the carcase 3.41 0.75 3.35 0.72 0.70 1.96 NS frames 20. Construct mortise and tenon joints for cross rails, 3.38 0.99 3.70 0.60 -3.65 1.96 NS drawers and shelves 21. Use flat fames for doors, window-sashes, partitions 3.53 0.69 3.50 0.82 0.32 1.96 NS and frame carcases 22. Execute and plant the top solid wood, multi-ply or 3.14 1.08 3.71 0.46 -6.17 1.96 NS particle board on top of the framework 23. Assemble and secure the members with screws 3.57 0.86 3.50 0.50 0.82 1.96 NS through the top rails 24. Construct carcase from solid panels and join 3.17 0.94 3.85 0.54 -8.09 1.96 NS members permanently with special metal fasteners.
The data presented in Table 6 showed that all the 24 required skills items has calculated value (t-cal) less than the table value (t-tab) 0f 1.96 (two tailed test) at 0.05 level of significance. This indicated that there was no significant difference in the mean ratings of the responses of the two groups of respondents (woodwork technology teachers and supervisors
52 in woodwork industries) on skills required by woodwork technology teachers for improving practical projects in carcase construction.
Hypothesis 3
HO 3: There is no significant difference between the mean responses of woodwork technology teachers and supervisors in woodwork industries on skills required by woodwork technology teacher for improving practical projects in tool construction.
53
Data for testing this hypothesis are presented in Table 7.
Table 7 t-test Analysis of the Responses of the Respondents on skills required by Woodwork Technology Teachers for Improving Practical Project in Tool Construction
N1 = 37, Woodwork Technology Teachers N2 = 75 Supervisors in Woodwork Industries
S/No Items SD 1 2 SD 2 t-cal t-tab Remark 1. Use modern instructional materials for stool 3.47 0.78 3.01 0.54 1.39 1.96 NS construction exercise in practical projects 2. Tolerance with new work initiatives to achieve 3.59 0.49 3.71 0.59 -2.18 1.96 NS organizational goals in stool construction 3. Interpret job designs and drawings without errors 3.16 0.79 3.57 0.62 -5.29 1.96 NS 4. Make full size drawings for shapes and angles of stools 3.24 1.00 3.57 0.50 -3.77 1.96 NS 5. Observe and use correct operation procedures 3.50 0.76 3.43 0.62 -1.06 1.96 NS appropriate to specific job tasks 6. Design the principles of joints construction to govern 3.65 0.48 3.71 0.46 -1.25 1.96 NS the stool construction exercise 7. Insist that the basic joints of stool meet the principles of 3.66 0.48 3.56 0.64 1.65 1.96 NS modern designs 8. Set out the pieces in pairs for the construction exercise 3.32 0.76 3.64 0.61 -4.50 1.96 NS 9. Mark the position of the waste, tenons and shoulders 3.42 1.01 3.85 0.36 -4.70 1.96 NS appropriately 10. Cut mortises and tenons correctly 3.48 0.78 3.71 0.59 -3.33 1.96 NS 11. Drill dowel holes before turning 3.66 0.47 3.72 0.60 -0.97 1.96 NS 12. Use correct and modern measuring techniques to 3.49 0.50 3.85 0.36 -7.76 1.96 NS determine the shape of a stool 13. Construct dowelled corner joints to improve on the new 3.25 0.82 3.51 0.50 -3.44 1.96 NS existing design principles in stool construction 14. Execute the jets as indicated in the detailed drawing of 3.26 0.09 3.65 0.61 -3.98 1.96 NS stool construction 15. Scribe and square joints shoulders for legs and rails of 3.09 0.76 3.50 0.73 -5.23 1.96 NS the stool 16. Attach the parts and test for flatness and stability of the 3.40 0.75 3.72 0.59 -4.36 1.96 NS project parts (trial assembly) 17. Adjust and shoot down the excess waste 3.82 0.38 3.92 0.27 -2.76 1.96 NS 18. Attach the stool members together for sub assembly 3.35 0.48 3.65 0.48 -5.77 1.96 NS 19. Use adhesives and fasteners to assemble the stool part 3.24 0.73 3.50 0.63 -3.56 1.96 NS permanently 20. Use thorough sanding to realise beautiful finish with 3.40 0.77 3.35 0.72 -0.51 1.96 NS modern sanding equipments 21. Relate student’s industrial work experience to students’ 3.23 0.72 3.71 0.59 -6.76 1.96 NS project in stool construction
The data presented in Table 7 showed that all the 21 required skills items has calculated value (t-cal) less than the table value (t-tab) 0f 1.96 (two tailed test) at 0.05 level of
54 significance. This indicated that there was no significant difference in the mean ratings of the responses of the two groups of respondents (woodwork technology teachers and supervisors in woodwork industries) on skills required by woodwork technology teachers for improving practical projects in stool construction.
Hypothesis 4
HO 3: There is no significant difference between the mean responses of woodwork technology teachers and supervisors in woodwork industries on skills required by woodwork technology teacher for improving practical projects for effective use and maintenance of modern tools and equipments.
55
Data for testing this hypothesis are presented in Table 8.
Table 8 t-test Analysis of the Responses of the Respondents on Skills Required by Woodwork Technology Teachers for Improving Practical Project for Effective use and Maintenance of Modern Tools and Equipments
N1 = 37, Woodwork Technology Teachers N2 = 75 Supervisors in Woodwork Industries
S/No Items SD 1 2 SD 2 t-cal t-tab Remark 1. Operate modern power tools effectively 3.81 0.39 3.86 0.35 -1.22 1.96 NS 2. Handle technical equipment in trade area 3.67 0.62 3.78 0.56 -1.80 1.96 NS 3. Ensure proficiency in the use of equipment and 3.70 0.66 3.72 0.60 -2.42 1.96 NS machines 4. Service machines, tools and equipment and 3.81 0.39 3.85 0.36 -1.05 1.96 NS other appliances to improve on their operations 5. Replace damaged parts of machines and 3.61 0.92 3.71 0.59 -1.19 1.96 NS accessories for accuracy 6. Utilize efficiently modern electric power tools 3.68 0.47 3.57 0.62 1.78 1.96 NS and equipment for multi-purpose construction 7. Update machines, tools and equipment to 3.81 0.39 3.64 0.61 1.24 1.96 NS increase efficiency 8. Replace obsolete or damaged machines, tools 3.84 0.37 3.72 0.59 1.42 1.96 NS and equipment with modern ones 9. Use appropriate marking and setting out of 3.66 0.48 3.64 0.61 0.32 1.96 NS modern tools 10. Apply modern techniques with suitable 3.74 1.44 3.65 0.61 1.78 1.96 NS equipment to execute quality projects 11. Supplement manual tools with modern 3.65 0.48 3.78 0.56 -2.35 1.96 NS electrically operated tool 12. Operate modern standard power tools for 3.49 0.76 3.63 0.62 -1.96 1.96 NS general medium to heavy intermittent use 13. Operate universal power portable router 3.81 0.38 3.87 0.35 -1.22 1.96 NS carefully for a variety woodworking processes and operations
The Data presented in table 8 showed that all the 13 required skills items has calculated value (t-cal) less than the table value (t-tab) 0f 1.96 (two tailed test) at 0.05 level of significance. This indicated that there was no significant difference in the mean ratings of the responses of the two groups of respondents (woodwork technology teachers and supervisors
56 in woodwork industries) on skills required by woodwork technology teachers for improving practical projects in the use and maintenance of modern tools and equipments.
Findings of the Study
The following findings emerged from the study based on the research questions answered and hypotheses tested.
A Skills Required by Woodwork Technology Teachers for Improving Practical Projects in Frame Construction
1 Adopt correct and standard marks for a given project work
2 Transfer technical knowledge and practical skills to real job situation
3 Use correct operational procedures in frame construction
4 Set –up standard of proficiency to be met in frame construction of practical projects
5 Design and make cutting list to guide the details of the frame construction
6 Draw vital frame joints
7 Interpret vital framing joints in construction
8 Coordinates the constructional steps in the activities of frame construction in details
9 Prepare pieces of wood members to the required length, widths and thickness for framing
joints
10 Set out the appropriate framing joints
11 Operate power tools effectively for frame construction exercises
12 Manipulate labour-saving manually operated machines to cut the mortise and tenon joints
for frame construction
13 Cut the frame members of the joints to suite the desired product
14 Cut the bridle joints to the required shapes and sizes
15 Trial test to assemble the pieces of frame members
16 Assemble the frame parts correctly without error
57
17 Complete the assembly of the project with appropriate framing joints
18 Clean parts with modern sanders
19 Test the famed parts for flatness and squareness
20 Complete the project within a specified time limit
B Skills Required by Woodwork Technology Teachers to Improve Practical Projects in Carcase Construction
1 Construct carcase with suitable materials to meet the demand of the labour market
2 Use appropriate cutting, boring and driving tools in carcase construction
3 Establish functional projects that replicate industrial setting in carcase construction
4 Prepare the carcase members to the required sizes of the pieces to be used for carcase
construction
5 Set out the external faces of the joint members when they are to be seen
6 Gauge the positions of the joints across both sides and edges
7 Mark waste between dovetails and other joints with crosses
8 Rip sides of dovetails and other joints members, sawing to the waste sides of the lines
9 Mark the shapes of pins and sockets and trace the shape of the gauged lines
10 Square the sides of the pins down to the gauge lines
11 Chop out waste through from both sides
12 Chop out waste of dovetail sockets and other mortises vertically and horizontally
13 Assemble the members temporarily for trial
14 Cut the narrow stiles or post and rails
15 Rip the joints for top and bottom rails
16 Construct the skeleton of the carcase structure
17 Construct various forms of box or angle joints for solid end carcase
18 Join the carcase frame and test members for squareness
58
19 Attach ply or hard board sheeting over the carcase frames
20 Construct mortise and tenon joints for cross rails, drawers and shelves
21 Use flat fames for doors, window-sashes, partitions and frame carcases
22 Execute and plant the top solid wood, multi-ply or particle board on top of the framework
23 Assemble and secure the members with screws through the top rails
24 Construct carcase from solid panels and join members permanently with special metal
fasteners.
C Skills Required by Woodwork Technology Teachers to Improve Practical Projects in Stool Constructions
1. Use modern instructional materials for stool construction exercise in practical projects
2. Tolerance with new work initiatives to achieve organizational goals in stool construction
3. Interpret job designs and drawings without errors
4. Make full size drawings for shapes and angles of stools
5. Observe and use correct operation procedures appropriate to specific job tasks
6. Design the principles of joints construction to govern the stool construction exercise
7. Insist that the basic joints of stool meet the principles of modern designs
8. Set out the pieces in pairs for the construction exercise
9. Mark the position of the waste, tenons and shoulders appropriately
10. Cut mortises and tenons correctly
11. Drill dowel holes before turning
12. Use correct and modern measuring techniques to determine the shape of a stool
13. Construct dowelled corner joints to improve on the new existing design principles in stool
construction
14. Execute the joints as indicated in the detailed drawing of stool construction
15. Scribe and square joints shoulders for legs and rails of the stool
59
16. Attach the parts and test for flatness and stability of the project parts (trial assembly)
17. Adjust and shoot down the excess waste
18. Attach the stool members together for sub assembly
19. Use adhesives and fasteners to assemble the stool part permanently
20. Use thorough sanding to realise beautiful finish with modern sanding equipments
21. Relate student’s industrial work experience to students’ project in stool construction
D Skills Required by Woodwork Technology Teachers for Effective Use of Modern Tools and Equipment for Improving Practical Projects in Technical Colleges
1. Operate modern power tools effectively
2. Handle technical equipment in trade area
3. Ensure proficiency in the use of equipment and machines
4. Service machines, tools and equipment and other appliances to improve on their operations
5. Replace damaged parts of machines and accessories for accuracy
6. Utilize efficiently modern electric power tools and equipment for multi-purpose construction
7. Update machines, tools and equipment to increase efficiency
8. Replace obsolete or damaged machines, tools and equipment with modern ones
9. Use appropriate marking and setting out of modern tools
10. Apply modern techniques with suitable equipment to execute quality projects
11. Supplement manual tools with modern electrically operated tool
12. Operate modern standard power tools for general medium to heavy intermittent use
13. Operate universal power portable router carefully for a variety woodworking processes and
operations
60
Findings on Hypotheses
The findings from the hypotheses tested revealed that:
Ho 1: There is no significant difference between the mean responses of woodwork
technology teachers and supervisors in woodwork industries on skills required by
woodwork technology teachers for improving practical projects in frame construction.
Ho 2: There is no significant difference between the mean responses of woodwork
technology teachers and supervisors in woodwork industries on skills required by
woodwork technology teachers for improving practical projects in carcase
construction.
Ho 3: There is no significant difference between the mean responses of woodwork
technology teachers and supervisors in woodwork industries on skills required by
woodwork technology teachers for improving practical projects in stool construction.
Ho 4: There is no significant difference between the mean responses of woodwork
technology teachers and supervisors in woodwork industries on skills required by
woodwork technology teachers for effective use and maintenance of modern tools and
equipment for improving practical projects in technical colleges.
The four (4) null hypotheses were upheld implying that all the skills in the items were required by woodwork technology teachers for improving practical projects in technical colleges in Kano and Jigawa States.
Discussion of Findings
The findings on the mean responses of woodwork technology teachers and registered supervisors of industries on skills required by the woodwork technology teacher for improving practical project in frame construction in technical colleges in Kano and Jigawa
States show Table 1 revealed that out of 20 items, only 2 items falls below average which are the skills in coordinating instruction in steps in the activities of frame construction in details
61 and skills in preparing pieces of wood members to the required length, widths and thickness for framing joint. Thus, confirming that items 18 items out of 20 agree on the skills required by woodwork technology teachers in framework construction. This is consonance with the view of Walton (1981) that when designing and making any woodwork articles, the designers and craftmen are influenced by:
The purpose for which the article is required, the technical knowledge required for its
construction, the material available and the appearance of the completed article.
The respondents were in agreement that woodwork technology teachers have to improve on practical projects in frame construction. As stated by Olaniyan (2001) that study of woodwork technology in technical colleges in Kano and Jigawa States is not yet providing the necessary skills in practical projects as expected from woodwork technology students.
The finding in table 2 implies that woodwork technology teachers required skills for improving practical projects in carcase construction. The finding revealed that woodwork technology teacher requires skills in carcase construction. In the words of Sara (2001) that more than 60 percent of the staff teaching woodwork technology in technical colleges could not perform the skills or provide technical services they were expected to teach other despite their high level paper qualification. This is of course due to lack of improved skills or non- skill acquisition from their respective institutions. This is confirmed from the mean scores of
24 items that were all in favour of need for wood work technology teachers to acquired skills in carcase construction. (Walton, 198) define carcase as the framing of a structure prior to covering or sheeting with plywood or hardwood (box-like cabinets) before fitting drawers, doors, shelves among others and before decorative features are applied. The aim is to develop practical skills in the use of woodwork tools and the production of a range of basic joints and assemblies commonly used in carcase construction.
62
The findings revealed in table 3 shows the mean responses of woowork technology teachers and registered supervisors in industries scoring above average in all the 21 items in agreement with the skills required by woodwork technology teachers to improve practical projects in stool constructions. This is a confirmation to Osuala (2004) who remarked that to possess a skills is to demonstrate the habit of acting, thinking or behaving in a specific activity in such a way that the process becomes natural to the individuals through repetitive practices. This is in consonance with the view of Wagner and Kicklighter (1986) that woodwork technology requires technical skills from students for good performance in woodwork trades such as stool construction. Therefore, woodwork technology teachers should improve their practical skills on the construction techniques on the aspects of stools construction. Stool construction enables the woodwork technology students to develop skills in setting out and making basic woodwork joints commonly used in stools construction with which include bath, notched, joints among others.
Findings on the mean responses of woodwork technology teachers and registered supervisors of industries on skills required by woodwork technology teachers for effective use of modern tools and equipment for improving practical projects in technical colleges shown in table 4 revealed that all the respondents scored above average in agreement with the skills required by woodwork technology teachers for effective use of modern tools and equipment for improving practical projects in technical colleges in Kano and Jigawa States.
This is a confirmation from the word of Wagner and Kickhighter (1986) that woodwork technology required in technical skills from students for good performance in woodwork trade, such as the skills in the use of tools and equipment to effectively construct in woodwork practical project. This can only be achieved if the woodwork technology teachers are skillful in this aspect.
63
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Re-statement of the Problem
The students offering woodwork technology in Kano and Jigawa State technical colleges cannot adequately explore for practical projects, consequently making them to be unskilled, inproficient, ineffective and unproductive.
These students are unaware of the numerous personal skills required in order to be productive and proficient user of technological systems in their environment. This situation is appalling and is regarded as educational wastage. The purpose of this study was therefore to identify the skills required by woodwork technology teachers in technical colleges particularly for improving practical projects so as to keep-up with the changing work environments.
The general purpose of this study is to determine the skills required by woodwork technology teachers for improving practical projects in technical colleges. Specifically, the study will determine the:
1. Skills required by woodwork technology teachers to improve practical projects in
frame construction
2. Skills required by woodwork technology teachers to improve practical projects in
carcase construction
3. Skills required by woodwork technology teachers to improve practical projects in
stool construction
4. Skills required by woodwork technology teachers for effective use and maintenance
of modern tools and equipment for improving practical projects in technical colleges.
63
64
Summary of Procedures Used
The study adopted a descriptive survey design with the use of questionnaire to elicit information from the respondents. The total population used for this study was 112, comprising 37 woodwork technology teachers and 75 registered supervisors from woodwork industries in Kano and Jigawa States.
The instrument for data collection was questionnaire. The instrument sought information to determine the skills required by woodwork technology teachers for improving practical projects in technical colleges in Kano and Jigawa States The instrument was validated and the reliability tested using test-retest method. The instrument was administered and retrieved personally by the researcher with the help of four trained research assistants.
All the 112 copies administered on the respondents in technical colleges in the two
States were returned showing 100% return rate. The data collected were analyzed using mean and standard deviation.
Major Findings
It was found out that four sections of skills items 76 out of 78 were skills required by woodwork work technology teachers for improving practical projects in technical colleges in
Kano and Jigawa states. They are:
Section A: Skills required by woodwork technology teachers for improving practical projects in frame construction with 18 out of 20 skills items required. The two skills not required based on the analysis are, coordinating the constructional steps in the activities of frame construction and preparing pieces of wood members to the required length, widths and thickness for framing joints.
1. It was found from this section that use of correct operational procedures in frame
construction is required to construct practical projects in frame construction.
65
2. Adoption of correct symbol and standard marks for a given project work will reduce
wastage which is highly required.
3. The transfer of technical knowledge and practical skills to real job situation is highly
required to improve practical projects.
4. Design and making of cutting list would guide the details of the frame construction.
5. It was found that to meet the demand of the labour market; carcase should be
constructed with suitable materials.
6. Box or angle joints are the most appropriate joints for solid end carcase and can
improve the construction of practical projects.
7. The use of appropriate cutting, boring and driving tools in carcase construction would
make the practical projects to be stable.
8. It was found that functional projects should be established that replicate industrial
setting in carcase construction for improving practical projects.
9. It was found form the finding that for improving practical projects, there should be
tolerance with new work initiatives to achieve organizational goals in stool
construction.
10. Ability to interpret job designs and drawings without errors is the most important
aspect of stool construction in woodwork practical projects.
11. In stool construction, a woodworker should observe and use correct operational
procedures appropriate to specific job tasks for improving practical projects.
12. It was found from the findings of the study that it is very important to replace obsolete
or damaged machines, tools and equipment with modern ones to improve practical
projects in woodwork technology in technical colleges.
13. The findings revealed that there is need to update machines, tools and equipment to
increase efficiency and improve practical projects in technical colleges.
66
14. The findings indicated that manual tools should be supplemented with modern
electrically operated tools and equipment to cope with changing technology.
Conclusion
The National curriculum for technical colleges specified the objectives of the technical colleges which include preparation for useful living within the society and preparation for higher education. This implies, enabling woodwork students acquire basic knowledge and practical skills in woodwork technology and prepare them for occupations in industries among others. These objectives have not been achieved because the broad nature of the curriculum in wood construction does not specify the basic knowledge and skills in step- by-step procedure for the woodwork teachers to use in teaching the student.
For the objectives to be achieved there is the need to improve the curriculum to reflect on the basic knowledge and skills needed by students in the area of wood work technology.
To make an input in this direction the study identified the skills required by woodwork technology teachers for improving practical projects in technical colleges in Kano and Jigawa states.
Implications of the Study
The finding of the study has the following implications:
If the skills identified by the study is acquired by woodwork technology teachers in technical colleges, they could integrate them into their programme for use in teaching the students the skills in woodwork constructions and if the skills identified by the study is integrated into the curriculum of woodwork technology in technical schools, it could provide the step-by-step activities necessary for acquiring skills in woodwork constructions. This can enhance students’ mastery of the competencies thereby preparing them well for entry into the occupation on graduation. Also if the Kano and Jigawa State government could package the
67 identified skills in into workshop materials, and organize workshop on them for woodwork technology teachers, it may help to improve their practical performance.
Recommendations
Based on the findings of the study, the following recommendations were made:
1. The National Curriculum for technical colleges should integrate the identified skills
required by woodwork technology teachers for improving practical projects in
technical colleges into the curriculum of woodwork technology in technical colleges
and ensure that the NABTEB integrate them in their syllabuses to serve as guide for
woodwork technology teachers.
2. The Kano and Jigawa States governments should package the identified competency
items in skills required by woodwork technology teachers for improving practical
projects in technical colleges into workshop materials and organize workshop on them
for the benefit of wood work technology teachers.
3. Government should organize seminars and workshops for woodwork technology
teachers to update their knowledge and skills for improving practical projects in
technical colleges.
4. In-service training should be made available for woodwork technology teachers to
further their education in order to keep up with skills changing technology in the
society.
5. Modern tools and equipment should be adequately supplied and maintained regularly
for improving practical projects in woodwork technology in technical colleges.
68
Suggestions for Further Studies
Based on the limitations of the study, the following are recommended for further studies:
1. Identification of material resources required by woodwork technology teachers for
effective practical projects.
2. Professional improvement skill needs of woodwork technology teachers for effective
practical projects technical colleges in Kano and Jigawa States.
3. Identification of in-service needs of woodwork technology teachers for effective
practical projects in woodwork constructions in technical colleges in Kano and Jigawa
States.
4. Requisite skills required by teachers of woodwork technology for effective practical
projects in technical colleges in Kano and Jigawa States.
69
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APPENDIX A
INTRODUCTORY LETTER TO RESPONDENTS
Department of Vocational Teacher Education University of Nigeria Nsukka
Dear Respondents,
Skills Required by Woodwork Teachers for Improving Practical in Woodwork Technology in Technical Colleges in Kano and Jigawa States I am a postgraduate student of the Department of Vocational Teacher Education, University of Nigeria, Nsukka. Please find the attached copy of questionnaire which I humbly request you to complete by ticking ( √) at the appropriate column that suit your opinion. The required information is strictly for the purpose of this study and your response will be confidentially treated. Thanks for your anticipated cooperation.
Yours faithfully,
Umar Muhammad Inuwa Pg/MEd/10/57992
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APPENDIX B
QUESTIONNAIRE
SECTION A: PERSONAL DATA
Please check ( √ ) the appropriate response that is most applicable to you:
1. Name of school ------2. Woodwork technology teacher ( ). 3. Woodwork technology supervisor ( ). 4. Educational qualification: (a) B.Ed. ( ) (b) N .C .E ( )
(c) N.D. ( ) (d) H.N.D. ( )
(e) B.Ed/B.Sc ( ) (f) M.Ed/M.Sc ( )
(f) Others ( ) specify …………………..
Key:
Most Highly Required MHR
Highly Required HR
Averagely Required AR
Low Required LR
Not Required NR
Please indicate the extent to which you agree or disagree with the following statements with respect to skills required by woodwork technology teachers for improving practical projects in technical colleges.
SECTION B: FRAME CONSTRUCTION
Skills required by woodwork technology teachers for improving practical projects in frame construction.
S/No Items SA A U D SD 1 Adopt correct and standard marks for a given project work 2 Transfer technical knowledge and practical skills to real job situation 3 Use correct operational procedures in frame construction 4 Set –up standard of proficiency to be met in frame construction of practical projects
77
5 Design and make cutting list to guide the details of the frame construction 6 Draw vital frame joints 7 Interpret vital framing joints in construction 8 Coordinates the constructional steps in the activities of frame construction in details 9 Prepare pieces of wood members to the required length, widths and thickness for framing joints 10 Set out the appropriate framing joints 11 Operate power tools effectively for frame construction exercises 12 Manipulate labour-saving manually operated machines to cut the mortise and tenon joints for frame construction 13 Cut the frame members of the joints to suite the desired product 14 Cut the bridle joints to the required shapes and sizes 15 Trial test to assemble the pieces of framemembers 16 Assemble the frameparts correctly without error 17 Complete the assembly of the project with appropriate framing joints 18 Clean parts with modern sanders 19 Test the famed parts for flatness and squareness 20 Complete the project within a specified time limit
SECTION C: CARCASE CONSTRUCTION Skills required by woodwork technology teachers to improve practical projects in carcase construction
S/No Items SA A U D SD 21 Construct carcase with suitable materials to meet the demand of the labour market 22 Use appropriate cutting, boring and driving tools in carcase construction 23 Establish functional projects that replicate industrial setting in carcase construction 24 Prepare the carcase members to the required sizes of the pieces to be used for carcase construction 25 Set out the external faces of the joint members when they are to be seen 26 Gauge the positions of the joints across both sides and edges
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27 Mark waste between dovetails and other joints with crosses 28 Rip sides of dovetails and other joints members, sawing to the waste sides of the lines 29 Mark the shapes of pins and sockets and trace the shape of the gauged lines 30 Square the sides of the pins down to the gauge lines 31 Chop out waste through from both sides 32 Chop out waste of dovetail sockets and other mortises vertically and horizontally 33 Assemble the members temporarily for trial 34 Cut the narrow stiles or post and rails 35 Rip the joints for top and bottom rails 36 Construct the skeleton of the carcase structure 37 Construct various forms of box or angle joints for solid end carcase 38 Join the carcase frame and test members for squareness 39 Attach ply or hard board sheeting over the carcase frames 40 Construct mortise and tenon joints for cross rails, drawers and shelves 41 Use flat fames for doors, window-sashes, partitions and frame carcases 42 Execute and plant the top solid wood, multi-ply or particle board on top of the framework 43 Assemble and secure the members with screws through the top rails 44 Construct carcase from solid panels and join members permanently with special metal fasteners.
SECTION D: STOOL CONSTRUCTION
Skills required by woodwork technology teachers to improve practical projects in stool constructions
45 Use modern instructional materials for stool construction exercise in practical projects 46 Tolerance with new work initiatives to achieve organizational goals in stool construction 47 Interpret job designs and drawings without errors 48 Make full size drawings for shapes and angles of stools 49 Observe and use correct operation procedures appropriate to specific job tasks 50 Design the principles of joints construction to govern the
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stool construction exercise 51 Insist that the basic joints of stool meet the principles of modern designs 52 Set out the pieces in pairs for the construction exercise 53 Mark the position of the waste, tenons and shoulders appropriately 54 Cut mortises and tenons correctly 55 Drill dowel holes before turning 56 Use correct and modern measuring techniques to determine the shape of a stool 57 Construct dowelled corner joints to improve on the new existing design principles in stool construction 58 Execute the joints as indicated in the detailed drawing of stool construction 59 Scribe and square joints shoulders for legs and rails of the stool 60 Attach the parts and test for flatness and stability of the project parts (trial assembly) 61 Adjust and shoot down the excess waste 62 Attach the stool members together for sub assembly 63 Use adhesives and fasteners to assemble the stool part permanently 64 Use thorough sanding to realise beautiful finish with modern sanding equipments 65 Relate student’s industrial work experience to students’ project in stool construction
SECTION E: THE USE AND MAINTENANCE OF MODERN TOOLS AND EQUIPMENTS
Skills required by woodwork technology teachers for effective use of modern tools and equipment for improving practical projects in technical colleges
S/No Items SA A U D SD 66 Operate modern power tools effectively 67 Handle technical equipment in trade area 68 Ensure proficiency in the use of equipment and machines 69 Service machines, tools and equipment and other appliances to improve on their operations 70 Replace damaged parts of machines and accessories for accuracy 71 Utilize efficiently modern electric power tools and equipment for multi-purpose construction
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72 Update machines, tools and equipment to increase efficiency 73 Replace obsolete or damaged machines, tools and equipment with modern ones 74 Use appropriate marking and setting out of modern tools 75 Apply modern techniques with suitable equipment to execute quality projects 76 Supplement manual tools with modern electrically operated tool 77 Operate modern standard power tools for general medium to heavy intermittent use 78 Operate universal power portable router carefully for a variety woodworking processes and operations
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APPENDIX C
POPULATION DISTRIBUTION OF WOODWORK TECHNOLOGY TEACHERS IN TECHNICAL COLLEGES IN KANO AND JIGAWA STATES
S/N LGA STATE TECHNICAL NO. OF TEACHERS COLLEGE 1. Municipal Kano G.T.C. Kano 6 2. Ungogo Kano G.T.C. Ungogo 5 3. Bagauda Kano G.T.C. Bagauda 5 4. Wudil Kano G.T.C. Wudil 4 5. Danbatta Kano G.T.C. Danbatta 2 6. Birnin Kudu Jigawa G.T.C. Birnin Kudu 3 7. Hadejia Jigawa G.T.C. Hadejia 5 8. Karkarna Jigawa G.T.C. Karkarna 3 9. Ringim Jigawa G.T.C. Ringim 4 Total 37 Source: Science and Technical Schools Boards Ministry of Education Kano and Jigawa States
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APPENDIX D
Population Distribution of Woodwork Industrial Supervisor in Woodwork Technology Industries in Kano and Jigawa States
S/N LGA STATE NAME OF INDUSTRY NO. OF SUPERVISOR 1. Municipal Kano Sharada Woodwork Furniture Nig. Ltd. 1
2. Nasarawa Kano Modern Furniture Nig. Ltd. 1
3. Ungogo L.g. Kano Fashion and Design Wood Construction 1
Nig. Ltd.
4. Gwarzo Kano Mohd Tashir Wood Construction 1
5. Wudil Kano Queensway Cabinet making Nig. Ltd. 1
6. Dala Kano Dala Furniture Construction 1
7. Municipal Kano Municipal Modern Design Furniture 1
8. Dambatta Kano Alhaji Mohd Sani and Brothers Wood 1
Construction
9. Bichi Kano Unity Wood Furniture Work Ltd 1
10. Bagwai Kano Barhama Nig.Ltd. 1
11. Dawakin Kano Wood Items Nig. Ltd 1
Kudu
12. Dawakin Kano Woodwork Construction Agency Nig. 1
Tofa Ltd.
13. Municipal Kano Wood Design and Products Nig. Ltd. 1
14. Kofar mata Kano Machine Work Nigeria Ltd. 1
15. Daurawa Kano Smud Wood Products 1
16. Kundila Kano Shuaibu and Brothers Furniture 1
17. Shanono Kano Shanono wood structure 2
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18. Nasarawa Kano Wood manufacture product 2
19. Albasu Kano Bright wood structure 1
20. Takai Kano Takai modern furniture 1
21. Garko Kano Sunusiyya modern furniture 1
22. Municipal Kano God’s will wood construction 1
23. Doguwa Kano Sunusiyya modern furniture 1
24. Karaye Kano Multi-purpose wood construction Ltd 1
25. Kura Kano Kura comfort Nig. Ltd. 1
26. Kura Kano Iron and wooden furniture 1
27. Municipal Kano Victory furniture construction Nig. Ltd 1
28. Tsanyawa Kano Albarka Cabinet Ltd. 1
29. Madobi Kano Inyass Nig. Ltd 1
30. Rano Kano Rano Construction Model 1
31. Bebeji Kano Raymond furniture Nig. Ltd 1
32. Kibiya Kano Diamond construction 1
33. Dala Kano Isyaka Rabiu furniture 1
34. G/Malam Kano Malam Musa metal and wooden 1
construction Nig. Ltd.
35. Doguwa Kano Nasara modern wood construction 1
36. Tudunwada Kano Climax wood production Ltd 1
37. Kiru Kano Kan tudu carpenters works Nig. Ltd 1
38. Tsanyawa Kano Joinery construction agency 1
39. Makoda Kano Satisfactory wood construction 1
40. Minjibir Kano Climate wooden construction 1
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41. Fagge Kano Almubarak Joinery Nig. Ltd. 1
42. Madobi Kano Carpentry and Joinery works 1
43. Gwale Kano Wood construction Nig. Ltd. 1
44. Nasarawa Kano Ihsan construction Nig. Ltd. 1
45. Gabasawa Kano Tafima furniture construction 1
46. Gezawa Kano Zahra wood construction 1
47. Tofa Kano U.M.I. wood construction 1
48. Dawakin Kano Johnson wood venture 1
Tofa
49. Gaya Kano Almultazam Tahir Nig. Ltd. 1
50. Sumaila Kano Muyetti Nig. Ltd. 1
51. Warawa Kano Brown wood production Nig. Ltd. 1
52. Garki Kano Karkiyya wood construction 1
53. Kibiya Kano All wishes wood furniture 1
54. Tarauni Kano Upholstery wood Nig. Ltd. 1
55. Dawakin Kano Gaskiya dokin Karfe Nig. Ltd. 1
kudu
56. Garun Kano Al-Mahdi Construction Ltd. 1
Malam
57. Makoda Kano Carpentry works Nig. Ltd. 1
58. Rimin Gado Kano New Design Carbinet Ltd. 1
59. Kabo Kano Umar Farouq construction work 1
60. Dutse Jigawa Riag General Enterprise 2
61. Dutse Jigawa Mu-alim modern furniture 1
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62. Dutse Jigawa Adamu Joint Venture Joinery 1
63. Dutse Jigawa Al-muhsin woodworking Nig. Ltd. 1
64. Dutse Jigawa Al-Aqsa wood construction Ltd. 1
65. Kiyawa Jigawa Garbatau Joinery works 1
66. Jahun Jigawa Ado Adamu wood construction Nig. Ltd. 1
67. Gagarawa Jigawa Royal Tahir Furniture Nig. Ltd. 1
68. Birnin kudu Jigawa Karkakaji Komai general work 1
69. Hadejia Jigawa International furniture construction work 1
70. Ringim Jigawa Jigawa wood and machine work Nig. 1
Ltd.
71. Gumel Jigawa Native wood construction Nig. Plc. 1
72. Kazaure Jigawa Al-Imam furniture and cabinet making 1
Nig. Ltd.
TOTAL 75
Source: Ministry of Commerce and Industry Kano and Jigawa States, (2013).