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Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter fece, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand com er and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy, ffigher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell &. Howell Infonnation Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 AN ASSESSMENT OF THE PERCEIVED ECONOMIC BENEFITS AND ATTITUDES TOWARD VOCATIONAL EDUCATION PROGRAMS IN NIGERIA; A COMPARATIVE ANALYSIS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Mabel Chibuzor Philip Oguamah-Okojie ***** The Ohio State University 1998 Dissertation Committee; Dr. Anthony A Olinzock Approved by Dr. Ray Ryan Advise) Dr. Darrell Lee Parks College of Education ÜMI Number: 9834041 Copyright 1998 by Oguamah-Okojie, Méüsel Chibuzor Philip All rights reserved. UMI Microform 9834041 Copyright 1998, by UMI Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. UMI 300 North Zeeb Road Ann Arbor, MI 48103 Copyright by Mabel Chibuzor P h ilip Cguamah-Ckojie 1998 ABSTRACT The study assessed students’ attitudes toward vocational training and evaluated how the students perceived the economic benefits of vocational education following the vocationalization of the secondary school curriculum in Nigeria. The relationship between the students’ perceived relevance of vocational training programs to Nigerian economic growth and the students’ geographical location, tribal affiliation, age, years of work experience and types of work experience was also examined. The educational institutions which participated in the study were selected in such a way as to represent various tribes and languages in Nigeria. Therefore, the institutions were selected from the eastern part of Nigeria, northern part of Nigeria, and western part of Nigeria so that the study reflected all the Nigerian major tribes. The population of the study was made up of the Master’s degree in education (/M.Ed.) students majoring in vocational-technical education in two Nigerian universities, and the final year High National Diploma (HND) students from a College of Technology (YCT) in Nigeria. The instrument was developed by the researcher and validated by a panel of experts. The findings showed that students generally perceived vocational education as relevant to Nigerian economic growth and had favorable attitudes toward vocationalization. The students also agreed in the perceived employment and self- employment prospects of curriculum vocationalization. Nigeria is a country divided by II tribal differences but the findings showed that such differences had no impact on the students’ perceived relevance of vocational education as well as attitudes toward vocational education. The result of F test showed that no significant differences were found in students’ perception of vocational education among various groups of students based on age, tribe, years of work experience, and types of work experience at p = .05. However, the result of the F test showed that significant differences did exist in students’ attitudes toward vocational education based on geographical location at p = .0096, and based on gender at p = .0054. The findings also indicated that there was a relationship between students’ perceived relevance of vocational education and attitudes toward vocational education (r = .570, p < .05). The results of the study equally showed that the perceived relevance of vocational education was related to the perceived prospect for self- employment following curriculum vocationalization (r = .582, p < .05). Ill DEDICATION This work is dedicated to the memory of my beloved father. Elder Philip Oguamah, my devoted mother, Mrs. Roseline Oguamah, and to my three wonderful children, Chaminuka, Tinukwa and Dasuki, all of whom provided me with inspiration, motivation, as well as the encouragement and the strength that energized me and helped me to persevere to the end. IV ACKNOWLEDGMENTS I would like to express my sincere thanks and gratitude to my academic adviser, Dr. Anthony Olinzock for his excellent guidance and patience throughout the course of my doctoral program, especially during the dissertation phase. I would also like to extend special thanks and appreciation to members of my committee. Dr. Ray Ryan and Dr. Darrell Lee Parks for providing me with great insight in the process of conducting this study. With deep appreciation, I extend special thanks to my sister, Roseline Chiagorom Oguamah for her immeasurable moral and financial support; without such priceless support, the completion of the entire doctoral program would have been impossible. I would also offer special thanks and gratitude to my sister, Joy Adama Henderson, and to Felix Obioma Oguamah for his willingness and tireless effort in helping me gather data for this research, inspite of the long distance travels involved. I thank the entire Oguamah family for their enthusiasm, excitement, encouragement and high dose of daily prayer. I am deeply indebted to my friend, Sondra Spangler for moral support, encouragement and for proof reading the proposal materials. I am grateful to the students who participated in this study and thank them for their patience. Finally, the greatest thanks and gratitude go to God. VITA 1980 .............................................................. B. A., The British Open University, Milton Keynes, England. 1981 .............................................................. M. Ed., The Victoria University of Manchester, Manchester, England, 1982-1988...................................................... Lecturer: Curriculum Studies, Introduction to Psychology and Instructional Methods - University of Benin, Benin City, Nigeria, West Africa. 1989-1992 ...................................................... Qualified Mental Retarded Professional (QMRP): Kensington Heath Care Center, Evanston, Illinois 1992-1993 .................................................... Case Manager: Wilson Health Care Inc., Chicago, Illinois. PUBLICATIONS Okojie, M.C.C. (1988). Economics of vocational education. Perspectives in educatuiMO) pp. 167-72. Okojie, M.C.C. (1986). Contradictions in educational reform. Journal of research in curriculum (joric)4( 1 ). Pp. 44-51 University of Lagos, Lagos, Nigeria. Okojie, M.C.C. (1985). Problems of intelligence and bias in intelligence test. Journal of educational studies 4(1) pp. 44-51. BOOK REVIEW Diversified secondary education and development: evidence from Columbia and Tanzania: Authors: George Psacharopoulos and William Loxley. A World Bank Publication. The John Hopkins University Press 1985. Pp. 243 Review was published in Vocational aspect of education: teacher training of Bolton, England. Vol. XLI No. 108, April, 1989. VI FIELDS OF STUDY Major Field; Education: Vocational Education Curriculum Studies and Design Instructional Methods Program Planning for Adults. Human Resources Development. VII TABLE OF CONTENTS Page Abstract............................................................................................................... ii Dedication.......................................................................................................... iv Acknowledgment................................................................................................. v Vita .................................................................................................................... vi List of Tables.................................................................................................... xv CHAPTERS I. Introduction............................................................................................. I Education in Pre-colonial Nigeria............................................ 1 British Pattern of Colonization................................................ 2 Criticisms of British Colonial Education................................ 3 Elitist Education........................................................................ 5 Devaluing Vocational Training................................................ 6 The Structure of Education in Nigeria prior to vocationalization.................................................................. 7 Attitudes Toward Vocational Subjects...............................
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