The call for continuous creation of industrial and technological workforce cannot be overlooked, in view of the fact that it will boost the sustainable industrial and technological development of any nation. A vital programme that can bring into being requisite workforce for sustainable industrial and technological development is Technical Vocational Education and Training (TVET). To this end, this study investigated the strategies for sprouting sustainable industrial and technological workforce through TVET in Nigeria using the descriptive survey research design. The study was guided with two research questions and two hypotheses. The sample was made up of 300 respondents comprising of 154 TVET Lecturers from Universities and 146 TVET industry-based workers in South-South Geopolitical Zone of Nigeria, who were selected using simple random and convenience sampling techniques respectively. The instrument used for data collection was a 69-item questionnaire which was validated by three experts. The reliability of the instrument was determined using Cronbach Alpha and a reliability coefficient of .86 was obtained. Mean and standard deviations statistics were used to answer the research questions, whereas t-test statistic was used to test the null hypotheses at .05 level of significance. The findings of this study revealed that TVET programmes had some policy-related challenges; and TVET institutions-workplace collaboration is a possible strategy for sprouting sustainable industrial and technological workforce in Nigeria. Thus, among others, it was recommended that firm TVET policy document be set-up by government and all stakeholders to appropriately synchronize TVET programmes towards sprouting sustainable industrial and technological workforce in Nigeria.
Academic knowledge and transfer of knowledge retention after graduation to the workplace by office technology and management (OTM) students in Polytechnics has been worrisome to stakeholders in education. This study seeks to determine if peer tutoring instructional technique could solve these aforementioned problems. The study adopted a quasi-experimental design of a pre-test, post-test and delayed posttest (knowledge retention) for non-randomized un-equal two groups. The population for the study is 503 National Diploma (ND) II OTM students in four Polytechnics in South West, Nigeria. Through purposive sampling, we selected a sample of 227 (120 experimental and 107 control) students from two polytechnics in two states. These instruments; lesson plan for the experimental group, lesson plan for the control group and Office Technology and Management Achievement Test (OTMAT), were used for data collection. Three OTM experts validated the instruments. The reliability coefficient of the OTMAT was established as 0.86 through the use of Kuder-Richardson formula 21 techniques. Mean and standard deviation were used to answer the research question while Analysis of Covariance (ANCOVA) was used to test the hypothesis. Results revealed knowledge gain for the experimental group. Thus, peer-tutoring enhances academic knowledge retention among OTM polytechnic students. It is therefore recommended that peer-tutoring instructional technique be used to teach OTM students in Polytechnics. Stakeholders should create platforms (workshops and conferences) for OTM lecturers and students in Polytechnics to utilize the peer-tutoring technique in the teaching/learning process.
Students of Office Technology and Management (OTM) in Nigerian polytechnics have consistently performed below expectations both academically and at work. This may be attributed to use of inappropriate instructional method. The need to improve this situation necessitated the research on effects of peer tutoring on students’ academic achievement in OTM in Nigerian polytechnics. Using a research question to guide the study, and a null hypothesis was tested at 0.05 level of significance. A non-randomized quasi experimental research design, adopting pre-test; post-test non-equivalent control group design was used. South West Nigeria was the region of the research work with a populace of 503 National Diploma Year II (ND II) OTM students in four federal polytechnics. Using cluster random sampling, a sample of the intact classes of 227 students from two states in the area of the study was drawn. Three OTM experts validated the “Office Technology and Management Achievement Test (OTMAT)” 100 items instrument for face and content validity. The Experts input modified some items and cancelled some which reduced 140 test items to 100 used for collecting data. Descriptive statistics of mean was used to analyze data and to respond to the research question while t-test and Analysis of Covariance were used to test the null hypothesis. Kuder-Richardson Formula 21 was adopted to establish internal consistency and reliability of the instrument which yielded a coefficient of 0.86. The research showed that Peer Tutoring Instructional Technique (PTIT) has higher positive effects on students’ academic achievement in OTM than Teacher-dominated Instructional Approach (TDIA), thus it can enhance students’ academic achievement in OTM. It was, therefore, suggested that OTM lecturers should include the use of Peer Tutoring Instructional Technique to boost learning in teaching their students.
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