COVER PAGE

STUDENTS’ ATTITUDE AND ACHIEVEMENTS IN WORKSHOP

PRACTICE OF VOCATIONAL SUBJECTS IN SOME SELECTED
SENIOR SECONDARY SCHOOLS IN FCT.

BY

IMUSE, FIDELIA OMOTOHAMEN

(PGDE/2010/7846)

A RESEARCH PROJECT SUBMITTED TO THE:

NATIONAL TEACHERS’ INSTITUTE

KADUNA

DECEMBER, 2010

Title Page
 STUDENTS’ ATTITUDE AND ACHIEVEMENTS IN WORKSHOP
PRACTICE OF VOCATIONAL SUBJECTS IN SOME SELECTED
SENIOR SECONDARY SCHOOLS IN FCT.

BY

IMUSE, FIDELIA OMOTOHAMEN

(PGDE/2010/7846)

A RESEARCH PROJECT SUBMITTED TO THE

NATIONAL TEACHERS’ INSTITUTE
KADUNA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD
OF POST GRADUATE DIPLOMA (PGDE) IN EDUCATION

DECEMBER, 2010

ii
 CERTIFICATION

The Project work has been read and approved by the undersigned as part of
the requirement for the award of Post Graduate Diploma (PGD) in
Education.

------------------------- -------------------------
Supervisor Date

-------------------------- -------------------------
Center Manager Date

……………………… ……………………...
State Coordinator Date

…………………. ………………………
External Examiner Date

iii
 DEDICATION

This research work is dedicated to

GOD ALMIGHTY

iv
 ACKNOWLEDGEMENT
I am indebted to a number of persons whose advice, encouragement
and support made this research work and entire programme a success.

Top on this list is my supervisor Mrs. J.O. Dahusi, for her diligent
critique of this project work and the scholarly and intelluetual
guidance.

I which to thank

ABSTRACT

This research project was designed to find out the attitude of students
towards workshop practice in learning and achievement. It was
designed to find out if such variables as sex and attitude of teachers
had a significant impact on the attitude of the students. A sample
study of 100 students out of the selected schools was used. The data
gathered was the students’ attitude towards workshop practice.
Teachers’ information Questionnaire and achievement given Test,
given to the students after exposure to a given programme of
instruction. Achievement and effective data were collected from 50
students enrolled for a four weeks price-winning programme in
vocational subjects. The subjects assigned to the two groups in
different schools, one group learned the concept “Construction of a
Mobile Bookshelf” in the workshop and practically the bookshelf,
while the second group learnt the same concept inside the workshop

v
 with the tools and materials required being shown to them without any
practical involvement. Results indicated that the interactive use of
workshop tools resulted in significant change in attitude and
significant high scores by the group which work with the tools. The
result and anecdotal report and observation also showed that the girls
involved in the workshop practice had a significant more positive
attitude towards the use of hand tools in vocational subjects than the
boys. The implications of these results are discussed. On the basis of
the findings, the following recommendations are made: That
vocational subject should not be taught without workshop practice,
provision of well-equipped workshop practice, provision of well-
equipped workshop, public re-orientation to erase the wrong
orientation about vocational subject before now, employment of
qualified teachers and guidance and counseling programme should be
organized in our secondary schools.

TABLE OF CONTENTS

Cover Page …………………………………………………………………………...i

Title Page ……………………………………………………………………………ii
Certification………………………………………………………………………….iii
Dedication …………………………………..………………………….…………….v

vi
Acknowledgement …………………………………………………………………..vi
Abstract …………………………………………………………………………..….ix
Table Contents …………………………………………………………………..…vii

CHAPTER ONE : INTRODUCTION

1.1 Background of the Study…………………………………………………….
1.2 Statement of the Problem………………………………………………..…..
1.3 Purpose of the Study...…………………………………………………..…..
1.4 Significance of the Study…………….…………………………………..….
1.5 Research Questions………..……………………………………………..….
1.6 Scope of the Study……………………..………………………………..…..
1.7 Definition of Terms………………………………….……………………....

CHAPTER TWO: REVIEW OF RELATED LITERATURES

2.1 Introduction………………………………………………………………....…
2.2 Definition of Achievement…………………………………..………………...
2.2 Vocational Schools in Nigeria…………………………………………………
2.3 The Problems of Vocational Education……………...…………… …..…........
2.4 The Problems of Secondary Education ………………………..…..………….
2.5 Business Studies at Junior Secondary Schools Level……………………….…
2.6 Use of Instructional Material and Students Performance in Business Studies….
2.7 Teacher Attitude Towards the Use of Instructional Material in Business Studies…

CHAPTER THREE : RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction…………..……………………………………………………
3.2 Research Design…………………………………………………………..
3.3 Population of the Study……….……………………………………...……
3.4 Sampling and Sampling Techniques… …………………………………..

vii
3.5 Research Instrument ………………..……………..………………………
3.5.1 Validation of Instruments ……………………………………………….
3.5.2 Reliability of Instruments…………………………………………………
3.6 Administration of Instrument/Data Collection……………………………
3.7 Methods of Data Analysis …………….. .…………….…………………

CHAPTER FOUR: DATA PRESENTATION AND DISCUSSIONS

4.1 Introduction……………………………….……………….……………….
4.2 Data Presentation ……………….………..…………………………….…..
4.3 Discussions…………………………………………………………………

CHAPTER FIVE: SUMMARY OF FINDINGS, CONCLUSION &

RECOMMENDATIONS
5.1 Introduction……………………………………………..…………………..
5.2 Summary of Findings……………………………………………………….
5.3 Recommendations ……………………………………………………….....
5.4 Conclusion…………………………………………………………………
5.5 Suggestions for Further Research…………………………………………….
References
Appendix

viii
 CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

A great deal of enthusiasm is being expressed by vocational educators in
relation to the development of positive student attitude towards
vocational subjects.

The school system in Nigeria has been much criticized in recent years for
its failure to achieve many goals which have been set for the and for the
harmful nature; most of them impact upon the society. According to
Ayeni (2004), the curriculum is said to be oriented towards cognitive
studies alone and does not give the student the chance to use their hands
and consequently unsuited for preparing the child on his own community.
Therefore emphasis was placed on vocational education in the secondary
school with the belief that vocational subjects are distinct forms of
training which is practical-oriented and has particular relevance to the
problem of the country.

In realizing the importance of vocational subjects, there is an attempt to

link the development effort of the government with educational
enterprise. One of the objectives of the second National Development
1
Plan (1989) is, according to the work of Adaralegbe (2003), “the
building of a united, strong and self reliance nature” and this is one of the
corner stones on which talking of “the acquisition of appropriate skills
and competence both mental and physical as equipment of his society.
Therefore, emphasis is placed on vocational training which will equip
students with the necessary skills that will make relevant to the needs of
the society.

However, on the implementation, many factors have been noticed which

caused the failure of student’s achievement on the vocational subjects in
the secondary schools. Adewumi (2002) opined “It is a sad commentary
that for several years after the take off of the new policy, the impact is
not yet being felt But since all necessary materials have arrived and
schools have been implementing the system, many researchers have been
researching on the area of the students’ and teachers’ performances in
vocational subjects in the secondary schools with the conclusion that the
performances of both teachers and students are poor as a result of non-
qualified teachers and non-availability of materials.

But according to Adaralegbe, many elements are involved in the teaching

and learning process-teachers, student and the methodology but the most
vital element is the students. Wright (2006) also concluded that the
methods, setting visuals lessons notes are all important in teaching and
learning process. The quality of teachers is also important but the most
important element is the attitude and the readiness of the students.
Therefore, there is a great need to research on the factors that affect the
attitude of students and how their attitudes towards workshop practice
2
 affects the achievement level of the students in learning vocational
subjects.

1.2 STATEMENT OF THE PROBLEM

Today’s world has been characterized by the increasing impact of
vocational subjects in the life of the people, particularly in this age of
technological advancement, and it is clear that the teaching of vocational
subjects appears to be inadequate when measured with the changing
demands of the society.

Lack of qualified teachers have stem from low enrolment of students on

vocational subjects which is a consequence of low achievement due to
the attitude of students towards workshop practice.

As emphasis is usually placed on technical vocational subjects on quest

for self reliance because of the belief that vocational subjects are distinct
training that has a particular relevance to the problem of development,
change of attitude by the students in the secondary schools towards
workshop practice on learning vocational subjects has become very
necessary. If so, are the students ready to use the workshop for learning
vocational subjects; or we may ask that what is the attitude of the
students towards workshop practice and how does their attitude affect
their level of achievement.

1.3 PURPOSE OF THE STUDY

In this study, the researcher intends to achieve the following

3
 1. To determine the difference between the attitude of male and
female students towards workshop practice
2. To determine the difference between students that use hand tools
and those that do not use in achievement.
3. To determine the extent of students’ attitude towards workshop
practice and how it affects performance and achievement.

1.4 SIGNIFICANCE OF THE STUDY

This study as conceived will be of immerse relevance to students
undergoing degree program in education, vocational and technical
education and other related area of studies.

Moreover, this study will ushers in a new horizon to the attitudes of

students towards workshop practice for learning and achievement in
vocational subjects.

1.5 RESEARCH QUESTIONS

The following research questions were raised for investigation.
1. Is there any difference between the attitude of male and female
students towards workshop practice?
2. Is there any difference between students that use hand tools and
those that do not use in achievement?
3. To what extent does the attitude of the students towards workshop
practice affect their performance or achievement?

1.6 SCOPE OF THE STUDY

4
 This study is concentrated only on the attitude of secondary school

students towards workshop practice in learning vocational subjects as a

factor affecting their performance or achievement in the Federal Capital

Territory.

The researcher do not intend to go outside Bwari Area Council as it is

considered to reflect the attitude of secondary school students towards
workshop practice in learning vocational subjects as a factor affecting
their performance or achievement in the Federal Capital Territory.

1.7 DEFINITION OF TERMS

Achievement: This is when a person is successful in his efforts or skills
in certain area of life.
Analysis: The study of something by examining its parts and their
relationship.
Attitude: This is the type of feelings or what a person do or say in a
particular situation, what he may enjoy or dislike, his approach to
situation and his reactions to events on his own life
Curriculum: Within this context refers to subject, included in course of
study or taught in school.
Hand Tools: Are the tools used on the technical workshop to produce an
object?

5
Instruction: Instruction is an organized experience to help
a learner achieve a reasonable change in performance worth having.
Learning: Is an act of acquiring knowledge from a teacher or
a medium that impart or transfer this knowledge to cause a relatively
permanent change in behaviour of the learner.
Material: Materials are various items of media that can confer
information with instructional objective to learners.
Performance: This is the aggregate inputs of pupils measured in terms of
success or failure in any examination.
Vocational Subjects: These are technical subject that are offered on the
senior secondary schools like woodwork, metal work, auto mechanic
electrical building etc.

6
 CHAPTER TWO
REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION
Attitude is what a person may do or may not do in a particular situation,
his approach to other people and his reactions to events in his own life
and the world around him.

Ray (2002) defines attitude as an expression of some degree of

favourableness or unfavourableness on a scale which has been
demonstrated to yield reliable scores. Attitude therefore judging from the
definition of Ray may be positive, negative, conclusive or inconclusive
and must be expressed either overtly or covertly.

Amalaha (2005) defines attitude as an organization regarding the way we

see things, concepts, motives habits and events. From this definition,
once observes three components; which are cognitive or mental
components which comprises of concept and benefit the affective such as
motives and the action component made up of habit and the last is
activities.

2.2 DEFINITION OF ACHIEVEMENT

Achievement is the understanding of one’s aims and how successful he is
with his effort and skills in a certain area of life. To this research work,
we are dealing with evaluation on how much learning that has taken
place under a given period of time, and the progress the students have

7
made as a result of instruction. Edoba (2001) resisted in the low
enrollment and achievement in vocational subjects. That some of the
factors that is contributing to poor enrollment are still hidden.

According to Ihiollai (2004), he attributes the factors to the poor attitudes

of teachers to nature of technical subjects, inadequate information, and
that the students of our days are not ready to use their hands. Also
Odunnusi (2004) reviewed that vocational attitudes of secondary school
students investigate appeared glaring, negative and class level and sex of
the students are not factors which significantly influenced towards the
attitude and Ayeni (2004), said that the poor attitude of student did not
rest on the fact that some of the vocational concepts are difficult or waste
the time of the students but because of wrong orientation by parents and
teachers or other area of specialization.

According to Nwemeye (1990), he said that the vocational subject

teachers has set of roles to play in their teaching to entice and interact
with the students, if not so, in due time, the students will develop a type
of unpleasant or negative attitude and decide not to offer their subjects.

Wright (2001), concluded that “if a teacher has all the good methods
within his reach, a well prepared lesson note and with a good
qualification, if the attitude of the students are negative and prove not to
have interest in the lesson, what ever the motivation he may use, his
teaching will not yield the expected result, unless he can combat the
factor relating to the negative attitude”. As communication is the basis
instrument of teaching and learning Aderounmu and Ehiametalor (2001),

8
says that communication is a process or a chain if the receiver does not
decode the information and analyze it within himself, such information is
void and useless.

Jackson (2000) concluded that greatest obstacle to successful teaching is

the assumption that teaching and learning have taken place when the
learners are not interested in the classroom situation. Norman (2001), in
his view agreed that an extremely important factor that contributes to the
frustration occurs as a result of their negative attitude towards learning.
Even in every fact of secular world of education it is recorded that
student’s response is an important factor that affects teaching and
learning process and the achievement of the learner.

Fredrick (2003) said that the initiation of learning depends a well known
educator (teacher) and a learner (student) who is ready to learn; the
success rests not much upon his scholarly knowledge f the field, his
curricular planning, the programmed learning he utilizes at one time or
the other as resource but is not facilitation of significant successful and
infrastructure learning, such learning rest upon certain attitudinal
qualities which exist on the relationship between the leader and the
learner towards the teaching/learning situation.

Therefore, the saying of Morphy (2001) is true that “the achievement is

as a result of the response and attitude of learner towards the learning
concepts, available materials and the environment. Notwithstanding the
amount of work that has been done on attitude of students towards other
subjects is like what Grimssy (2002) noted that rigid stereo-type of

9
 attitude can affect achievement on subjects where flexibility outlook is
necessary.

Briggs (2004) noted also that poor attitudes were important factor
causing failure in a subject like Biology. Despite this, some worth
positive conclusions there has been an inordinately small number of
studies that have carefully examined the nature of the relationship of
these variables and achievement.

For the vocational subjects also it is established, for instance that

Nigerian secondary school students, find it difficult to attain concepts
such as working drawing, line in space, calculation and processing of
materials like ceramics, plastics, rubber and wood etc. Onwu (2004) said
if the anxiety level in the workshop practice related to vocational subjects
is high, thus leading to the depression of achievement, less well
established. We are concerned with how these affect the achievement of
the students and how to solve the problems.

2.3 VOCATIONAL SCHOOLS IN NIGERIA

In Nigeria, there are five types of technical educational institution s
outside the universities; they are the Pre-vocational and Vocational
Schools at Post-Primary level, the Technical Colleges, the Polytechnics,
Colleges of Technical Teacher Education at post-secondary level.
(F.M.E, 2004).

In Imo State alone, there are four technical schools, eight skilled
acquisition centre and 193 vocational schools there is one polytechnic

10
 one university of Technology and the College of Agriculture. According
to government guidelines for the establishment and running of
professional institutes and vocational schools in Imo State (1992);
“vocational education is for the provision of opportunities for mastery of
skills and knowledge on selected occupations as well as for the
development of personality for useful living”, continuing, it noted that in
order to achieve this, vocational education should:
a. Provide general education beyond the primary and secondary
school level.
b. Provide training in and understanding of selected occupation,
opportunities, requirements and working conditions.
c. Help the trainee develop skilled attitude and abilities necessary for
securing and retaining a job.
The curriculum of vocational schools is centered on
craft/engineering trades, agriculture, business and home economics.
Most of the vocational schools run business courses in typing, shorthand,
bookkeeping and their like. While the technical schools run courses in
metal work, electronics, end of the course, the students take the National
Business and Technical Board Examination (NABTEB). The Ministry of
Education monitors and regulates the operations of vocational schools.
The durations of course for vocational schools is three years, while
technical schools run six years programme which is divided into senior
secondary and junior secondary levels.

2.4 PROBLEMS OF VOCATIONAL EDUCATION

As noted earlier vocational education is defined as education intended to
prepare individuals for gainful employment. It provides the skills,
11
knowledge and attitude that are required for employment on specific
occupations Okoro (2004).

According to the Federal Government of Nigeria (2002) “Technical

Education is defined as that aspect of education which leads to the
acquisition of practical and applied skills as well as basic scientific
knowledge”. Five types of technical education institutions are notable
outside the Universities, the Pre-vocational and Vocational Schools at
Post-Primary level, the Technical Colleges, the Polytechnics and College
of Technical Teacher Education at Post-secondary level.

Vocational Education on Nigeria is bedeviled with many problems.

These problems have hindered the realization if the objectives of
vocational education. The problems revolve around the human and
material resources required for vocational training. Specialist teachers
are generally in short supply especially in areas like wood work, auto-
mechanics, metal works and their likes. According to Igwe (1990) “any
science teacher is co-opted to teach or handle such care subjects like
integrated science, introductory technology. In a school where there is
only one science teacher, the teacher is made to teach other science
subjects, thereby making him a jack of all trade other times, graduates of
schools are used as instructors. They are employed to work in the
technical laboratories.

According to Abdullahi (2003), most of the technical workshops

especially in the rural schools are lying waste, abandoned and rusting
away in the bush. In some communities, they have been vandalized,
12
 where they are on tact. There is no electricity to operate them, and the
required manpower to handle the equipment is not available.

In the area of the quality of the products, most of the products are
considered as half-baked, unusable by users of the products. Most of the
graduates of vocational schools who read business courses become road-
side typists. Those who did home economics established fast food
centers, some of the graduates who read pure technical subjects enter into
apprenticeship training with a master craft man. This is the case with
graduates of mechanics, metal workshop and work. Iwokoya (2001)

The curriculum is not related to the needs of employers. Most of the

graduates of vocational schools undergo another period of note that many
a cause the institutions of pursing irrelevances. Others say they imitate
what is done in advance countries without adaptation. Another problem
of the vocational schools is finding a way of updating graduates of such
schools to avoid obsolesce and inefficiency at a future time.

2.5 THE PROBLEMS OF SECONDARY EDUCATION

The Federal Government funds 66 secondary schools in 2003 (two each
in every state of the federation) and the rest are funded by the
governments and private individuals. The administration, management
and funding of the schools are shared between the Ministries of
Education, the National Secondary Education Commission and other
agencies as prescribed in the legislation. Briggs (2003)

13
Education at this level is supposed to be offered free of tuition although
students are expected to pay levies as a contribution to the cost of
running the school. Secondary education is described into three years of
junior secondary and three years of senior secondary school. The
education offered at this level as two purposes. The one purpose is to
prepare them to continue with academic careers on higher education.

The students are channeled through placements onto specific programs

after the completion of junior secondary education. The options are
senior secondary schools, technical, colleges, vocational training centers
or apprenticeship scheme, placement into different streams is determined
by the results obtained from the continuous assessment processes and
tests that are supposed to determine academic ability, aptitude and
vocational interest, in addition to individual results. Okoro (2004)

The approach adopted for the curriculum has been an integrated

curriculum as opposed to emphasis on single subjects. The comparative
study and adaptation centre in 2004 and the Federal Ministry of
Education in 2005 provided guidelines for this integrated approach.
Implementation of the curriculum, however, indicates that the teachers as
implementers never understood the underlying approach. Teachers
continued to teach the way they themselves were taught. The failure in
implementation was due to lack of support through vigorous re-training
of teachers and continued support during implementation. Secondary
education as a sub-sector also grow rapidly especially in the seventies.
There was increased demand for places in the secondary schools

14
following the introduction of the universal primary education scheme.
Igwe (2002)

Many problems have been encountered on the implementation of the

nation policy as laid out in the National Policy of Education. For
example it was originally planned that junior secondary schools would be
free, but so far none of the states in the federation has been able to
accomplish this another example is that of the transition from primary to
junior secondary school that was also originally planned to be automatic
but was never implemented spaces, many states opted introduce
competitive entrance exams to select candidates for admission to junior
secondary schools, vocational and Technical Education at junior
secondary school. Jackson (2000).

One of the objectives in splitting secondary education into junior and

senior secondary education was to create an exit point after completing
junior education. The implementation of the terminal objective plan the
end of junior secondary has been problematic.

Prior to 1982 the Nigerian secondary education system prepared students

for basic white collar jobs and consisted by little more than basic
innumeracy and literacy education modeled on the British system of
education. A scarcity of jobs led to high unemployment and a high
failure rate that provide to be expensive for the state. It was for this
reason that a new structure for the education system at this level was
introduced.

15
New policies contained on the National Policy on Education (F.M.E.
2004) on proposed a system that would be cost-effective while
simultaneously making students more marketable by equipping them
with skills for a wide range of employment opportunities. The revised
system placed emphasis on terminal objectives aimed at providing
practical skills for those students who were judged to lack the ability to
continue with an academic career in a higher education institution.

The implementation of the terminal objective become problematic due to

the need to achieve uniformity in test administration, lack of capacity for
planning and management, and lack of the necessary resources. An
assessment study conducted in 2002 in Oyo State, evaluated the success
of the implementation of the terminal objective. This study indicates that
failure was mainly due to staff shortages, the ability to keep records for
continuous assessment, failure to provide career guidance to student.

The system in general faced problems of shortages of teachers, in

particular with qualifications and do experience to teach pre-vocational
subjects. According to Bryan (2002), problems were experienced to
shortage of teaching and learning resources needed for meaningful
education to take place. For example, school did not have workshops for
the practical subjects and those that had them were not adequately
equipped and thus not functional. In the sample used for Oyo State, over
50% of the schools had not even installed equipment provided by the
government in 2003 due to lack of amenities such as electricity. These
were disparities similar to those experienced in other area of education
with regard to Urban and rural schools, between boys and girls in the
16
transition form junior secondary school to senior secondary schools that
favoured boys.

Continuous assessment also proved to be a problem due to variations by

schools in its implementation. There were differences in the quality of
tests and other instruments used as well as differences in scoring and
grading of various assessment instruments. The variations were a result
of the failure of government to provide common instruments for
assessment. Okoro (2004) Government intervention, late in 2006, in the
implementation process, to address the problem of continuous assessment
and to provide common standard for assessment was not successful.

Disparities exist in the distribution of qualified guidance counselors

between Urban and Rural Schools. The quality of service provided by
guidance counselors is also questionable due to work overload. Many
also have teaching responsibilities that limit the amount of time available
for counseling services. The problem is compounded by lack offices for
the counselors which would provide privacy during counseling sessions.
Adeyele (2003)

The National Board for Technical Education adopted an integrated

approach to vocational and technical education. The underlying
philosophy was based on the belief that a broad introduction to
vocational and technical education was better than the compartmentalized
single subject approach. But teachers never understood the integrated
approach to teaching pre-vocational subjects and there was no support

17
 mechanism to assist them on the implementation of the transition from
single approach to the composite teaching approach.

Overall, the implementation of the terminal objectives has not been

successful. Some of the hindrances to success have been due to lack of
support by the schools. Policies that required the implementation of a
quota system and the feeling of some teachers that the system was not
based on systematic logic. The quota requires that 10% of the students
be channeled into vocational and technical education. Public perceptions
on the status of blue collar careers in a society in which social
advancement depended much more or academic careers. Okeke (2001)

Lastly, state governments facing a shortage of resources were not keen on

running expensive technical education programs. As a result, more
students were encouraged to opt for less expensive academic programs.

2.6 BUSINESS STUDIES AT JUNIOR SECONDARY SCHOOL LEVEL

Business studies program was introduced in 1982 into the Nigerian
secondary school curriculum in order to address the country’s economic
and technological deficiencies. The objectives were to create an
opportunity for students to have a broad understanding of business
activities, there functions, interrelationships between business
organizations and to provide students with skilled for processing
information.

The approach adopted was similar to the approach adopted for the pre-
vocational and technical studies, i.e. the integrated as opposed to being
18
 taught as individual subjects, with each subject covering its own specific
spheres and nothing else. It was believed that having a basic broad
knowledge of all business concepts was more beneficial than
specialization in one specific field, especially for emerging graduates
who needed to be job creators rather than job seekers. Okoro (2004)

Ekpeyong (2006), suggest that the integration of business studies in an

attempt to integrate the system, subjects were merely clustered arbitrarily
together. Three approaches used on other countries are suggested,
namely, organization around a theme, teaching methods being left to the
discretion of the teachers and the need for sequencing the materials to be
learnt. The whole implementation process of the business studies
curriculum in the junior secondary school needs to be reviewed.

Achievement motivation is the desire for succeed in competition with

some standard of excellence or is a latent disposition to compete with
standard of excellence and when you fail to achieve that excellence it
may last forever and a failure will affect such a person to the point of
death. (Bryan 2002) However, our focus on this study shall be on how
the student’s attitude towards workshop practice affects the achievement
of both the students and the teachers.

2.7 USE OF INSTRUCTIONAL MATERIALS AND STUDENTS

PERFORMANCE IN BUSINESS STUDIES
Bishop (2004) discovered that teaching aids can help in the
understanding of Business Studies. This follows from research conducted
the use of teaching aids. The research found out that where teaching aids
19
are used in a lesson, at the end of terminal examination student’s
performance was impressive. The investigator calculated the percentage
passes of thirty-six (36) students and each found to be 60%, 80%, 100%
respectively. Okeke (2001) posited that the task of Business Studies as
know it is to explain and communicate; once those are achieved the
whole problem is solved. To do this we rely on the use of teaching aids
according to Mapare (2000) pictures and charts are no substitutes for real
objects they are just representation of what we want provision of real
objects will provide conducive atmosphere for Business Studies teaching
and learning.
Abdullahi (2003) stated that the continued poor performance of students
in WAEC/NECO/GCE Level, Business Studies teachers is purely due to
lack of Business Studies teaching aids in the school. Bryan (2002) stated
that clearly if a pupil does not understand what is aid by the teacher or
what is written in the textbook, to pupil is not going to learn the subject
matter, but if the pupil is allowed to fee and feel what is said or written
by means of concrete objects his chances of understanding what has been
said is guaranteed.

Awokoya (2001) stated we can only tack of student’s performance in

Business Studies if the teacher can hold into his teaching strategies that
which can enhance students proficiently in the subject that is all possible
teaching aids are to be employed in the teaching of Business Studies to
enhance understanding of a concept.

Adeyele (2003) stated that to obtain an optimal result in the teaching of

Business Studies these teaching aids is unavoidable from the above, one
20
 is made to understand that 10 explain express or communicate any
Business Studies concept, for the understanding of students aids are
invalidate. Also from the above, we are informed of the assistance of
teaching aids in the performance of students. From the Mgetian theory,
we to the age of thirteen (13) most children under the assistance of
concrete materials in the lesson to facilitate their understanding of the
subject consequently it helps in improving performance of the students.

Finally, the use of teaching aids in the instruction of all the subjects
generally and c Business Studies is too evaluated and sustained then the
used of teaching aids becomes inevitable. With regards to the finding and
discussions, above, this study will try to find if the use of teaching aids
constitute to the teacher performance of students in Business Studies in
particular. The study will delve into critically to examine and ascertain
the chains, validity and how sustain the terms of the standard if proved to
be true.

2.8 TEACHER’S ATTITUDE TOWARDS THE USE OF

INSTRUCTIONAL MATERIALS IN BUSINESS STUDIES
Kay (2000) stated that Audio-visual aids very effective teaching aids but
they are very expensive and more so their uses are limited place where
electricity can be found Audio-visual aids such as Television, video
recorder, motion pictures and the likes are beyond the reach of most
teachers and where there are, they are either false or can not be used due
to lack of electricity.

21
Boya (2004) stated that some teachers are reluctant to use teaching aids
or talk about them because they would be expected to finance the
production. Yawen (2000) teaching profession is the most neglected
profession in Nigeria. This is because of the government lukewarm
attitude towards the profession and education in general. How many
months now that the primary school teachers in various states were not
paid their monthly salaries and allowances? Congressmen and women,
we must do something to sale guard our profession from the above we
are informed that there are some limitation to the use of teaching aids
more so we are also told that some teachers are reluctant to use teaching
aids because they would be told to finance its production or even
purchase them. The most disheartening of it all is the acute shortage of
Business Studies teachers and the total neglect of the teaching profession
of the government, a profession which is supposed to be given priority
attention is instead neglected. This perhaps explains the large
professional migration in search of job satisfaction.

This study is aimed therefore at finding the immediate and root causes of
teachers negative attitude and towards their profession the causes of mass
exodus and how best to advice the government in the issue of job
satisfaction and how to provide the necessary instructional materials in
schools. Teachers and learners alike need to generate or improvise
material because what is available if at all can not meet the specified
instructional objective with a relatively new emphasis on the effective
instructional material capable of teaching the mind. However, the only
teachers’ competence and creative ability that can determine the level of
improvisation for effective teaching and learning in school. Dele (1969)
22
stated there are two sources of instructional materials: the standard ones
and the one produced locally.

Dele asserted that the locally produced materials fits local needs and can
be up to date and at the visual content can be into the form the best fits
existing physical and environmental condition of the learner.

Codar (2000) emphasized that teacher can use representational visual

material specially for the teaching of languages in schools, photographic,
models and diagrams presented on charts. This is supported by Davis
(2004) who pointed out simple visual aids like pictures diagrams and
graphical representations are standard aids for hearing.

Abdullahi (2003) maintain that to overcome the expensiveness of

instructional materials, teachers should improvise instructional materials.
Rousoath (1987) had noted that improvisation of materials in Business
Studies is possible because there are a lot of materials within our
environment. The use of improvised material has contributed
significantly to the effective teaching and learning in sciences,
technology, engineering and social sciences. The improvisation of
instructional material requires certain consideration Bomide (2004) noted
that before embarking on any form of improvisation, it is necessary to
assess the relative worth of the improvisation, it is necessary to assess the
relative worth of the improvised materials from the standard point of
teaching. He listed some of these criteria of assessment to include.
i. The device should seek to validity illustrate and provide answers to
specific problems.
23
ii. Should be simple readily replicable and durable.
iii. Should be cheap enough to ensure meaningful cost reduction.
iv. Should foster development of desirable skills and interest in the
learner.
v. Should not differ significant and in quality and reliability from the
industrially produced ones (standard ones).
Basically improvisation is categorized into two forms namely:
a. Role substitution in which the original materials is highly modified
in order to perform the normal function in experimental setting.
b. Role stimulation: This involves actual construction of apparatus
under taken as emergency ensures either because the needed
apparatus is too expensive or not available e.g. the use of a
carpenter to construct wooden planes.
Whutted (2000) has aptly distinguished between those two as
follows. Improvisation is teacher centered activity and that any
item produced should work as intended local production is and
attempt meet the demand of the school themselves so that social
science courses can be taught effectively. He maintained that local
production is a matter of import substitution.

Balogun (2001) in clarifying these two classes of materials stated

that the equipment made by the teacher is regarded as truly
improvised ones while those made by local carpenter, blacksmiths,
trade centres, and technical and other organization of materials in
school.

24
These includes: - technical and human factors. He maintained that
technical factors related to questions of accuracy and precision that
is possible with improvised material vis-à-vis the factory made
ones. The human factors seem more crucial to as it relates to the
teacher which is concerned with his skill in developing the
resource while providing the appropriate learning experience to the
learner. Three human factors however indicated that teacher’s
professional commitments creativity, ingenuity and imaginative
ability are indispensable toward effective improvisation
instructional materials.

25
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 INTRODUCTION

In this chapter, the population, sample, sampling procedure,

instrumentation, method of data collection analysis were treated.

26
3.2 RESEARCH DESIGN

On this basis, the researcher selects his research method Survey Method

is used. The survey method involves a general view, examination or

description of a fact or event. It usually involves selecting a sample from

a population to give a close view. The survey research method helps to

answer research questions. Methods of survey includes: questionnaires,

personal interview and observation.

3.3 POPULATION OF THE STUDY

The population consists of all the students in the selected five schools in

Bwari Area Council, FCT Abuja. A total population of 100 students (20

each from the five schools).

3.4 SAMPLE AND SAMPLING TECHNIQUES.

After the sampling size has been determined and established. Sample

random sampling techniques were utilized in choosing the sample. The

reason for using the techniques is precisely to give each individual in the

27
 population, an equal chance at being included in the sample to make it

possible for every combination of individual to be chosen.

3.5 RESEARCH INSTRUMENT

The questionnaire was used to elicit information on student’s attitude

towards workshop practice on learning vocational subject administered to

secondary school students. This instrument contained (20) twenty items

which employed a 5-point linker’s scale, the instrument consisted of

ten negative items which were judged by two lecturers and validly tested

construct of interest. The students are expected to indicate their extent of

agreement by the attitude expressed in each item and their own personal

feelings. The scale called for a graded response to each item.

3.5.1 VALIDATION OF INSTRUMENTS.

The guide though the guidance of my supervisor, a good research

questions were designed which most likely will satisfy the investigation

to be carried out. It was sampled using some samples of respondents. The

outcome of the sample work was encouraging.

28
 Again in the review at selected interview it was cross cheeked and

irrelevant topics and details removed and the whole ideas was sort of

synthesized out.

3.5.2 RELIABILITY OF INSTRUMENTS.

The reliability level of the instrument had also been tested; the researcher
had chat with teachers and students after which she visited all the
selected schools to ascertain the effects of students’ attitude and
achievement in workshop practice of vocational subjects in FCT.

3.6 ADMINISTRATION OF INSTRUMENT/DATA COLLECTION

The data required for the research was collected from questionnaires

which were administered in each of he selected schools in Bwari Area

Council with the help of the vocational subject teachers.

The achievement tests are administered after selecting 35 students from

three schools both male and female for a prize winning preparatory

course for (4) four weeks.

They were divided into two groups. One group of 15 (10 male and 5

female) learnt the concepts on the construction of mobile bookshelf in the

workshop with hand tools they produced it.

29
 Another group of 20 (15 male and 5 female) learnt the same concepts in

the workshop without the use of hand tools. They were taught as a group

in their schools.

The following concepts are in the student:

a. Type of woods
b. Tools needed
c. Materials required
d. Type of joints
e. Dimensioning and size
f. Practical cutting, planning, nailing, gluing and finishing.

Students in each of the groups in the two schools worked together as a

team. The first group learned in the ideal situation and the second group

learned on the workshop without practice. The study lasted for four

weeks after which the subject took the attitude and achievement test.

3.7 METHOD OF DATA ANALYSIS

After data were been collected, the researcher edited to eliminate error

arising form inconsistencies and bases of respondents. The researcher

adopted percentage method of data analysis, the simple percentage

decision rule states that:

The option with the highest percentage is the

30
 desired option and should be accepted.

For instance, the administration of questionnaire; if 100 questionnaires

were administered and the result was as 80 for the Yes option and 20 for

No option, going by the simple percentage decision rule stated above, the

Yes (that has 80) option will be the desired and acceptable one because

it has the highest rate.

The product from the equation gave the researcher a more refined data

for further analysis. The researcher went ahead to group the data

according to their interrelatedness and then tabulated then and the

percentages calculated thereof to enhance the desired results.

31
 CHAPTER FOUR

DATA PRESENTATION AND DISCUSSIONS

4.1 INTRODUCTION

This chapter gives a detailed analysis of the data collected from the

questionnaire. A total of one hundred questionnaire were administered

and collected after completion by the respondents the responses to the

questions were carefully examined, analyzed and interpreted to answer

the research questions raised in chapter one.

4.2 DATA PRESENTATION

According to the four scale a 2.5 mean and standard deviation was used

in analyzing the responses. It was taken that any mean above 2.5 as

taken for agreed and a mean less than 2.5 as taken for disagreed.

Table 1

Percentage distribution of students SS I and SS II

32
 No of Students Percentage

SS I 55 55

SS II 45 45

Total 100 100%

Table 1 shows that what the respondents used for the study were of

composed 100 students (SSI and SS II) out of which 55 (55%) of them

were SSI and 45 (45%) were SS II.

Table 2

Percentage distribution of SS 1 students

Sex No of Students Percentage

Male 35 63.63

Female 20 36.36

Total 55 100%

Table 2 shows 35 respondents representing 63.63% of the total SS I

respondents used for the study were male while 20 respondents

representing 36.36% of the total SS I respondents used for the study were

female.

Table 3

Percentage SS II students
33
 Sex No of Students Percentage

Male 30 66.66

Female 15 33.33

Total 45 100%

Table 3 shows 30 respondents representing 66.66% of the total SS II

respondents used for the study were male while 15 respondents
representing 33.33% of the total SS II respondents used for the study
were female.
Table 4
Percentage of Age Distribution of Students

Age No Percentage

14 – 15 years 50 50%

16 – 17 years 50 50%

Total 100 100%

34
4.2.1 Question 1

Vocational lesson is very interesting to me and I enjoy workshop

practice.

Table 5
OPTIONS RESPONSES %
Agreed 36 36%
Strongly Agreed 34 34%
Disagreed 17 17%
Strongly Disagreed 13 13%
TOTAL 100 100%

From table 6 above, 36 respondents representing 36% of the total

respondents agreed that vocational lesson is very interesting to them and

that they enjoy workshop practice; 34 respondents representing 34% of

the total respondents strongly agreed that vocational lesson is very

interesting to them and they enjoy workshop practice while 17

respondents representing 17% of the total respondents disagreed that

vocational lesson is very interesting to them and they enjoy workshop

practice and 13 respondents representing 13% of the total respondents

strongly disagreed that vocational lesson is very interesting to them and

they enjoy workshop practice.

35
4.2.2: Question 2

Using the hand tools in the workshop makes vocation subjects fun.

Table 6

OPTIONS RESPONSES %
Agreed 50 50%
Strongly Agreed 35 35%
Disagreed 10 10%
Strongly Disagreed 05 05%
TOTAL 100 100%

From table 6 above, 50 students representing 50% of the total

respondents agreed to the statement that Using the hand tools in the

workshop makes vocation subjects fun; 35 respondents representing 35%

of the total respondents strongly agreed that using the hand tools in the

workshop makes vocation subjects fun while 10 respondents representing

10% of the total respondents disagreed that using the hand tools in the

workshop makes vocation subjects fun and 5 respondents representing

05% of the total respondents strongly disagreed that using the hand

tools in the workshop makes vocation subjects fun.

36
4.2.3 Question 3

I do not like vocational subjects, it involves workshop practice.

Table 7

OPTIONS RESPONSES %
Agreed 22 22%
Strongly Agreed 18 18%
Disagreed 45 45%
Strongly Disagreed 15 15%
TOTAL 100 100%

From table 8, 22 respondents representing 22% of the total respondents

agreed that they do not like vocational subjects because it involves

workshop practice; 18 respondents representing 18% of the total

respondents strongly agreed that they do not like vocational subjects

because it involves workshop practice while 45 respondents representing

45% of the total respondents disagreed that they do not like vocational

subjects because it involves workshop practice and 15 respondents

representing 15% of the total respondents disagreed and strongly

disagreed that they do not like vocational subjects because it involves

workshop practice.

37
4.2.4 Question 4

Objects that I produce from the workshop develop my interest towards

vocational subjects.

Table 8
OPTIONS RESPONSES %
Agreed 58 58%
Strongly Agreed 33 33%
Disagreed 07 07%
Strongly Disagreed 02 02%
TOTAL 100 100%

From table 9, 58 respondents representing 58% of the total respondents

agreed that objects produced from the workshop develop their interest

towards vocational subjects; 33 respondents representing 33% of the total

respondents that objects produced from the workshop develop their

interest towards vocational subjects while 7 respondents representing 7%

of the total respondents Disagreed that objects produced from the

workshop develop their interest towards vocational subjects and only 2

respondents representing 2% of the total respondents strongly disagreed

that objects produced from the workshop develop their interest towards

vocational subjects.

38
4.2.5: Question 5

Students attitude to vocational subjects.

Table 9

Response Sex Total Percentage

Respons %

Male Female

Negative 49 25 74 74

Positive 16 10 26 26

Total 65 35 100 100%

From table 9 analysis of the responses of the 100 students used in this

study shows that a total of 74 student (74%) have negative attitude to

workshop practice, while 26 (26%) of the total population has a positive

attitude.

The result therefore, shows that students in the secondary school have a

negative attitude towards workshop practice in learning vocational

subject have a negative attitude towards workshop practice in learning

vocational subjects.

39
4.3 DISCUSSIONS

The analysis from the data presentation the researcher was able to find

out the attitude of students towards workshop practice in learning and

achievement. A sample study of 100 students out of the selected schools

was used. The data gathered was the students’ attitude towards workshop

practice. Teachers’ information Questionnaire and achievement given

Test, given to the students after exposure to a given programme of

instruction. Achievement and effective data were collected from 50

students enrolled for a four weeks price-winning programme in

vocational subjects. The subjects assigned to the two groups in different

schools, one group learned the concept “Construction of a Mobile

Bookshelf” in the workshop and practically the bookshelf, while the

second group learnt the same concept inside the workshop with the tools

and materials required being shown to them without any practical

involvement. The findings indicated that the interactive use of workshop

tools resulted in significant change in attitude and significant high scores

by the group which work with the tools. The observation also showed

that the girls involved in the workshop practice had a significant more

40
 positive attitude towards the use of hand tools in vocational subjects than

the boys.

CHAPTER FIVE

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

5.1 INTRODUCTION

This research project was designed to find out students’ attitude and
achievement in workshop practice of vocational subjects in some selected
senior secondary schools in FCT. In the light of this, the preoccupation of
this chapter is to summarily discuss the findings, conclusions and
recommendations with suggestions for further research.

5.2 SUMMARY OF FINDINGS

The result and findings from the breakdown of information obtained from

respondents from the selected senior secondary schools show that:

i. The attitude of students towards workshop practice is negative.

41
 ii. Contrary to the research question one, there is no difference

between the attitude of male and female, students towards

workshop practice.

iii. For the research question two, there, there is no difference between

the achievement of the students who use hand tools and those that

does not use.

iv. With respect to research question three, the extent to which

workshop practice affects cannot be over stressed as the attitude of

students is a factor that affects achievement.

5.3 CONCLUSION

Based on the result of this research study, the following conclusions were
drawn
i. Students developed negative attitude towards workshop practice in
learning vocational subject.
ii. Male and female students are not differ in attitude towards
workshop practice which is due to factors like misconception, lack
of useful information and peer group.
iii. The achievements of the student that use hand tools to learn and
practice in the workshop are better than those who does not use.

42
 iv. Teachers’ qualification as one of the variable that affects the

attitude of the students for the total sample, however, not

difference was seen or found between the sexes.

It is also worthy to say that students that involve in workshop practice are

better in achievement and a lot of advantages life skill development,

students/teachers relationship, readiness to work and

usefulness/importance of vocational subjects are few.

5.4 RECOMMENDATIONS

Those results have serious implication to Nigeria educational system

especially when realized that the teaching and learning of vocational

subjects in other schools is very important to whatever ambition we have

as a nation in terms of science and technological development and

achieving the national aim of self-reliant and respect to dignity of labour.

The result implies that vocational subjects teachers in the school may not

be teaching the subjects as expected for proper implementation because

of the failure to involve in workshop practice and practical work which

constitute an integral part of the vocational teaching and so important in

the proper implementation of he 6-3-3-4 system of education. The

following recommendation are made.

43
i. Theory and practical work should be taught together so that the

entire course as percentage as unified whole in a manner conducive

to thinking.

ii. More qualified teachers should be employed to each vocational

subject in the schools and the unqualified ones are to be

encouraged to go for further education or in-service training to

keep them up-to-date.

iii. Artisans should be appointed to work with the vocational subjects

teachers to instruct the students and with the artisan, the students

will be able to work in the workshop when the teacher is not

available.

iv. In view of these findings, vocational subjects should be mindful of

their behaviour both in the classrooms and workshop. They should

try as much as possible to maintain a smooth relationship between

themselves and their students.

v. The workshop should be well equipped with adequate tools

materials and other workshops facilities should be provided vy the

school to take root and flourish.

vi. Public support for science and technology development should be

sought for, based on realization that the solution to the problem of

44
 no standard workshop which cannot be solved by the government

alone required enthusiastic participation and support of parental

organizational and social groups.

In all schools, a well organized guidance and counseling should be

organized for the teachers, students and the parents on occupation and

career choice.

The instructional materials usage make the students to be involved and is

thus carryout along this will eliminate boredom and the bad teaching

towards Business Studies, as been best suited for the gifted students. The

use of instructional materials broadens their scope of perception and

makes understanding easier. The greatest problem posed to this all

important tool at instruction is the procurement and effective utilization.

Except the teacher, students, local, State and Federal government,

proprietors, corporate bodies, voluntary agencies and other state holder

take a firm stand, the problem of non- utilization of instructional

materials can not be eradicated.

45
5.5 SUGGESTION FOR FURTHER STUDIES

i. Since the scope of the study is limited to one Local Government Area,

further research should be made in other states to make the findings more

conclusive.

ii. Other variable that could affect the efficacy of attitude of the students

towards workshop practice in vocational subjects were not examined.

Further research should be carried out to examine the effects of these

variables such as background of the student’s level of understanding,

vocational ability and age of the students.

46
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Influencing Factors to the School Vocational Programmes: Corvallis;
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Aomalahi, B.M. (2001): “The Teacher as a Social Being”: Foundation of

Education: B. O. Ekeje (Ed). Benin, Ethiope Publishing Co. 355-366.

Ayeni, F. O. (2004): Teaching Vocational Subjects in Nigeria: Ilosa, Ilesanmi

Publishers Pp. 104.

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Ibadan, University Press, Pp. 17.

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Change” Journal of Industrial Teacher Education: Vol. 18 Pp. 51-57.

Eboda, A. (2004): A Study of Attitude of Some Nigeria Secondary School

Students Towards Practical Work Journal of Vocational Teacher
Association of Nigeria. Pp. 114-119.

Foley, D. J. (2003): Handbook on Recruitment of Potential Industrial Arts

Teachers, New York, New York University, Department of Vocational
Education.

Fredrick, M. (2003): Teaching Vocational Subjects in Today’s Higher

Schools, U.S.A., Hoston, Allyin and Bacon Publications.

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George M., Zinkhan and Arun P. (2003). An Overview of Marketing Strategy
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Harren, V. A. & Biscardi, D. I. (2000): Sex Roles and Cognitive Styles as

Predicting of Holland by Typologies, “Journal of Vocational
Behaviour”. Vol. 17, No. 84 Pp. 231-232.

Heis, E. O. (2003): Helping Students Develop a Science Attitude. The

Science Teacher. Pp. 288

Jackson, B. F. (2004): Research in Science and Vocational Education. Lagos,

Steve Publication.

Mills G. Walter, J. A. (2000): Technical Writing. New York:

Holt, Reinhart and Winton.
Morphy, S. O. (2001): Teaching and Learning Vocational Subjects in Schools,
London, Allman & Sons Publishers.

Morse, W.C. & Winga, G.M. (2005): Psychology and Technology: (2 nd Ed)
U.S.A. Lucy Publishers.
Norman Wright (2001): Teach Them to Develop Good Attitude: London,
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Nwanmeye Raymond (2000): Lecture Note on Industrial Design Techniques

(Unpublished Manuscript).

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Ninaography University of Benin, Pp. 51.

Okoro, M. O. (2003): Principles and Methods of Vocational and

Technological Education: Nsukka, University Trust and Publishers.

Onwu, S. (2004): Attitude and Interest: Australia, Rontadge and Kogan

Paul Publications.

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Osuala, N.C. (2007): Handbook of Vocational Technical Education for
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Podsakoff, P.M. and Dalton, D.R. (2003). “Research Methodology on

Organization Studies” Journal of Management Volume 13, Number 2
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Research Methods in Social Relations New York; Holt, Rinehart and
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Aomalahi, B.M. (2001): “The Teacher as a Social Being”: Foundation of
Education: B. O. Ekeje (Ed). Benin, Ethiope Publishing Co. 355-366.

Ayeni, F. O. (2004): Teaching Vocational Subjects in Nigeria: Ilosa, Ilesanmi

Publishers Pp. 104.

Brigg, H. F. (2004): Learning and Discipline, Guidance and Counseling:

Ibadan, University Press, Pp. 17.

Edoda, A. (2004): A Study of Attitude of Some Nigeria Secondary School

Students Towards Practical Work Journal of Vocational Teacher
Association of Nigeria. Pp. 114-119.

Fredrick, M. (2003): Teaching Vocational Subjects in Today’s Higher

Schools, U.S.A., Hoston, Allyin and Bacon Publications.

Foley, D. J. (2006): Handbook on Recruitment of Potential Industrial Arts

Teachers, New York, New York University, Department of
Vocational Education.
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Steve Publication.

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Nwemeye, J. J. (2000): The Relationship of Career Aspiration and
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51
 APPENDIX I

NATIONAL TEACHERS’ INSTITUTE,

KADUNA.

Dear Sir/Madam,

LETTER OF INTRODUCTION

Students’ Attitude And Achievements In Workshop Practice Of Vocational

Subjects In Some Selected Senior Secondary Schools In FCT.

You no doubt share with us the conviction that a final year Post Graduate
Diploma in Education, can only collect his primary data by meeting
people in the field. Please, take the little time required to people answers
to the attached questions.

Your answers are to be kept in the strictest confidence and under no

circumstances are they to be divulged. They are to be combined with

52
 those of other respondents to arrive at composites and averages for
writing up the Researcher’s PGDE Project.

Yours sincerely,

Researcher.

APPENDIX II

QUESTIONNAIRE SCHEDULE

Kindly answer the following question by ticking [] the option that is

considered appropriate.

PERSONAL DATA

1. Sex Male Female

2. Age: 10 – 12 yrs 13 – 15 yrs

16 – 17 yrs 18 yrs and Above

3. Class:

SS I SS II

SECTION B

Research Question 1

53
Vocational lesson is very interesting to me and I enjoy workshop

practice.

Agreed
Strongly Agreed

Disagreed

Strongly Disagreed

Research Question 2

Using the hand tools in the workshop makes vocation subjects fun.

Agreed
Strongly Agreed

Disagreed

Strongly Disagreed

Research Question 3

I do not like vocational subjects, it involves workshop practice.

Agreed
Strongly Agreed

Disagreed

Strongly Disagreed

Research Question 4

54
I like going to the workshop because it makes my uniform dirty.

Agreed
Strongly Agreed

Disagreed

Strongly Disagreed

Research Question 5

Students’ attitude to vocational subject.

Positive
Negative

55