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THE ATTITUDE
OF STUDENTS TOWARDS VOCATIONAL SUBJECTS IN SELECTED SECONDARY SCHOOLS
ABSTRACT
The study set out to find out the
effect of gender, parental background and teachers’ personality on students’
attitude to vocational subjects in selected secondary schools in Yewa South
Local Government of Ogun State. This is
because vocational subjects having been accorded the prime place in the new
National Policy on Education and its enforcement at Junior Secondary School
level, is not embraced by students after the Junior Secondary. The study sample is made up of 200 students
(100 male and 100 female) randomly selected from ten secondary schools in Yewa
– South Local Government. Four
hypothesis were tested. The design of
the study was survey which involved the use of questionnaires to elicit
responses for data collection. The
findings among others are: Environmental factors play a significant role in
rejection of vocational subjects. The
educational levels and occupational status of parents affect students choice of
vocational subject negatively. Choice of
vocational subjects is not gender related.
The study recommended that there should
be an enlightenment programme in schools to enhance students’ positive attitude
towards the study of vocational subjects.
Parent/guardian should encourage their wards to show interest and
participate actively in vocational subjects.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND TO THE STUDY
In Nigeria
today, the importance of vocational education cannot be over-emphasised.
Borishadee (2002) described vocational education as the springboard that is
meant to elevate the status of Nigeria in the committee of nations.
Jiboku (1995) observed that up till
date, Nigeria has been craving for manpower especially in the areas of
Engineering, Science and Technology. The
only vehicle for the achievement of the country’s goal of technological
advancement is vocational education.
Vocational Education has been absent
in the Nigerian formal educational set up, for instance, the Education
Ordinances of 1882, 1887, 1908 and 1916 were silent on Technical Education – as
the colonial education in Nigeria have repeatedly asserted that it was meant to
produce people who could only read, write, keep records and be willing to serve
the colonial masters in whatever capacity they deemed fit.
In the non-formal realm, Jiboku
(1995) further stated that vocational education is as old as Nigeria
traditional grouping. Skills were
acquired through informal and non-formal means.
Apprenticeship system was prominent before the advent of Western
Education that gave rise to mad rush for white-collar job that was detrimental
to the introduction of formal Vocational – Education. However, events soon proved that Vocational
Education could not be totally swept under the carpet; hence the establishment
of a number of comprehensive schools (assisted and non-assisted), Vocational
training centres, Technical Colleges, Colleges of Education (Technical) and
Colleges of Technology where the teaching of Vocational and Technical subjects
were predominant up to the level of Technician.
The report of the Ashby Commission
(investment in education) (1960) marked the beginning of government’s serious
involvement in the establishment and funding of vocational education. It also brought about the introduction of
vocational subjects into Nigerian Secondary School’s curriculum. The Ashby commission Report identified that
the secondary school system was devoid of Vocational and Technical Education
courses and therefore suggested that it is introduced.
Education seminars, workshops,
symposia and conferences were organized for a critical appraisal of the
commission report. Objectives of
Vocational Education were summarized as:
(i) Meeting the manpower needs of the
society
(ii) Increasing the options available to
each student and
(iii) Serving as a motivating force to
enhance all types of learning.
It is also observed that Vocational
Education had the merits that the student who was unable to proceed in academic
education had the option to use his skill to earn a living.
The Nigerian government, in an effort
to meet the demands of the changing times decided to restructure the system of
education in the country. In 1977, the
government published a new National Policy on Education which was later revised
in 1981. The policy provides that
Nigeria should have a new secondary education programme designed to be both
functional and practical; a programme that would be structurally and
qualitatively different from the existing system. This led to the introduction of 6-3-3-4
educational systems.
The moral of an average Nigerian
became dampened as to whether or not the teaching of vocational subjects in
schools would deliver on its promise to elevate the country among the committee
of nations.
Students attitude towards vocational
subjects can be traced to a number of reasons prominent among which are
inadequate funding; a problem that has persisted right from the inception of
the programme. Money is needed to
procure machines and equipment to be installed in standard workshop. In some states, workshops were built without
equipment while it is the other way round in some other states due to poor
funding according to Olateru-Olagbegi (1995). Consequent upon the
aforementioned, Vocational subjects are taught without or with little practical
work. Students therefore get
disenchanted studying vocational subjects.
Research studies conducted by Power
(1999) show that vocational subjects take the back seat in the list of referred
subjects of students in Senior Secondary Schools. Other reasons adduced are societal values,
parental influence, bandwagon effect in selection of subjects, prospect and
remuneration of workers in various fields of vocational studies.
The attitude of students according to
Borishade (2002) can also be traced to lack of qualified manpower to teach
vocational subjects. Technical teachers
trained in our institutions are ‘half-baked’ since these institutions lack
adequate equipment that will facilitate teaching. Those trained abroad where there was
equipment cannot function for unavailability of similar equipment in our
schools, Physics teachers are drafted to teach most vocational subjects especially
introductory technology. A check has to
be put to this trend so that our dream of becoming a technological developed
nation will not be a mirage.
1.2 STATEMENT OF THE PROBLEM
This study
examines the attitude of students towards the study of Vocational subjects in
secondary schools with all the incentives promised by the school
administrators, parents and teachers to students, especially in Secondary
Schools; the attitude of students toward the subject is still negative. It has been established by research findings
carried out by Bakare (1985), that the number of students who opted for
Technical and vocational based subjects in the senior secondary level was not
encouraging in terms of enrolment.
Olateru-Olagbegi (1995) also asserted
that there are quite a number of factors that are affecting students in the
selection of vocational subjects at the Senior Secondary School level; these
include lack of interest and negative attitude of the students of vocational
courses.
This negative attitude to the choice
of vocational subjects has been affecting the production of vocational and
technological experts who are important in the technological development of the
nation. The question therefore is, will
students’ attitudes towards vocational subjects be affected by environmental
factors, such as the level of parents’ education, occupational status of
parents, teachers personality and gender?
1.3PURPOSE
OF STUDY
This study is designed to highlight
the attitude of students in Yewa South Local Government Area of Ogun State
towards Vocational subjects. Attention
will be focused on factors responsible for the students’ attitude vis-à-vis its
implication on the implementation of 6-3-3-4 Educational System with respect to
vocational subjects in Nigeria.
The study will then suggest ways by
which students, administrators, government and those concerned with the
implementation of the 6-3-3-4 Educational System will resolve various problems
confronting vocational education.
1.4 RESEARCH QUESTIONS
The following research questions will be
considered in the course of the study:
1. What is the attitude of students
towards vocational subjects?
2. Does gender affects the attitudes of
students towards vocational subjects?
3. Does parental background affects the
attitudes of students towards vocational subjects?
4. Does the personality of teachers
affect the students ‘attitude towards vocational subjects?
1.5 HYPOTHESIS
1. The environment of students will not
affect students’ attitude towards
vocational subjects.
2. The level of education of parents will
not affect students’ attitude towards
vocational subjects.
3. The occupational status of parents will
not affect student’s attitude
towards vocational subjects.
4. Teacher’s personality will not affect
students’ attitude towards vocational
subjects.
1.6 SIGNIFICANCE OF THE STUDY
The significance of this study is to
enable us find out the attitude of students towards vocational subjects in
secondary schools in Yewa South Local Government Area of Ogun State being a
case study.
It is expected that answers to the
research questions will be of tremendous help to practicing teachers and those
in training who are to impart skills into students.
It is expected that answers to the
research questions will be of tremendous help to practicing teachers and those
in training who are to impart skills into students.
School administrators will benefit
from the outcome of the study as it is hoped to expose the danger inherent in
creating official bottlenecks in the implementation of programme especially in
the areas of equipment and materials.
Curriculum designers and scheme
developers will also get first hand information as to what actually happen to
the blue-prints sent to schools and will attempt a general evaluation and
overhauling of the system.
At the successful completion of this
study, recommendations would also be made on how vocational subjects could be
embraced by students and the society bearing in mind the fact that a society
that does not develop her own technology through the teaching of relevant
vocational subjects will continue to be colonized by other developed nations.
The researcher examines the attitude
of students towards the study of vocational subjects in selected secondary
schools in Yewa South Local Government Area of Ogun State. The study will be limited to ten (10) public
schools. Private Schools are excluded in
the study.
The schools used for the study are
co-educational and were selected randomly in order to be of good representative
of all other schools, the schools have been presenting candidates for Senior
School Examination (SSCE) in vocational subjects.
1.7 LIMITATIONS
Due to financial constraint, the
study is limited to Yewa South Local Government, rather, it would have covered
all the secondary schools both private and public schools in Ogun State.
1.8 ASSUMPTIONS OF THE STUDY
The researcher of this study assumed
that:
1. All responses from respondent are
reliable and valid
2. The educational environments of all
the schools used in the study are replica of the situation in other secondary
schools in the local government.
3. Vocational subjects are taught in
the secondary schools under study.
1.9 DEFINITION OF TERMS
i. Vocational Subjects: This included subjects that could lead to acquisition of skills (see appendix).
ii. Qualified Vocational Subject Teacher:-
It is assumed to mean the
Teachers with at least NCE in vocational Subjects currently teaching in Secondary Schools.
v. Attitude:- It is a learned predisposition to react
consistently in a given manner either
positively or negatively to certain
persons, objects or concepts
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