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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?
1.3 PURPOSE
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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