Assessing School Engagement Intervention Dataset of Nigerian Pre-service TVET Teachers

Abstract

It is a priority issue in technical and vocational education and training (TVET) to improve school engagement in order to promote teaching and learning in TVET institutions. This study appears to be the foremost to examine the dataset of a psychological intervention program for preservice TVET teachers' school engagement in a Nigerian public university. Using a school engagement measure, quantitative data was collected from 35 pre-service TVET teachers in a treatment group and 35 pre-service TVET teachers in a control group. To conduct the statistical analysis of the data from pre to posttest gathering, IBM SPSS version 22 was used. The study dataset showed that pre-service TVET teachers in the treatment condition demonstrated a significant increase in school engagement score at posttest compared to pre-service TVET teachers in the control condition. The technique used in this study to obtain the presented dataset may be very beneficial for understanding Nigeria's pre-service TVET teacher population when it comes to increasing their school engagement.