Attitude of Students towards Technical Education in Osun State

Abstract

The study examined the attitude of students towards technical education in Osun State, Nigeria. Descriptive research method was adopted by the investigator. The population of the study was made of 350 students comprising 200 males and 150 females. One validated research instrument was used to gather data. One research hypothesis was answered in the study. The results showed that: male students were more favourably disposed towards Technical Education since there was a significant difference between their mean attitude scores(4.008); students from rural setting had a higher disposition toward Technical Education as compared with their counter parts from the urban setting(4.912); the composition of the students showed a positive disposition with no much difference between their mean attitude scores; the t-value computed to establish the relationship between attitude and performance levels of students showed a negative correlation (t = -1.48); in spite of geographical location there was no marked difference in the attitude and interest of students for Technical Education. Almost half of the colleges do not have enough competent instructors. Among others, it was recommended that the state government should make efforts to purchase more teaching and learning aids for effective teaching in technical colleges. Comprehensive in-service programme must be devised by government for practicing instructors to update their knowledge in their various area of specialization.

Evaluating the TVET Financial Allocation Based on The Polytechnics and Community Colleges Students’ Enrolment: A Preliminary Analysis

“…Gender was also discovered to be one of the elements influencing the study of vocational/technical disciplines. Technical issues pique men's interest more than women do (Azubuike, 2011;Lawal, 2012). In another study, Latvian female students rated themselves higher than male students on all specified soft skills.…”

“…Students from rural and urban locations' technical and vocational education preferences demonstrate that students from urban regions choose vocational education more than students from rural regions (Reddy et al, 2011;Lavendels et al, 2012). In contrast, one study indicated that Nigerian students from rural areas had a more favorable attitude toward technical education than metropolitan areas (Lawal, 2012). People with a business background exhibited more favorable opinions about entrepreneurship than those with an engineering background (Yasin et al, 2011) Based on the PPPM (PT) policy to solve the problem of lack of student enrolment to TVET, among the problems presented are unclear paths and articulation of TVET route, the perception that TVET is a second-class education and TVET administrative structure in the country seen unstructured as different ministries are implementing TVET Education.…”

Attitude influence on performance in technical skill acquisition among formal technical trainees

“…All these factors play crucial role in imparting of specific job-relevant skills for the nation's economic and labour force changes found in technical/vocational education. There are few found literatures that considered students factors in technical education settings (Azubuike, 2011;Lawal, 2012). While, Lawal's (2012), study observed that students in rural area have higher disposition towards technical education than their counterparts in the urban settings.…”

“…There are few found literatures that considered students factors in technical education settings (Azubuike, 2011;Lawal, 2012). While, Lawal's (2012), study observed that students in rural area have higher disposition towards technical education than their counterparts in the urban settings. However in both cases the study revealed that there was disproportionate relationship between students' performance and their interest in technical education.…”

“…Critical examination and revision of some studies in technical education and on relationship between attitude and performance in different subject areas (Gul & Arshad, 2012;Sabellah, 2010;Lawal, 2012) helped to generate the items on the questionnaire for the purpose of the study. The 24-item questionnaire used for this study assessed demography and students attitude factors.…”