Proficiency Skills Needed by Teachers for Optimal Performances in Motor Vehicle Mechanics Work in Technical Colleges in Adamawa and Taraba States
Article Sidebar
Page Numbers:
45-59
Digital Object Identifier:
10.58578/edumalsys.v2i2.2900
Viewed: 363 times
Downloaded: 322 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:
Yusuf Andy Obadiah1, Stephen Z. Kumazhege2, Yelwa Aliyu3 
Copyright :
Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The main purpose of the study was to determine the proficiency skills needed by teachers for optimal performances in motor vehicle mechanics work in technical colleges in Adamawa and Taraba States. The study was guided by two research questions and two null hypotheses. The study which adopted descriptive survey research design was conducted in Adamawa and Taraba States. The population of the study was 123 respondents comprising 81 MVMW teachers and 42 instructors from all the 21 BEST Centres and Government Science and Technical colleges in Adamawa and Taraba States, Nigeria. There was no sampling as the entire population was used because it was manageable. A structured questionnaire tagged: Proficiency Skills Needs of Motor Vehicle Mechanics Works Teachers Questionnaire (PSNMVMWTQ) was validated by three experts. The Instrument was trial tested in Gombe State and the Cronbach Alpha reliability method was used to test the reliability of the instrument and a 0.84 reliability coefficient was obtained. Data collected for the study was analyzed using Statistical Package for Social Sciences (SPSS) version 27.0. Mean statistics was used to answer the two research questions while a t-test was used to test the null hypotheses at a 0.05 level of significance. The findings of the study revealed among others that 35 technical skills were considered needed by MVMW teachers. Similarly, 25 ICT skills were considered as ‘needed’. Importantly, there were no significant differences between instructors and MVMW teachers regarding the perceived importance of these skills. It is recommended that to address the technical skills gaps identified, particularly in the use of diagnostic tools and performing necessary repairs, it is recommended that the Technical College Management Board should organize workshops and practical training sessions. These initiatives should emphasize hands-on experience with diagnostic equipment, connecting tools appropriately, and interpreting trouble codes.
Citation Metrics:
Downloads
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Adebisi, A. A., Ajayi, A. F., & Okubanjo, O. O. (2019). Strengthening Technical and Vocational Education: A Panacea for Unemployment in Nigeria. Journal of Technical Education, 7(1), 1-7.
Adekomi, A. A., Adeyemi, T. O., & Adekomi, D. A. (2018). Assessing the Level of ICT Skills among Teachers in Public Secondary Schools in Ogun State, Nigeria. International Journal of Emerging Technologies in Learning, 13(11), 121-134.
Adeyemi, A. O., & Afolayan, J. O. (2020). Enhancing Proficiency Skills of Motor Vehicle Mechanics in Nigeria: A Case for Continuous Training and Development. International Journal of Vocational Education and Training Research, 3(2), 54-67.
Adu, E., & Asamoah, M. K. (2020). Teachers' Use of Information and Communication Technology (ICT) in Teaching and Learning in Ghanaian Schools. Journal of Education and Practice, 11(5), 17-25.
Ajayi, A. O., & Ajayi, O. O. (2018). Teachers’ Training and Retraining Programmes: A Panacea for Achieving Effective Technical and Vocational Education in Nigeria. Journal of Industrial Technology Education, 3(1), 20-27.
Babalola, J. B., & Jegede, P. O. (2017). Teacher Quality and Student Achievement in Mathematics in Secondary Schools in Ekiti State, Nigeria. International Journal of Research in Education and Science (IJRES), 3(1), 163-175.
Ogbonna, O. E. (2020). Integrating Information and Communication Technology into Vocational and Technical Education in Nigeria: Issues and Challenges. International Journal of Vocational and Technical Education Research, 6(1), 1-9.
Ojo, E. O., & Oluwatayo, A. A. (2017). Technical Education and Vocational Training in Nigeria: The Need for Investment. Journal of Education and Practice, 8(6), 131-136.
Ojo, S. O., & Omotayo, S. O. (2018). Proficiency Skills Required by Motor Vehicle Mechanics for Repair of Modern Vehicles in Nigeria. Journal of Vocational Education and Training, 1(1), 32-45.
Olaitan, S. A., & Adeyemo, A. A. (2019). Evaluation of the proficiency of motor vehicle mechanics teachers in technical colleges in Southwest Nigeria. Journal of Research in Curriculum & Teaching, 8(2), 122-128.
Onukaogu, C. C. (2017). Relevance of Technical Education to Manpower Development in Nigeria: The Curriculum Contents and the MVM Work Teacher. Journal of Educational Research, 3(2), 1-17.