Unemployability of the Nigerian Graduate: The Effect of Tertiary Institutions-Industry Disconnect (Published)
The main objective of the study was to examine the effect of tertiary institutions-industry disconnect in Nigeria. To achieve this, primary data was collated using a questionnaire from an online survey from 550 participants. Descriptive and inferential statistical methods were employed to estimate the data. The estimates indicates that practical skills was positive but insignificant, while industrial training and workshop were both positive and significant in aligning the curriculum content with the workplace needs of employers. The logit estimates indicate that grade point average and type of qualification were negative and bear insignificant effect on educational content and workplace readiness. The estimates further showed that ICT skills and additional certification have a positive and significant effect on educational content and workplace readiness. The estimates suggest that there is a 54% chance that employment matches the degree acquired. The estimates also indicate that the coefficient of practical skills is negative and insignificant, while industrial work experience is an eligible link between tertiary institutions and industry. The results suggest that ICT and additional certificates increase employability by 32%-40% and 15.5%-27.9% respectively. Work experience drivers employability by 6.4%. The study concludes that practical skills, industrial training/workshop, and additional certificates as significant factors that can enhance the link between institutions of learning, the demands of the labour market, and graduate employability in Nigeria. Among others, the study recommends the need to integrate industry needs into the educational curricula. The study also recommends the need to ensure collaboration between industry and tertiary institutions. Again, it suggests the need for graduates to acquire professional certificates to enhance their chances of employment.
Development of Module for Practical Skills Delivery in Refrigeration and Air-conditioning Leak Detection for Vocational and Technical Education Schools (Published)
The study developed module for teaching leak detection skills in refrigeration and air-conditioning for use in Vocational and Technical Education institutions. To achieve its objectives, descriptive survey design was adopted. A population of 94 respondents (20 lecturers and 74 private industry professionals) of refrigeration and air-conditioning were used. There was no sampling. Five specific purposes and five RQs guided the study. The instrument for data collection was the: “Module for Skill Delivery in Refrigeration and Air-conditioning Leak Detection Questionnaire (MSDRALDQ)”. The MSDRALDQ was face validated by three Experts. Cronbach Alpha Coefficient method was used to establish the reliability coefficient index at 0.88. The five stated RQs were analyzed using mean. The findings from the study suggested that the fifty items; and twenty-six steps/tasks identified in clusters for the refrigeration and air-conditioning leak detection module were all accepted. The study recommends that Vocational and Technical Education institutions; and other training centers should adopt the module for teaching skills in leak detection in refrigeration and air-conditioning prevent emission of ozone depleting refrigerants into the atmosphere.
Application of Cognitive Diagnostic Model in Assessment of Basic Electricity Practical Skills Proficiency among Physics Education Undergraduates in Enugu State University of Science and Technology (Published)
Generalized deterministic input noisy and gate (GDINA) model is a sub-set of cognitive diagnostic model which is used for item calibration and diagnosis. The use of GDINA for measurement of skills or concepts mastery has been synonymous with multiple-choice items. This study applied the GDINA model for mastery measurement of basic hierarchical Physics practical skills. The data collected and the final skills’ matrix were analyzed using GDINA package version 1.4.2 in open source R software version 3.4.3 via R-Studio version 1.0.153. The results showed that: (i) the undergraduates exhibited a fairly good mastery of the items in the test. (ii) the skill of manipulating the voltage source needed improvement.(iii) the items in the test fit the GDINA model. It was recommended that Physics Education lecturers should spend more of their instructional time to practical in lieu of theory to further boost the undergraduates’ skill/item mastery level in Physics.
Effectiveness of Using Blackboard Collaborate Tools in Promoting Practical Skills among Students of the Foundation Year in E-Learning Course (Published)
The current study is an attempt to identify the effectiveness of using Blackboard Collaborate Tools, such as wiki, panel discussions and virtual classrooms, in promoting the practical skills among the female students of the Foundation Year in the E-Learning Course. The study sample consisted of (50) female students enrolled in the Foundation Year of College of Education at Princess Nourah bint Abdulrahman University, Saudi Arabia, for the academic year (2016/2017). The results showed that there were statistically significant differences at the level of (0.01) between the mean scores of the participants in the pre-and-post measurement for the practical skills within the Blackboard of E-Collaborative Learning in favor of the post measurement; according to Black equation, the effectiveness rate achieved by more than (1.2).
A COMPARISON OF COUNSELLOR EDUCATION PROGRAMMES IN TWO UNIVERSITIES IN SOUTH-SOUTH NIGERIA (Published)
This paper discusses the training patterns of two universities running counsellor education programmes in South-South Nigeria. The purpose was to compare whether the programmes offered in these universities were the same or different, and their relevance in meeting the needs of the people. This has become pertinent due to the role of counselling in modifying maladaptive behaviour, which is posing a threat to the educational system in Nigeria. The areas of comparison include: the admission policy, course contents, methods of training, academic staff quality and staff development as well as availability of facilities for the programmes The analysis revealed that there were similarities between the counsellor training programmes of both universities in terms of admission policy and entry requirements, academic staff quality/staff development and methods of training using lectures and practicum. However, differences were found in their course contents, credit hour allocations and facilities, in which the programmes from the University of Port Harcourt were more diversified in meeting the needs of the society than that of the Niger Delta University as at the period of this research. Although both were involved in practicum, too much emphasis was placed on theory with little practical knowledge and skills in both universities.. This can be attributed to the way that counsellor educators themselves were taught in the various universities where they graduated. It was recommended that the Counselling Association of Nigeria should evolve a professional enhancement programme for its members in addition to the government offering sponsorship for counsellor educators to visit other universities outside Nigeria in an exchange programme in order to gain adequate practical experience, ensure programme uniformity and ensure the provision of better facilities by the government for counsellor training. Others include the extension of the period of practicum and requesting TETFUND assistance in training/re-training of counsellor educators.