Pre-service technical teachers’ attitude towards teaching of technical drawing in Nigerian senior secondary schools
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Date
2018
Authors
Olabiyi, O. S.
Jimoh, J. A
Okeowo, S. O
Journal Title
Journal ISSN
Volume Title
Publisher
A Publication of Department of the Adult Education, University of Lagos, Nigeria
Abstract
The . research . 'investigated pro-service techn ical teachers' attitude towards teaching of technical drawing in Nigerian secondary schools. Also it determines the influence of pre-service technical teachers' personal characteristics such as igender. background knowledge and competencies in content areas. Descriptive survey research design was o adopted ill carrying out the research. The respondents for research consisted of one hundred and five (105) final year NeE (Technical) and B.Ed. IB.Sc. Technology pro-service teachers. The data for the study were collected using self constructed Attitude scale. The data generated were analyzed using descriptive and inferential statistics, the hypotheses were tested using t-test inferential tool through the statistical package for social sciences (SPSS). The findings show lllal pro-service kL'11IliL'~11 teachers' have positive attitude towards teaching technical drawing' but lack competency in teaching the subject. Background knowledge and gender were found to influence pre-service technical teachers' attitude towards teaching technical drawing. Consequently, the study recommended that effective teaching strategies in teaching should be employed by technical lecturers in colleges of education and university and provides necessary facilities needed to infuse in pre-service technical teacher the drawing skills and competencies required.
Description
Staff publications
Keywords
Attitudes , Pre-service Technical Teachers , Technology Education , Technical Drawing , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Olabiyi, O. S., Jimoh, J. A., Okeowo, S. O. (2018). Pre-service technical teachers’ attitude towards teaching of technical drawing in Nigerian senior secondary schools. Journal of Educational Thought, 7(1), 101-122,