Adequacy and Utilisation of Resources For Skill Acquisition in Plumbing and Pipe Fittings in Yobe State Technical Colleges

ADEQUACY AND UTILISATION OF RESOURCES FOR SKILL ACQUISITION IN
PLUMBING AND PIPE FITTING TRADE IN YOBE STATE TECHNICAL COLLEGES.
Introduction
1.1 Background of the Study

Skills and knowledge are the driving forces of economic, social and technological
development of any nation. In Nigeria, acquisition of these skills and knowledge formed the
basic aimed of technical education. Technical Education is that aspect of education which
leads to the acquisition of practical skills, as well as basic and scientific knowledge.
According to the Federal Republic of Nigeria (FRN 2004), Technical education is the form
of education which is partly obtainable at the technical Colleges. This is equivalent to the
senior secondary school education but designed to prepare individuals to acquire practical
skills, basic and scientific knowledge and attitudes required as craftsmen in various trades.
Trades offered at technical colleges are broadly grouped into four categories, in line with
National Business and Technical Examination Board Syllabus (NABTEB, 2007). These are:
construction trades, engineering trades, miscellaneous trades and Business trade. These
trades or form of education are primarily meant to:
a. Provide trained man power in applied science, technology and commerce particularly at sub-
professional level.
b. Provide people who can apply scientific knowledge to the improvement and solution of
environmental problems for use and convenience of man
c. Provide technical knowledge and vocational skills, necessary in agriculture, commerce,
economic development and others (FRN, 2004).
The acquisition of skill involves imitation, repetition and occupational participation.
According to Lawan (2011), acquisition of skill cut across the three domains of educational
objectives, namely: affective, cognitive and psychomotor domains. Lawan also added that skill
acquisition is through participation in carrying out practical work in the workshop. Resources for
teaching and learning at technical colleges may be broadly divided into four, namely: human,
infrastructures, equipment, tools and materials. Instructional resources for brick/block laying and
concreting refer to teachers, classrooms, workshops, equipment, tools and materials. The
organizational set-up in technical colleges should have adequate number of qualified teaching
staff for technical courses. At least one technical teacher for every fifteen or twenty students in
the workshop. According to National Board for Technical Education (NBTE, 1992) the
following Teacher: Student ratio is recommended: for a practice oriented trade course like
building the ideal ratio is 1:15 and 1:20 as the upper limit. The number of teachers varies
according to trade and workload, which is for a trade section that can offer four different craft
level modules, each module requiring twenty hours of workshop practice weekly will require
four instructors/teachers (NBTE, 2001).Thus, the teacher is the first and foremost to think of
when discussing issues relating to skill acquisition at Technical Colleges. The teachers are the
ones saddled with the responsibilities of imparting knowledge, skill and attitude to the students
using adequate instructional resources (Lawan, 2011).
Plumbing is a system of pipes and fixtures installed in a building for the distribution and
use of potable (drinkable) water and the removal of waterborne wastes. It is usually distinguished
from water and sewage systems that serve a group of buildings or a city. The term plumbing
fixture embraces not only showers, bathtubs, lavatory basins, and toilets but also such devices as
washing machines, garbage-disposal units, hot-water heaters, dishwashers, and drinking
fountains.(Gambo 2015) The water-carrying pipes and other materials used in a plumbing system
must be strong, noncorrosive, and durable enough to equal or exceed the expected life of the
building in which they are installed. Toilets, urinals, and lavatories usually are made of stable
porcelain or vitreous china, although they sometimes are made of glazed cast iron, steel, or
stainless steel. Ordinary water pipes usually are made of steel, copper, brass, plastic, or other
nontoxic material; and the most common materials for sewage pipes are cast iron, steel, copper,
and asbestos cement.Methods of water distribution vary. For towns and cities, municipally or
privately owned water companies treat and purify water collected from wells, lakes, rivers, and
ponds and distribute it to individual buildings. In rural areas water is commonly obtained directly
from individual wells.
Equipment at technical colleges consist of furniture items such as benches, tables, hand
and machine tools and instruments which are sometimes called “instructional resources” are
required for the execution of practical work in the workshops, laboratories and classrooms.
Uguru and Abdullahi (2007) opined that the goal of technical education is to prepare its
beneficiaries with all it takes to adjust well in the societies, contribute meaningfully to the
development of the society and as well live a fulfilled life. It was therefore stressed that the
above is possible through adequate provision and effective utilisation of different resources
employed in the running of technical education.
Plumbing and pipe fitting materials are those materials which are used for teaching
purposes as well as for learning the practical aspect of the course. These materials include pvc
pipes, galvanised pipes, steel pipes, asbestos cement pipes, socket joint, T-joint, elbow, reducers,
yarn, tread, electrode, cement and other materials Awundi (2014) opined that pipes are
indispensable when conducting practical in almost all aspect of plumbing and pipe fitting work
in technical colleges.. In Nigeria, various types of pipes are found in trade schools, technical
colleges, and polytechnics where they are used for teaching purposes.
Yanunta (2013) identifies some factors that are responsible for the poor learning outcome
of plumbing and pipe fitting students in technical colleges. These include inappropriate planning
of technical education programme, inadequacy of qualified plumbing and pipe fitting teachers,
insufficient materials resources for training and inadequate utilisation of the resources.
Supporting this view, Ibukun (2014) declares that “technical education in Nigeria is inadequately
funded due to the rising cost of resources for learning, skyrocketing enrolment of students and
the galloping inflation within the country”. Moreover, other factors which need prompt attention
as raised by the Nigeria Education Research and Development Council (NERDC, 2001) before
good qualities can be attained in technical colleges include the creation of adequate physical
facilities such as good books and teaching aids, the education and training of the necessary
cadres of teachers with adequate knowledge of what to teach and the required skills.
Technical education like any other educational programme requires adequate resources for
the training of students and the maintenance of this equipment to prolong their life span. Jaji and
Wakili (2012) opined that the consequence of inadequate resources for skill acquisition in
technical colleges is the production of unskilled technical graduates. This indeed negates the
concept of technical education which is geared towards technical skill acquisition needed for self
reliance and economic development. Acquisition of basic skills and the scientific knowledge will
help the nation to attain its manpower development. Henriksen (2004) highlighted the
importance of adequate instructional resources in facilitating teaching and learning process in
technical colleges as follows:
1. various types of instructional resources can help the teachers to present activities that
are engaging, interesting and appropriate for the wide range of abilities to the learner to
perform the appropriate task;
2. That students taught with adequate instructional resources may have a better chance of
acquiring the expected skills;
3. Instructional resources enable students to gain a sense of pride in their own choices and
differences. The teacher should choose instructional resources that help promote active
learning of the targeted skills;
4. That introducing new concepts and skills, while reinforcing previously learnt materials,
requires upbeat, appropriately paced and highly interactive instructional strategies (pp.
26).
Administrators (principals) in Technical Colleges have very vital role to play in
providing adequate instructional resources. Adams (2008) maintained that administrators in
technical colleges monitor and supervise all activities within their schools, and ensure
effective implementation of the curriculum. They put request to ministry of education in terms
of inadequate staff, infrastructures and equipment so that adequate instructional resources will
be provided to their schools for effective teaching and skill acquisition.
Lahjur (2013) opined that resources utilisation in technical colleges posed serious
challenges because there are instances where some resources are available but the teachers are
not able to utilise them in teaching and learning process as a result of lack of skills. Also in some
technical colleges, some modern equipment such as universal pipe bending machine,
hydraulic ,pipe bending machine,pedestral grinding machines, pillar drilling machine with vices,
mechanical pressure gauge, Engineering precision level, computer machines, and others are not
used by the teachers because of their inability to use them.
The inventory and record of this equipment in the plumbing and pipe fitting workshop is
kept by the workshop assistant. Timor (2009) maintained that Workshop Assistant is responsible
for assisting plumbing and pipe fitting teachers and students when conducting practical in the
workshop. He added that the duties of trained workshop assistant include but not limited to:
1. Delivery and Collection of equipment to and from students during and after practical;
2. Cleanliness and Organization of the workshop area;
3. Keeping inventory of all equipment in the workshop;
4. Keeping Inventory of project related items;
5. Collection of asset serial numbers for entry into asset management system;
6. Produce detailed equipment manifest for work delivery;
7. Administer and manage specific project or workshop tasks assigned by the head of
department or block laying and concreting teacher;
8. Maintain the workshop, office space and work space for practical in various modules;
9. Ensure that work areas for block laying and concreting, finishing and other work areas
are clearly delineated and purpose of each area is clear to all;
10. Adhering to Standard or Project procedures while involved in tasks in the workshop (pp.
18).
The workshop in building department in technical colleges should be manned by a
qualified and experienced work shop assistant as it is the preparatory ground for acquiring skill
in various trades. Skill is defined as expertness, practiced-ability, dexterity and tact. It is an
organized sequenced of actions, practiced-ability, proficiency executed and usually displaying
flexibility but systematic temporal pattering. It is a well established habit of doing things and
involves the acquisition of performance compatibility. To possess a skill is to demonstrate the
habit of thinking, action, and behaving in a specific activity in such a way that the process
becomes natural to the individuals, through practice or repetition. Skill development is the
ability to do or perform an activity that is related to some meaningful exercise, work or job or
the knowledge that is put into practical use once it is translated into activity ( Daramola, 2008).
Brick/blocklaying and concreting is designed to provide the trainee with the essential
knowledge and skill that will enable him perform proficiently in all aspect of brick/block
layer’s work as well as the skill in the production of sound concrete structures in the
construction industry (NBTE, 2001).
Acquisition of skill in plumbing and pipe fitting trade requires the use of adequate
instructional resources and precise instruction to enable learners to follow the process and
thereafter repeat the task. The skill is acquired in the workshop under the supervision of an
instructor. The instructor guide the learners to practice correct handling of tools and equipment,
clean working environment, the effective use of time, the consciousness of safety and judicious
use of materials during practical activity. Johnson (20014) opined that the resources used by
teachers and the techniques they employ determine learners activities in the classroom. The more
the learners are actively involved in the learning process and the more this is determined by
adequacy of the resources the better the skill acquisition.
Based on the foregoing it can be deduced that the acquisition of skills in plumbing and
pipe fitting trade in technical colleges merely depend on the adequacy of resources and
utilization of the resources as well.
1.2 Statement of the Problem
Technical Colleges are mainly established for the training of students to acquire practical
skills, knowledge and attitudes essential for employment in a given occupation. The product of
plumbing and pipe fitting trade from Yobe State Technical Colleges is not like his counterparts
elsewhere. He is trained to cut pipe, make thread, bend various types of pipes, connect different
types of pipes for cold and hot water supply without adequate tools and equipment required for
the training; which result in non mastery of any of the subsections. If the situation is left as it is,
more unqualified plumbing and pipe fitting graduate will be produced, year in year out.
However, if the situation is addressed it will lead to production of skilled graduates that will
contribute in the economic and technological development of the nation. It is upon this
background the researcher assessed the adequacy and utilization of instructional resources for
skill acquisition in plumbing and pipe fitting trade in Yobe State Technical Colleges.
1.3 Purpose of the Study

The purpose of the study was to determine the adequacy and utilization of human and
instructional resources for skill acquisition in plumbing and pipe fitting trade in Yobe State
Technical Colleges. Specifically, the study determined:
1. The adequacy of plumbing and pipe fitting teachers in Yobe State Technical Colleges.
2. The availability of plumbing and pipe fitting materials in Yobe State Technical Colleges.
3. The adequacy of plumbing and pipe fitting tools and equipment in Yobe State Technical
Colleges.
4. The level of utilization of plumbing and pipe fitting tools and equipment in Yobe State
Technical Colleges.
1.4 Research Questions

1. What is the adequacy of plumbing and pipe fitting teachers in Yobe State Technical
Colleges?
2. What is the availability of plumbing and pipe fitting materials in Yobe State Technical
Colleges?
3. What is the adequacy of plumbing and pipe fitting tools and equipment in Yobe State
Technical Colleges?
4. What is the level of utilisation of plumbing and pipe fitting tools and equipment in Yobe
State Technical Colleges?
1.5 Hypotheses
The following null hypotheses guided the researcher in carrying out this study.
Ho1: There is no significant difference in the mean response of NTC III PPF students and
workshop assistants on the availability of plumbing and pipe fitting materials in Yobe State
Technical Colleges.
Ho2: There is no significant difference in mean response of NTC III PPF students and workshop
assistants on the utilisation of plumbing and pipe fitting tools and equipment in Yobe State
Technical Colleges.
1.6. Scope of the Study

The study was delimited to survey of the level of adequacy and utilisation of instructional
resources for skills acquisition in plumbing and pipe fitting trade in Yobe state technical
colleges. The survey study covered four science and technical colleges offering plumbing
and pipe fitting trade in Yobe state, namely GSTC Potiskum, GSTC Gaidam, GSTC Gashua,
GSTC Nguru,
1.7. Significance of the Study
The result of the study will be useful to the Yobe State Ministry of Education (MOE),
Science and Technical schools Board (STSB), administrators, teachers, students and the labour
market. If published, the study would provide Yobe State Ministry of Education (MOE), Science
and Technical School Board (STSB) and curriculum planners with necessary statistical
information for more effective educational planning and better policy formulation on resources
utilisation after understanding the problems being faced by the technical colleges regarding the
adequacy and utilisation of resources for plumbing and pipe fitting trade.
The findings of the study will help the school administrators (principals) to take better
decisions on the efficient and effective utilisation of the limited resources provided to the
colleges. The administrators (school principals) will also benefit from the study by determining
the strength and weakness of each technical college in terms of instructional resources adequacy
for brick/block laying and concreting trade, and ascertain the utilisation level of all the
equipment for plumbing and pipe fitting trade in every technical college in the state.
The findings of the study will directly benefit the students to have better training using
the available instructional resources to learn better skills and knowledge. This in turn will enable
the students to perform better in their examinations and excel in their place of work after
graduation.
If published, plumbing and pipe fitting teachers will benefit from the study by having
adequate instructional resources for training the students to acquire the right skills as designed in
the plumbing and pipe fitting curriculum.
CHAPTER TWO
LITERATURE REVIEW
In this chapter, works related to this study were reviewed under the following sub-
headings:-
2.1 Conceptual framework of the study
2.2. Adequacy of plumbing and pipe fitting teachers
2.3. Availability of plumbing and pipe fitting materials
2.4. Adequacy of plumbing and pipe fitting tools and equipment
2.5. Resources utilization at technical colleges
2.6 Importance of skill training/acquisition
2.7 Related empirical works
2.9. Summary of the related literature review
2.1 Conceptual Framework
Figure 1 shows the conceptual framework adopted for this study. Mayors (2012), as cited
in Ningi (2015) illustrated the effect of adequacy and utilisation of instructional resource for
skills acquisition on learners and the learning process. The concept portrayed that when students
are taught with adequate instructional resource as well as the utilisation of the resources, the
expected skills would be acquired by the learners as a result of concept development, high
retention, self- esteem and high level participation of the learners.
Conversely, when students are taught without adequate instructional resources and proper
utilisation of the resources, the expected skills would not be acquired and the students learned
with difficulties and develop emotional and behavioural problems, which result in high rate of
school drop-out and difficulty in community adjustment. Meresola (2001) on the state of
adequacy and utilisation of instructional resources in Nigerian Technical Colleges opined that
utilization of tools and equipment will stimulate students’ senses and generate greater interest in
the learning system and assist in the retention of ideas.
2.1 Conceptual Framework.

Instructional Resources
GRAPHIC AUDIO-VISUAL VISUAL COMMUNITY

MATERIALS MATERIALSMATERIALS/REALIARESOURCES
INADEQUATE ADEQUATE
UNUTILIZED
UTILIZED
Learned helplessness
Emotional and behaviour problems Concept development
High rate of school drop-out Minimal behaviour problem
Difficulty in community adjustment High retention
Enhanced self-esteem
High level participation
Figure1. Flow of Instructional Resources
Mayors, (2015. pp. 23)
The conceptual framework presented above portrays the critical role instructional resources play
in the acquisition of skills in plumbing and pipe fitting trade in technical colleges. It ties together
the concept of types, availability, adequacy and efficient utilisation of the resources for skills
acquisition in plumbing and pipe fitting trade. Furthermore, the conceptual framework presents
the negative impact inadequacy and inefficient use of teaching and learning resource has on the
students’ performance and ability. Jawiya (2010) opined that a plumbing and pipe fitting teacher,
who engages his students by giving them interesting task to perform using suitable instructional
resources arouses their curiosity and create in them favourable mental setup for learning. He has
to adopt interesting method and use suitable instructional resources for making his lesson well
received by the student. Interesting workshop experience and laboratory practices should aim at
making permanent impression in the minds of the students on the skills learnt. The instructional
resources used by teachers and the teaching techniques they employ determine the learners’
activities in the classroom or workshop. The more the learners are actively involved in the
learning process and utilising adequate instructional resources the better the knowledge and skill
acquisition (Mundi 2010). When teaching and learning resources are available, adequate and are
used properly they would help the learners acquire and practice the skills on their own. Chikok
(2012) opined that wide range of resources were used to increase learning, to generate more
interest and to create a situation where the learners would fully engage in classroom and
workshop activities. In their absence, inadequacy or ineffective use, difficulties in learning and
skill acquisition result. It was in view of the above explanation and discussion of this conceptual
framework that it was chosen to support this research work
2.2 Adequacy of Plumbing and Pipe Fitting Teachers in Technical Colleges
The organizational set-up at technical colleges should have adequate number of qualified
teaching staff for technical courses; at least one technical teacher per every 15 or 20 students in
the workshop (Lawan, 2011). The following teacher: student ratio is recommended for a
practical oriented trade course like building. The ideal ratio is 1:15 and 1:20 as the upper limit.
The number of teachers varies according to trade and workload, that is for a trade section that
can offer four different craft level modules, each module requiring twenty hours of workshop
practice, weekly will require four instructors/teachers (NBTE, 2001). Thus the teacher is the first
and foremost to think of when discussing issues relating to skill acquisition at technical colleges.
Ike (2002) stated that the availability of adequate technical colleges’ teachers in number
and quality will influence the extent of technical education programme implementation. Without
adequate number and quality of technical college teachers the expected objectives of skill
acquisition may hardly be achieved in spite of the quantity and quality of textbooks, fund,
equipment etc. Also Adeyemi and Aviomoh (2004), expressed that academic staff are the most
important element of any institutions and their number and quality affect the efficiency of
teaching and learning process. Technical Education programme in Nigeria evolved in response to
technological and industrial needs of the people and the training of individuals to acquire
practical skills, knowledge and attitudes essential for employment in a given occupation. This is
why governments, institutions, and managements emphasize the need for practically oriented
technical education curriculum and the need also to provide effective teaching of technical
subjects in Nigerian colleges (Nkweke, 2007). The teacher is the greatest single factor in the
teaching and learning process. No technique, method, device or gadget can guarantee success
without a qualified teacher. The more qualified and better trained the teachers are, the easier it is
to impact the knowledge and train students (Miller 2011). He viewed teachers as the most
valuable and formidable determinant of the quality of the learning particularly in the
performance of his role as;
1. The Initiator of learning process
2. The facilitator of learning skills
3. The coordinator of learning efficiency, and indeed the pivotal element in the entire
educational development.
One of the responsibilities of brick/block laying and concreting teacher apart from the
preparation and delivery of lesson is that of assessment of student work. He is particularly
concerned with how well a student or group of students have learnt a particular set of skills or
kind of knowledge. Other responsibilities of the teacher include:
1. Set high expectations for all students. They expect that all students can and will achieve
in their classroom, and they don’t give up underachievers.
2. Have clear, written-out objectives. Effective teachers have lesson plans that give student
a clear idea of what they will be learning, and what type of assignment will be given to
the students and at what time. Assignments have learning goals and give students ample
opportunity to practice new skills. The teacher is expected to be consistent in grading his
students.
3. Prepared and organized. They are in their classroom early and ready to teach. They
present lesson in a clear and structured way. Their classrooms are organized in such a
way as to minimize distractions.
4. Engage student and get them look at issues in a variety of ways. Effective teachers used
fact as a starting point, not they ask ‘’why’’ questions, look at all sides and encourage
students to predict what will happen next. They ask question frequently to make sure
students are following. They are tried to engage the whole class, and they not allow few
students to dominate the class. They keep students motivated with varied, lively
approaches.
5. Form strong relationships with their students and that they care them as people. Great
teachers are warm, accessible, enthusiastic and caring. Teacher with these qualities are
known to say after school and make themselves available to students and parents who
need them. They are involved in school-wide committees and activities, and they
demonstrate a commitment to the school.
6. Mastering of their subject matter. They exhibit expertise in the subject they are teaching
and append time for searching new knowledge in their field. They present material in an
enthusiastic manner and encourage students to learn more on their own (Abubakar and
Lawan, 2011. pp. 104)
2.3 Availability of Plumbing and Pipe Fitting Materials
Apart from the human, a key factor in the effective delivery of teaching and learning is
the availability and adequacy of material resources. Garba (2013) stated that material resources
are those materials that help teachers to carry out his task of imparting knowledge effectively.
Nwandu (2004) sees instructional resources as materials, gadgets or equipments that can be used
for teaching and learning to make lesson clear and meaningful to the learner. Instructional
materials can be classified in many different ways as used in plumbing and pipe fitting trade.
They are classified into projectable and non projectable materials. Visual instructional materials
illustrate visual stimuli and are easily available in an environment. Projectable visual include
slides, filmstrips and overhead projector. Non-projectable visual include drawing, sketches,
diagram, charts, lesson plan, model and life spacemen. In brick/block laying and concreting
trade, many naturally occurring substance such as clay, sand, gravel, timber, limestone, slate,
stone, thatch and straw etc,are often used as instructional materials. For effective selection of
appropriate instructional material, Gana, as reported in Garba (2013) outline the following
criteria to be followed in selection of instructional materials:
1. The material should reflect same scholarship and should retain vital original ideas.
2. The material should cover the topic and extensively as appropriate to the class to promote
well-developed concept and adequacy of information.
3. The material should be relevant to the objectives of the course content and prescribed
curriculum.
4. The selection should consider individual differences and build up sequentially in line
with principles of simple to complex, known to unknown. (pp. 45). Selection should
therefore be based on valid teaching purposes and uniqueness of the group of learners.
Darling-Hammand (2000) reports that adequate and sound instructional equipment is one
of the pre-requisition for effective practical instruction.
2.4 Adequacy of Plumbing and Pipe Fitting Tools and Equipment in Technical Colleges
Equipment at technical colleges consists of furniture items such as benches and tables,
hand and machine tools, and instruments which are required for practical exercises in the
workshops and laboratories. Workshops, laboratories, studios and classrooms should be
equipped with the full complement of basis tools-hand and machines and instruments. The
equipment should be properly installed and commissioned before they are made available for use
by the student. Equipment in crates or in a state of repair may not count as equipment for the
programme/module until they have been installed and commissioned or repaired and functioning
respectively as the case may be (NBTE, 2001).
2.5 Adequacy of Plumbing and Pipe Fitting workshop in Technical Colleges
Building is defined as a man made structure with a roof and a wall standing more or less
permanently in one place such as workshops, laboratories, classrooms and storage area for the
execution of practical work and safe keeping of tools and equipment (Ningi, 2015). Building
adequacies could be determined by a number of factors listed below;
1. The number of workshops available and the total number of hours each of them is used weekly
for courses listed in the curriculum vice-versa, the use factor of 0.7 for workshop utilization is
recommended.
2. The availability of laboratories, classrooms and storage area for the execution of practical
work and safe keeping of tools and equipment (NBTE, 2001).
The NBTE document stressed that teaching of technical education courses require
buildings such as workshops, classrooms, studios etc. Both workshop and classroom should be
allocated to each trade area, capable of accommodating 15-20 and 30-40 students at a time
during practical or class room lessons respectively. Furnished with desk and chairs, ventilated
and lighted where applicable. It further asserted that where such are lacking, there will be no
effective or conductive learning environment. Invariably, this result to inability to adequately
implement the policies and curriculum set up or planned for technical education in Nigeria.
Bulama (2001) opined that adequacy of instructional resources is a measure of the degree
to which the qualitative and quantitative requirements of number, size, shape and suitability of
resources are satisfied. According to him adequacy of number deals with the estimated quantities
of the spaces and equipment, while size and shape are concerned with space in square meters and
the architectural form of the building as they relate to function of space. In addition, he
maintained that adequacy alone does not ensure well planned educational resources, but should
also be suitable from the stand point of environmental control, atmosphere, location, ease of
maintenance and long range economy among others. Toby (2003) pointed out that without
adequate instructional resources and the best management in the use of all type of resources, the
goal of Nigerian Technical Education will remain on a mirage.
Adequacy therefore refers to the extent to which the requirements of number, quality,
shapes, size etc of instructional resources are satisfied. The adequacy of workshop as one of the
infrastructure is important to the success of technical education programme. There should be at
least one workshop in each trade area, adequate enough to teach all the trade modules in each
term. According to Idriss and Maina (2006), a workshop is a building under which manipulative
activities of craftsmen, technicians, technologist, and engineers are carried out. It is usually
equipped with machines and equipment in order to enhance skill acquisition on technical
colleges’ students. The availability of good workshop facilities is crucial to the success of block
laying and concreting trade offered by technical college. In principle, there should be adequate
number of workshops suitably equipped to teach all modules of the programme in each term.
There should be available to each programme a number of general and specialised
workshops, furnished and equipped as such. It is important that for maximum utilisation of the
facilities available, scheduling a workshop classes should not be more than four-hour session
which may allow for the eight-hour working day, two sessions in each workshop.
Umar (2012) opined that a standard building workshop should meet the following general
standard:
1. Well lit and ventilated, where necessary, ceiling fans/or air conditioners as appropriate;
2. Exhibit good house-keeping;
3. Clean floor free from oil, dirt’s and non-slippery;
4. Well lay out to facilitate its maximum use for productions work, where necessary;
5. Have in addition to adequate working space, the following;
a) A tool store, fitted with racks and storage cabinets;
b) Storage space for training materials, etc.
c) Project storage and display room;
6. Quite safe, safety posters should be displayed to encourage correct safety habits;
7. Have office space for instructors teaching the various skill courses;
8. Adequate and regular power supply facilitates continuous use of the various
equipment/machines;
9. Adequately equipped workshop for the specific modules to be taught in it;
10. At least one classroom attached to it for teaching trade theory;
11. Have toilet facilities (pp.11).
Plumbing and pipe fitting trade in Technical Colleges should have good and functional
library which serve as the main resource centre in the colleges. In size, it should have adequate
space for one third of its readers or, at least, three hundred readers at a time (Duna 2004).The
library should be well equipped and furnished for its purpose and well maintained. Ideally the
book and the reading area should be air-conditioned to preserve the books. Where this is not
feasible, the library should be well ventilated and provided with ceiling fans.
2.6 Resource Utilization in Technical Colleges
Utilisation of wide variety of instructional resources can stimulate the interest and active
engagement of learners to acquire the required skills. According to Oxford Advanced Learner’s
dictionary (2000), the word utilization comes from the root word utilize which is defined as
using something especially for a practical purpose. Utilization in this context refers to using
available resources for skill acquisition in various trades in technical education at technical
colleges. Miller (2011) opined that effective utilization of resources in technical colleges makes
teaching and learning of brick/ block laying and concreting more interesting to the students in
that:
1. It enables students to understand and demonstrate orderly procedure for construction
activities, step by step approaches, and organization of materials, appropriate time limits
and self evaluation of the task or product when completed.
2. Enable students to use sophisticated equipment in the school and thereafter use the same
equipments in the industry.
3. It enables students to participate fully in the actual work or task to be performed during
practical work.
4. Provide students with manipulative skill and thinking habits required in performing a
task.
5. Enable practical work to be carried out to the extent that it gives the students production
ability while they can secure development or hold employment.
6. It enables each member of the group to participate as a tutor and tutee.
7. Enable students to demonstrate correctly, skillfully and safe use of equipment and
machines.
8. Helps to properly socialize the entire students and put them on their toe (academically) so
that they cannot be ridiculed by their peer.
9. Enable evaluation of manufactured and constructed projects as judged by the quality of
construction appropriateness of materials and functionality of design and utility of
purpose (pp. 13).
The above objectives of effective utilization of resources at technical colleges can only be
achieved when there is adequate infrastructure, equipment, and qualified Technical Teachers.
Teachers are the hub or pivot on which any successful education programme revolves and if
teachers perform their task dutifully through effective utilization of resources in teaching and
learning, there will certainly be skill acquisition by students of technical colleges, thereby
equipping them to be more effective in this age of science and technology and to raise a
generation of people who can think for themselves and respect the dignity of labour, and propel
its citizens into blossom economic Ender ado (Umanadi, 2013).
2.7 Importance of Skill Acquisition
To help students understand what they are learning, teachers should choose instructional
resources that help promote active learning of the targeted skills. According to Ereogbu (2001),
skill is defined as the mastery of an individual in handling a machine using his hands, feet or
eye- hand coordination. Ereogbu further outlined three principles phases or stages of skill
learning as follow:-
a. Early or cognitive phase: At this phase the learner is trying to recognise the important parts of
the learned materials.
b. Associative phase: Here the learners’ response becomes tied to the appropriate stimuli.
Smother sequence of response is obtained here unlike in the early/cognitive phase.
c. Autonomous phase: At this stage the learner can perform the task smoothly, confidently and
efficiently and as well doing other things e.g. driving a car as well as doing conversation with
someone.
Furthermore, Ime (2004), stressed that acquisition of skill cut across the three domains of
educational objective, namely; affective, cognitive and psychomotor domains. He added that
skill acquisition is through participation in carrying out practical work in the workshop. Lawan
(2011) supported this view in respect to acquisition of technical skills; that human mind should
be trained to appreciate technical skills, though it is true that people differ widely in interest,
attitude and abilities. Some youths are not good in abstract reasoning to bring out facts and ideas
well fitted. Acquisition of skill can make one take up teaching jobs, engage in self employment,
have up to date information about new technology/methods and contribute to the manpower
development in the country at large.
2.8 Review of Related Empirical Studies
A review of some studies that are closely related to the present study include the work of
Ndace (2001) who conducted a study titled ‘‘Availability and Adequacy of instructional
materials for teaching introductory technology subject in Kaduna State of Nigeria’.’ A
population of 282 sampled respondents consisting of 214 students and 68 introductory
technology teachers were randomly selected as respondents from 28 secondary schools in the
state. Questionnaire was used to collect data for the study, which were analysed using Chi-
Square (x2) statistical method. Based on the purpose of the study which is slightly related to the
present study, the following research questions were drawn to guide the study:-
1. Are there adequate instructional materials for teaching introductory technology?
2. Are there adequate teachers for teaching introductory Technology?
The study revealed that there are inadequate instructional materials for teaching
introductory technology and inadequate teachers as well. Consequently, this adversely affected
the objectives of the 6-3-3-4 system of education. The study among others recommended the
provision of relevant and adequate instructional materials and qualified teachers for teaching the
subject. This study used structured questionnaire in data collection and chi square statistics,
which the present study adopted. However, the present study differs from this study with the
addition of checklist instrument for data collection.
Ike (2002) conducted a study on ‘‘Assessment of the adequacy of technical manpower in
Abia State post primary schools.’’ The population for the study was 234 respondents comprising
principals and technical teachers. Questionnaire was used as instrument for collecting data. Data
were analyzed using frequency counts, mean, standard deviation and t-test statistics. Two major
findings emerged from the study which are related to the present study.
1. Inadequacy of technical manpower
2. Ten strategies to combat the inadequacy were also evolved.
Based on these findings the following recommendations were made;
1. More qualified technical teachers be employed and posted to the schools.
2. The ten strategies evolved to combat technical manpower inadequacy should be practically
put to test.
Akinfolarin (2012) conducted a study on appraisal of resources utilisation in Vocational
and Technical Education in selected colleges of education in south-west Nigeria. The study
focused on the required resources in vocational and technical education, its availability and
adequacy. The major resources which were identified and researched into are utilisation of space
and physical resources in vocational and technical education in selected colleges of education in
south west Nigeria, which is closely related to the purpose of the present study. Descriptive
Research of the survey type was used with 1,040 subjects. The subjects were selected using
stratified purposive and simple random sampling technique. Questionnaire and inventory were
the instruments used for the study. The study revealed that most of the required resources in
Vocational and Technical education in south west colleges of education were available.
However, a survey of these resources revealed shortage in some department. The most
affected one is Business Studies Department where resources such as shorthand laboratory,
model office facilities and audio-visual laboratory were not provided. From the study, the
following recommendations were made: Resources such as shorthand laboratory, overhead
projectors and guillotine machines should be made available to the schools of vocational and
technical education in the colleges of education. This study though related to the present study in
instrument for data collection and method of data analysis, it used colleges of education in south-
west Nigeria, while the present study involves technical colleges in the North- East Nigeria.
Osarenren-Osaghae, and Irabor (2012) carried out a study on the availability and
adequacy of human and material resources for the teaching and learning of skill-based courses in
Nigerian Public Universities. Specifically the study was designed to determine the availability of
human and material resources for teaching and learning of skill-based courses in Nigerian Public
Universities and to determine the availability of material resources in the teaching and learning
of skill-based courses in Nigerian Public Universities among others. In doing this, 3 research
questions and 2 hypotheses were formulated. The population of the study consisted of academic
staff and final year students of 2009/2010 academic session in Nigerian Public Universities. A
sample size of 1750 was used for the study. The instruments used for data collection were
questionnaire and Checklist which the present study adopted. However, this study differs from
the present study in their scope of the study, where this study used Nigerian Public Universities;
the present study used Technical Colleges. Data was analyzed using mean statistics, percentage
and t-test. The findings of the study revealed that human and material resources on ground for
the teaching and learning of skill-based courses in Nigerian Public Universities did not match the
minimum standard requirement recommended by the National Universities Commission (NUC).
Based on these findings, recommendations were made that government and non- governmental
organizations as well as good citizens should ensure the provision of the needed human and
material resources to help in the production of skilled graduates for national development.
Arshad and Ahmed (2011) carried out a study to investigate the effect of the availability
and the use of instructional material on academic Performance of students in Punjab (Pakistan).
The purpose of the study was to:
1. Determine the availability of instructional materials at the secondary stage.
2. Determine the extent of use of instructional materials at secondary stage
3. Identity the academic performance at secondary stage
4. Find out the relationship (associated) between the availability of the materials with the
academic performance of students
5. Find out the differential impact(causal-relationship) of the use of instructional material on
academic performance
Population of the study comprised all secondary and higher secondary schools, secondary
teachers and secondary students in Punjab. A total of 288 schools and 20 students and teachers
from each school were randomly selected as the sample of the study. The study used the value
added approach and a questionnaire for teachers and Result Sheet were the instruments of the
study. Pearson correlation was used to find out the relationship (association) and Stepwise
Regression analysis with linear function was used to find out the differential impact. This study
is related to the present study in some purposes of the study, however, the present study used
principals, workshop assistants and NTC III students of bricklaying, blocklaying and concreting
trade as the population of the study, while this study used teachers and secondary school students
as its population. The study recommends the allocation of funds and inputs resources on a
suitable formula and efficient use of instructional materials be ensured at all level of education.
Kadama (2006) carried out a study titled: Teachers competency in the utilization of
blocklying, bricklaying and concreting instructional resources in Technical colleges in Jigawa
State. The purpose of the study was to:
i. Find out the qualifications and competencies of blocklaying, bricklaying and concreting
teachers in Technical college in Jigawa state.
ii. To find out the availability of instructional resources and how they have been utilized in
technical colleges in Jigawa State. The population of the study comprised all the 76
blocklaying and concreting teachers and administrators of the 4 technical colleges in
Jigawa state. The data collected was analysed using mean and t-test. Three experts
validated the instrument. The reliability coefficient of the instrument used was 0.77.
Based on the results of the study, the researcher found out that the teachers engaged in
teaching blocklaying, bricklaying and concreting trade in technical colleges in Jigawa State are
not qualified. While in terms of availability of the materials, equipment, majority of the teachers
agreed to this fact in terms of availability and utilization. In the areas of teacher’s qualification
and competency, as was analysed, most of the teachers were qualified and all are competent in
term of equipment preparation, presentation and utilization. This study is related to the present
study in determining the availability and utilisation of instructional resources in technical
colleges. However, this study differed with the present study in that it determined the teachers’
competencies. The researcher recommended that technical teachers should be given in-service
training and seminars on practical aspect of blocklaying and concreting. The researcher also
recommends curriculum planers to emphasis the utilization of instructional materials as basis of
in service for blocklaying and concreting trade.
Shehu (2004) in his study titled: Factors inhibiting effective utilization of blocklaying and
concreting instructional materials in technical colleges a case study of Potiskum, Yobe State. The
main purpose of his study was to identify possible factors militating against effective utilization
of instructional resources in Technical Colleges
Four research questions and 4 hypotheses were used for the study. The population for the
study was 617 comprising teachers, Principals and students from the Technical Colleges in Yobe
State. A sample of 136 respondents was randomly selected from the five Colleges. The
instrument used for the study was a structured questionnaire. The data collected were analysed
using mean. Two experts validated the instrument and the reliability coefficient alpha of the
instrument ascertained by Kuder Richardson formula was 0.8. From the analysis and
interpretation of data, the findings of the study revealed in-efficient utilization of instructional
materials in the Technical Colleges. This study is related to the present study in the area of the
study and the instrument for data collection. The present study used Cronbach Alpha formular in
determining the reliability coefficient of the instrument, while this study used Kuder Richadson
formular.The researcher recommended that government should supply adequate and available
instructional resources to schools.
Yusuf, Okeowo and Dahunsi (2006) also carried out a study titled: consolidating the
gains of technical education in colleges of education through effective utilization of technical
workshop and laboratories. Specifically the study sought to:
i. Determine the skills required by personnel for effective utilization of technical workshop
and laboratories.
ii. Identify the constraints to effective utilization of technical workshops and laboratories.
The population of the study was made up of 90 respondents. The instrument used for the
study was self developed structured questionnaire to collect data from respondents. Two
experts validated the instrument and the reliability coefficient was 0.75, high enough to
ascertain the reliability of the instrument.
The data obtained were analysed using mean and standard deviation. Based on the data
collected and analysed, the findings revealed that the following skills are needed by workshop
personnel for effective utilization of workshops and laboratories.
i. Technical and communication skills, knowledge of safety and its rules
ii. Procedure of operation in the workshops, maintenance skills
iii. Drawing and sketching skills, knowledge in subject area.
iv. Knowledge of human behaviours and conceptual skills
The constraints that hinder effective utilization of workshops, and laboratories according to
the research findings are: Lack of maintenance culture by personnel in the workshops, inadequate
running cost to the workshops, and inadequate supply of instructional resources, None-exposure
of students and staff to modern machines, lack of incentives for maintenance, short supply of
tools and equipment to school and lack of proper planning by heads of department. The
researcher recommended that in-service training, workshop and seminars be organized for
teachers, to up-date their skills of communication, maintenance, sketching and human behaviour.
They also recommended that fund be provided to the supply of instructional resources, incentives
be given for maintenance work and teachers and students be given opportunity to utilize
sophisticated machines.
Emma, (2005), carried out a study titled; management of instructional resources for teaching
and learning building technology in colleges of education in north eastern Nigeria. The purpose
of the study was:
i. To determine the availability of instructional resources for teaching and learning building
technology in colleges of education in north eastern Nigeria.
ii. To determine how instructional resources are managed for teaching and learning building
technology in eastern Nigeria.
iii. To determine how adequate are the instructional resources for teaching and learning of
building technology in colleges of education in north eastern Nigeria.
iv. To determine how the proper use of instructional resources affect teaching and learning of
building technology in colleges of education in north eastern Nigeria.
Four research question and four hypotheses were used for the study. The area covered were
the 5 colleges of education offering building technology in north eastern Nigeria. The
population of the study was made up of 202 respondents, and the instrument used was
validated by three experts. The instrument yielded a reliability coefficient of 0.92. Data
collected was analyzed using mean, standard deviation and one way analysis of variance.
The findings of the study revealed that instructional resources used for teaching and
learning building technology in colleges of education in north eastern Nigeria were inadequate
and the available resources are not properly utilized. The study recommended that stakeholders
should made adequate and appropriate provision of resources for teaching and learning building
technology in colleges of education in north eastern Nigeria. This study related to the present
study in the instrument used for data collection. However, the present study used Technical
Colleges, while this study used Colleges of Education as the area of the study.
Ibukun. Akinfolarin & Alimi (2011) conducted a study titled “correlation of resources
utilization and student learning outcome in colleges of education in south west Nigeria”. The
purpose of the study was to examine:
i The relationship between time utilization and perceived student learning outcome.
ii The relationship between physical resources and perceived students learning outcome.
Two research questions and three hypotheses were used for the study. The study is carried
out in selected colleges of education in south west Nigeria. The population for the study
comprised 687 students selected using stratified random sampling. Three experts validated the
instrument, the reliability coefficient of the instrument obtained was 0.81 the data collected were
analyzed using pearson product moment correlation and multiple regressions. The study revealed
that most of the physical resources were well utilized. Times for various activities in vocational
and technical education were well utilized. The perceived students leaning outcome was high.
There was a significant relationship between resources utilization and perceived students
learning outcome. Time, space and physical resources utilization were significantly related to
perceived students learning outcome. The study recommended that laboratory spaces,
departmental stores and general stores should be more utilized by the school vocational and
technical education in the colleges of education in south west Nigeria. Physical resources such as
drawing room equipment, machines; should be well utilized in colleges of education in the south
west Nigeria. Time for extra-curricular activities should be well utilized by the students. Time
utilization, spaces utilization and physical resources utilization should be improved upon in order
to improve perceived students’ learning outcome. This study is related to the present study in
method of data analysis and the area of the study.
Godwin and Samson (2013) conducted a study on the assessment of the availability and
adequacy of resources for skills acquisitions in maintenance and repairs of digital electronics for
National Open University Apprenticeship Scheme in Edo State. The study was guided by four
purposes, from which four research questions were raised. The study intended to determine the
extent to which tools and equipment are available at the training centres, and the extent to which
tools and equipment are adequately provided at the training centres by NDE. Some of the
research questions raised to guide the study include: To what extent are tools and equipment
available at the training centres for the repairs of laptop/desktop computers, LCD
television/DVD and mobile phones? To what extent are tools and equipment adequately
provided for the repairs of laptop/desktop computers, LCD television/DVD and mobile phones?
The descriptive survey research design was employed for the study. The population of the
study was 312. A sample size of 220 was drawn, which consisted of trainees, trainers and
supervisors of the scheme. All the trainers were selected while proportionate random sampling
techniques were used in selecting the trainees and supervisors respectively. A close ended
questionnaire, validated by three experts with an alpha value of 0.74, was used for data
collection. Simple percentage, mean and standard deviation were employed for data analysis,
which the present study adopted. The findings showed that there are human resources for the
scheme but tools and equipment are not sufficient as required for the scheme. Recommendations
were made that State and Local Governments should unanimously join the Federal government
in running the scheme.
Ayoduso (2010) conducted a study on improving vocational education facilities for
adequate acquisition of skills for the achievement of vision 2020 in Niger State of Nigeria. The
population for the study includes all vocational students in School of Vocational Education made
up of four departments (Agriculture, Business, Fine Art and Applied art education and home
economics education) with a total number of 800 students. Out of which 152 students were
selected using stratified random sampling technique. Questionnaire was used to collect relevant
data from the respondents. The data collected were analyzed using frequency counts and
percentages. The purpose of the study was to find ways through which vocational education
facilities could be improved for adequate acquisition of skills, which is slightly related to the
present study.
The study revealed that there is need to create conducive learning environment in Federal
College of Education Kontogora through the provision of up to date materials, equipment, tools
and enabling learning environment among others. From the study, the following
recommendations were made:-
a. To provide adequate space for laboratories, workshops and studios with up to date
equipment to enhance practical.
b. Teachers teaching vocational subjects should be made to undertake refresher courses from
time to time in industries to acquaint self with latest discoveries in skill development. This
study focus on improving of facilities for adequate acquisition of skills which is similar to
the present study, however, this study used stratified random sampling technique, while in
the present study the entire population was used for the study.
2.9 Summary of Related Literature Review
In the literature reviewed a conceptual frame work of instructional resources illustrating
the effect of adequacy and utilisation of instructional resources for skills acquisition was adopted
for the study. The conceptual framework (cited in Mayors 2012) portrayed that when students
are taught with adequate instructional resources as well as the utilisation of the resources, the
expected skills would be acquired by the learners as a result of concept development, high
retention, self- esteem and high level participation of the learners. Conversely, when students are
taught without adequate instructional resources and proper utilisation of the resources, the
expected skills would not be acquired and the students encountered difficulties in learning and
develop emotional and behavioural problems which result in high rate of school drop-out and
difficulty in community adjustment. The teachers are the first and foremost to think of when
discussing issues relating to skills acquisition at Technical Colleges. The National Board for
Technical Education (2001) recommended the teacher : student ratio for a practical oriented
trade course like building. The ideal ratio is 1: 15 and 1 : 20 as the upper limit. The number of
teachers varies according to trade and workload. Authors like Ike (2002), Nkweke (2007), Lawan
(2011) and Miller(2011) highlighted the adequacy of teachers and their role as the most valuable
and formidable determinant of the quality of the learning particularly in the performance of his
role as the initiator of the learning process, the facilitator of the learning skills and the
coordinator of learning efficiency.
Apart from the teachers, a key factor in the effective delivery of teaching and learning is
the availability and adequacy of material resources. Garba (0013) stated that material resources
are those materials that help teachers to carry out his task of imparting knowledge effectivetely.
Authors like Nwandu(2004) and Darling- Hamman(2000) reported on the adequacy and sound
instructional materials for effective practical instruction.
Equipment at Technical Colleges consist of items such as wheel barrow, spade, machine
and hand tools. Building is defined as a man made structure with a roof and a wall standing more
or less permanently in one place such as workshops, laboratories, classrooms, and storage area
for the execution of practical work and safe keeping of tools and equipment.Building adequacy
could be determined by a number of factors like the number of workshops available and the total
number of hours each of them is used; the availability of laboratories, classrooms and storage
area for the execution of practical work and safe keeping of tools and equipment(NBTE, 2001).
Utilisation of wide variety of instructional resources can stimulate the interest and active
engagement of learners to acquire the required skills. In this context, it refers to using available
resources for skills acquisition in various trades in Technical Colleges. Skill is defined as the
mastery of an individual in handling a machine using his hands, feet, or eye-hand coordination.
The works of many authors relevant to this study were reviewed. However, of all the
literatures reviewed no work on adequacy and utilisation of resources for skills acquisition in
plumbing and pipe fitting trade in Yobe State Technical Colleges, hence the need for this study.
CHAPTER THREE
METHODOLOGY
This chapter discussed the following aspects in relation to the study. Research Design,
Area of the Study, Population of the Study, Sample and Sampling Technique, Instrument for
Data Collection, Validation of the Instrument, Reliability of the Instrument, Method of Data
Collection and Method of Data Analysis.
3.1 Research Design
This study used descriptive survey research design. According to Sambo (2005) and
Nworgu (2006) descriptive survey research design aims at collecting data in a systematic
manner, the characteristics, features or facts about a given population. Thus, a survey method
was chosen because of its suitability to the assessment of adequacy of instructional resources.
Usually such a study is used to reveal the state of the art of a given instructional programme or
resources, so as to ascertain areas of strength, weaknesses or effectiveness with a view to
proffering recommendations for improvement in instruction.
3.2 Area of the Study
The geographical area of the study is Yobe State. Yobe state was created out of Borno
state on 27 August 1991. It is located between longitude 12o00’N and latitude 11o 30’E of the
Greenwich meridian. It lies within the North-Eastern region of Nigeria and occupied a total land
area of about 31,000km2 (Jatawa, 2013). There are eight Government Science and Technical
Colleges (G S T C) in the study area, out of which only four are offering plumbing and pipe
fitting trade, namely; G S T C Potiskum, G S T C Nguru, G S T C Geidam, and G S T C
Gashua.
3.3 Population of the Study
The population of this study will comprise of four administrators (Principals), four
workshop assistant and 113 NTC III plumbing and pipe fitting trade students in the four
technical colleges. Therefore, the targeted population of this study will be 121 respondents.
3.4 Sample and Sampling Technique
The entire population will be used for the study. Uzoagulu (2012) maintained that in a
study using the whole subjects or objects, sample and sampling technique are not employed,
because the total population will be used for the study.
3.5 Instrument for Data Collection
A structured questionnaire and checklist instrument named “Checklist Instrument for
Adequacy and Utilization of Instructional Resources for Skill Acquisition in Plumbing and Pipe
Fitting Trade in Yobe State Technicall Colleges” (CIAUIRSAPPFT) was constructed by the
researcher using the NBTE minimum standard for the study. The checklist instrument consisted
of three different items. Section “A” was in areas of teachers adequacy, while Section “B” of the
instrument consisted of 38 lists of items of equipment for plumbing and pipe fitting work.
Section “C” consisted of utilization of resources for practical work in plumbing and pipe fitting
trade. Section D consisted of availability of materials for plumbing and pipe fitting trade in Yobe
State Technical Colleges.
A five point scale was used to interpret the mean of each item in research questions 2 and
4 based on the class-limit of the real numbers. The lower limit and the upper limit of the real
numbers are as follows:
Lower limit Upper Limit
1: 0.50 - 1.49 Absent Completely (AC)/ Not Available (NA)
2: 1.50 - 2.49 Always Not Available (ANA)/ Always Not Used (ANU)
3: 2.50 - 3.49 Sometime Not Available (SNA)/ Sometime Not Used (SNU)
4: 3.50 - 4.49 Sometime Available (SA)/ Sometime Used (SU)
5: 4.50 - 5.49 Always Available (AA)/ Always Used (AU)
3.6 Validation of the Instrument

Three experts validated the instrument for both face and content validity. Two of the
experts are from Department of Technology Education, Moddibo Adama University of
Technology Yola, and one from Building Department, School of Technical Education, Federal
College of Education (Technical) Potiskum. The validators suggested for five point scale and
changed the response option of Constantly Available (C A) to Always Available (A A). The
corrections, suggestions and amendments given by the experts were carefully considered and
used in producing the final draft of the instrument.
3.7 Reliability of the Instrument
The validated instrument was pilot tested on NTC III plumbing and pipe fitting trade
students in Government Science and Technical College Kumo, Gombe State, which is out of the
study area. Cronbach Alpha will be used to obtain reliability coefficient of the instrument.
3.8 Method of Data Collection
The data for this study was collected by the researcher with the help of research
assistants. Checklist and questionnaire were used as instrument to collect relevant data on the
available instructional resources. The checklist is in three sections A, B and C. Section ‘A’
collected relevant data about Technical College plumbing and pipe fitting Teachers, while
Section ‘B’ collected relevant data pertaining to adequacy of equipment in plumbing and pipe
fitting trade, consisting of thirty eight items. Section ‘C’ collected relevant data on the utilization
of resources for plumbing and pipe fitting trade in Yobe State Technical Colleges. Section D
collected relevant data on the availability of plumbing and pipe fitting materials in Yobe State
Technical Colleges. In each case, a column for remark was provided against each item in the
checklist and the questionnaire. The two Sections (A and B) of the instrument were administered
to administrators (principals) and workshop assistants respectively while Section ‘C’ and D” of
the instrument were administered on NTC III students of plumbing and pipe fitting trade and
workshop assistants as well.
3.9 Method of Data Analysis
The data collected for the study were analysed using percentage for answering research
questions 1 and 3. Research questions 2 and 4 were analysed using mean, where Statistical
Package for Social Science (SPSS) version 20 was used in carrying out the analysis. Z – test was
used to test the two null hypotheses at 0.05 level of significance.
3.10 Decision Rule
Data for research questions 1 and 3 with percentage score of 80 and above was
considered adequate in the study, while data with less than 80 percent was considered not
adequate. The lower and upper limits of the real numbers were used to interpret the mean of data
in research questions 2 and 4.
CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents the result of data analysis for the study and discusses the findings.
The presentation is made in line with the research questions and hypotheses of the study.
4.1 Presentation of Results
The results of the study are presented in tables, based on the research questions and the
hypotheses.
Research question 1: What is the adequacy of plumbing and pipe fitting teachers in
Yobe State Technical Colleges?
Table 1 presents participants’ responses on adequacy of plumbing and pipe fitting
teachers in Yobe State Technical Colleges. The percentage of the teachers in each Technical
College is100% adequate, showing the adequacy level of the teachers. This is termed adequate
because it meets the National Board for Technical Education (NBTE) Standard of one plumbing
and pipe fitting (PPF) teacher for every 20 PPF students.
Research question 2: What is the availability of plumbing and pipe fitting materials in
Yobe State Technical Colleges?
Table 2 presents the mean responses of PPF III Students and Workshop assistants on the
availability of PPF materials in Yobe State Technical Colleges. The table revealed that materials
(PVC pipe, galvanized pipe, cement, rubber ) with mean value of 4.50 and above shows that they
were always available in the Technical Colleges.
Research question 3: What is the adequacy level of plumbing and pipe fitting tools and
Equipment in Yobe state Technical Colleges?
Table 3 to Table 10 present the percentage of PPF tools and equipment in each of the
eight Technical Colleges in the State. The percentage of each BBC tools and equipment available
in every Technical Colleges were less than 100% which shows the inadequacy of the equipment.
Table 1: The Adequacy of Plumbing and Pipe Fitting Teachers in Yobe State Technical Colleges
NBTE PPF
Percentage
bench mark students Number of
available
S/n of teachers enrolment PPF teachers Remark
GSTC in the
for 20 in the in the school
school.
students school
1. GSTC A 1 30 2 100 Adequate
2. GSTC B 1 22 2 100 Adequate
3. GSTC C 1 27 2 100 Adequate
4. GSTC D 1 32 3 100 Adequate
5. GSTC E 1 21 2 100 Adequate
6. GSTC F 1 25 2 100 Adequate
7. GSTC G 1 35 3 100 Adequate
8. GSTC H 1 24 2 100 Adequate
Table 2: Mean Responses of Plumbing and Pipe Fitting Trade NTC III Students and Workshop
Assistants on the Availability of Plumbing and Pipe Fitting Materials in Yobe State Technical
Colleges
S/n Material X Remark

1 Slides 1.40 always not available
2 Filmstrips 1.68 always not available
3 Drawing 4.10 always available
4 Diagram 4.26 always available
5 Charts 3.89 always available
6 Models 3.78 always available
7 Poster 3.73 always available
8 PCV pipe 2.34 always not available
9 S. pipe 4.58 always available
10 G.Pipe 4.60 always available
11 Cement 4.56 always available
12 Hose 2.08 not available
13 Rubber 3.01 sometime available
14 Tube 4.62 always available
15 Wood (2x2) 2.77 sometime not available
16 Cast IP 2.23 not available
17 Nail 3.98 sometime available
18 Sand 4.43 always available
19 Purtin 2.66 sometime not available
20 Tiles 2.19 sometime not available
21 Eng. bricks 3.35 sometime available
22 Block 4.67 always available
23 Water storage tank 3.76 sometime available
24 Buckets 4.47 always available
Table 3: Percentage Score on Adequacy of Plumbing and Pipe Fitting Tools and Equipments in
GSTC A
S/n Description of Bench PPF students Quantity Shortage Percentage Remark
items mark for enrolment in available or excess available in
20 students your school in the the school
school
1. Welding table 20 76 05 * 24 45 Na
2. Goggles 20 76 10 * 31 29 Na
3. Gloves 10 76 05 * 28 36 Na
4. G.W rod 1.5mm 100 76 45 * 16 54 Na
5. Pipe yarning 4 76 03 * 20 42 Na
6. Step ladder 4 76 02 * 23 47 Na
7. Fire bucket 8 76 03 * 21 40 Na
8. Scriber 10 76 07 *8 55 Na
9. Flux 6 76 03 * 10 44 Na
10. Welding cylder 4 76 04 * 22 50 Na
11. Oxygen cylinder 8 76 04 * 32 27 Na
12. Vernier caliper 8 76 16 *7 60 Na
13. Flat square 30 76 03 * 22 58 Na
14. Divider 6 76 06 * 18 48 Na
15. Hand vice 6 76 09 * 22 37 Na
16. Plumbers knives 10 76 08 * 20 42 Na
17. Curved 15 76 04 * 26 25 Na
18. Flat files 15 76 03 * 22 37 Na
19. Straight 6 76 07 * 17 51 Na
20. Measuring rule 10 76 08 * 24 31 Na
21. Plumb 10 76 08 *9 50 Na
22. Round file 15 76 02 *2 00 Na

23. Pipe wrench 12m 16 76 04 * 13 27 Na
24. Circle cutter 4 76 04 * 18 00 Na
25. Spark lighter 10 76 15 * 19 45 Na
26. Workbench 10 76 06 *4 00 Na
27. Safety helmet 10 76 0 *4 00 Na
28. Blow lamp 10 76 0 *2 00 Na
29. Oil can 10 76 0 *2 00 Na
30. Testing hose 4 76 0 *2 00 Na
31. Rivet punch 16 76 0 *4 00 Na
32. Pipe reamers 10 76 7 * 11 38 Na
33. Breast drill 10 76 0 *2 00 Na
34. Flat chisel 6set 76 18 * 17 51 Na
35. Cross chisel 4 76 7 * 11 38 Na
36. Bolt cutter 1 76 8 * 10 44 Na
37. Inside caliper 2 76 7 * 11 38 Na
38. Melting pot 10 76 2 *7 22 Na
Key:
* - Shortage
Na - Not adequate
A - Adequate
GSTC B
school
1. Welding table 20 35 20 * 24 45 Na
2. Goggles 20 35 13 * 31 29 Na
3. Gloves 10 35 16 * 28 36 Na
4. G.W rod 1.5mm 100 35 19 * 16 54 Na
5. Pipe yarning 4 35 15 * 20 42 Na
6. Step ladder 4 35 21 * 23 47 Na
7. Fire bucket 8 35 14 * 21 40 Na
8. Scriber 10 35 10 *8 55 Na
9. Flux 6 35 8 * 10 44 Na
13. Flat square 30 35 31 * 22 58 Na
14. Divider 6 35 17 * 18 48 Na
15. Hand vice 6 35 13 * 22 37 Na
17. Curved 15 35 9 * 26 25 Na
18. Flat files 15 35 13 * 22 37 Na
19. Straight 6 35 18 * 17 51 Na
21. Plumb 10 35 9 *9 50 Na
22. Round file 15 35 0 *2 00 Na
23. Pipe wrench 12m 16 35 5 * 13 27 Na
24. Circle cutter 4 35 0 * 18 00 Na
25. Conbination plier 10 35 16 * 19 45 Na
26. Mason,s bowl 10 35 0 *4 00 Na
27. Shovels 10 35 0 *4 00 Na
28. Spade 10 35 0 *2 00 Na
29. Masons bucket 10 35 0 *2 00 Na
30. Melting pot 4 35 0 *2 00 Na
31. Blow lamp 16 35 0 *4 00 Na
32. Pipe clamp 10 35 7 * 11 38 Na
33. Soldering fluid 10 35 0 *2 00 Na
34. Taps and dies 6set 35 18 * 17 51 Na
35. Air gauge 4 35 7 * 11 38 Na
36. Bending machine 1 35 8 * 10 44 Na
37 Threading 2 35 7 * 11 38 Na
machine
38. Rivet punch 10 35 2 *7 22 Na
Key:
* - Shortage
Na - Not adequate
A - Adequate
GSTC C
school
1. Welding table 20 35 20 * 24 45 Na
2. Goggles 20 35 13 * 31 29 Na
3. Gloves 10 35 16 * 28 36 Na
4. G.W rod 1.5mm 100 35 19 * 16 54 Na
5. Pipe yarning 4 35 15 * 20 42 Na
6. Step ladder 4 35 21 * 23 47 Na
7. Fire bucket 8 35 14 * 21 40 Na
8. Scriber 10 35 10 *8 55 Na
9. Flux 6 35 8 * 10 44 Na
13. Flat square 30 35 31 * 22 58 Na
14. Divider 6 35 17 * 18 48 Na
15. Hand vice 6 35 13 * 22 37 Na
17. Curved 15 35 9 * 26 25 Na
18. Flat files 15 35 13 * 22 37 Na
19. Straight 6 35 18 * 17 51 Na
21. Plumb 10 35 9 *9 50 Na
22. Round file 15 35 0 *2 00 Na
23. Pipe wrench 12m 16 35 5 * 13 27 Na
26. Mason,s bowl 10 35 0 *4 00 Na
27. Shovels 10 35 0 *4 00 Na
28. Spade 10 35 0 *2 00 Na
30. Melting pot 4 35 0 *2 00 Na
31. Blow lamp 16 35 0 *4 00 Na
32. Pipe clamp 10 35 7 * 11 38 Na

35. Air gauge 4 35 7 * 11 38 Na
37. Threading 2 35 7 * 11 38 Na
machine
38. Rivet punch 10 35 2 *7 22 Na
Key:
* - Shortage
Na - Not adequate
A - Adequate
GSTC D
school
1. Welding table 20 35 20 * 24 45 Na
2. Goggles 20 35 13 * 31 29 Na
3. Gloves 10 35 16 * 28 36 Na
4. G.W rod 1.5mm 100 35 19 * 16 54 Na
5. Pipe yarning 4 35 15 * 20 42 Na
6. Step ladder 4 35 21 * 23 47 Na
7. Fire bucket 8 35 14 * 21 40 Na
8. Scriber 10 35 10 *8 55 Na
9. Flux 6 35 8 * 10 44 Na
13. Flat square 30 35 31 * 22 58 Na

14. Divider 6 35 17 * 18 48 Na
15. Hand vice 6 35 13 * 22 37 Na
17. Curved 15 35 9 * 26 25 Na
18. Flat files 15 35 13 * 22 37 Na
19. Straight 6 35 18 * 17 51 Na
21. Plumb 10 35 9 *9 50 Na
22. Round file 15 35 0 *2 00 Na
23. Pipe wrench 12m 16 35 5 * 13 27 Na
26. Mason,s bowl 10 35 0 *4 00 Na
27 Shovels 10 35 0 *4 00 Na
28. Spade 10 35 0 *2 00 Na
30. Melting pot 4 35 0 *2 00 Na
31. Blow lamp 16 35 0 *4 00 Na
32. Pipe clamp 10 35 7 * 11 38 Na
35. Air gauge 4 35 7 * 11 38 Na
37. Threading 2 35 7 * 11 38 Na
machine
38 Rivet punch 10 35 2 *7 22 Na
Key:
* - Shortage
Na - Not adequate
A - Adequate
Bricklaying Blocklaying and Concreting Classrooms in Yobe State Technical Colleges

S/n Class rooms in Bench mark BBC Number of Percentage Remark
technical for 40 students classroom available
colleges students enrolment available in the
in the in the school
school school
1 GSTC D/gum 1 30 1 100 Adequate
2 GSTC Goniri 1 22 1 100 Adequate
3 GGSTC Pot 1 27 1 100 Adequate
4 GSTC G/dem 1 32 1 100 Adequate
5 GGSTC D/chi 1 21 1 100 Adequate
6 GSTC G/shua 1 25 1 100 Adequate
7 GSTC Pot 1 35 1 100 Adequate
8 GSTC Nguru 1 24 1 100 Adequate
Table 12: Percentage Score on the Availability of Plumbing and Pipe Fitting Workshop in Yobe
State Technical Colleges
S/n GSTC Bench mark for PPF PPF Percentage Remark
PPF 20 students students workshop available in
workshop enrolment available the school
in the in the
school school
1. Gaidam 1 21 1 95 Na
2. Gashua 1 25 1 80 A
3. GSTC 1 35 1 57 Na
Potiskum
4. GSTC Nguru 1 24 1 83 A
KEY: Na-Not adequate
A- Adequate
BBC-Brick/Blocklaying and Concreting
Potiskum have less than 80%, showing that it is not adequate when compared with the NBTE
benchmark.
Research question 5: What is the level of utilization of brick/block laying and concreting
tools and equipment in Yobe State Technical Colleges?
Table 13 revealed that BBC tools and equipment such as brick trowel, pointing trowel,
plastering trowel, spirit level and plumb bulb were always used for teaching. Equipment such as
builders square, head pan, shovels, spades, tapes and steel rule were sometime used for teaching,
while equipment such as dumpy level, tilting mixer, site square, Terrazzo floor washing machine
were not available at all let alone utilised for teaching.
Hypothesis 1: There is no significant difference in mean response of NTC III students of
brick/block laying and concreting trade and workshop assistant on the availability of brick/block
laying and concreting materials in Yobe State Technical college.
Table 14 shows the summary of the result of z-test for testing Ho 1. Testing this data at
0.05 level of significance, and at 190 degree of freedom (df), the z- calculated value of -2.059 is
less than the z- critical value of 1.653, indicating that there is no significant difference between
students and workshop assistants on the availability of BBC materials in Yobe State Technical
Colleges. The null hypothesis was therefore accepted.
Hypothesis 2: There is no significant difference in mean response of NTC III students of
brick/block laying and concreting trade and workshop assistant on the utilisation of brick/block
laying and concreting tools and equipment in Yobe State Technical colleges.
Table 15 shows that at 190 degree of freedom, the z- calculated value of 0.667 is less
than z- critical value of 1.653, indicating that there is no significant difference between NTC III
BBC students and workshop assistants on the utilisation of BBC tools and equipment in Yobe
State Technical Colleges. The null hypothesis was therefore accepted.
4.2 Findings of the Study
The results of the study are as follows:
1. The percentages of Brick/Blocklaying and Concreting teachers in each of the eight
Technical Colleges were 100% adequate.
2. Brick/Blocklaying and Concreting materials such as gravel, sand, laterite, cement,
limestone and blocks are always available in all the Technical Colleges with mean value of
4.50 and above. Materials such as : slides, firm strips, models, wood, ceiling, charts,
planks, nails, tiles, diagram, drawing, posters, purling, engineering
Table 13: Mean Responses of NTC III Students of Plumbing and Pipe Fitting Trade and
Workshop Assistants on the Utilisation of Plumbing and Pipe Fitting Tools and Equipment in
Yobe State Technical CollegesP
s/n Equipment X Remark
1 Welding table 4.51 Used
2 Goggles 4.58 Used
3 Gloves 4.01 Used
4 G.W.rod 1.5mm 3.91 Used
5 Pipe yarning 3.96 Used
6 Step ladder 3.53 Used
7 Fire bucket 2.44 Not used
8 Scriber 2.42 Not used
9 Flux 2.04 Not used
10 Welding cylinder 3.58 Not used
11 Oxygen cylinder 2.52 Not used
12 Vernier caliper 4.07 Not used
13 Flat square 2.76 Not used
14 Divider 2.43 Not used
15 Hand vice 2.64 Not used
16 Plumbers knives 4.61 Not used
17 Curved 4.52 Not used
18 Flat files 4.55 Not used
19 Straight 2.54 Not used
20 Measuring rule 2.61 Not used
21 Plumb 3.18 Used
22 Round file 1.42 Not used
23 Pipe wrench 12mm dia. 2.51 Not used
24 Circle cutter 1.26 Not used
25 Combination plier 1.38 Not used
26 Masons bowl 1.30 Not used
27 Shovel 1.32 Not used
28 Spade 1.24 Not used
29 Masons bucket 1.30 Not used
30 Melting pot 1.25 Not used
31 Blow lamp 1.31 Not used
32 Pipe clamp 2.33 Not used
33 Soldering fluid 2.31 Not used
34 Taps and dies 2.51 Not used
35 Air gauge 4.57 Not used
36 Bending machine 2.76 Not used
37 Threading machine 2.27 Not used
38 Rivet punch 2.60 Not used
Table 14: z-test Analysis of the Mean Response of NTC III Students of PPF and Workshop
Assistant on the Availability of PPF Materials
Group of respondents N X SD df std error z-cal z-critic Remark
Students 184 2.9804 0.88202

190 0.27314 -2.059 1.653 accepted
Workshop assistant 8 3.5429 1.00628
P> 0.05 (P= 0.045)
Table 15: Z-test Analysis of the Mean Response of NTC III Students of PPF and Workshop
Assistant on the Utilisation of PPF Tools and Equipment in Yobe State Technical Colleges
Group of respondents N X SD df std error z-cal z-crit Remark
Students 184 2.7858 1.12727

190 0.28548 0.667 1.653 accepted
Workshop assistant 8 2.5953 1.35138
P> 0.05 (P= 0.507)
bricks, facing bricks, water storage tank and buckets are not available in the technical
colleges, with mean value of 2.50 and below.
3. The findings on the adequacy of BBC tools and equipment revealed that tilting mixer,
mechanical vibrator, site square, terrazzo floor washing machine and dumpy level have 0%
availability in all the Technical Colleges. However, equipment such as: brick trowel,
pointing trowel, plastering trowel, spirit level, plumb bulb, builders square, chisels, chip
hammers, sledge hammers, lines, corner blocks, head pans, shovels and spade are within
50% to 70% available in the colleges.
4. The findings on availability of BBC Buildings revealed that there is adequate number of
BBC classrooms in all the Technical colleges, with100% adequate, however, BBC
workshops are not adequate in GSTC Potiskum, GSTC Geidam,GGSTC Potiskum and
GSTC Damagum.
5. That out of 38 BBC tools and equipment specified by NBTE, only 6 are always utilised by
the teachers for teaching, which include: brick trowel, pointing trowel, head pan, shovels,
spade and bucket, having mean value of 4.50 and above.
6. There is no significant difference between the mean response of NTC III BBC students and
workshop assistants on the availability of BBC materials in Yobe State Technical colleges.
The findings revealed that the null hypothesis was accepted.
7. There is no significant difference between the mean response of NTC III BBC students and
workshop assistants on the utilisation of BBC tools and equipment in Yobe state Technical
Colleges. The findings revealed that the null hypothesis was accepted.
4.3 Discussions of the Findings
The percentages of Brick/Blocklaying and Concreting teachers in each of the eight
Technical Colleges in Yobe State were 100% adequate, in relation to NBTE benchmark. This
shows the adequacy level of BBC teachers in Yobe State Technical Colleges. This is in
agreement with Azuka (2003) who posited that the success of any educational programme
depends to a large extent on the availability and adequacy of teachers and instructional materials.
Supporting this view, Maduke (2007) opined that since teachers are the pillars of any educational
programme, there quality and adequacy cannot be under estimated.
The findings of this study revealed that BBC materials such as gravel, sand, laterite,
cement, limestone and blocks are available in all the Technical Colleges, while materials such
as : slides, firm strips, models, wood, ceiling, charts, planks, nails, tiles, diagram, drawing,
posters, purling, engineering bricks, facing bricks, water storage tank and buckets are not
available in the technical colleges. This is in agreement with Jaji (2011), who asserted that
availability of instructional resources promote effective teaching and learning activities in
schools, while their inadequacy and / or unavailability may affect the academic performance of
the learners negatively. Supporting this view, Vikoo (2003) asserted that the availability of
requisite materials is important for effective execution of any assigned task. He further
maintained that qualification and background of teachers can only be completed when the right
and adequate instructional resources are provided for effective teaching and learning. Tajue
(2002) posited that availability of tools and equipment help to stimulate the interest of the
learners. Whenever this equipment are optimally utilised, they generate greater student interest in
the learning system and also enhance retention of ideas.
Similarly, Gwandam (2004), posited that availability and adequacy of relevant materials,
tools and equipment for teaching facilitates learning, stimulate both teachers and students and
enhance students achievement. Ukoh and Ahia (2004) observed that the need to match the
growing student’s enrolment with a corresponding increase in the provision of relevant tools and
equipment as well as learning materials cannot be under estimated.
The findings of this study revealed that BBC classrooms are adequate in all the Technical
Colleges in the State; however, BBC workshops are available but not adequate in the Technical
Colleges. This is reflected in the percentages scored of every College in relation to the NBTE
minimum requirement. The scores are: 66% for GSTC Damagum, 90% for GSTC Goniri, 74%
for GGSTC Potiskum, 62% for GSTC Gaidam, 95% for GSTC Dapchi, 80% for GSTC Gashua,
57% for GSTC Potiskum and 83% for GSTC Nguru. These show the adequacy of BBC buildings
in Yobe State Technical Colleges. This is in agreement with Ogbodo (2005) who asserted that
there has been a tremendous growth in students’ population without corresponding growth in
number of building.
The findings of this study also revealed that out of 38 BBC tools and equipment specified
by NBTE, only 6 are always utilised by the teachers for teaching, which include: brick trowel,
pointing trowel, plastering trowels, sprit levels, plumb bulbs and builders square. Tools and
equipment that are always not utilised for teaching are: chip hammers, chisels, hawks, straight
edge, club hammer and B.S sieves, Mechanical vibrator, slump cone and block making machine.
Supporting this finding, Dolor (2001) noted that most BBC teachers have little or no knowledge
of modern BBC machines in terms of efficient usage. This may be as a result of lack of these
modern machines and equipment in the schools.
In a similar finding by Meresola (2001) on the state of utilisation of instructional
resources in Nigerian Technical Colleges revealed that utilization of tools and equipment will
stimulate students’ senses and generate greater interest in the learning system and assist in the
retention of ideas. From the operational point of view, tools and equipment are important in the
development of the three domains of knowledge, abilities and skills that reside in every man.
Okoro (2008) posited that, if tools and equipment are to enhance the technique and make
learning more effective for student, it will do at least one or preferably several of the following:
1. Make an explanation clearer
2. Enable the learner to discover a relationship
3. Sharpen or extend the senses
4. Provide the learner an opportunity for practice
5. Pose a problem
6. Make learning more enjoyable
7. Extend the learner’s experience
8. Generate increased learner’s interest and curiosity
9. Reinforce or apply knowledge gained to foster longer retention
10. Permit student to proceed at his own pace
11. Supply an example of or an exception to general principle
12. Stimulate thought and discussion
13. Inspire to higher levels of achievement
14. Suggest broader horizons or add to vision or ambition.
Finally, the findings of the study revealed that there is no significant difference in the
mean response of NTC III students of brick/blocklaying and concreting trade and
workshop assistant on the availability of brick/blocklaying and concreting materials in
Yobe State Technical Colleges.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter presents a summary of the statement of problem of the study, the procedure
used and the major findings of the study. Conclusion based on the findings, the implication of the
findings, recommendation and suggestions for further studies were also discussed in this chapter.
5.1 Summary
The attainment of instructional objective depends to a large extent on the performance of
the teacher in the use of appropriate instructional tools to impart knowledge. The graduates of
Technical Colleges are trained to acquire the necessary knowledge and skills require of a
technician and craftsman. Some educators and the general public have shown dissatisfaction
with the level of knowledge and skills as well as the performance on the job of brick/blocklaying
and concreting trade graduates (Meresola, 2001).A training programme is most effective when
the right participants receive the right knowledge, attitudes, and skills taught by means of the
right method, instructor and instructional resources so as to meet or exceed the organizational
expectations (Jaji, 2002). This research therefore focused on the adequacy and utilisation of
instructional resources for skill acquisition in brick/blocklaying and concreting trade in Yobe
State Technical Colleges.
The specific purpose of the study was to: Determine the adequacy of bricklaying
blocklaying and concreting teachers in Yobe State Technical Colleges.
Determine the availability of bricklaying blocklaying and concreting materials in Yobe State
Technical Colleges. Determine the adequacy of bricklaying blocklaying and concreting tools and
equipment in Yobe State Technical Colleges. Determine the availability of bricklaying
blocklaying and concreting Buildings in Yobe State Technical Colleges. Determine the level of
utilization of bricklaying blocklaying and concreting instructional resources in Yobe State
Technical Colleges.
In line with these objectives, five research questions were formulated to guide the study.
Also literatures related to the study were reviewed. Based on the literature reviewed, a structured
questionnaire was developed by the researcher. Also, a checklist of BBC tools and equipment
required in Technical colleges as contained in the Standard and Criteria for Institutional
Programme accreditation in Technical Colleges and other related Technical Institutions.
The study used survey designs on the adequacy and utilisation of instructional resources for
skills acquisition in bricklaying blocklaying and concreting trade in Yobe State Technical
Colleges. The population of this study was 216 NTC III students of brick/blocklaying and
concreting trade, 8 Principals, and 8 workshop assistants in Yobe State Technical Colleges. Out
of 232 questionnaires distributed 23 questionnaires were wrongly filled and 17 questionnaires
were not returned. The remaining 192 questionnaire which represent 85.7% of the number of
respondents were used for the analysis.
Data collected using the checklists were analyzed using simple percentage. The
percentage scores obtained using the checklist were used to answer research questions one, three
and four, while the questionnaire was analyzed using mean and five point rating scale to answer
research questions two and five. The following are the findings of this study, based on the data
analyzed:
1. Plumbing and pipe fitting teachers are adequate in Technical Colleges B, C and E in the
state.
2. Most of the PPF materials like limestone, facing bricks, tiles, are not available in all the
Technical Colleges.
3. Majority of PPF tools and equipment available in the Technical Colleges were grossly
inadequate.
4. Many of the PPF Tools and equipment were not always used for teaching by the teachers
in Technical Colleges.
5.2 Conclusion
The knowledge and skill training acquired by NTC III students of PPF in Technical
Colleges require that there must be adequate and qualified PPF teachers, availability of PPF
materials, adequate PPF tools and equipment, available PPF classroom and workshop as well
as the utilisation of these resources.
The study revealed that PPF materials, tools and equipment available in the Technical
colleges are not adequate let alone using it for teaching the modules. To avert this, the Yobe
State Government should make fund available to Technical Colleges for equipping the PPF
workshop with adequate PPF materials, tools and equipment and also encourage the Technical
colleges to organise workshop on the importance of using the instructional resources in teaching
and learning.
5.3 Recommendations
Based on the findings of the study, the following recommendations were made:
1. The Yobe State Government through Science and Technical School Board should make
fund available to the colleges for equipping the PPF workshops with adequate BBC
materials, tools and equipment.
2. The State Science and Technical School Board should be organizing in-house workshop
for BBC teachers on the utilisation of BBC materials, tools and equipment during
practical lesson in the workshop.
3. That BBC workshop should be made adequate in GSTC Damagum, GSTC Potiskum,
GSTC Geidam and GGSTC Potiskum.
The findings of this study have some educational implications. It reveals that
Technical colleges have BBC instructional resources but they are inadequate when
compared to the population of the students. Moreover, the BBC equipment is not
frequently used by the teachers in their classroom instructions. These findings have
important implication for NBTE, Technical Colleges’ management, teachers, students in
Technical colleges.
1. To the NBTE, improved funding to Technical colleges for the procurement of adequate
BBC instructional resources will lead to the increase in the number of BBC instructional
resources available in Technical Colleges.
2. This study also has some implication to the managements of Technical colleges in area of
making provision for more BBC instructional resources and making policies that will
improve on the frequency of use of the BBC instructional resources by the teachers in
classroom instruction.
3. With adequate BBC instructional resources, teachers to use them, the learning process
will be enhanced. This will have positive implication on the learners. Their skill
acquisition will become more reliable; consequently a better qualified BBC Graduate will
be produced than what is obtainable now.
4. Resources such as training materials, tools and equipment needed for effective acquisition
of brick/blocklaying and concreting skills in Yobe State Technical Colleges are
inadequate and those available are not properly utilised, though teachers are adequate.
REFERENCES
Abubakar, A. N. & Lawan, A. B. (2011). Assessment of emerging roles and responsibilities of
community toward vocational skill acquisition. Journal of teachers perspectives, 5(1),
19-26.
Adams, A. (2008). Improving the quality of education in Nigeria through effective inspection of
schools. Education, summer, 1. Retrieved January 28, 2008 from;
http://rapidintellect.com/AEQweb/ontass.
Adekun, M.(2012). Maintaining school facilities for effective teaching and learning in technical
colleges. Journal of technology teacher education. 3(4) 125-129.
Adeyemi, J. K & Aviomoh, E.E. (2004). Effective technological delivery in Nigerian

Polytechnics: Need for Academic Manpower Development Policy. Education policy
Analysis, 12(24),126-131.
Ahmad, S. N.(2004). Materials for Architects and Builders. Journal of Nigerian Society of
Engineers, 3(5) 50-56.
Aina, O. (2011), July). The relevance of skill training in technical colleges to the emergence of
industrial growth in Nigeria. A paper presented at the convention of national association
of principals of technical colleges in Nigeria.
Ajayi, M. A. (2012). Industrialising the Nigerian Society through creative skill acquisition in
vocational and Technical education programme. Journal of educational foundation,
4(27), 153-158.
Akinfolarin, C. A. & Ajayi, I. A. (2012). An Appraisal of Resources Utilisation in Vocational

and Technical Education in selected Colleges of Education in Southwest Nigeria. Journal
of technology education, 2(2), 41-45.
Amoor, S. S. (2008), May). Standardization of vocational Education in Nigeria: Challenges and

Strategies. Paper presented at National Conference of Arts and Social science Education.
Abuja.
Anderson, J. Y. (2006). Task Specialisation through Cooperative Learning. Retrieved March 12,
2009 from:http://www.tas.space.com./AEQweb/coop.
Arshad, M. D & Ahmed, F.F. (2011). Effects of the Availability and Use of Instructional
Materials on the Academic Performance of Students : Panjam Pakistan. Retrieved From
Http://www.Eurojournals.Com/MEFE.Htm on 3/3/2012.
Aroson, G. N. (2002). Teaching and Learning cognitive skills. Journal of research in education,
3(24), 143-146.
Ayeni, E. (2003), March). Towards standards in vocational education: strategies for
improvement. Paper presented at the Department of Arts and Social sciences education
for promoting standard in vocational technical education, Plateau, Nigeria.
Ayoduso, J. O. (2010). Improving vocational educational facilities for adequate acquisition of

skills for the achievement of vision 2020 in Nigeria. Journal of vocational and Technical
educators, 2(2), 172-180.
Azuka, L. H. (2003). Principle and Practice of Education Technology: Ibadan International

Publisher.
Brunner, E. U. (1996). Theory of skills acquisition. Book of Reading in Science and Technology.
Bulama, K. H. (2001). An Evaluation of educational facilities in state technical colleges in North

Eastern Nigeria. Unpublished Ph.D thesis, University of Nigeria Nsukka, Enugu Nigeria.
Daramola, I. S. (2008). Fundamentals of Technology and Vocational Education. De-Covenant

Publisher, Jalingo.
Darling-Hammand, L. (2000). Teacher quality and student achievement: A review of state policy
evidence. Education policy achieves,8, retrieved 15/04/09 from
http/epaa.asu-edu/epaa/v8nl.
Desetta, J. & Wollin, N. (2000). Pedagogical Resources in Teaching Technical and Vocational
Education. Pioneers Publisher, Weston.
Dolor, N. I. (2001). Infusing Educational Technology into Main stream Educational Computing.
International Journal of Instructional Media, 16(11), 21-32.
Driscoll, A. (2000). Stages of Cognitive Development. International Journal of Science and

Technology, 3(24), 143-147.
Duna, I. (2004). Improvisation of Instruction Materials for Teaching Introductory Technology in

Secondary School. Journal of Science and Technology Education, 2(3), 122-127.
Emma, R. (2005). Survey of Vocational Education Facilities in Colleges of Education in Rivers
State. Journal of Nigerian Association of Teachers of Technology, 4(3), 175-180.
Ereogbu, I. O. (2001). Skill Acquisition in educational psychology. Unpublished Master’s Thesis,

University of Nigeria Nsukka, Enugu Nigeria.
Federal Republic of Nigeria (2004) National Policy on Education (4th Edition) Lagos NERDC
Press.
Gwandam, J. K. (2004). School facilities; management practice in Nigeria. Current issues in

educational management in Nigeria. Benin: NERA publications.
Godwin, R. & Samson, O. (2013). Employee Training and Development and the Learning
Organisation. Journal of Economics and Organisation, 4(3), 16-23.
Hambal, B. (2009). Improving the Practical Teaching in Technology Education at Tertiary

Level. Spectrum journals, 1(3), 20-24.
Henriksen, M. (2004). Mechanisms for improving the provision of facilities in workshops in

North Carolina colleges US.
Hornby, A. S. (2006). Oxford Advanced Learners Dictionary. London: Oxford university press.
Huitt, D. (2002). Vocational Technical Education and Economic Development: The Singapore
experience. Journal of Research in Vocational Technical Education, 5(2003), 103-107.
Ibukun, I.(2004) Planning Technical and Vocational education for youth empowerment in
Nigeria. Journal of Science and technology Education, 1(2), 23-27.
Ibukun, W.O. Akinfolarin, C. A.&Alimi, O.S. (2011). Corelate of Resources Utilisation and
Students Learning Outcome in Colleges of Education in Western Nigeria. Retrieved From
Http://www.Ccsenet.Org/Les on 11/10/2012.
Idris, M. O & Maina, M. (2006), June). Assessment of institutions constraint affecting school
workshop management in technical. Presented at the 19th Annual conferences of Nigerian
Association of Teachers of Technology, Kwara state, Nigeria.
Ike, H. A. (2002). Assessment of the adequacy of technical manpower in Abia state post primary
school. Journal of the committee of provost of colleges of education in Nigeria, 12 (24),
86 -94.
Ime, E. E. (2004). Why we study Technical Subjects in Schools. Journal of Technical Education,
2(3), 116-118.
Jaji, M. M. (2002). An Assessment of Information and Communication Technology in North

Eastern Colleges of Education. Unpublished Masters’ Theses,Abubakar Tafawa Balewa
University, Bauchi, Nigeria.
Jaji, M. M. & Wakili, B. A. (2012). The effect of maintenance and utilisation of workshop
facilities for instructional delivery in technical colleges. Technology teacher education
and the Nigeria society, 3(2), 49-53.
Jatawa, S. A. (2012). Effect of integrating two instructional approaches in teaching motor vehicle
mechanics trades on students performance in Yobe state. Unpublished master’s Thesis,
Modibbo Adama University of Technology, Yola, Nigeria.
Johnson, C. (1995). Acquisition of Entrepreneurial Skills for self-reliant. Retrieved May, 2002
from http:// en.wikipedia.org/wiki/education/entrep/asswe.
Johnson, E. I. (2005). The Nigerian Society and Skills acquisition in Technology Education.
Technology teacher education and the Nigeria society, 3(2), 22-29.
Kadama, B. T. (2006). Teachers Competency in Utilisation of Instructional Resources in

Brick/Blocklaying and Concreting. Journal of Issues in Technical Teacher Education
2(4) 154-163.
Kearsley, M. (2001). On the Status and Explanatory Structure of Developmental Theory.

Retrieved18August,2014from:http:/www.exp.stru.com.muhlenberg.edu:60/entry
Lawan, A. B. (2011). Assessment of instructional Resources in Kano state Technical Colleges.

Unpublished Master’s Thesis, Abubakar Tafawa Balewa University, Bauchi,Nigeria.
Mayors, L. H. (2012). Towards planning of Work-based Learning. NewYork: Institute on

Education and the Economy, Teachers College Columbia University.
Meresola, J. N. (2001). vocational and technical education in Nigeria; issues and analysis.
Onisha: Noble graphics press
Miller, A. (2011). Technical College Teachers in Nigeria: Issues, problems and challenges.
Mediterranean journal of social science, 2(7), 51-55.
National Board for Technical Education (1992). Standard and criteria for institutional and
programme accreditation in technical colleges and similar technical institution in
Nigeria. Kaduna, Nigeria. Government printing office.
National Board for Technical Education (2001). Block/Brick laying and concreting National
Technical Certificate (NTC) curriculum and course specifications. Government printing
office.
National Business and Technical Examination Board (2007). ETF Intervention in TVET:
Syllabus for Construction Trades Examination. Benin, Nigeria.
Nbina, W. (2009). Method and strategies of using instrument for skill acquisition. Retrieved
June, 2014 from http:// en.wikipedia.org/wiki/education al Psychology.
Ndace, S. M. (2001). Availability and standard of workshops for teaching introductory

technology subjects in Nigeria. Journal of Issues in technical teacher education, 1(1), 73-
76.
Nigeria Education Research and Development Council (2001). Issues and Problems of
Technical Teacher Education In Nigeria. Abuja: FGN Press.
Nkweke, L. (2007). A Teacher and a Teaching Profession: A tentative Hierarchical taxonomy.

Retrieved June 13, 2003 from: http//Teacher.com/AEQweb/ontass.
Nwandu, D. (2004). The Evaluation of Educational Theories. Cambridge: University Press.
Nworgu, B. G. (2006). Educational Research: Basic issues and methodology. Department of

Education, University of Nigeria Nsukka. Wisdom publishers ltd, Ibadan.
Obumneke B. I. (2002). Resource need and supply for Nigerian secondary schools. A case study
of Orumba south local government area of Anambra state. Journal of technical education
research and development, 1(1), 132-141.
Ogbodo, K. B. (2005). Introduction to Educational Administration Planning and Supervision.

Ibadan: wisdom publishers LTD
Okoro J. D. (2008). Programme Evaluation in Education. Obisi: pacific Publishers.
Omoodi, J. (2006). The job duties of principals in technical colleges. Alberta Journal of
educational research, 48(2), 124-135.
Osarenren, O. & Irabor (2012). Analysis of the educational facilities in Southern Universities in
Nigeria. Academic Leadership Journal.8(2). Retrieved on the 3th July,2011 from
http://aljrss.
Principal annual report (1998). “Annual report read to the annual meeting of principals of
federal technical colleges. Abuja pp.3.
Sambo, A. A. (2005). Research Methods in Education. Ibadan, Nigeria: Stirling-Publishers

Nigeria Ltd.
Shehu, I. A. (2004). Factors Inhibiting Effective Utilisation of Brick/Blocklaying and Concreting
Instructional Materials in Technical Colleges. A Journal of Management Network 2(2), 1-
6.
Tajue, L. H. (2002). Curriculum Development for Africa (ed). Onitsha: Africana Publishers.
Timor, H. O. (2009). Strategies for improving supervision of instructional resources by principal
of secondary schools in Kaduna state. Zaria journal of education, 9(2), 32-37.
Toby, T. V. (1991). Improving Higher education problem solving in the nineties. An integral
model for educational planners and administrators in Nigeria. The educational planner,
10-18.
Uguru, C. K.& Abdullahi, A. (2007). Appraisal of Resource in Colleges of Education

(Technical) in Nigeria. Journal of Science and Technology Education, 2(3), 183-187.
Ukoh, L. B. & Ahia, D. K. (2004). Teachers and Technology: Making the Connection.
Washington D.C.: U.S Government Printing Office.
Umanadi, E. K. (2013). Strategic resource utilisation for implementing technical education
curriculum towards sustainable development in Nigeria. Prime journals of research on
education, 3(7), 579-584.
Umar, B. U. (2012). Adequacy of resources for Learners with Mental Retardation. Journal of
Education, 2(4), 223-227.
Uzoagulu, A. E. (2012). Practical Guide to Writing Research Report in Tertiary Institution.

Enugu: Cheston Limited Publishers.
Vikoo, E. U. (2003). Audio visual methods in teaching. Newyork: Holt Rinchart & Winston
Publishers.
Yakubu, E. G. (2013). Relationship Between Pre-service Technical Teacher Training in Colleges

of Education and Job Performance of Technical Teachers in North-Eastern Nigeria.
Unpublished Ph.D. Thesis MAUTECH, Yola, Nigeria.
Yusuf, A. O. Okeowo, S.O & Dahunsi, F.O. (2006). Consolidating the Gains of Technology
Education through Effective Utilisation of Technology Workshops and Laboratories. 19
Annual Conference of Nigeria Association of Teachers of Technology (NAAT). 277-281.
APPENDIX A
A Check List Instrument for Adequacy and Utilization of Instructional Resources for Skills
Acquisition in Plumbing and Pipe Fitting Trade in Yobe State Technical Colleges
(To be completed by the head of Department]).

INSTRUCTION: Please indicate by providing the necessary information that best describes the
items under study.
1. Please supply the needed information to column 2 and 3 below to describe teachers and
students of NTC III Plumbing and Pipe Fitting (PPF) trade in your school.
S/n Plumbing and pipe benchmark of PPF number of remark (s)
fitting trade teacher PPF teachers Students PPF teachers
(s) required for 20 enrolment available in
students in your your school.
school.
1 Plumbing and Pipe 1
fitting trade
teacher adequacy
Source: Standard and criteria for institutional programme accreditation in technical colleges and
similar technical institution in Nigeria (1992) pp.11
APPENDIX B
Checklist of PPF Tools and Equipment
(To be completed by the WORKSHOP ASSISTANTS using inventory record)
INSTRUCTION: Please supply the needed information in column 2 and 3 to describe plumbing
and pipe fitting equipments and students in your school.
S/ Description of items benchmark for PPF stud enrolment quantity. Remark
N 20 student in the school available in
the school
1. Welding table 20
2. Goggles 20
3. Gloves 10 35
4. G.W. rod 1.5mm 100 35
5. Pipe yarning 4 35
6. Step ladder 4 35
7. Fire bucket 8 35
8. Scriber 10 35
9. Flux 6 35
10. Welding cylder 4 35
11. Oxygen cylder 8 35
12. Vernier caliper 8 35
13. Flat square 30 35
14. Divider 6 35
15. Hand Vice 6 35
16. Plunbers knives 10 35
17. Curved 15 35
18. Flat files 15 35
19. Straight 6 35
20. Measuring rule 10 35
21. Plumb 10 35
22. Round file 15 35
23. Pipe wrench 12mm 16 35
24. Circle cutter 4 35
25. Combination pl 10 35
26. Masons bowl 10 35
27. Shovel 10 35
28. Spade 10 35
29. Br 01 35
30. Terrazzo floor 01 35
machines
31. Slump cones 02 35
32. Club hammers 10 35
33. B. S. Sieve 1 each 35
34. Ranging poles 20 35
35. Buckets 10 35
36. Wheel barrow 05 35
37. Diggers 10 35
38. Watering cans 05 35
APPENDIX C
Utilization of Equipment for PPF Trade
(To be completed by NTC III students of Plumbing and Pipe Fitting trade and workshop
assistants).
INSTRUCTION: Please indicate by ticking the appropriate options to each item under study.
The options are;
AU = Always used
SU = Sometime Used
SNU = some time Not used
ANU = Always Not used
NA = Not Available
S/N Description of items AU SU SNU ANU NA Remark (s)
1. Brick trowels
2. Pointing trowels
3. Plastering trowels
4. Spirit levels
5. Plumb bulbs
6. Builders squares
7. Chisels
8. Chip hammers
9. Sledge hammers
10. Lines
11. Corner block
12. Floats wooden
13. Hawks
14. Straight edges
15. Spot boards
16. Head pans
17. Shovels
18. Spades
19. Pix axes
20. Tape measures (30x26 meter)
21. Steel rules
22. Tilting mixer

23. Block and brick moulds
24. Levelling staff
25. Mechanical vibrators
26. Sites square
27. Block making machine
28. Brick making machine
29. Terrazzo floor washing machine
30. Slump cones
31. Club hammers
32. B.S Service (different sizes)
33. Ranging poles
34. Buckets
35. Wheel barrows
36. Diggers
37. Watering cans
APPENDIX D
Availability of Plumbing and Pipe Fitting (PPF) Material
(To be Completed by Workshop Assistant and NTC III Students of PPF Trade)
INSTRUCTION: please indicate by ticking the appropriate options to each item under study.
The key to response options are:
Always Available (AA) = 5
Sometime Available (SA) = 4
Some time Not Available (SNA) = 3
Always Not Available (ANA) = 2
Absent Completely (AC) = 1
S/N DESCRIPTION OF AA SA SNA ANA AC REMARK
ITEMS
1. Slides
2. Filmstrips
3. Drawing
4. Diagram
5. Charts
6. Models
7. Poster
8. Limestone
9. Sand
10. Gravel
11. Cement
12. Bricks
13. Blocks
14. Laterite
15. Wood (2x2)
16. Planks
17. Nail
18. Ceiling
19. Purlins
20. Tiles
21. Engineering bricks
22. Facing bricks
23. Water storage tank
24. Buckets
APPENDIX E
Means Analysis Table of Students and Workshop Assistants on Availability of Plumbing

and Pipe Fitting Materials in Yobe State Technical Colleges
S/n material N % distributed % retrieved mean std. dev.

1. Slides 192 100 85.7 2.14 1.113
2. Film strips 192 100 85.7 2.18 1.253
3. Drawing 192 100 85.7 2.46 1.384
4. Diagram 192 100 85.7 2.79 1.248
5. Charts 192 100 85.7 2.48 1.228
6. Models 192 100 85.7 2.63 1.348
7. Poster 192 100 85.7 2.47 1.232
8. Limestone 192 100 85.7 2.34 1.187
9. Sands 192 100 85.7 4.58 0.506
10. Gravel 192 100 85.7 4.60 0.490
11. Cement 192 100 85.7 4.56 0.497
12. Bricks 192 100 85.7 2.98 1.302
13 Blocks 192 100 85.7 3.01 1.352
14. Laterite 192 100 85.7 4.62 0.584
15. Wood 192 100 85.7 2.77 1.394
16. Planks 192 100 85.7 2.23 1.373
17. Nail 192 100 85.7 2.98 1.308
18. Ceiling 192 100 85.7 2.43 1.204
19. Purling 192 100 85.7 2.66 1.277
20. Tiles 192 100 85.7 2.19 1.159
21. Eng. bricks 192 100 85.7 2.35 1.143
22. Facing brick 192 100 85.7 2.67 1.216
23. W storage tank 192 100 85.7 2.76 1.387
24. Buckets 192 100 85.7 4.67 0.484
APPENDIX F
Means Analysis Table of Students and Workshop Assistants on Utilization of Plumbing

and Pipe Fitting Equipment in Yobe State Technical Colleges
S/n equipment N % distributed % retrieved Mean Std. Dev.

1. Brick trowel 192 100 85.7 4.51 0.971
2. P.trowel 192 100 85.7 4.58 0.967
3. Plastering tro 192 100 85.7 4.01 1.178
4. Spirit level 192 100 85.7 3.91 1.166
5. Plumb bulb 192 100 85.7 3.96 1.170
6. B/square 192 100 85.7 3.53 1.245
7. Chisel 192 100 85.7 2.44 1.337
8. Chip hammer 192 100 85.7 2.42 1.351
9. Sledge hammer 192 100 85.7 2.04 1.045
10. Lines 192 100 85.7 3.58 1.031
11. Corner blocks 192 100 85.7 2.52 1.310
12. Float wooden 192 100 85.7 4.07 0.881
13. Hawks 192 100 85.7 2.76 1.197
14. Straight edge 192 100 85.7 2.43 1.378
15. Spot board 192 100 85.7 2.64 1.378
16. Head pan 192 100 85.7 4.61 0.509
17. Shovel 192 100 85.7 4.52 0.622
18. Spade 192 100 85.7 4.56 0.548
19. Pix axe 192 100 85.7 2.54 1.361
20. Tape 192 100 85.7 2.61 1.317
21. Steel tape 192 100 85.7 3.18 1.443
22. Tilting mixer 192 100 85.7 1.43 0.583
23. B/B Mould 192 100 85.7 2.51 1.249
24. Levelling instrument 192 100 85.7 1.26 0.449
25 Levelling staff 192 100 85.7 1.38 0.835
26 Mech. vibrator 192 100 85.7 1.30 0.626
27 Site square 192 100 85.7 1.31 0.699
28 Blc. mold. machine 192 100 85.7 1.24 0.558
29 Brck. mold. machine 192 100 85.7 1.30 0.705
30 Terazzo floor 192 100 85.7 1.25 0.655
31 Slump cone 192 100 85.7 1.31 0.789
32 Club hammer 192 100 85.7 2.33 1.250
33 B.s. sieve 192 100 85.7 2.31 1.195
34 Ranging poles 192 100 85.7 2.51 1.171
35 Buckets 192 100 85.7 4.57 0.517
36 Wheel barrow 192 100 85.7 2.76 1.344
37 Digger 192 100 85.7 2.27 1.305
38 Watering can 192 100 85.7 2.60 1.298
APPENDIX G
Result of Hypothesis 1 Tested
Z-test Analysis on Availability of PPF Materials in Yobe State Technical Colleges

Group of Sample
Students Workshop Assistants
Size of Sample 184 8
Mean 2.9804 3.5429

Std. Dev. 0.88202 1.00628
df 190
Mean difference -0.56250
Std. Error difference 0.27314
P-value 0.045
z-calculated -2.059
APPENDIX H
Result of Hypothesis 2 Tested
Z-test Analysis on Utilization of PPF Equipments in Yobe State Technical Colleges
Group of Sample
Students Workshop Assistants
Size of Sample 184 8
Mean 2.7858 2.5953

Std. Dev. 1.12727 1.35138
df 190
Mean difference 0.19053
Std. Error difference 0.28548
P-value 0.507
z-calculated 0.667
APPENDIX I
Formula Used for Calculating percentage
Formula Adapted in Calculating percentage Availability of Equipment in the Technical Colleges
Percentage availability of equipment in the Technical Colleges was obtained by dividing quantity
of equipment available by expected number of equipment multiply by 100.
QA
Thus: X 100
ENE
Where:
QA = Quantity Available
ENE = Expected Number of Equipment.
Expected number of equipment is obtained by multiplying equipment per student by number of
students’ enrolment in the school.
Equipment per student is obtained by dividing minimum quantity of equipment required for 20
students by 20.
APPENDIX J
Letter to Respondents
Department of Building Technology

Federal College of Education (Tech.)
Potiskum, Yobe State
2rd April, 2018.
Dear respondents,
REQUEST FOR COMPLETION OF CHECKLIST AND QUESTIONNAIRE INSTRUMENTS

I am a staff of Building Department, School of Technical Education Federal College of
Education Technical Potiskum Yobe State conducting institutional base research on : Adequacy
and Utilization of Resources for Skill Acquisition in Plumbing and Pipe Fitting in Yobe State
Technical Colleges. Attached is a CHECKLIST and QUESTIONNARE instruments designed to
collect data needed for analysis. The main objective of the research is to assess the adequacy and
utilization level of instructional resources for skill acquisition in Plumbing and Pipe Fitting
Trade at National Examination Council (NECO) in Yobe State Technical Colleges. It is purely
for academic exercise and the information will not be used for any other purpose than the
academic exercise. The ultimate purpose of the research is to recommend ways of improving the
state of the art of instructional resources in our Technical Colleges for teaching and learning.
As one of the respondents, you are kindly requested to complete the checklist instrument
as indicated in the instructions. Please note that appendix ‘A’ of the instrument is to be
completed by the Plumbing and Pipe Fitting teachers, while appendix ‘B’ is to be completed by
workshop assistant and appendix ‘C’ is to be complete by NTC III plumbing and pipe fitting
trade students of Yobe state Technical colleges.
Yours faithfully,
Saidu A.Ningi
APPENDIX K
Letter of Request for Validation
Department of Buiding Technology
School of Technical Education
F C E (T). Potiskum,
Yobe State
24 March, 2020.
Sir,
REQUEST FOR VALIDATION OF RESEARCH INSTRUMENT
The following is a set of questionnaire items and checklist instrument on the topic:
‘Adequacy and Utilisation of Instructional Resources for Skills Acquisition in Plumbing and
Pipe Fitting trade in Yobe State Technical Colleges’.
You are pleased requested to validate the appropriateness, adequacy, content and clarity
of the items. Attached is the purpose of the study, the research questions and the hypotheses.
You may make any suggestions that will improve the status and quality of this study.
Thanks.
Yours Faithfully
Saidu Adamu Ningi

Adequacy and Utilisation of Resources For Skill Acquisition in Plumbing and Pipe Fittings in Yobe State Technical Colleges

Uploaded by

Copyright:

Available Formats

Adequacy and Utilisation of Resources For Skill Acquisition in Plumbing and Pipe Fittings in Yobe State Technical Colleges

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Adequacy and Utilisation of Resources For Skill Acquisition in Plumbing and Pipe Fittings in Yobe State Technical Colleges

Uploaded by

Copyright:

Available Formats

ADEQUACY AND UTILISATION OF RESOURCES FOR SKILL ACQUISITION IN

PLUMBING AND PIPE FITTING TRADE IN YOBE STATE TECHNICAL COLLEGES.

1.1 Background of the Study

1.3 Purpose of the Study

1.4 Research Questions

1.6. Scope of the Study

2.1 Conceptual Framework.

GRAPHIC AUDIO-VISUAL VISUAL COMMUNITY

Figure1. Flow of Instructional Resources

Mayors, (2015. pp. 23)

3.6 Validation of the Instrument

S/n Material X Remark

4. G.W rod 1.5mm 100 76 45 * 16 54 Na

10. Welding cylder 4 76 04 * 22 50 Na

11. Oxygen cylinder 8 76 04 * 32 27 Na

12. Vernier caliper 8 76 16 *7 60 Na

13. Flat square 30 76 03 * 22 58 Na

15. Hand vice 6 76 09 * 22 37 Na

16. Plumbers knives 10 76 08 * 20 42 Na

18. Flat files 15 76 03 * 22 37 Na

20. Measuring rule 10 76 08 * 24 31 Na

22. Round file 15 76 02 *2 00 Na

24. Circle cutter 4 76 04 * 18 00 Na

25. Spark lighter 10 76 15 * 19 45 Na

27. Safety helmet 10 76 0 *4 00 Na

28. Blow lamp 10 76 0 *2 00 Na

29. Oil can 10 76 0 *2 00 Na

30. Testing hose 4 76 0 *2 00 Na

31. Rivet punch 16 76 0 *4 00 Na

32. Pipe reamers 10 76 7 * 11 38 Na

33. Breast drill 10 76 0 *2 00 Na

34. Flat chisel 6set 76 18 * 17 51 Na

35. Cross chisel 4 76 7 * 11 38 Na

36. Bolt cutter 1 76 8 * 10 44 Na

37. Inside caliper 2 76 7 * 11 38 Na

38. Melting pot 10 76 2 *7 22 Na

10. Welding cylder 4 35 22 * 22 50 Na

11. Oxygen cylinder 8 35 12 * 32 27 Na

12. Vernier caliper 8 35 11 *7 60 Na

13. Flat square 30 35 31 * 22 58 Na

15. Hand vice 6 35 13 * 22 37 Na

16. Plumbers knives 10 35 15 * 20 42 Na

18. Flat files 15 35 13 * 22 37 Na

20. Measuring rule 10 35 11 * 24 31 Na

22. Round file 15 35 0 *2 00 Na

23. Pipe wrench 12m 16 35 5 * 13 27 Na

24. Circle cutter 4 35 0 * 18 00 Na

25. Conbination plier 10 35 16 * 19 45 Na

26. Mason,s bowl 10 35 0 *4 00 Na

30. Melting pot 4 35 0 *2 00 Na

31. Blow lamp 16 35 0 *4 00 Na

32. Pipe clamp 10 35 7 * 11 38 Na

33. Soldering fluid 10 35 0 *2 00 Na

34. Taps and dies 6set 35 18 * 17 51 Na

35. Air gauge 4 35 7 * 11 38 Na

36. Bending machine 1 35 8 * 10 44 Na

4. G.W rod 1.5mm 100 35 19 * 16 54 Na

10. Welding cylder 4 35 22 * 22 50 Na

11. Oxygen cylinder 8 35 12 * 32 27 Na