CHAPTER
ONE
INTRODUCTION
1.1 Background to
the Study
The mechanics of autotronics entails the
conglomeration that posed the complexity of autotronics working operations and
consequently a challenge to mechanics and auto-electricians, towards
troubleshooting – finding faults and diagnosing automotive electronic
problems. This is as a result of
industrial revolution in the automobile industry with sophistication in car
designs. The rapid changes and increased
complexity in the automotive industry present new challenges and put new
demands on the education system. Generally,
there has been a growing awareness of the necessity to change and improve the
preparation of students for productive functioning in the continually changing
and highly demanding environment. This
shift for a change has allowed for new insight on how students accumulate
knowledge as they relied on the teacher as passive listener, while the teachers
act as a director and a transmitter of knowledge. The computer literacy knowledge requirement
by the technical college students as a servicing strategy for automobile is of
great importance for the development of the automotive industry and the
nation.
The modern automated cars are highly
computerized and require the knowledge of Information and Communication
Technology (ICT) to handle the highly sensitive computerized diagnosing devices/equipment
for troubleshooting, and analysis. With
the advent of ICT equipment, there has been an explosion in the advances of
computer-related technologies in teaching and learning in the classrooms and
laboratories. The computer is an
electronic device which is designed to accept an ordered sequence of
instruction given to it in an appropriate language and to carry out these
instructions with great speed and accuracy.
Ozoagu (2007) asserted that, recent advances in communication
technologies and their use in science and technology education provides an
opportunity for educators to take a critical look at how these tools are being
integrated into the classroom and laboratory.
There is urgent need to assess the
academic training and students’ knowledge in autotronics servicing strategies
of auto-mechanics students of technical colleges. Most significantly, close attention must be
paid to the assessment on the use of tools in ways conducive with cognitive
processes of how students effectively learn and acquire knowledge and skills in
auto-mechanics technology.
Technology is the complex integrated
organization of men and machines, ideas, procedures and management. It includes processes, systems, and
management and control mechanisms both human and non-human. Technology could be seen as the systematic
application of scientific or other organized knowledge to practical tasks. It is a complete integrated process for analyzing
problems, controlling and evaluating the solution to those problems.
Auto-mechanic technology is one of the
courses for the students of technical colleges which enable students to acquire
knowledge and skills for gainful employment in various aspects of auto-mechanic
technology which includes: auto-mechanic technicians, auto-body, mechanics,
spare parts dealers, wheel balancing/alignment, auto-electricians and
vulcanizers. The increasing and more
sophisticated automobile, the more difficult it is to repair or service those
exported to developing countries like Nigeria.
The success of integrating the knowledge
of autotronics servicing strategies into the students of auto-mechanics in
technical colleges depends largely on the skills, knowledge and competence of
teachers. Although situational
assessments tend to emphasize application of learning, and applications are
built on a disciplinary foundation. The
success of assessment of content learning will depend on the expertise
demonstrated in the design of the applied assessment.
An assessment of the output of the
technical college who have undergone auto-mechanics without a sound knowledge
of autotronics constitutes a waste.
Brimor and Paul (2001) in Nkasiobi and Ejimaji (2010) defined waste in
science education as the degree to which actual educational output fails to
correspond with the stated educational goals within a given period of
time. Inadequate resource allocation
which in turn, leads to failure in the attainment of a nation’s educational
goals and objectives may be classified as waste in education. Therefore, the concept of waste in technical
education refers to those constraints which make it impossible for the nation’s
educational goals to be achieved in relation to the resources invested. Waste in education affects all levels of
educational institutions such as pre-primary, primary, secondary and tertiary
institutions. Olaitan (2002), viewed
waste as the degree to which human and material resources developed and made
available are grossly under utilized or neglected. This means that the output of an educational
programme will be incongruent with the nation’s educational goals.
Onifade (2005) asserted that, most
graduates are not properly prepared for work, especially for the industries. He maintained that, there is growing concern
among industrialists that products of technical institutions do not possess
adequate work skills necessary for employment in industries. Nevertheless, it is expected that the
knowledge acquired in schools, laboratories, Field Trips/SIWES to the
industries will prepare the students and equip them with the necessary
competences that will enable them secure and maintain relevant jobs on
graduation, but this is hardly being achieved.
In view of this, it is obvious that, industrial growth and development
will stall and continue to be delayed, if students are not fully equipped with
the required knowledge. This however,
consequentially creates concern and the crave for assessment of the students’
knowledge of autotronics servicing strategies in technical colleges.
1.2 Statement of the
Problem
However
plausible an educational policy appears to be, and at whatever level, its
success is a function of an assessment of students’ knowledge in theory and
practice. Technical education programmes
generally, require appropriate assessment towards facilitating maximum attainment
of the set objectives. For Nigeria to attain automobile technological
excellence, it requires an assessment of students’ knowledge of autotronics
servicing strategies (SKASS) in technical colleges. This means that their interest and
performances in the area of autotronics must be assessed for greater achievement
in relation to resources available. The
United Nations Educational Scientific and Cultural Organization (UNESCO, 2003)
reported that the provision of basic resources as well as the effective
utilization are the important issues in science education programmes. The reason is based on the fact that
resources for setting up a standard service station for automobile servicing
are costly and needed for its successful implementation.
Technical education particularly at the
secondary level recently received significant recognition by the Federal
Government. The degree of its commitment in practical terms however is still
unclear. Also, a deeper view seems to reveal
a low students’ interest in technical education, a deplorable state of
technical colleges and a low quality products of these colleges offering and
their employability, which sends dangerous signals for the system.
It is these unclear circumstances of
technical education at the secondary level that have motivated this study; an
assessment of students’ knowledge of autotronics servicing strategies in technical
colleges in Benue State.
1.3 Purpose of the
Study
The main purpose of this study is to
carry out an Assessment Of Students’ Knowledge of Autotronics Servicing
Strategy (ASKASS), in technical colleges in Benue state to ascertain the extent
of state-of-the-art in their use of testing and diagnostic equipment for the
modern car. Specifically, the study
will:
1. Identify
the activities performed by students that will influence their knowledge of
autotronics servicing strategies.
2. Identify
the facilities/equipment used in the colleges that will enhance the students’
knowledge of autotronics servicing strategies.
3. Assess
the facilities/equipment used in the colleges, that will enhance the competences
of students’ knowledge of autotronics servicing strategies.
4. Assess
the extent of skills acquisition in autotronics servicing strategies.
5. Find
out what is responsible for low interest and low quality output of
auto-mechanic in autotronics servicing strategies.
1.4 RESEARCH
QUESTIONS
The following are the research questions
formulated for the study:
1. What
are the activities performed by students that will influence their knowledge of
autotronics servicing strategies.
2. How
does acquisition of students’ knowledge of autotronics skills enhance servicing
strategies in automobile?
3. What
are the facilities/equipment used in laboratories/workshops for training that
will influence students’ knowledge of autotronics servicing strategies (SKASS)
in automated cars?
4. What
is the effectiveness of the facilities/equipment used in laboratories/workshops
that will influence SKASS in the modern cars?
5. What
is responsible for the low interest and low quality output of auto-mechanics
that will influence SKASS in today’s cars?
1.4 RESEARCH HYPOTHESES
The following null and alternate hypotheses
which will be tested at .05 level of significance will guide this study:
H0: There
will be no significant difference in the mean responses of the auto-mechanics
teacher and the students on the nature of activities perform by the students
that will influence SKASS.
H1: There will be a significant difference in the
mean responses of the auto-mechanics teacher and the students on skills
acquisition in autotronics by students to enhance SKASS.
H0: There will be no significant difference in
the mean responses of auto-mechanics teacher and the students on
facilities/equipment used in the schools. Laboratory/workshop to influence
SKASS.
H2: There will be a significant difference in the
mean responses on the effectiveness of facilities/equipment in schools
laboratory/ workshop to influence SKASS.
1.5 SIGNIFICANCE OF
THE STUDY
The study will be of immense benefit to auto-mechanics
teachers as it will help them to be aware of the identified short-falls inherent
in students’ knowledge of fault diagnosis in automobile. It will also help them
to improve their instructional delivery techniques in autotronics servicing
strategies as well as enhance accuracy in trouble-shooting, diagnosing,
maintenance and servicing of the modern cars.
The study will reveal whether the skills
imparted unto the students of auto-mechanics in colleges are relevant to the
automobile industries or the world of work in general.
The findings of the study will help
improve auto-mechanics at the technical college level in Nigeria. Both government administrators of technical
colleges, organizations/industries, society, future researchers, parents and
individuals will benefit from the findings of the study.
Since the solution to whatever problem
lies first in its assessment and identification, the study will promote
teachers effectiveness and consequently students’ knowledge and achievement
both in theory and practice of autotronics servicing.
The study will not only add but also
stand as the foundation for subsequent literature in autotronics an area of
automobile technology.
Moreso, the findings of the study will
provide information which will be utilized by the curriculum developers for
update or adjustment in the curriculum.
The information will hopefully influence future trend in automobile
technology curriculum development for rapid economic development.
1.6 SCOPE OF THE
STUDY
This study is strictly concerned with an
assessment of students’ knowledge of autotronics servicing strategies (ASKASS)
in Technical Colleges in Benue State.
It is however the view of the researcher
that, since the operating environment, its set-up and circumstance of the
technical college are identical across the various states in Nigeria, findings
of this study can apply at this level throughout Nigeria.