Page 1 of 7
Journal for Studies in Management and Planning
Available at http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 3
March 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 125
Perception of Technical and Vocational Education and
Training (Tvet) Teachers’ Usage of Modern Technology
For Teaching.
Maritha Nonyelum Ezoem
School Of Business Education,
Federal College Of Education (Technical) Asaba,
Delta State, Nigeria
ezoemnonye@gmail.com, ezoemnwanze@gmail.com
Abstract
Regardless of the fact that the Federal
Government of Nigeria is taking proactive
measures to provide various types of
modern technology for effective professional
practices, technical and vocational
education and training (TVET) teachers do
not seem to perceive these technologies for
use in their teaching activities. The major
objective of the study reported here was to
examine selected variables as determinant
of TVET teachers’ perception of modern
technology usage in teaching. The survey
design was used and a population of 200
TVET teachers (130 males and 70 females)
selected from three technical oriented
institutions in Delta State, using the simple
random sampling technique, while a 15-item
questionnaire titled TVET Teachers
Inventory (TVETTI) was also used. Mean
scores and t-test statistic were used to
answer research questions and test the
hypotheses at 0.05 level of significant. The
study revealed among others, that sex of
TVET teacher does not affect their
perception of modern technology usage in
teaching. Based on the findings, it was
recommended among others, that the sex of
TVET teachers should not be taken into
consideration when employing TVET
teachers in educational
institution/establishment.
Keywords: Technical and Vocational
Education and Training, modern technology,
determinant, teaching, perception.
Introduction
Teachers are the pivot of the
educational process. Ukeje (1991), cited in
Taofik (2012) reiterated this fact when he
stressed that in developing nations, such as
Nigeria teaching is a complex activity which
unites together processes such as instructing
and training by the overall intention of
getting students to acquire knowledge, skills
and acceptable mode of conduct. Hence it is
the competence and art of the teacher that
gives life and substance to any educational
process. Presumably, the National Policy on
Education recognizes the critical importance
of TVET teachers as it declares that “no
education system can rise above the level of
its teachers” (FGN, 2004).
The Concept of TVET
Technical and vocational education
and training (TVET) according to National
Policy on Education (2013) 6th edition,
asserted that it refers to those aspects of the
educational processes involving, in addition
to general education, the study of
technologies and related sciences and the
acquisition of practical skills, attitudes,
understanding and knowledge relating to
occupations in various sectors of the
economic and social life. These forms of
education are vital in the production
manpower whose professional knowledge
and skills are diverted into the provision of
products and services in all sectors of the
economy and the nation in general.
Page 2 of 7
Journal for Studies in Management and Planning
Available at http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 3
March 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 126
Ikenga (2015) emphasized that
TVET does not only prepare an individual
for employment opportunities but can be
seen as a precursor of skills, knowledge and
attitudes necessary for effective
employment in specific occupations. TVET
is currently an eminent issue in Nigeria
today because this aspect of education does
not only imply the ability to learn how to
read and write but a process which
emphases greatly on the continuous
development of Nigerian in vocational,
mentally and economically. TVET is also
regarded as the bedrock of any national
development and the issue of modern
technology application in teaching and
learning is considered a priority for other
resource areas to be tapped. Okoli (2012)
asserted that any education in this rapidly
changing and competitiveness environment
cannot be relevant without effective
preparation of the new generation - both
teacher and students – to make effective use
of modern technology in their professional
practices.
Modern Technology
Modern technology is referred to
electronic and electromechanical devices,
machines, gadgets, accessory and equipment.
Modern technology has become a veritable
tool in almost every work place, economy,
education and in lives of individuals.
Globally, there has been an exponential
growth in the use of modern technology
which has made pervasive impact in
education (Okonigbo, Tugbokorowei and
Idigun, 2015). It is therefore not surprising
to find increasing attention, interest and
huge investment being put into the use of
modern technology in education all over the
world. According to Gibson (2013), in an
effort to use modern technology to improve
educational implementation, a number of
master plans on technological education
have been produced in many countries such
as, United States of America, England,
Korea, Poland and many others. Such plans
revealed that global education innovations
in modern technology have been
increasingly embedded within a broader
framework of education that aimed to
develop teachers’ abilities and student’s
capabilities for self-learning, problem- solving, information seeking, critical
thinking and analysis, as well as the ability
to collaborate, communicate and learn.
The benefits of using modern
technology in TVET according to Ezoem,
(2015) include the fact that they offer new
approaches to learning and making
knowledge more accessible than ever before.
For instance, computer-based learning
education such as tele-learning, e-learning
and tele-tutoring are key concepts in the
new world of learning that promise to
become stable pillars of our networked
knowledge society. The most important
innovations about the use of modern
technology in TVET are the interaction and
the visualization of course content,
combined with freedom for fixing teaching
times and locations. These new forms of
teaching practices according to Daniel
(2012) cover a board spectrum from
computer-Based Training (CBT) that
involves storing interactive study modules
through the internet. Another modern
technology innovation entails making video
recordings of lecturers that can be down
loaded from the internet at any time. These
can be supplemented by explanatory
animations that take students deeper into the
subject with the help of a hyperlink. This
also brings visual seminars which enable
students who will never meet in reality to
work together on specific subjects or
projects. In the process they will perhaps
receive feedback from the teacher via e-mail
or question their lecturers in a chartroom.
Hawkridge (2011) summed modern
technology aided instruction as a way for
human capacity to be expanded, built up,
nourished and liberated by giving people
access to tools and technology to enhance
their wellbeing.
Statement of the Problem
Page 3 of 7
Journal for Studies in Management and Planning
Available at http://edupediapublications.org/journals/index.php/JSMaP/
e-ISSN: 2395-0463
Volume 02 Issue 3
March 2016
Available online: http://edupediapublications.org/journals/index.php/JSMaP/ P a g e | 127
Irrespective of the fact that the
Federal Government of Nigeria (FGN) has
taken giant steps to introduce modern
technology in the education system, a lot of
TVET teachers and students may not have
the skill to operate and utilize these
technologies. The non-usage of the available
modern technologies for the classroom
teaching has led to speculations that most
TVET teachers may not have the technical
know-how to utilize them. The researcher
also discovered that various aspect of
modern technology facilities are in
educational institutions which are used for
administrative purpose and not for teaching
students. What has not been found is
whether the sex of TVET teachers accounts
for their interest in the use of modern
technology for teaching. Rather could the
age of TVET teachers be accountable for
their non-usage of modern technology in
teaching?
Purpose of the Study
The purpose of the present study was
to examine the perception of TVET
teachers’ usage of modern technology for
teaching. Specifically, the study was aimed
at finding out whether:
1. Sex of the TVET teachers affects
their modern technology usage in
teaching.
2. Age of the TVET teachers affect
their modern technology usage in
teaching.
Research Questions
1. Does the sex of the TVET teachers
affect their modern technology usage
in teaching?
2. To what extent does the age of the
TVET teachers affect their modern
technology usage in teaching.
Hypotheses
Sex and age of TVET teachers do
not differ significantly in their perception of
modern technology usage in teaching.
Method
The descriptive survey design was
used for the study. The population of the
study comprised 200 of TVET teachers
selected from three technical oriented
institutions in Delta State (Federal College
of Education (Technical) Asaba, Technical
College, Issele-uku and Delta State
Polytechnic, Ogwashi-uku) using the simple
random sampling techniques. They were
made up of one hundred and thirty (130)
males and seventy (70) females. A 15 item
questionnaire titled TVET Teachers’
Inventory (TVETTI) was used. The
questionnaire was validated by experts in
education. The items were also given further
test by a pilot study in another school from
nearby state (Federal College of Education
(Technical), Umunze in Anambra State).
The test re-test method of reliability was
used. The coefficient of 0.85 was derived
with the Pearson product moment
correlation. The scoring rate was Strongly
Agree (SD), Agree (A), Disagree (D) and
Strongly Disagree (SD) with the decision
point of 2.50 made.
The instrument was administered
directly by the researcher and collected from
the respondents the same day it was given.
All the instruments were returned and found
to be usable. Simple mean score was used to
answer the research questions while the t- test was used to test the hypothesis. The
level of significant was fixed at 0.05.
