http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/86 SSTE Mon, 02 Nov 2026 02:21:08 GMT 2026-11-02T02:21:08Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/32019 Title: EFFECT OF INQUIRY-BASED TEACHING STRATEGY ON STUDENTS ACADEMIC ACHIEVEMENT AND RETENTION IN BASIC TECHNOLOGY Authors: Hassan, A.M; Mohammed, Z Abstract: This research sought to assess the effect of an inquiry-based teaching strategy on students' academic achievement and retention in basic technology. A quasi-experimental research design featuring a pre-test, post-test, and non-equivalent control group was utilized, comprising 122 subjects in total, with 63 individuals in the experimental group and 59 in the control group. The tool employed for gathering data was the Basic Technology Achievement Test (BTAT), which received validation from three specialists in the Department of Industrial and Technology Education at the Federal University of Technology Minna. A trial examination determined the reliability coefficient of the BTAT, resulting in a Pearson product-moment correlation coefficient of.78. Average scores were computed to address the research questions, and ANCOVA was utilized to evaluate the hypotheses. The findings showed that students educated through conventional lecture techniques. Furthermore, the average score of male students instructed through inquiry-based learning exceeded that of female students receiving the same instruction, though the differences lacked statistical significance. As a result, it is advised that teachers incorporate inquiry based instructional strategies in suitable curriculum fields to enhance student learning outcomes, and businesses should provide essential materials to facilitate teaching in Basic Technology Keywords: inquiry-based, achievement, retention, Basic Technology. Thu, 08 Dec 2022 00:00:00 GMT http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/32019 2022-12-08T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/32015 Title: EFFECT OF SELF-DIRECTED LEARNING BASED ON STUDENTS’ ACHIEVEMENT AND INTEREST IN BASIC TECHNOLOGY FOR SUSTAINABLE DEVELOPMENT Authors: HASSAN, A.M; SHUAIBU, SAMINU; KARFE, ROSELINE YUSUF; ZAKARI, MOHAMMED; ABDULLAHI, UMAR BALA; UMAR, JIYA Abstract: The study adopted quasi-experimental design. The study was carried out in technical colleges in Niger State. The population of the study consists of seven technical colleges in Niger State. The sample of study was two hundred and forty seven (247) NTCII, Basic Technology students in technical colleges in Niger State. Basic Technology Achievement Test (BTAT) and Basic Technology Interest Scale (BTIS) were used as the instrument. The two instruments were validated by three experts from the Department of Industrial and Technology Education, Federal University of Technology, Minna. Pearson Product Moment Correlation Coefficient was used to compute results of the trial testing after test re-test instrument administration and the results indicated positive correlation coefficients of 0.85 and 0.88 for BTAT and BTIS respectively. The researcher administered the instrument with the help of two research assistants. Data for the study were collected through pre-test and posttest using the Basic Technology Achievement Test (BTAT) and the Basic Technology Interest Scale (BTIS). Data collected were analyzed using Mean and Standard Deviation to answer the two research questions while Analysis of Co-variance (ANCOVA) was used to test the two null hypotheses at 0.05 level of significance. From the findings, the study revealed that self-directed learning enhances students' achievement in Basic Technology in technical schools more than the lecture method. The finding also revealed that self¬ directed learning promotes students ’ interest in Basic Technology in technical schools more than the lecture method among others. The study therefore concluded that students ’ poor achievement and interest in Basic Technology informed the need for the study on the effect of self-directed learning on students ’ achievement and interest in Basic Technology in Technical Colleges in Niger state. Fri, 06 Oct 2023 00:00:00 GMT http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/32015 2023-10-06T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/32014 Title: IMPACT OF TECHNICAL EDUCATION CURRICULUM ON ENTREPRENEURIAL SKILLS OF COLLEGES OF EDUCATION GRADUATES IN NORTH-CENTRAL ZONE, NIGERIA Authors: Musa, Stephen; Mohammed, Zakari; Tukura, Titus Abstract: The study was conducted to establish the Impact of Technical education Curriculum on Entrepreneurial Skills of Colleges of Education Graduates in Northcentral Zone of Nigeria. The study was necessitated by the continuous decline of Colleges of Education Technical Education graduates’ entrepreneurial skills which has resulted into escalating unemployment, social vices and economic hardship amongst others. The study had two objectives. Two research questions were generated to guide the study and two null hypotheses were formulated and tested at 0.05 level of significance. Survey research design was used in the study. The population of the study was one hundred and forty four (144), made up of sixty (60) Technical Education graduates (entrepreneurs) and eighty four (84) of their employees. The entire population was used in the study. Two sets of questionnaire were developed and used for data collection. The administration of the instrument took four weeks. One hundred and four (104) copies of the questionnaire were completed and returned. In answering the research questions, weighted mean of 2.5 and above was used as benchmark for agree while weighted mean of less than 2.5 represented disagree. Regression Analysis was used to test hypotheses 1 and 2, all at 0.05 level of significance. Null hypothesis one was rejected while Null hypotheses two, was retained. The study revealed among others that technical education curriculum has no significant impact on management skills of Colleges of Education graduates. Also, it was revealed that technical education curriculum has no significant impact on innovative skills of Colleges of Education graduates. Therefore, the researcher concluded that technical education curriculum has little impact on entrepreneurial skills of Colleges of Education graduates in Northcentral Zone of Nigeria. This action can result to lack of entrepreneurial skills by graduates of colleges of education to undertake a viable business venture for self reliance which might result to increase in the level of unemployment, economic hardship and social vices amongst Technical Education graduates. In view of these findings, two recommendations were made among others that Technical Education curriculum should be strengthened by National Commission for Colleges of Education Technical Education curriculum planners to broaden its financial management skill components. Equally, technical education curriculum should be reviewed by NCCE technical education curriculum planners to ensure adequate incorporation of innovative skill components. Keywords:- Technical Education, Entrepreneurial Skills, Curriculum Sat, 05 Oct 2019 00:00:00 GMT http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/32014 2019-10-05T00:00:00Z http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31840 Title: Awareness of Digital Literacy Concepts, Availability and Perceived Impact of Digital Technologies Among Pre-Service Science Teachers of Federal University of Technology Minna Authors: Shuaeeb, Ahmed Ibn; Bello, Mohammad Rabiu; Idris, Umar Sarkin Bauchi; Ndatsu, Abdulkadir; Masalachi, Umar Mohammed Abstract: The study investigated the awareness of digital eco-literacy concepts, availability and perceived impacts of digital technologies among pre-service science teachers of Federal University of technology Minna (FUT Minna). The study was guided by three objectives and research questions.Descriptive survey research design was adopted. the population of the study was 525 graduating science pre-service teachers in the university. Stratified sampling technique was used in the selection 217 pre-service teachers from the school of science and Technology education, FUT Minna. data was generated using a research instrument tagged QADIEC which was validated by experts, and found reliable with Cronbach Alpha's coefficient of 0.08. The generated data was analysed using descriptive statistics, mainly frequency counts, percentages,mean and standard deviation respectively. Analysis was conducted using Statistical Package for Social Sciences(SPSS) version 23. The results indicated the pre-service science teachers have moderate awareness of concepts of digital eco-literacy, highly aware of available digital technologies and had positive perception of the impacts of digital technologies on ecosystem. The research recommended among others that stakeholder should liaise to integrate the eco-liteacy concepts in to independent content to be learned by students at tertiary education for sustainable development in Nigeria Description: personal Tue, 07 Nov 2023 00:00:00 GMT http://irepo.futminna.edu.ng:8080/jspui/handle/123456789/31840 2023-11-07T00:00:00Z