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TSADO IBRAHIM NDAJIYA.
PG/MED/09/51653
IDENTIFICATION OF TASKS AND PROCEDURES NECESSARY FOR ASSESSING
PRACTICAL WORK IN BLOCK/BRICK LAYING AND CONCRETING IN TECHNICAL
COLLEGES IN NIGER STATE
FACULTY OF EDUCATION
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION
Ameh Joseph Jnr
Digitally Signed by: Content manager’s Name
DN : CN = Webmaster’s name
O= University of Nigeria, Nsukka
OU = Innovation Centre
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TITLE PAGE
IDENTIFICATION OF TASKS AND PROCEDURES NECESSARY FOR ASSESSING
PRACTICAL WORK IN BLOCK/BRICK LAYING AND CONCRETING IN
TECHNICAL COLLEGES IN NIGER STATE
By
TSADO IBRAHIM NDAJIYA.
PG/MED/09/51653
A PROJECT PRESENTED TO THE DEPARTMENT OF VOCATIONAL TEACHER
EDUCATION, UNIVERSITY OF NIGERIA NSUKKA IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN
INDUSTRIAL TECHNICAL EDUCATION
JULY, 2013
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APPROVAL PAGE
THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF VOCATIONAL
TEACHER EDUCATION, FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA,
NSUKKA
APPROVED:
__________________ __________________
SUPERVISOR INTERNAL EXAMINER
___________________ __________________
HEAD OF DEPART MENT EXTERNAL EXAMINER
_________________________
DEAN FACULTY OF EDUCATION
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CERTIFICATION
TSADO, IBRAHIM NDAJIYA a post graduate student of the department of vocational teacher
education with registration number PG/M.Ed/09/51653, has satisfactorily completed the
requirements for the degree of masters of Education in industrial technical Education
(Building/Wood Technology). The work embodied in this thesis is original and has not been
submitted inpart or infull for any Diploma, Degree of this or any other university.
_________________ _______________________
DR. E.A.O. ANAELE TSADO, IBRAHIM NDAJIYA
(SUPERVISOR)
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DEDICATION
This research work is dedicated to my parents and the entire family.
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ACKNOWLEDGEMENTS
My appreciation goes to my supervisor Dr. E.A.O. Anaele for his patience, cooperation,
encouragement, spending a lot of his time reading and making necessary corrections and for his
guidance and concern for my academic success.
I am also grateful to my lecturers: Prof. S.C.OA.Ezeji, Prof. S.O. Olaitan, Prof. E.C.
Osinem, Prof. E.C.Osuala, Dr. E.O.Ede, and Dr. T.C. Ogbuanya for their encouragement and
academic contributions at different levels of my study.
My thanks also go to Malam Hassan Abdullahi Muhammad, Dr. P. Omozopia and
Mallam Jibril Ahmed Wushishi for their positive ideas which helped to improve the quality of
this work. It is with deepest sense of appreciation that I acknowledge my readers Dr. T.C
Ogbuanya and Dr. J.A. Ukonze for their guidance and concern for my academic success.
The researcher also appreciates the cooperation and endurance of the entire family
through out my study. Above all, I am grateful to my parents for nursing me into adulthood and
giving appropriate support I require from them.
I wish to express my profound gratitude to Almighty God who made it possible for me to start
and accomplish this study to this stage.
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ABSTRACT
This study was designed to identify tasks and procedures for assessing practical work in
Brick/Blocklaying and Concreting in Technical Colleges in Niger State. Three research questions
were formulated to guide the study. One null hypothesis was formulated and tested at the
probability of 0.05 level of significance. Thirty-seven structured questionnaire items were
developed and used for the study while three experts were engaged to face-validate the
instrument. The instrument was pilot tested on 15 students and reliability coefficient of the entire
instrument was 0.87. Research and design was adopted, the respondents for the study was 69
made up of 49 Building Technology Teachers, and 20 Registered Builders. The major findings of
the study include among others that, some tasks has been identified appropriate for inclusion in
the instrument for assessing practical work in Brick/Blocklaying and Concreting in Technical
Colleges in Niger State. It was recommended that Brick/Blocklaying and Concreting teachers
should be acquainted with the developed instrument to enhance uniform standard in assessing
student’s practical work.
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TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
ABSTRACT vi
TABLE OF CONTENTS vii
CHAPTER ONE : INTRODUCTION 1
Background of the Study 1
Statement of the Problem 5
Purpose of the Study 7
Significance of the Study 7
Research Questions 8
Hypothesis 9
Scope of the Study 9
CHAPTER TWO :REVIEW OF RELATED LITERATURE 10
Conceptual Framework 10
• Technical Colleges in Nigeria 10
• Brick/Blocklaying and Concreting in Technical Colleges 15
• Practical Work in Brick/Blocklaying and Concreting in Technical Colleges 17
• Concept of Skill 27
• Validity of Assessment Instrument 28
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• Reliability of Assessment instrument 30
• Measures of Stability (Test – Retest Method) 31
• Measures of Equivalence (Parallel form or Parallel Test Method) 31
• Measures of Internal Consistency (Split-half Method) 32
Theoretical Framework 35
• Skill Development Theory 35
• Memory drum theory 36
Review of Related Empirical Studies 36
Summary Review of Related Literature 42
CHAPTER THREE: METHODOLOGY 44
Design of the Study 44
Area of the Study 44
Population for the Study 45
Instrument for Data Collection 45
Validation of the Instrument 46
Reliability of the Instrument 46
Method of Data Collection 46
Method of Data Analysis 47
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 48
Research Question 1 48
Research Question 2 49
Research Question 3 50
Hypothesis 51
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Findings of the Study 54
Discussion of Findings 56
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 59
Summary of the Procedures Used 60
Summary of Findings 61
Implications of the Findings 61
Conclusion 62
Recommendations 62
Suggestions for Further Studies 62
References 64
Appendixes 72
Appendix A 72
Appendix B 73
Appendix C 74
Appendix D 77
Appendix E
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CHAPTER ONE
INTRODUCTION
Background of the Study
Among the institutions that provide technical education in Nigeria are the technical
colleges. Technical colleges impart necessary skills that lead to the production of craftsmen and
technicians who are enterprising and self-reliant (FRN, 2004). Programmes offered in technical
colleges are skill oriented and performance-based (Odu, 2001). These programmes allow for
effective training and assessment of craftsmen in a wide range of trade subjects that help the
students to achieve various instructional objectives in the different domains of learning (Igbo,
1997).
The national curriculum for technical colleges centres around the psychomotor domain
with relevant emphasis on cognitive and effective domain (FRN, 2004; NBTE, 2003). By
implication, much attention is focused on psychomotor or practical component of studies in
technical colleges but this is done without overlooking the relevant emphasis on critical areas of
cognitive and effective components. The psychomotor component requires that the appropriate
materials that are’ necessary for effective training of the craftsman in his/her chosen trade must
be available. The availability and effective utilization of materials would help to achieve the
skills of technical education as out lined in the national policy on education (N.PE, 2004),
therefore includes: To provide trained manpower in applied science, technology and business
particularly at the craft, advanced craft and technical levels; and to give training and impart the
necessary skills to individual, who shall be self-reliant economically. Another goal of Technical
and vocational Education in Nigeria is the production of skilled, self reliant and enterprising
craftsmen and technicians who can apply their technical knowledge and vocational skills for
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solving industrial, and economic problems of the nation (FRN, 2004). Part of the effort for
achieving this objective is the implementation of National Technical certificate (N.T.C) and
Advanced Technical Certificate (A.N.T.C) programmes in Technical colleges. The N.T.C and
A.N.T.C programmers are aimed at producing technical and vocational craftsmen who can aspire
to higher level of education in achieving professionalism in various technical programmes
among which is Brick/Block laying and concreting.
Brick/Block laying and concreting like other courses are carried out in classroom and
workshop learning and training environments and each complement the other. Workshop
environment in college setting is the introduction of industry in learning situation, designed to
equip students for work in their chosen occupation as demanded by the labour market (N.B.T.E;
2001) Brick/Blocklaying and concreting at Technical college level is designed to provide the
trainee with the essential knowledge and skill that will enable him perform competently in all
aspects of Brick-work in the construction industry. On completion of the programme, the trainee
should be able to manipulate various tools and equipment in the brick/block laying and
concreting trade. Manipulative skills are required in brick/ block laying and concreting. Skills
are those aspects of technical and vocational education which involve hands-on the-job
experience by the students.
The National Policy on Education (2004) further outlined general education, theory and
related courses, workshop practical, and industrial training/production works as the four
components, which the curriculum of each technical training should consist of.
Brick/Blocklaying and concreting involve knowledge and training in woodwork and joinery,
painting and decoration, building drawing and construction among others (FRN, 2004). The
importance of shelter and need for a conducive environment for domestic and industrial works
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has necessitated the demand for quality building. The development of an appropriate instrument
for assessing the performance of students in brick / block laying and concreting will help to
improve the quality of products.
Identification of tasks is the process of identifying the major learning activities or
operation for carrying a job. (Ede, 2001) identification of tasks could be used for improving
skills training in complex tasks. While task analysis is the process of breaking down complex
takes for easy learning. The into major types of takes analysis that could be used to improve
learning are cognitive task analysis and tradition al task analysis. Cognitive task analysis and
extension of behavioral task analysis task analysis to yield information on mental process
necessary for task performance. While traditional task analysis on the other hand is the process
of breaking down large and complex task in the behaviours that support performance of a give
job. Yalama (2000) viewed the process of assessing student manipulative skills as which should
comprise of assessing student skills, to be carried with a stated degree of accuracy in performing
tasks. Due for the potentials of cognitive task analysis (CTA) and Traditional task analysis
(TTA) incorporated in to an instructional guide may be used to enhance students performance in
brick/ blocking and concreting practical work in Technical colleges.
Procedures: is the accepted and correct way of doing something. In relation to workshop
procedures in building construction, procedure on be seen as the correct and accepted ways of
deriving set objectives of the programmes from planned and systematic follow – up of activities
designed for the purpose. Procedures in workshop activities are process – based, (Nwachwkwu,
2001). Process in this sense refer to series of actions, activities or events which have a particular
result. Procedures as noted, workshop environment in school setting is the introduction of
industry in learning situation as demanded by the solo economic needs of the people (Ezeji,
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2004) school workshop brings about technology of industry in educational curriculum in which
students are exposed to practical learning situation for optimum utilization of potentials abilities,
creative imagination and aptitude in using available materials and tools for production works.
(Olson, 1992, Nwachukwu, 2001). Technology of industry has to do with methods, processes
and procedures in technical schools should be same as the procedures of industry (Olson, 1992)
in the same vein, workshop procedure in building construction programmes should be same as
procedures in building industry, and should reflect workshop procedures in technical education
programmes.
Assessment in any educational programme determines learning outcomes in terms of
knowledge, skills attitudes, ability and intelligence acquired in the course of study. In education,
decisions about staff and students promotion are based on outcome of assessment. Assessment is
the process by which the success or failure of students, teachers or school heads performance is
obtained. Kenneth and Keith (2002) viewed assessment as the process of examining as carefully,
thoroughly and objectively as possible an individual, and group of products or programmes in
order to ascertain strength and weakness. From the foregoing, therefore, assessment can be seen
as the systematic process of judging the worth desirability, effectiveness or adequacy of
something, according to a given criteria. Okorie and Ezeji(1985) emphasised that in educational
programme, some unique methods of assessing practical activities are required when students are
engaged in a practical task which have to do with repairs of whatever nature, be it individual or
in groups. The methods of assessment in manipulative subjects like brick/block laying and
concreting require an assessment which employs the use of rating scales or checklist on students
as they physically carry out some given tasks. Mohammed (1988), and Makienko (1995) also
asserted that a special method for assessment of manipulative skills is necessary because in
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performing any operation or task such as in brick/block laying, certain techniques and attributes
to be noticeable in students which cannot be guessed at or judged intuitively must be critically
considered when assessing students, performance. Assessment should be based on a laid down
criteria regarding the quality or characteristics of the finished products, or final tasks (Okoro,
1991). It is pertinent to note that a good test must be valid and reliable. Validity implies that the
test measures correctly what it suppose to measure while reliability means that the test measures
consistently at repeated administrations, what it is designed to measure. Hoover (2005) stated
that test validity is the extent to which the inferences, conclusions and decisions made on the
basis of test scores are appropriate and meaningful. According to him, if a test is not valid there
is no point in discussing reliability because test validity is required before reliability can be
discussed in any meaningful way.
A very important criteria for objective and reliable assessment of task performance as
suggested by Yalams (2000) is to construct and use a well designed assessment instrument.
According to him, without valid instruments, teachers will be generating and working with
unreliable data which will mislead both the students and their parents. This situation is liable to
adversely affect the realization of the ultimate goal of the school programme and the attainment
of the stated objectives. It is, therefore important to develop valid instrument for assessing
practical work in brick/ block laying and concreting in technical collages where the major tasks
performed are practiced
Statement of the Problem
A reliable score is dependent upon standard method of assessment instrument,
particularly in the practical work. Hence the need to reward every step or procedure is
paramount. According to the National Board for Technical Education (N.B.T.E) (2001)
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Brick/Block laying and concreting graduates from technical colleges in Niger state and other
states in Nigeria are expected to, upon completion of the course, have acquired practical skills to
secure paid employment or set up their own and become self employed and be able to employ
others.
National Business and Technical Examination Board (NABTEB) (2004) chief examiners
report revealed that candidates’ performance in Brick/Block laying and concreting practical
examination was too low. This is affirmed by the preliminary study carried out by the researcher
in Niger state. Similarly, NABTEB (2012) marking scheme on rating skills in Brick/Blocklaying
and concreting practical examination clearly shows that some tasks are not included in the
scheme which could affect student performance. This is in line with Goton (1980) who stated
that lack of problem identification, practical guide or instrument for teaching and assessing
students work, diagnosis, evaluation and decision making had led to the decline of educational
standard in technical colleges in Nigeria. Although Increased emphasis has been placed on skill
acquisition in both secondary and vocational schools in Nigeria to equip students with useful
skills and to improve their employability opportunities, the practical tasks carried out need to be
assessed so as to generate and sustain confidence as well as to maintain standard (Okoro, 1991).
Garba (1993) had noted that some building technology teachers assess students’ practical project
performance by taking cursory at the finished works and assigning grades they like. This must be
mostly due to lack of valid instrument for such assessment. The study was, therefore designed
to identify tasks and procedures necessarty for assessing students in practical work in
Brick/Block laying and concreting in Technical Colleges in Niger state.
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Purpose of the Study
The major purpose of this study was to develop and validate an instrument for assessing
practical work in Brick/Blocklaying and Concreting in Technical Colleges in Niger State.
Specifically the study was to:
1. Determine tasks appropriate for inclusion in the instrument for assessing practical work
in Brick/Blocking and Concreting.
2. Determine procedures for developing assessment instrument in Brick/Blocklaying and
Concreting.
3. Determine facilities required for assessing student’s practical work in Brick/Blocklaying
and Concreting.
Significance of the Study
The findings of the study will be significant to the following: the Brick/Blocklaying and
concreting teachers/instructors, students, policy makers, technical colleges and the society at
large. It will enhance the realization of Brick/Blocklaying programme objectives which are
hinged on production of practical skilled manpower as craftsmen and technicians at sub
professional levels.
Specifically, the result of this study if published will provide Brick/Blocklaying and
concreting teachers and instructors with a guide for objective assessment of students’
performance in practical projects. This will improve the teachers/instructors assessment
techniques and will enable them develop project monitoring and scoring/grading habit.
Teachers/instructors involvement in students practical projects will include monitoring/observing
students at work, supervision, guidance, and preparation of students performance record.
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To the students, the assessment instrument will enable them to acquire practical skills and
competencies when objectively assessed since correct performance of one task in the process
precedes the engagement in the next. This will instil in students the correct attitude and
precautions necessary in the work place. The knowledge of the assessment of their performance
would cause the student to be more dedicated and hard working on their assignment. The finding
would help policy makers and stake holders, in quality implementation and realization of set
objectives of Brick/Block laying and concreting trade in technical colleges. The findings would
serves as a reliable assessment design for quality assurance of technical college products in the
labour market. The findings would help government to make polices in line with the instrument
and objectives of technical education in technical colleges. It will also help technical collages
make for uniform assessment pattern for practical project. This will enhance the production of
skilled and reliable work force in labour market.
The knowledge and the implementation of the findings will help in minimizing the
incidence of failed and collapsed buildings as students properly assessed will be competent and
knowledgeable work force in building construction. The knowledge of the finding would help
people to have confidence in technical college products as skilled and competent builders. The
society would through the findings of the study rely more on the graduates of technical colleges
for their brick/ block laying and concreting projects.
Research Questions
The following research questions guided the study.
1. What are the appropriate tasks for inclusion in the instrument for assessing practical work
in Brick/Blocking and Concreting in technical collages in Niger State?
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2. What are procedures for developing an assessment instrument in Brick/Blocklaying and
Concreting in technical collages in Niger State?
3. What are the facilities required for assessing students practical work in Brick/Blocklaying
and Concreting in technical collages in Niger State?
Hypotheses
The following hypotheses were formulated and tested for the study at 0.05 level of
significance :
Ho1: There is no significant difference in the mean responses of Brick/Blocklaying and
Concreting Teacher and Registered builders on task appropriate for inclusion in the
assessment instrument.
Ho2: There is no significant difference in the mean responses of Brick/Blocklaying and
Concreting Teachers and Registered builders on procedures for developing assessment
instrument in Brick/Blocklaying and Concreting in technical collages in Niger State
Scope of the Study
The study was be delimited to Brick/Block laying and concreting practicals in Technical
Colleges. The study covers the modules of Brick/Block laying and concreting trade
(N.B.T.E2003 module) in technical colleges situated in Niger State. Specifically, the study
would cover the tasks, and procedures of the assessment instrument.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
The literature related to this study is organized under the following sub-headings:
1. Conceptual Framework
� Concept of Identification
� Concept of Tasks
� Concept of Assessment
� Technical Colleges
� Brick/Blocklaying and Concreting Practical work
2. Theoretical Framework.
� Skill Development Theory
� Memory Drum Theory
3. Review of Related Empirical Studies.
4. Summary of Review of Related Literature.
The Concept of identification
This study was on the concept of identification of tasks and assessment. Identification is
the process of showing, proving, or recognizing who or what. Wikipedia (2003) identification is
a process whereby the subjects assimilate an aspect properly or attribute of other and is
transformed wholly or partially by the model the other provides. It is by means of a series of
identification that the personality is constituted and specified. A driano and Ellington (2004)
highlighted the importance of task identification as follows it enable vigorous and structural
characterization of activity, it enables the designer to envision the goals, it helps to plan essential
activities it helps to increase task effectiveness, it helps in understanding. At also help to predict
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the quality of existing system, it describe the relationship between the identified tasks and it aids
verification of all the possible path task execution.
From the review of authors cited above task identification is suitable for this study as it
provides information for the selection of activities under each task and sequencing these
activities.
The Concept of tasks
Task is an improvisational event with a simple structure and very few rules. Wikipedia,
(2003) Task can be a planned, more formal set-up with an application process and a
predetermined number of selected participants. All task structures, the events, parties and
workshops rely on the same basic infrastructure. Task analysis in the opinion of Osuala (1999) is
the process of breaking down job activities to determine the teachable content in terms of
operation, tools procedures and technical information to be organized into course of study and
arranged in a sequence of difficulty. In the same vein David (2000) view task analysis as a
systematic method of describing how work is organized in order to meet the overall objective of
the job. The author explained that it involves identifying atop down fashion the overall goal of
the task, the various subtask and the condition under which they should be carried out to achieve
that goal. The author farther explained that complex planning tasks can be represented as a
hierarchy of operation, different things that people must do within a system and plans the
condition which are necessary to undertake these operation. Carmon and Marrucci (2003)
described task analysis as detail listing of duties, operations and skills necessary into perform a
task. The author maintained that such operations and skills are organized in to logical sequence
and may be used for training and employment. Task analysis in the opinion of olaitan and Al,
(1997) is a logically related set of actions required for the completion of a job objective. (1) task
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listing: which is listing all the task that may be included in a job and (2) task detailing: which is
listing all the steps involved in achieving the job.
In the view of Hackos and Radish (1998), task analysis seek to analyze what a use is
required to do informs of action and cognitive processes to be achieved on a task. The authors
explained for the that task analysis make possible to design the function to be included within the
system and the users interface specified. The authors furthers listed the following methods of
breaking down task into subtasks: identify the task to be analyzed break the task into units draw
the sub-task as layered diagram ensuring that it is complete, continue the breaking process
ensuring that the breakdown is consistent, present the analysis to someone who has not been
involved in breaking but know the task well enough to cheek its inconsistency. Matteson in
Olaitan (2003) listed the following as steps involving in developing a task: break the occupation,
validate the activities through a review of job function to be performed, identify material and
methods for performing each activity, and implement the activities.
The Concept of Assessment
Assessment is a technique adopted to determine strength and weakness of a programme.
UNESCO (2002) emphasised that assessment is the systematic process of generating data about
traits, performances, projects activities etc., for purpose of making evaluative judgments.
Therefore, assessment instrument in the context of this study is a systematic process of
generating data about teaching-learning practices for the purpose of making evaluative
judgements.
Assessment is an educational process which has to do with the measurement and
judgment reached on the performance of individuals on an certain activities tasks or in certain
examination. Which cumulates to the evaluation of course or programme (Okoro, 2002) pointed
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out that assessment of activities or performance of individual is used to evaluate educational
process, courses, programmes, systems and structures. Therefore the theoretical frame work of
assessment has a central focus on measurement and judgement reached by evaluators on
individual performance, which will result to a feed back that will be used to decide the situation
of a programme or course of study. Evaluators can be external experts in the field, internal
workers (in the case of this work, the teachers) or the learners (trainees, themselves). In which a
standard for assessment is always together with the guiding principles.
Technical Colleges in Nigeria
Technical collage is an institution where students are taught skill acquisition, upon
completion of their courses, they either gainfully employed or they choose further their
education. Technical college according to Abdullahi (1998) is that institution which provides
through training with the adequate knowledge, skills and attitudes for gainful employment under
the guidance of a teacher, in a related occupations, using workshops as work places for practices.
The technical colleges play vital roles in Nigeria. They train and produce technician for
industry, impart vital technical skills in the youths, help towards the goal of self employment and
job creation and in the struggle towards technological advancement and acquisition. UNESCO
(2001).Through the technical colleges, youths acquire such skills as skilled technicians,
bricklayers, carpenters, painters, and automechanics, laboratory and pharmacy technicians,
electrical/electronic technicians and skilled vocational Nurses
(N.B.T.E, 2001) defined technical education as that aspect of education which leads to
the acquisition of practical and applied skills as well as basic scientific knowledge. Technical
education provides opportunities for the mastery skills and knowledge in selected occupations as
well as for the development of personality for useful living. They essentially:
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� Provide general education
� Provide training in selected occupation
� Help trainees to develop the requisite skills and abilities necessary for securing and
retaining a job
� Help in creating employment and self employment. The Curricula of vocational school
are centered on craft/engineering trades, agriculture, business and home economics.
Today there are a total of 132 technical colleges made up of:
� 19 federal technical colleges.
� 110 state technical colleges.
� 3 private technical colleges
The Technical Colleges are under the auspices of the Ministries of Education and the
National Board for Technical Education. Each Technical College is headed by a principal.
UNESCO (2001) noted that the general education component of the curriculum of technical
college aims at providing students with training in critical subjects like English language,
Economics, physics, Chemistry, Biology, Entrepreneurial studies and, mathematics to enhance
student understanding of machines, tools and materials of their trades and their application as a
foundation for post secondary technical education. Hence, it is hoped that trainees who
successfully complete their trade and general education may be able to compete with their
secondary school counter parts from the polytechnics or college of education (technical) for ND
or N.C.E, courses respectively. The social studies component is designed to broaden the
trainees social skills and his understanding of his environment.
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Brick/Block Laying and Concreting in Technical Colleges
Brick/Block laying and concreting is one of the trade courses offered in technical
colleges for the purpose of acquiring theoretical knowledge and practical skill in building
construction. Technical education in technical college has course offerings for specialization
which include and not limited to auto-mechanics, metal work, buildingconstruction, woodwork,
Electrical/Electronics engineering (F.R.N, 2004). The N.P.E further outlined general education
theory and related courses, workshop practical and industrial training/ production education,
theory and related components, which the curriculum of each technical training should consist
of.
The National Policy on Education (2004) and NBTE curricula and course specifications
on all technical and vocational programmes developed as from the 1980s emphasized the
importance of practical components in the training of technicians /technologist. Besides the need
to produce self reliant technologists is also for technological, industrial and economic
development of the country. It is mandatory to produce properly trained technicians/ technologist
with good theoretical knowledge and sound practical skill from our technical institutions
including technical colleges.
Umo- otong (2000) explained that the new National Board for Technical Education
(N.B.T.E) curricular for building and wood trade consists of three basic components aimed at
achieving the goal and objectives of technical education as specified in the National policy on
education. These include the general education, the trade courses and students industrial work
Experience scheme (SIWES) or production work. The author further explained that in every
topic/module in a trade curriculum, there are two components: the theory component,and the
practical component. The major practical skills expected to be acquired in brick/block laying and
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concreting, according to NBTE curricular (2003), include the following: mixing with hand or
machine mortar suitable for molding of bricks. Compressive strength of brick, aggregates tests,
bonding mortar to specification for specified jobs, test to determine porosity of a given brick,
mould clay/sandcrete brick to specification are also among the skills, other skills are, setting out,
ground floor constriction, solid walls constructions of thickness 1/2 B-11/2B involving ends
junction and quoins in English and Flemish bond, cavity walls involving stopping ends, brick
wall features (detached pier attached) pier buttress capping, squire jambs in IB -11/2 B solid
wall, square and rebated jambs in cavity wall.
Applying appropriate damp exclusion and weathering methods at the opening, decorative
brick-work such as block work bonded quoins, diaper bond, basket weave and herring bone
bond, erect for use and dismantle timber and tubular scaffolds in accordance with construction
regulation, construction of fire place and chimney stack for any class of fuel, set out and
construction specification septic tank soak way and inspection chamber, construct to
specification road side channels/ gutters in given situation, perform operation, with finishing
tools, floor screeding operation test to determine the bearing capacity of soil, leveling construct
brick wall up to 2B thick and wall bond, English bond e.t.c. construct corbels and plinth in wall
up to 22mm thick, decorative panel, arches construction, rendering concrete mix, slump test,
cube test among others.
Practical skill is defined as manipulative skills that involve the movement of the body or use of
tool to assist performance as the case of operating machine (Mkpa 1992). Acquisition of skill is a
means of increasing the productive power of the nation. Learning by doing which leads to the
acquisition of manipulative skills was the major emphasis for the introduction of technical
education in school curriculum especially in technical colleges. The influence and role of
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workshop towards students attitude is of relative importance on students practical skills.
Abdullahi (1994) emphasised that for adequate training of students in skill acquisition in their
subject areas, the required facilities in the workshop must be provided for effective training. In
the same vein, Monich (2003) noted that to make the practical skills in schools realistic, the
learning environment for the practical and applied aspect of Technical and vocational education
programmes should be similar or as nearly as the work environment. To possess a skill is to
demonstrate the habit of acting, thinking and behaving on a specific activity in such a way that
the process becomes natural to the individual through repetition or practice. The development of
skills varies with the nature of complexity and type of activity. Okorie (2000) Maintained that
individuals who opt for skill training should among other things possess qualities such as
interest, ability, aptitude, patience, personality characteristics and other human/physical qualities
that would enable them to succeed in it.
Practical Work in Brick/Blocklaying and Concreting in Technical Colleges
Brick/Block laying and concreting like other technical courses is carried out in
classrooms and workshops learning and training environments, and each compliments the other.
Workshop environment in college setting is the introduction of industry in learning situation,
designed to equip students for work in their chosen occupation as demanded by the labour
market. (Ezeji, 2004). Work shop practices and production work as identified in the FRN (2004)
are carried out in technical workshop in technical colleges. Workshop practice can be seen as
specific task demonstrated by building technology teachers or instructors based on set objectives
and assigned for practice for students.
Practical skills can be seen as the personal ability to carry out manipulative tasks. In
this regard one of the basic questions which seems to remain unanswered among many technical
28
teachers is what to actually assess in manipulative skills. In other words should evaluators focus
mainly on the completed task or products or the processes/method and production procedures
involved. In other to answer such question, Erikson and Wenthing (1976) and Okoro (1994)
advocated for process evaluation. To them, two methods must always be considered together for
better assessment of skills possessed by students measurable through their task / projects.
Davis (1979) stated that in a practical task / projects, three major stages exist and these
are initiation, pursuance and end stage. In executing a practical project, learning experiences,
take place which constitutes the bulk of the process of producing the projects. Therefore, to
assess just the process is not adequate to pass judgment on the performance of the students,
hence the assessment of both the process and product becomes imperative, if proper judgment is
to ascertained. Oroge (2000) suggested that in assessing students’ laboratory experiment
exercise, the following points should be valued and considered.
(a) The supervising technologist should ensure that actual practical work has been carried out
by students.
(b) Students practical note books for grading immediately after each practical session should
be submitted.
(c) Students’ comportments during practical’s could be graded in order to ensure that
students wear necessary laboratory cloth and take necessary precaution.
(d) Students’ knowledge in laboratory practical examination. He further stated that process
grading has become imperative as this may involve assessing and grading specific stages
of a given work piece.
29
Invariably, some qualities or skills of the students that can be assessed includes:
(i) Ability to read and interpret drawings
(ii) Ability to identify select and use accurately the necessary tools or equipment.
(iii) Ability to measure accurately and record property all dimensions, specifications of a
completed work piece.
Oroge (2000) added that, in product assessment some qualities or skills of the students
that can be assessed should include the following :
(a) Ability to design or interprete the drawing of a given design
(b) Ability to complete successfully definite sections of the product.
(c) Ability to select suitable materials for the work.
(d) Ability to carry out accurate measurement on product and possibly compared its
specifications with those specified before design
(e) Ability to assess the beauty of a finished product.
Assessing students practical skills in workshop practice can be carried out in several
ways depending largely on the type of discipline involved. e.g wood workshop practice,
mechanical workshop practice, building workshop practice e.tc. Hudson, (1973). According
to the author, the following methods are available for assessing students practical skills:
(i) Process grading
(ii) Product assessment
(iii) Alternative to practical methods.
Process grading: these may involve assessing and grading specific stages of a given work
piece. Invariably some qualities or skills the students that should be assessed include :
30
(a) Ability to read and interpret drawings
(b) Observation of safety to prevents accident to self damage to the work piece.
(c) Ability to identify, select and use accurately the necessary tools/ equipment.
(d) Ability to follow correctly the various work stages on a work piece without causing
injuries to self or damage to the work piece.
(e) Ability to complete all the work stages on a work piece on schedule.
(f) Ability to measure accurately and record properly all dimension/ specifications of a
completed work piece.
After completing all the processes of a work, a work piece becomes a product.
Assessment and grading of the product can be obtained by this method, alternative to practical
method which is similar to the approach which WAEC adopts when assessing the practical
knowledge of external candidates who cannot be tested in a workshop situation. In this case,
practical based questions are normally set in a theoretical paper and it is expected that candidates
who have acquired practical exercises in the workshop would be able to answer the questions.
Since workshop practice is a course on its own, both the continuous assessment aspect
and examination component of the students grading should be based on assessing the various
abilities competencies (Oroge and Mohammed, 1982). According to the authors instructors
should desist from testing simple theoretical knowledge as it is more the rule than exception in
question papers set nowadays. In the same vein, Ahmadu (2005) lamented that the preparation,
conduct and grading of workshop practice exercises should not be as involving as for laboratory
experiments, be it in mechanical, civil engineering or electrical disciplines. According to him,
the following stages should be involved:
31
1. Prepare a list of workshop practice exercise for the particular course from the syllabus.
2. Prepare workshop practice handout for every exercise. This is normally developed by
instructors/technician.
3. Procure all the consumable materials and tools and keep them in the store properly.
4. Carry out the workshop practice exercise under the supervision of an instructor or a
technologist.
5. Grade the work piece in stages as the workshop exercise progresses that is process
grading.
6. Grade the work piece after completing all the stage of work that is product assessment.
Supporting this assertion, Oranu (1992) stated that the process of
manipulative skills assessment is not easy. This is because, it involves passing value judgments
on both tangibles and intangibles that have to do with human factor that are not easily
observable which cannot therefore, be effectively evaluated using ordinary paper and pencil kind
of tests but it has to do with direct observation and rating.
Yalams (2000) also viewed the process of assessing student manipulative skills as
which should comprise of various tasks and skills, to be carried out with a stated degree of
accuracy in performing tasks. According to him, the weighted values for each category of the
observable skills should be employed when assessing manipulative skills or tasks rather than oral
or writing alternatives to practical assessments often practiced by teachers. Similarly Ericson and
Wenthing (1976) and Okoro (1991) in Yalams (2000) recommended for objectivity in the
assessment. Both the process and product evaluation should be carried out using well prepared
check list or rating scales. According to them, by combining process and product evolutions
certain attributes of the skills/competencies and procedures in the use and care of tools and
32
equipment, ability to construct the given task properly without visible errors, information, safety
practice, ability to read and applied easily technical information, the quality of work the presence
or absence of visible errors in production, students comportment, care of tools and equipment
among others could be easily and systematically observed objectively and comprehensively
assessed. Uzoagulu (1996) opined that practical task/projects must be evaluated properly, so as
to induce high standard in students who are expected to think (cognitive), execute design and
construct (psychomotor) and exhibit good cooperative attitude toward others and in the use of
tools (affective). Although it is a fact that in manipulative task a lot of psychomotor activities
tend to dominate nonetheless, any of cognitive or affective skills can interfere positively or
negatively with it. Thus, the need to consider all in developing evaluation instrument for
practical project is inevitable. Perhaps, this is why Ezewuand Okoye (1981) cautioned that it is
disastrous for teachers to assess either product or process only. According to them, it will be
difficult to locate the task element in which a learner has difficulty especially if only the end
product is assessed where only one of the two is considered. Therefore, they recommended that
the assessment of manipulative skills should proceed logically from action and their sequence to
the outcome and the quality and quantity of the outcome, after analysing the advantages and
disadvantages of both process and product evaluation.
To assess students manipulative skills, Ezeji (1986), Okoro (1991), Garba (1993), and
Yalams(2000) suggested a number of tools to be used in obtaining information about students
achievement in manipulative skills. The tools include: direct observation rating scales, checklist,
interest invention, participation charts, test (psychomotor tasks) and interview with checklist.
Supporting the above statement, Oranu (1992) and Gronland (1985) stated that these methods
provide the best means available for evaluating the affective, psychomotor as well as cognitive
33
skills of the learner. They are of the view that product and process alike be more effectively
evaluated using observation in conjunction with checklist under rating scales. In order to
effectively utilized the developed instrument, it is advisable that technical teachers endeavour to
observe critically the process of manipulative tasks and score the students as objectively as
possible using the criteria set out in the instrument.
Criteria reference evaluation shows how an individual performance compares with that of
others (Graba in Yalams, (2000). According to Erickson and Wenthing (1996) and Gronland
(1985) criterion reference evaluation is a technique which focuses on obtaining results of
learning outcome based on students performance or task. Scores that are directly interpretable in
terms of some criteria or specified standard of performance. According to them, such specific
standard for accepting performance is used for those students whose test scores indicate that they
have the ability to perform at or above the level of the standard set for the test and are considered
as having passed the test and if applicable are given certificates. In order word, those who fail to
perform at or above the minimum acceptable level do not get the certificate. This aspect applies
to this study in that the performance of standard set for the process evaluation for
Brick/Blocklaying and concreting practical task is based on the overall ability of students to
perform. The grading standard will be based on that of the National Board for Technical
Education (NBTE) as set out for Advance National Technical Certificate (ANTC) and National
Technical Certificate (NTC) curriculum respectively. Erickson and Wenthing (1976) and Okoro
(1993) concluded that for a more objective assessment of manipulative skills possessed by the
students, both process and product evaluation must be carried out. By this the teacher can
observe and rate the procedures adopted by his student in carrying out a task after which he can
assess the finished product and the two sets of assessment be combined to produce a score which
34
can reflect more accurately, the real abilities of the students. The researcher absolutely agrees
with and support the above recommendation and based on that will develop a process evaluation
instrument in this study, bearing in mind that teachers already have a way of assessing students
practical skills. Ali, Ezeji, and Ogbasi (1986) view assessment as:
(a) A problem solving strategy.
(b) A strategy that identifies the need for a division through data collection, analysis and
information use.
(c) One which entails situation that involves choices on data collection and worth of option.
(d) One which involves making judgment and appraisals.
The relationship between the present study and above definition is that the process of
evaluation brick/block laying and concreting practical skills, results to presenting student with
the problem of constructing projects, after which the teacher identifies the method of collecting
data and making judgment of worth and value of the project or task executed based on the data
collected. In project assessment, actions that lead to the results are considered as important as the
result. When assessment are properly carried out, it help in monitoring students progress and can
provide for technical education programmes assurance that the students are receiving the right
instruction from the right and qualified teachers (Erickson and Wenthing, (1976).
According to Harbor-peters, and Nworgu (1992) evaluation in the psychomotor
behaviours is important, in that much of the activities in science and technology call for and rely
heavily in psychomotor behaviour and experimentation, that require close observation, and
periodic assessment. Evaluation plays three important roles namely: formative (for diagnosis)
summative (for certification) and ultimate for follow up (Okoro, 1994). Applying these concepts
to practical skills formative evaluation may be carried out at the early stage of the task so as to
35
ascertain the extent of implementation of the design and the planning done by the teacher.
Summative evaluation could be carried out at the end of the project to ascertain success or failure
of the work. On the other hand, ultimate evaluation may be carried out with the product or task.
This is why process and product evaluation come in to play.
Musa (2004) opined that practical skills carried out by students in technical college
should be assessed/evaluated to:
(1) Provide feed back to the students involved in the practical.
(2) Offer useful advice to the students in the course of the task /project.
(3) Determine the performances of students in task execution.
(4) Provide information about the students performances for the purpose of awarding certificate
in their final period of study.
(5) Keep records of students progress.
(6) Identify areas of difficulty among the students in the course of the task project.
(7) Ascertain students work habits, attitudes, interest and cooperation.
(8) Ascertain achievement of teaching/learning objectives on the part of the teacher.
In assessing students practical skills, Davids (1979) stated that three major tasks exist.
These tasks include: initiation, pursuance, and the end stage. According to him, series of
learning experience take place which constitute the bulk process of producing the project when
executing practical project. Okoro, (1994) advocated for process and product evaluation. To
them, two methods must always be considered together for better assessment of skill possessed
by students measurable through their task/project. Therefore, to evaluate just the process is not
adequate to pass judgment on the performance of the students, hence the evaluation of both the
process and product become imperative if proper judgment is to be passed. This is true because
36
in any practical project in technical education, teachers are usually keen in following the steps
taken before arriving at the final answer. Similarly, construction engineers like builders are not
merely interested in the final work but, how it is being made. Therefore, for technical teachers to
be interested in either of the completed products or procedures for constructing or carrying out
certain tasks done by their students may not be justifiable. In psychomotive skills developments,
both process and project assessment has to be looked in to.
The educational experts (Cross, 1975; Ezeji and Okoye, 1981; and Harback, 1985)
have attested to the categorizing of learning out come in to three fields: cognitive, affective, and
psychomotor. These classifications of learning according to these experts translate into every
aspect of skill acquisition and not limited to the statement of educational objectives alone. In the
light of the above, Pedeford (1983) classified the process of acquiring skills in to three as:
(1) Knowledge about the task to be executed (cognitive).
(2) Practical skills acquired, developed or exhibited in the course of the project (psychomotor)
(3) Attitude, interest and value system acquired, developed or exhibited in the course of
producing the project affective.
For this reason, it is therefore justified that both process and products of practical works be
considered so that through this, all attitudes mentioned could be systematically and
comprehensively evaluated. This is true because in any practical project in technical Education
the students are expected to think (cognitive), execute, design and construct (psychomotor) and
exhibit good operative attitude towards others and in the use of tools (affective). Although it is a
fact that in manipulative tasks a lot of psychomotor activities tend to dominate. However, any of
cognitive or affective skills can interfere positively or negatively with it. Thus, the need to
consider all in developing assessment instrument for manipulative skills becomes in evitable.
37
This is why Ezewu and Okoye (1985) cautioned that it is disastrous, for teachers to assess either
product or process assessment only.
They further highlighted that where only one of the two is considered, it will be
difficult to locate the task element in which a learner has difficulty, especially if only the end
product is assessed. Therefore they recommended that the assessment of manipulative skills
should proceed logically from actions and their sequence to the outcome and the quality and
quantity of the given task.
Concept of Skill
Skill as basic ability is the means by which a person adjusts to life. A person’s aptitude
and work functions are required and necessary as antidotes suggesting the suitable skills
performance and acquisition of same by going through a given work sample. In the work place,
skill is what the workers give in exchange for remuneration. If the skill (or the cluster of skill
popularly referred to as aptitudes) is satisfactory, the worker and employers gets corresponding
satisfaction. This process if sustained, culminates in promotion, pertaining and prolonged tenure
and leads to productivity (Baiyele and Adeyemo, 2001).
Darivist and Iofquist as cited in Adeyemo (2009) stated that, in a classroom situation,
skill is the ability to perform some tasks creditably. Up to a point, the more practice in the doing
of specific task, the faster and better they can be done. It is associated with know-how while
speed and accuracy are some of its traits and characteristics. Children who love to paint with
crayon and water colour often develop usual perspective and excellent representation of nature.
The ability to identify the aptitudes of children for replacement, promotion and remediation is a
highly treasured experience which every good teacher must possess.
38
Skill is thought of as a quality of performance which does not depend solely upon a
person’s fundamental, innate capacities but must be developed through training, practice and
experience. It also includes the concepts of efficiency and economy in performance. Modern
concepts of skill stress the flexibility with which a skilled operator reaches a given end on a
different occasion, varying specific actions according to practice circumstances. However, it
must be reiterated that even through basic human capacities are not sufficient to produce skills
they form the necessary basis of their development. Skills represent particular ways of using
capacities in relation to environmental demands, with human being and external situation
together forming a functional system (Adeyemo, 2009).
Validation of Assessment Instrument
The effectiveness of measurement is the assurance that the quantitative value obtained
from testing is accurate. Quantitative value obtained from testing can provide an a accurate
measurement of a particular phenomenon being measured if the instrument used possessed
certain characteristics (Ohuche, 1990).
The validity of a measuring instrument is the extent to which the particular instrument
actually measures what one wants it to measure (Nworgu, 1991). To Nworgu, an educational
evaluation is valid if the test provides accurate results of students performances on the objectives
of instruction delivered to them. From this definition, Nworgu stressed that the determination of
the level of validity of a test can be viewed from two broad perspectives.
(1) There must be close link between the objectives of instruction.
(2) The content of instruction delivered and the method the teachers uses in teaching the
content should have a close link.
39
To determine the level of validity, Nkpa (1997) explained that all instrument must be face
- validated to establish that the instrument is the right instrument for measuring the trait or the
features to be measured. He added that the following should be ensured to achieve face validity.
a. The instrument should contain the appropriate items that will measure up with what is
studied.
b. Words and item that will confuse the test taker which has do with the instrument should
be completely removed.
Osuala (1982) stressed that to determine the level of validity of an instrument: content
validation should be carried out to check whether the instrument contains all the aspects of the
subject content. He added that this can be estimated by comparing the sample of the items with
content and behaviours which they should represent, and if the sample of the items covers all
aspects of the content and behaviour then a high degree of content validity may have been
achieved.
Furthermore, the test developed and used after a course of instruction in order to yield
valid test results must be directly delivered from the objective of instruction, if a test is drawn
outside the contents or the objectives or if there is no link between the objectives, content, and
teaching methods the test developed for measuring students learning outcome is very likely not
to be valid. The two issue discussed above will not necessarily make a test result absolutely
valid. The discussion of the teacher and the procedures used in evaluating students to a large
extent, influence the validity of test result. Ndagi (1993) defined validity as the degree to which a
test measures what it is designed to measure. He explained that five types of validity are usually
recognized and these include, predictive, concurrent, content, internal and construct validity the
type of validity that is relevant to this study is internal validity.
40
Internal validity is concerned with the analysis of students responses to individual items
in a test to ensure that each item in the test is measuring what the whole test is measuring. If a
test is measuring a particular quality say knowledge of history all the items in the test should
measure the same thing. Determination of internal validity involves administering a test to a
group of students, scoring test to obtain a score for each item and for the test as a whole and
correlating the distribution of total scores in each of the items. Internal validity is sometimes
assessed using a procedure known as item analysis. To this end, the researcher find it correct that
internal validity can best be adopted to determine the validity of the instrument for assessing
students practical work in technical education.
Reliability of Assessment Instrument
Another important property in the development of an instrument is reliability. This
concept is important in evaluation because it gives an indication of the quality of an instrument
or test paper (Olowoye, 1996), Wiersma (1969) a theoretical definition of reliability is the ration
of true variance to the variance of the observed scores. This implies that reliability is the
proportion of the variance in the observed scores that is non error. When a test instrument is
dependable and stable in measurement, it can be regarded as a reliable instrument. A careful
researcher should consider the sources of error likely to be present in his study when choosing
measures of reliability (Uzoagulu, 1997). According to him, the researcher should be guided
among other factors in choosing the technique to use to determine the consistency of the
instrument which include: parallel or alternate form method, Kuder Richardson Formula, test
retest method, Cronbach Alpha, split half method, and trial testing among others. An instrument
is said to be reliable if it consistently yields close identical results when used over and over
again. However, with regard to educational test result, it is important to stress that one discusses
41
reliability with regard to different testers. According to Okoro (1994) and Ankweze (2005), the
method of estimating reliability include:
1. Measures of stability (test-retest method)
2. Measures of equivalence (parallel form or parallel test method).
3. Measures of internal consistency (split-half method)
Measures of Stability (Test-Retest Method)
This type of reliability is determined by administering the same conditions of test
instrument (Ankweze 2005). The author further stated that the scores obtained on two test are
correlated to establish the degree to which two sets of scores correspond. A test that yield similar
scores on two administration, where no significant event has taken place is a highly reliable
test.It is however, difficult to control all intervening variables to ensure that the testing situation
are exactly the same on the two occasions on test and re-test the coefficient of correlation that is
obtained from this method of estimating reliability is called coefficient of stability.
Okoro (1994) also stated that reliability of a test can be measured at different occasions
and that the scores obtained are then correlated to obtain co-efficient of stability. He also stated
that it is the ability of the scores to remain unchanged irrespective of the time at which the test
was administered.
Measures of Equivalence (Parallel Form or Parallel Test Method)
Anikweze (2005) defined measures of equivalence as a method of estimating reliability
based on the determination of consistency of performance by students across items that are
intended to measure the same process objective. Okoro (1994) stated that this type of reliability
is obtained when two equivalence form of tests are used. Test 1 and Test 2 are administered to
42
the same group of students and the two sets of scores correlated. For the two tests to be
equivalence, they must cover the same topics, be of the same level of difficulty and give the
same level of emphasis to individual topics.
Measures of internal consistency (split-half method)
Okoro (1994) asserted that this method of estimating reliability is also called split-half
reliability. Two equivalent form of a test are not used as is the case on the co-efficient of
equivalent, rather one values are correlated to obtain a co-efficient of internal consistency. This
method of determining reliability of an instrument is most applicable to this study and thus: it is
adopted for this study. The reason being that it requires only one administration of the test, no
time interval is involved and also it excludes some sources of error arising from psychological
dispositions, fatigues, health etc.
Usability: the usability of a test is one of the most important considerations regarding the
characteristics that are important in whatever measurement of learning outcome the teacher
wants to carry out. The usability of a test refers to the extent to which a particular instrument is
practical, convenient, and simple to use. If a test is unusable, it simply means that certain factors
prevent its being used for evaluating students. The factors which are often used to determine the
usability of an instrument include ease and economy in administering it.
Also, Garba (1993) advised that even when an instrument, is useable, it is necessary to
recognize that it can be constantly prone to error which reduces its validity and reliability, thus,
the need to constantly check the technique of rating it. This observation therefore pre supposes
that usability is a very important factor in the whole process of instrument development, and
hence the need to produce it. It is pertinent certain factors that limit the usefulness of such
43
instrument exist. These factors include those that introduce bias to scoring or rating of the
learning outcome.
Gronlond (1985) outlined some of these factors as personal bias, halo effect and typical
error. According to him, personal bias error refers to the general tendency to rate all individuals
at approximately the same position on the scale. When individuals are rated higher than
necessary, an error occurs. On the other hand the possibility to rate individuals too low on the
scale is regarded as severity error. Severity error, according to Gronlund, occurs less frequently
but persistently for some raters.
The halo-effects is an error that occurs when a rater’s behaviour or performance of the
rater has a favourable attitude towards the person being rated, then there will be a tendency to
give high marks on all aspects and if otherwise, the rating will be low. Similar to halo effect is
logical error. This error results when two characteristics are rated as more alike or less like than
they actually are because on the rater’s beliefs concerning their relationship. For example, the
teacher to over rate intelligence of students with high achievement because they expect the two
characteristics to go together.
In order to minimiz these errors Gronlond (1985) suggested that:
(a) Raters should be trained on how to use the instrument before rating takes place. This can
be done either verbally or by written instruction.
(b) Enlightening the raters on the possibility and consequences of committing these errors.
(c) Provision of adequate time for the raters to observe the students before rating
commences.
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In view of this therefore, the researcher will provide operational guide lines using the
developed instrument. Furthermore directions on how to score and grade each student observed
in a given task will be provided.
Fig 1. Schematic diagram for the identification of tasks and procedures necessary for assessing
practical work designed by the researcher 2013
Brick/Blocklaying and Concreting practical exercise usually takes place in workshop
under the guidance of Teachers and instructors. The poor performance of students in practical
examination calls for review of the assessment instrument after inclusion of some tasks, validate
the instrument, conduct a pilot testing, and main field testing which at the end will provide
reliable instrument for better performance of students in practical exercise.
WORK
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Theoretical Framework
Theoretical framework can be explained as set, of principles or ideas that serve as the
basis for ones judgements and decisions concerning the theory of a particular subject matter. A
theory is defined by Beucheam in Olaitan (2003) as unifying statement, a universal proposition
or predictive statements, which are arranged so as to give functional meaning to a set of a series
event. In this study in which the main focus is to develop and validate an instrument for
assessing practical work in Brick/Blocklaying and Concreting in Technical Colleges in Niger
State the theoretical framework will be based on theories of skill development, memory drum
theory, theory of psychomotor since the study focuses on practical work which makes use of
hands and memory for proper coordination in skill manipulation. While curriculum models are
based on a body of theory about teaching and learning of targeted to needs and characteristics of
a particular group of learners, using different approaches, methods and procedures for
implementation.
Skill Development Theory
Newell propounded the skill development theory in 1991. The theory which states that
the distinction between knowing that and knowing how, the reason that many are not conscious
of know how is possibly because we take our knowing how for granted. Although, traditional
epistemologist have a different way of looking at the stages of learning process. Newell believed
that knowing that and knowing how is the same idea, which is a skill one should obtain in order
to be able to do anything. Skill acquisition is a process in which a performer learns to control and
integrate posture, locomotion and muscle activation to engage in a variety of motor behaviours
that are constrained by a range of task requirements. As a learner acquires a skill, changes may
46
be observed that reflect strategies that an individual use to achieve specific movement outcomes.
A learner may show a change in the timing and sequencing of movements. Motor skill
acquisition follows a pattern in which learning accumulates with practice. This is related to this
study because Brick / blocklaying and concreting is best learnt through practical tasks and
experiences.
Memory Drum Theory
Henry and Rogers propounded memory drum theory in 1960. The theory states that in the
absence of a stored program, a novel task will be carried out under conscious control and the
execution of the movement will be poorly coordinated. Thus, the memory drum theory predicted
that whenever a specific movement pattern is required, a stimulus causes the memory drum to
play back the particular learned neuromotor program. The theory was consistent with the view
that learning motor skills is specific, rather than general, and that there is little or no conveyor
from the skill to another unless the skills are nearly identical. Practice is used to improve
performance of a specific skill by the strengthening of the neuromotor program predicted to
occur more automatically and with less conscious awareness. It implied that every aspect of skill
in Brick/Block Laying and Concreting must be acquired for maximum performance. Most motor
skill acquisition theories have embraced a stage of conceptualization learning.
Related Empirical Studies
Several research studies have been carried out in other related fields in different geo-
political zones on the development of an instrument for assessing students’ practical work to
determine students’ achievement. Emphasis placed on assessment, has made it necessary for
teachers in various trade areas to review methods of assessing students performance as follows:
47
In a study carried out by Garba (1993) on development of an instrument for evaluating
practical projects in woodworking, the author stated that the type of evaluation being used in
schools has been more subjective rather than objective due to lack of common and standard
instrument. In his work, five major stages were identified as necessary for practical wood
working which includes designing, planning construction, assembling and finishing. Fifty five
(55) items were developed and validated by six experts in technical/vocational education and
measurement and evaluation. The instrument was then pilot-tested and administered by the
researcher. In his work 84 woodwork lecturers spread over 24 technical teacher education
department in higher institution in Northern states of Nigeria constituted the sample population.
Data was analysed for the purpose of establishing the psychometric properties of the instrument
for evaluating practical projects in wood work (IEPPWW). Frequency counts, mean statistic
standard deviation, Z and T-score etc were used for data analysis. To ascertain the practical
usefulness of the work IEPPWW, it was subjected to a try out by a panel of 18 experienced
woodwork lecturers raters who evaluated 20 projects in three institutions. The study discovered
among other things: all the 61 items of the IEPPWW were considered by the respondents as
appropriate for evaluating respondents wood work practical, the IEPPWW possesses satisfactory
value, the reliability of IEPPWW coefficient alpha) is 0.91, the students generally performed
satisfactorily on planning, construction assembly and finishing excepts on designing where a low
performance was observed, and the result of the Kendal coefficient of concordance (W) revealed
a significant relationship among the raters rankings of students projects.
The relationship of the work to this study is that the required tasks in evaluating practical
projects in woodworking are also necessary in Brick/Block laying and concreting. However, the
48
studies differ because the previous study was on wood work while the present study is on brick/
Block laying and concreting
Igbo (1993) conducted a study on the development and evaluating task instrument sheets
for teaching clothing construction skills under Home Economics education in Senior Secondary
Schools in Anambra State. The students compared performance of elements with the lecture
demonstration methods. 468 Home economics teachers and 150 final year Senior Secondary
Schools (SSS) textile and clothe students constituted the population for the study. Igbo (1993)
having adopted Ajala’s model utilized the following procedures: selection of task instrument
sheet content, development of task instrument sheet content, and validated the tasks and re-
organized the task.
Instrument sheet format as follows: introduction of tasks to be performed, assignment to
be carried out by lecturers/students, testing of objectives, listing of supplies or equipment needed
to accomplished the task, and evaluating students performances on each task (post test). The
study was limited to 10 psychomotor skills on clothing construction. In analysing data for her
study the mean statistics and task were used in which the following findings were obtained: the
content, format and utility of the evaluation of the task instruction sheet developed were found to
be quite suitable and there was a significant difference in the mean achievement of students
taught by task instruction sheets and those taught by lecture and demonstration methods for
various tasks.
The implication of Igbo’s work to the current study is that a better method of teaching
skills in textile and clothing construction has been proved. Therefore task analysis will be carried
out using Igbo’s (1993) idea for practical brick/block laying skills using appropriate instrument
49
for evaluating the various tasks based on ANTC and NTC curriculum respectively. However, the
work was carried out in south-eastern Nigeria, while the current research will be conducted in
north-central zone which is among the other geo-political zones that the previous research did
not cover. This work is related to the current study because the study focused on development
and evaluation of task instrument. The two studies also differ because the previous study was on
home economics education while the present study is on technical education.
Ezendu (1987) developed and validated an instrument for evaluating psychomotor
outcome in Senior Secondary Schools Geography (IPEG) 140 students were drawn from
rural/urban education zones in Enugu/Nsukka of old Anambara state. A 40-item test was
developed for the study . The researcher gave the instrument to experienced geography teachers,
and measurement and evaluation expert for validation of the test item. The instrument yielded a
reliability coefficient of 0.91; where as the inter rater reliability which stood at 0.88 was
obtained using the two way analysis variance. It was revealed from his work that there was a
high acceptance level of the instrument among the sample survey. Also the location of school
was a significant factor of student in urban school to perform better than those in rural school.
Psychomotor activities in geography include drawing of map and locating key place in map
reading among others. This is much similar to the drawing and designing in technical education.
This work is only related to the previous study in the area of sketches in Brick/Blocklaying and
concreting as in the map reading.
Bukar (1994) conducted a study on the development of an instrument for evaluating
practical project in electronics at the Nigeria Certificate in Education (Tech)level in the northern
state of Nigeria. In his work 68- item instrument was validated by 6 lectures industrial. Technical
Education and 2 skilled, technician, in electronics technology in higher institutions. Five stages
50
of project production were developed after literature review. These included designing planning,
executions assembling and testing stages. Frequency counts, means and standard deviations were
used for analysing the data conducted for the study. The Cronbanch formular was used in
determining the reliability of the instrument to which the coefficient was found to be 0.88 for the
whole instrument, and range of alpha value from 0.78 to 0.93 for the subsections of the
instrument. The result of the study indicated that the instrument for evaluating practical projects
in electronic (IEPPE) items was found to be valid and reliable. The researcher also recommended
that similar effort be extended in developing similar instrument in other states. The challenges
posed by Bukar’s work to the current study is that other streams of technical education should
have reliable and valid instrument, for evaluating students practical projects. Bukar claimed that
his work on psychomotor domain aspects in the development of instrument in Industrial
Technical Education in Nigeria is about the second of its kind after that of Garba (1993). Bukar
study is related to the present study because the researcher adopted instrumentation design which
the present study also used, however, while the previous study was in electronics, the present
study was on brick / blocklaying and concreting. Therefore, the study will serve as a guide to the
present study.
Yalams (2000) carried out a study on development and validation of a scheme for the
metal evaluation of practical skills. The study was aimed at developing and validating a scheme
for evaluating students practical skills in metal work technology at the N.C.E Tech level. The
area covered in that study include all the higher institution accredited by the National
Commission for College of Education that run N.C.E (Tech) programme with specialization in
metal work within the six geopolitical zones of Nigeria. Specifically, the research work was
designed to cover some aspects which included:
51
(1) Determination of major practical fitting and machine operations.
(2) Competences /skills that could be observed by metal work lecturers.
(3) Determining a rating scale to be used by teachers during process of practical skills
(4) Determining validity of the developed scheme.
(5) Try-out the developed scheme for evaluating student’s practical skills in order to
determine its reliability.
Yalams (2000) analysed data collected from the try-out by collecting six period ratings of
the observers and grading each items. Using the Pearson’s products moment correlation formula,
some of his findings were that
1. All the 164 major metal fitting and machine task operations developed were considered
appropriate and relevant for final copy of the scheme.
2. All the 13 observable and assessable competences/skills identified and incorporated in
the draft scheme were considered relevant and included in the final copy.
3. The 5-point descriptive rating scale and its weighted values developed for students’
assessment were found valid and reliable for use in the final copy.
The reliability of the 18 cluster and the scheme was found to be between the ranges of
0.31to 97where as that of the entire instrument was obtained as 0.97. Recommendations of the
study include the development of similar instruments in other subject areas of technology
education such as Electrical/Electronics education, Automobile technology education and
building technology education among others. The study is related to this because both studies
focuses on development and validation of assessment instruments. However while Yalams
focused on metalwork, this study is focused on development and validation of an instrument for
52
assessing practical work in brick/blocklaying and concreting in Technical Colleges in Niger
State.
Summary of Review Related of Literature
The literature reviewed revealed that assessing students manipulative skills in workshop
practice can be carried out in several ways depending largely on the type of discipline involved.
The review further pointed out that practical task/projects must be evaluated properly so as to
induce high standard and excellence among students. The review shows that weighted values be
employed when assessing practical skills or task rather than oral or writing alternatives to
practical assessment often practiced by teachers. similarly the review showed that when process
and product evaluation are employed certain attributes of the learners such as the ability to
analyze and plan work, the skills/competences and procedures in use and care of tools and
equipment, safety practice, ability to read and apply technical information, the quality of work,
the presence or absence of visible errors in production can easily and systematically be observed
objectively and comprehensively. On the importance of practical tasks, the review revealed and
that projects in technical education serve as an important instructional strategies.
The review examined the practical skills in Technical Education. It revealed that Technical
Education must necessarily emphasis on trainees productive ability with which he/she can secure
employment and hold employment. The review further stated the purpose of evaluating practical
tasks/projects. It also uncovered what to evaluate in practical tasks and finally concluded by
reviewing some related studies to the development of assessment instrument.
Similar studies have been carried out in other fields such as Home Economic, Geography,
Electronics, Woodwork, Metalwork, Motor Vehicle mechanics, but non assessment instrument
53
has been developed in Brick/Block laying and Concreting for assessing students practical work.
Furthermore, the related empirical studies were carried out in different geo-political zones of the
country other than the area of the current study. Incidentally, none of the empirical studies
reviewed was on assessment of brick/ blocklaying and concreting in Niger state which is the
major purpose of this study.
54
CHAPTER THREE
METHODOLOGY
This chapter is presented the procedures adopted for the study under the following
subheadings: design of the study, area of the study, population for the study, instrument for data
collection, validation of the instrument, reliability of the instrument, method of data collection
and method of data analysis.
Design of the study
The descriptive survey research design was used for the study. This design was adopted for this
study because it enable the researcher to elicit information from the entire population. Gay
(1981) defined descriptive survey as that used to determine the current status of population by
collecting and analyzing data from a sample or the entire population. Also, Nworgu (1991)
defined descriptive survey research as one in which a group of people or items are studied by
collecting and analyzing data from only a few people or items considered to be representative of
the entire group, or by colleting and analyzing data from the entire people or item.
Area of the Study
This study will be carried out in Niger State in order to develop an instrument for assessing
practical work in Brick/Blocklaying and Concreting in Technical Colleges in the state based on
the report from Niger State Ministry of Education on poor performance of students in National
Business and Technical Examination (NABTEB) practical examination in Brick/Blocklaying and
Concreting in 2012. Niger State is located at North-central geopolitical zone of Nigeria. The
study will cover all the state Technical Colleges Federal Science and Technical College, Kuta all
in Niger State, that run Brick/Blocklaying and Concreting at National Technical Certificate
44
55
(NTC) and Advanced National Technical Certificate (ANTC) levels accredited by National
Board for Technical Education (NBTE).
Population for the Study
The target population for this study is 69 which comprised 49 Brick/Blocklaying and
Concreting teachers of all the Technical Colleges in the state Science and Technical School
Board, and 20 Registered Builders from Ministry of Housing and Environment respectively. (See
Appendix C). The teachers and registered builders were chosen because they are involved in
practical in brick/ blocklaying and concreting.
Sample and Sampling Technique
No sample was taken because the population was of a manageable size
Instrument for Data Collection
The preliminary instrument that was used for data collection is structured questionnaire
consisting of 48 items developed by the researcher through extensive literature review based on
the research questions. The structured questionnaire was divided into four sections, namely A –
E, Section ‘A’ contains information on the status of the respondents. Section ‘B’ deals with skills
appropriate for inclusion in the instrument for assessing students’ practical skills in
Brick/Blocklaying and concreting, and have 20 items. Section ‘C’ deals with the objective of the
assessment instrument and have 9 items, Section ‘D’ addresses the procedures used in
development of assessment instrument and it contains 9 items. Section E’ address the facilities
required in assessment instrument and it contains 10 items.
A 5 point rating scale was used for Section B, C, D, and E with response options as
strongly agreed (SA), Agree (A), Undecided (UD), Disagreed (D), strongly Disagree (SD). The
weighted value assigned to response options are 5, 4, 3, 2, and 1. Respectively.
56
Validation of the Instrument
The preliminary survey instrument for this study was validated by two experts from
vocational Teacher Education Department, University of Nigeria Nsukka, Department of
Industrial and Technology Education, Federal University of Technology Minna and one
registered builder, in the ministry of housing and environment Minna. The instrument was face -
validated for clarity and relevance to this study. These experts were required to suggest
modifications on the structure of the items, organization, and the appropriateness with the
research questions of the study. The instrument consisted of 51 items, but during validation some
items were modified while some were found to be irrelevant. Therefore, 48 items were found
suitable for the study and produced in the final drafting of the instrument.
Reliability of the Instrument
To establish the reliability of the instrument, the validated instrument was trial tested on 15
students at Federal Science and Technical College Orozo Abuja, with the same demography of
the study area. The data obtained from the trial testing was analysed using Cronbach Alpha
reliability formular to establish internal consistency of the instrument for the study. The
reliability coefficient obtained was 0.87
Method of Data Collection
The instrument is aimed at assessing practical projects by the teachers of
Brick/Blocklaying and Concreting in Technical Colleges in Niger state to determine its reliability
overtime. The instrument was administered by the researcher with the help of one research
assistance from each Technical College in Niger State.
57
Method of Data Analysis
The data collected for the study was analysed using mean and standard deviation to
answer the research questions while, t-test statistic was used to test the hypothesis at 0.05 level of
significance. For selecting the task appropriate for inclusion in the instrument a mean cut up of
3.50 was chosen. The resulting mean scores was interpreted relatively to the concept of the real
lower and upper limit of numbers 1-5 as used on the rating scale adopted for the study.
Therefore, any task with mean of 3.50 and above is appropriate, and any task with mean score of
3.49 or less is not appropriate.
58
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter presents the analysed data collected for the study. The data were presented
and analysed based on the research questions and hypotheses posed in the study.
Research Question 1
What are the tasks appropriate for inclusion in the instrument for assessing students
practical work in Brick/Block laying and concreting?
In determining the tasks appropriate for inclusion in the instrument, 20 items were
provided to the respondents in order to express their opinions the responses to the research
question, are presented in Table 1.
Table 1
Mean Responses of the Teachers and the Registered Builders on the Tasks Appropriate for
Inclusion in the Instrument for Assessing Students Practical Work in Brick / Blocklaying and
Concreting (BBC).
N = 69
S/N Task Appropriate for Inclusion in the Instrument for
Assessing students’ Practical work in Brick/Blocklaying
and Concreting
�� S.D Remarks
1 Ability to read and interpret drawings 4.54 0.61 Appropriate
2 Ability to analyse the building plan work 4.67 0.68 Appropriate
3 Ability to identify and select tools for a given task 4.54 0.74 Appropriate
4 Ability to identify and select equipment for the given task 4.72 0.54 Appropriate
5 Ability to use appropriately the identified tools and
equipments
4.72 0.54 Appropriate
6 Ability to prepare ground for a given task 4.57 0.65 Appropriate
7 Ability to select suitable materials for the given task 4.49 0.80 Appropriate
8 Ability to use correct specifications for given task 4.59 0.63 Appropriate
9 Ability to measure accurately the parameters of a given task 4.59 0.63 Appropriate
10 Ability to apply technical information to a given task 4.70 0.55 Appropriate
11 Ability to record properly all dimensional specifications of
a given task
4.64 0.62 Appropriate
12 Ability to construct the given task properly without errors 4.48 0.70 Appropriate
13 Ability to take appropriate care of tools during and after
work
4.57 0.70 Appropriate
14 Ability to follow the various work stages correctly 4.61 0.62 Appropriate
48
59
15 Ability to follow operational sequences in performing a
given task
4.65 0.64 Appropriate
16 Observation of relevant precaution in performing a task 4.51 0.68 Appropriate
17 Ability to complete all the work stage as on a given task 4.55 0.70 Appropriate
18 Ability to answer oral questions as it relates to a task
completion
4.50 0.76 Appropriate
19 Ability to provide level surface for given task 4.62 0.60 Appropriate
20 Ability to have adequate comportment during work 4.54 0.76 Appropriate
Analysis of mean responses of the two groups of respondents from Table 1 reveals that
all the items are agreed with mean ranging from 4.48-4.72 This shows that the task are
appropriate for inclusion in the instrument for assessing students practical work in brick/ block
laying and concreting in all technical colleges.
Research Question 2
What are the procedures in the development of assessment instrument in Brick/
Blocklaying and concreting?
In answering this research question 9 items were provided to the respondent in other
express their opinions.
Table 2
Mean Responses of the Teachers and the Registered Builders on the Procedures in the
Development of Assessment Instrument
S/N Procedures for Developing an Assessment Instrument in
BBC �� S.D Remarks
1 By reviewing existing instrument 4.58 0.67 Appropriate
2 By determining the domains o be included and the items in
the instrument
4.77 0.46 Appropriate
3 By determining the response categories to be included in
each domain
4.60 0.62 Appropriate
4 By establishing the reliability and validity of the instrument 4.54 0.80 Appropriate
5 By developing training materials to accompany the
assessment instrument
2.80 1.52 Not Appropriate
6 By clearly defining the aim of the study in the assessment
instrument
4.61 0.60 Appropriate
7 By listing out all the attributes or characteristics that need
to be observed in the instrument
4.55 0.65 Appropriate
60
8 By deciding on the recording system to be used in
assessment instrument
4.48 0.76 Appropriate
9 By constructing the requirement model for recording
observation
4.74 0.56 Appropriate
The analysis of the data presented in Table 3 revealed that the respondents agreed on 8
out of the 9 items on the procedures in the development of assessment instrument with the mean
ranging from 2.80-4.77 but item 5 was rated disagreed. This signifies that the assessment
instrument possess all 8 characteristics outlined in the table but the item relating to developing
training materials to accompany the assessment instrument was disagreed.
Research question 3
What are the facilities required in carrying out practical work in Brick/ Blocklaying and
Concreting?
In answering this research question, 10 items were provided to the respondent in other to express
their opinions.
Table 3
Mean Responses of the Teachers and the Registered Builders on the facilities Required in
Carrying out Practical Work in Brick/ Blocklaying and Concreting.
S/N Facilities for Assessing Student Practical Work in BBC �� S.D Remarks
1 Each student should be provided with adequate working
tools
4.67 0.59 Appropriate
2 The working tools should be relevant to the type of
practical exercise
4.54 0.74 Appropriate
3 The facilities should be readily available 4.45 0.83 Appropriate
4 Worn out or damaged tools should be replaced as and when
due
4.61 0.60 Appropriate
5 Brick towel and steel square are necessary in carrying out
practical exercise
4.63 0.57 Appropriate
6 Plumb rule, spirit level, and guage rule are required in
carrying out practical exercise
4.60 0.60 Appropriate
7 Jointing board and straight edge are required 4.57 0.69 Appropriate
8 Corner block and triangle plate are required in carrying out
practical exercise
4.58 0.65 Appropriate
61
9 Club hammer and block case are required in carrying out
practical exercise
4.65 0.61 Appropriate
10 Pointing trowel, wooden hork and wire brush are required
in carrying out practical exercise
4.48 0.71 Appropriate
The analyses of the data presented in Table 4 revealed that the respondents agreed on 10 items
on the facilities required in assessing students practical work with agreed mean ranging from
4.45-4.67. This signifies that all the facilities listed are required.
Testing of Hypotheses
Ho1 There is no significant difference between the responses of teachers and registered
builders with respect to the tasks appropriate for inclusion in the instrument for assessing
students practical work.
Data for testing Ho1 are presented in table 4
Table 4
t-test Analysis of the Responses of Teachers and Registered Builders on the Tasks
Appropriate for Inclusion in the Instrument for Assessing Students’ Practical work in
BBC
S/N Items Teachers
n₁ = 49
Registered
builders
n₂ = 20
t-cal Sig(2-
tailed)
Rem
ark s
��₁ S.D₁ ��₂ S.D₂
1 Ability to read and interpret drawings 4.53 0.61 4.55 0.60 -.119 .905 NS
2 Ability to analyse the building plan work 4.71 0.57 4.55 0.89 .911 .366 NS
3 Ability to identify and select tools for a
given task
4.43 0.79 4.80 0.52 -1.931 .058 NS
4 Ability to identify and select equipment for
the given task
4.71 0.58 4.75 0.44 -.248 .805 NS
5 Ability to use appropriately the identified
tools and equipments
4.71 0.54 4.75 0.44 -.248 .805 NS
6 Ability to prepare ground for a given task 4.55 0.65 4.60 0.68 -.281 .780 NS
7 Ability to select suitable materials for the
given task
4.47 0.82 4.55 0.76 -.379 .706 NS
8 Ability to use correct specifications for
given task
4.55 0.65 4.70 0.57 -.896 .374 NS
9 Ability to measure accurately the 4.63 0.57 4.50 0.76 .797 .428 NS
62
parameters of a given task
10 Ability to apply technical information to a
given task
4.65 0.56 4.80 0.52 -1.006 .318 NS
11 Ability to record properly all dimensional
specifications of a given task
4.53 0.68 4.90 0.31 -2.326 .023 S
12 Ability to construct the given task properly
without errors
4.46 0.71 4.50 0.69 -.164 .870 NS
13 Ability to take appropriate care of tools
during and after work
4.69 0.56 4.35 0.93 1.662 .101 NS
14 Ability to follow the various work stages
correctly
4.69 0.55 4.40 0.75 1.806 .075 NS
15 Ability to follow operational sequences in
performing a given task
4.67 0.66 4.60 0.60 .432 .667 NS
16 Observation of relevant precaution in
performing a task
4.45 0.71 4.65 0.59 -1.120 .267 NS
17 Ability to complete all the work stage as on
a given task
4.61 0.64 4.40 0.82 1.150 .254 NS
18 Ability to answer oral questions as it relates
to a task completion
4.39 0.81 4.80 0.52 -2.095 .040 S
19 Ability to provide level surface for given
task
4.61 0.63 4.65 0.49 -.237 .814 NS
20 Ability to have adequate comportment
during work
4.61 0.70 4.35 0.87 1.309 .195 NS
NS= Not Significance
Data presented in Table 5 revealed that the t- calculated values for twenty items were less
than the t- table values. T. Calculated values ranged from 0.40 to 0.905 which less then t. Table
values.
Ho2 there is no significant difference between the responses of teachers and registered builders
with respect to the procedures in developing assessment instrument.
63
Data for testing Ho2 are presented in table 5
Table 5
t-test Analysis of the Responses of Teachers and Registered Builders on the Procedures
for Developing Assessment Instrument in BBC
S/N Items Teachers
n₁ = 40
Registered
builders
n₂ = 29
t-cal Sig(2-
tailed)
Rem
ark s
��₁ S.D₁ ��₂ S.D₂
1 By reviewing existing instrument 4.63 0.64 4.45 0.76 1.023 .310 NS
2 By determining the domains o be included
and the items in the instrument
4.76 0.48 4.80 0.41 -.367 .715 NS
3 By determining the response categories to
be included in each domain
4.53 0.68 4.80 0.41 -1.649 .104 NS
4 By establishing the reliability and validity
of the instrument
4.47 0.87 4.70 0.57 -1.092 .279 NS
5 By developing training materials to
accompany the assessment instrument
2.73 1.55 2.95 1.47 -.531 .597 NS
6 By clearly defining the aim of the study in
the assessment instrument
4.63 0.56 4.55 0.68 .517 .607 NS
7 By listing out all the attributes or
characteristics that need to be observed in
the instrument
4.59 0.61 4.45 0.76 .815 .418 NS
8 By deciding on the recording system to be
used in assessment instrument
4.41 0.81 4.65 0.59 -1.204 .233 NS
9 By constructing the requirement model for
recording observation
4.69 0.58 4.86 049 -1.052 .297 NS
NS= Not Significance
SD = standard Deviation
Key:
���= mean responses of teachers
���= mean responses of registered builders
��= number of teachers
��= number of registered builders
����= grand mean of all nresponses
��� = ���
��
�
64
Data presented in Table 6 revealed that the t- calculated value for nine items were less
than the t- table values .T. calculated values ranged from 0.104 to 0.715 which were less than t.
Table value.
Findings of the Study
The following findings emerged from the study based on the data collected and analyse:
The respondents agreed that in assessing students practical work in Brick/Blocklaying and
concreting in technical colleges, the following tasks should be included:
A) Task appropriate for inclusion
1. Read and interpret drawings
2. Analyse the building plan work
3. Identify and select tools for a given task
4. Identify and select equipments for the given task.
5. Use appropriately the identified tools and equipments
6. Prepare ground for the given task
7. Select suitable materials for the given task
8. Use correct specification for given task
9. Measure accurately the parameters of a given task
10. Apply technical information to a given task
11. Record properly all dimensional specification of a given task.
12. Construct the given task properly without errors
13. Take appropriate care of tools during and after work
14. Follow the various work stages correctly
15. Follow operational sequences in performing a given task
65
16. Observation of relevant precaution in performing a task
17. complete all the work stage as on a given task
18. Answer oral questions as it relate to task completion
19. provide level surface for given task
20. Have adequate comportment during work
(B) Procedures for Developing an Assessment Instrument
1
2
By reviewing existing instrument
By determining the domains o be included and the
items in the instrument
3 By determining the response categories to be included
in each domain
4 By establishing the reliability and validity of the
instrument
5 By developing training materials to accompany the
assessment instrument
6
7
By clearly defining the aim of the study in the
assessment instrument
By listing out all the attributes or characteristics that
need to be observed in the instrument
8 By deciding on the recording system to be used in
assessment instrument
9 By constructing the requirement model for recording
observation
(C) Facilities for Assessing Student Practical Work
1
2
Each student should be provided with adequate
working tools
The working tools should be relevant to the type of
practical exercise
3 The facilities should be readily available
4 Worn out or damaged tools should be replaced as and
when due
5
6
Brick towel and steel square are necessary in carrying
out practical exercise
Plumb rule, spirit level, and guage rule are required in
carrying out practical exercise
7
8
Jointing board and straight edge are required
Corner block and triangle plate are required in
carrying out practical exercise
66
9 Club hammer and block case are required in carrying
out practical exercise
10 Pointing trowel, wooden hork and wire brush are
required in carrying out practical exercise
The findings on the hypotheses tested revealed that:
(1) There is no significant difference between the mean responses of Building Technology
Teachers and registered builders on the tasks appropriate for inclusion in the instrument
for assessing practical work in Brick/Blocklaying and concreting in Technical Colleges in
Niger State.
(2) There is no significant difference between the mean responses of Building Technology
Teachers and registered builders on the facilities required in carrying out practical work
in Brick/ Blocklaying and concreting in Technical colleges in Niger state
Discussion of Findings
The finding of this study revealed that tasks identified, are appropriate for inclusion in the
instrument for assessing practical work in Brick/Blocklaying and concreting for better
performance. This finding was in line with the views of Yalams (2000) who observed that in
combining process and product evaluations, certain attributes of the learners such as ability to
analyse the plan work, the skills and procedures in the use of care of tools and equipment, ability
to construct the given task properly without errors among others could be easily and
systematically observed, objectively and comprehensively assessed. In support of the above,
Oranu (1992) stated that the best means available for assessing the effective, psychomotor as
well as cognitive skills of the learner includes, direct observation, rating scale, check list, interest
invention, participation charts and interview since process assessment has to do with observing a
performance and objectively passing a valued judgement over it. Similarly UNESCO (2002)
observed that some quality or skills of the student’s to be assessed when assessing and grading
67
specific stage of a given work piece should include ability to complete all the work stage on a
work piece on schedule supporting this view, Oroge (2000) stressed that process grading has
become imperative as this may involve assessing and grading students’ ability to read and
interpret drawings. In line with above, Uzoagulu (1996) opined that practical task must be
evaluated properly so as to induce high standard students’ who are expected to think (cognitive),
execute, design and construct (psychomotor) and exhibit good cooperative attitude towards
others and the use of tools and equipment (affective). It is through observing, rating tasks such as
tools election and usage, comportment of the students’ care for the tools and equipment,
adherence to safety practices of both worker and others.
Research question two dealt with procedures in developing assessment instrument. The
finding in table 3 revealed that all the procedures were found to be relevant in developing
assessment instrument in Brick/ Bricklaying and concreting except item five which is on
developing training materials to accompany the assessment instrument. This finding was inline
with views of white and Ahmadi (2003) who suggested that to achieve the goal of developing an
assessment instrument, the researcher should review the existing instruments, determine the
domains to be included in the items; define the response categories to be included in each
domain. Supporting this findings ogbozo (1996) noted that for a valid and effective assessment
instrument, the following criteria should be considered: define clearly the aim of the study in the
instrument, list out all the attributes or characteristic that need to be observed in the study, decide
on the recording system to be used and construct the required model for recording observation.
Research question three dealt with the facilities required in assessing students practical
work in Brick/Blocklaying and concreting. The findings in table 4 revealed that all the facilities
listed are required in assessing students practical work. This findings is line with the views of
68
Ezeji, (2004) who observed that adequate provision of facilities in carrying out practical exercise
helps students acquire industrial technical knowledge and skills through creative and problem –
solving, learning experiences involving such activities as experimenting, planning, constructing
evaluating, and using tools machines materials and processes. The instructional and laboratory
experiences help students to make wiser and more valid educational and career initial
consideration concerns the goals of a sound programme which facilities plays a greater role.
Supporting this finding, Abdulllahi, (1994) emphasised that for adequate training of students in
skill acquisition in their subject areas, the required facilities in the workshop must be provided
for effective training.
69
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents summary of procedures used in the study, summary of the findings,
recommendations and suggestion for further research.
Re statement of the Problem
A reliable score is dependent upon standard method of assessment instrument,
particularly in the practical work. Hence the need to reward every step or procedure is
paramount. According to the National Board for technical Education (N.B. T.E.) (2001) Brick/
Blocklaying and concreting graduates from technical colleges in Niger state and other states in
Nigeria are expected to upon completion of the course, have acquired practical skills to secure
paid employment or set up their own and become self employed and be able to employ others.
National Business and Technical Examination Board (NABTEB) (2004) Chief examiners report
revealed that candidates performance in Brick/Blocklaying and concreting practical examination
was too low. This is affirmed by the preliminary study carried out by the researcher in Niger
state. Similarly NABTEB (2012) marking scheme on rating skills in Brick/Blocklaying and
concreting practical examination clearly shows that some tasks are not included in the scheme
which could affect student performance. This is inline with Goton (1980) who stated that lack of
problem identification, practical guide or instrument for teaching and assessing students work,
diagnosis evaluation and decision making had led to the decline of educational standard in
technical colleges in Nigeria. Therefore the study was designed to determine specifically:
(1) Tasks appropriate for inclusion in the instrument for assessing practical work in
Brick/Blocklaying and concreting.
59
70
(2) Determine procedures in the development of an assessment instrument.
(3) Determine facilities required in assessing practical work in Brick/Blocklaying and
concreting.
Summary of the Procedures Used
The major purpose of this study is to develop and validate an instrument for assessing
practical work in Brick/Blocklaying and concreting in Technical Colleges in Niger State. Four
specific purposes were developed in line with the main purpose of the study. The study answered
three research questions and one null hypothesis was tested.
The population for the study consisted of 49 Building Technology Teachers, and 20
registered builders. Due to the manageable size of the population, the entire population was
studied. A questionnaire consisting of 48 items was developed and used for data collection. The
questionnaire was validated by three experts, one from the Department of Vocational Teacher
Education, University of Nigeria Nsukka, one from Department of Industrial and Technology
Education, Federal University of Technology, Minna and Ministry of works and housing Minna
Niger State. The suggestions of the experts were used to improve the instrument used for the
study. A total of 69 copies of the questionnaire were distributed to respondents by the researcher
and two research assistants. Cronbach Alpha method of establishing reliability was used to
determine the internal consistency of the instrument. The data collected were analysed using
mean for answering the three research questions while t-test was used to test null hypothesis at
0.05 level of significance.
71
Summary of Findings
Based on the data analysed, the following findings were made:
1. Forty nine Building Technology Teachers in Technical colleges and twenty Registered
Builders with Ministry of Works and Housing Minna Niger State agreed on twenty one
items identified as tasks appropriate for inclusion in assessing practical work in
Brick/Block laying and concreting in Technical Colleges in Niger State.
2. The respondent agreed on the assessment instrument developed if adopted for use will
improve student performance in practical examination.
3. The respondent agreed on the objective performance of students in practical work.
4. The respondents agreed on the facilities required in assessing students practical work.
5. There was no significant difference in the mean response of the respondents on tasks
appropriate for inclusion in the instrument.
6. There is no significant difference between the responses of teachers and registered
builders with respect to the procedures in developing assessment instrument.
Implications of the Findings
The findings of this study have implications for government, educational administrators
of technical colleges Building technology teachers, employers of labour, and society at large.
The result of this study will create a state of certainty about the evaluation technique used for
evaluating student’s practical skills. The result of this study will provide comprehensive
assessment instrument that will be most effective for process and product evaluation and
improve the quality of students graduating from technical colleges.
72
Conclusion
Based on the findings of this study, the following conclusions are drawn:
The graduates of Technical Colleges required relevant skills to perform competently on the
practical work. An assessment instrument developed if adopted for use in all the Technical
Colleges in the state will help the students to improve on their practical performance.
Recommendations
Based on the findings of the study the following recommendations were made:
1. Brick/blocklaying teachers at technical colleges should de-emphasis the use of product
assessment only but, rather combine both product and process assessment method
2. Examination bodies such as National Business and Technical Board (NABTEB),
National Examination Council (NECO), West African Examination Council (WAEC)
should consider and adopt the developed instrument for assessing student’s practical
performances in Brick/Blocklaying and Concreting at NTC and ANTC levels.
3. Brick/blocklaying teacher’s should be acquainted with the developed instrument to
enhance uniform standard in assessing student’s practical work
4. All the characteristics or attribute that need to be observed in students should be listed out
with the required mode of grading before assessing students practical work
5. Niger state science and technical schools board should also adopt the developed
instrument for assessing student’s practical performance at technical college level.
Suggestions for Further Studies
The following are suggested for further research:
1. Similar studies should be conducted in other states in Nigeria on development and
validation of an instrument for assessing practical work in Technical Colleges.
73
2. Competency needs of Brick/Blocklaying and Concreting teachers at Technical College
level.
3. Instructional material needs for effective teaching of Brick/Blocklaying and Concreting at
Technical College level in Niger State.
74
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82
APPENDIX A
Department of Vocational Teacher
Education,
University of Nigeria, Nuskka.
October 2012
Dear Sir,
REQUEST FOR VALIDATION OF INSTRUMENT
I am a postgraduate student of Building in Vocational Teacher Education Department. I am
carrying out a project research titled. Identification of tasks and procedures for Assessing
Practical Work in Brick/Block Laying and Concreting in Technical Colleges in Niger State.
I humbly request you to critically examine the instrument in terms of relevance of the
content and clarity of the statement.
Thanks for your cooperation.
Yours Faithfully,
Tsado, Ibrahim N.
PG/ MED/ 09/ 51653
83
Appendix B
Bricklaying /Blocklaying and Concreting Instrument for Assessing Students
Performance in Practical Skills in Technical Colleges.
The instrument is designed to assess technical college students in Brick/Blocklaying and
concreting practical skills. Rate the student on a five point scale in term of their performance of a
given task.
The five point rating scale categories are:
Very correct – 5
Correct -4
Fairly correct – 3
Incorrect – 2
Irrelevant -1
Academic qualification of the teacher (AQT) please indicate on the line provided:
PhD
MSC
BSC B. ED Tech Building
HND, C& G, TTC
OND Building Teach
NCE Building Teach
WAEC Technical
Number of students
Name of School
84
Appendix C
Task appropriate for inclusion in the instrument for assessing students’ practical work in
Brick/Blocklaying and concreting?
S/No SA A UD D SD
1. Ability to read and interpret drawings
2. Ability to analyse the building plan work
3. Ability to identify and select tools for a given task
4. Ability to identify and select equipment for the
given task
5. Ability to use appropriately the identified tools and
equipments
6. Ability to prepare ground for the give task
7. Ability to select suitable materials for the given task
8. Ability to use correct specification for given task.
9. Ability to measure accurately the parameters of a
given task
10. Ability to apply technical information to a given
task
11. Ability to record properly all dimensional
specification of a given task
12. Ability to construct the given task properly without
errors
13. Ability to take appropriate care of tools during and
after work
14. Ability to follow the various work stages correctly
15. Ability to follow operational sequences in
performing a given task
16. Observation of relevant precaution in performing a
task
17. Ability to complete all the work stage as on a given
task
18. Ability to answer oral questions as it relates to a task
completion
19. Ability to provide level surface for given task
20. Ability to have adequate comportment during work
85
Procedures for assessing students practical work in Brick/Blocklaying and Concreting?
S/No ITEM SA A UD D SD
1. By reviewing the existing instrument.
2. By determining the domains to be included and the items in
the instrument.
3. By determining the response categories to be included in
each domain.
4. By establishing the reliability and validity of the instrument.
5. By developing training materials to accompany the
assessment instrument.
6. By clearly defining the aim of the study in the assessment
instrument.
7. By listing out all the attributes or characteristic that need to
be observed in the instrument
8. By deciding on the recording system to be used in the
assessment instrument.
9. By constructing the requirement model for recording
observation.
86
Facilities required for assessing students practical work in Brick/Blocklaying and Concreting?
S/No ITEM SA A UD D SD
1. Each student should be provided with adequate working
tools
2. The working tools should be relevant to the type of
practical exercise.
3. The facilities should be readily available.
4. Worn out or damage tools should be replaced as at
when due.
5. Brick trowel and steel square are necessary in carrying
out practical exercise.
6. Plumb rule spirit level, and gauge rule are required in
carrying out practical exercise.
7. Jointing board and straight edge are required carrying
out
8. Corner block and triangle plate are required in carrying
out practice exercise.
9. Club hammer and block case are required in carrying
out practical exercise.
10 Pointing trowel, wooden hork and wire brush are
required in carrying out practical exercise.
87
APPENDIX D
Local Government and the zones in which the Technical Colleges are situated
s/no Name of institution L.G.A Geo-location
1. Government Technical College, Bida Bida Zone A
2. Government Technical College, Suleja Suleja Zone B
3. Government Technical College, Minna Minna Zone B
4. Federal Science and Technical College Kuta Shiroro Zone B
5. MammanKontagora Technical College Pandogari Rafi Zone B
6. Government Technical College Kontagora Kontagora Zone C
7. Government Technical College New Bussa NewBussa Zone C
88
APPENDIX E
Distribution of Population for the Study
s/no Name of institution No of B & B
Teachers and
registered builder
No of students
1. Government Technical College, Bida 11 92
2. Government Technical College, Suleja 7 129
3. Government Technical College, Minna 10 90
4. Federal Science and Technical College Kuta 4 10
5. MammanKontagora Technical College Pandogari 7 71
6. Government Technical College Kontagora 4 61
7. Government Technical College New Bussa 4 47
8 Registered builders 20 -
Total population 69 500