1.1 Introduction
Technical education literacy is defined as the ability to understand, interpret, and apply technical knowledge, skills, and tools effectively in teaching and learning processes (Adebayo, 2018). In the context of junior secondary school education, technical education literacy is crucial for science teachers, as it enables them to integrate practical skills with theoretical knowledge, thus fostering a hands-on learning environment that prepares students for further studies in science and technology (Federal Republic of Nigeria, 2014). In Nigeria, science education at the junior secondary school level aims to develop scientific literacy, problem-solving abilities, and technical competence among students. Studies have shown that teachers' ability to incorporate technical tools and instructional aids into their teaching significantly affects students' learning outcomes and interest in science subjects (Yusuf & Balogun, 2011).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Historically, technical education literacy in Nigeria is closely linked to the evolution of the country's educational system and the emphasis on science and technology education. Technical education literacy emerged as a response to the need for skilled manpower capable of driving national development and economic growth. According to Okorie (2015), technical education was formally introduced in Nigeria during the post-independence era to provide citizens with practical skills and knowledge that complement theoretical education. The establishment of technical and vocational education programs was aimed at equipping students and teachers with the competencies necessary to meet industrial and societal demands.
Technical education literacy is widely recognized as an essential component of effective teaching and learning in science education. According to Adebayo (2018), technical education literacy is the ability of teachers to understand, interpret, and apply technical knowledge, skills, and tools to enhance instructional delivery and student comprehension. It enables science teachers to integrate practical activities with theoretical knowledge, thereby fostering a learning environment that equips students with problem-solving skills and scientific competence.
It has been reported that the lack of adequate technical education literacy among teachers contributes significantly to poor student performance and low engagement in science subjects (Yusuf & Balogun, 2011). Teachers who are technically literate are able to utilize modern instructional aids, laboratory equipment, and digital tools effectively to deliver lessons that are interactive and relevant to real-world applications. Conversely, insufficient technical education literacy limits teachers' capacity to implement the curriculum effectively, particularly in subjects that require practical demonstrations and experimentation (Okorie, 2015).
Several scholars have asserted that the effectiveness of science instruction is directly related to the technical skills and literacy of the teacher. Olaitan (2013) stated that teachers' ability to manipulate and apply technical resources in classroom instruction enhances students' understanding and retention of scientific concepts. Similarly, Agbo (2016) affirmed that teachers' technical competence is a critical determinant of students' academic performance in science-related subjects. On the other hand, some researchers contend that inadequate professional development opportunities and limited access to instructional resources hinder teachers from acquiring the technical education literacy necessary for effective teaching (Eze, 2017).
In Nigeria, the National Policy on Education emphasizes the importance of equipping teachers with the necessary technical competencies to implement curriculum objectives effectively (Federal Republic of Nigeria, 2014). Science education at the junior secondary school level particularly requires teachers who possess technical literacy to facilitate laboratory activities, use digital tools, and promote practical problem-solving skills. However, studies have reported disparities in the availability of technical resources across schools, which further affects teachers' ability to maintain high levels of technical education literacy (Okorie, 2015; Adebayo, 2018). This study is set against the backdrop of examining the extent of technical education literacy possessed by junior secondary school science teachers in the Enugu Education Zone of Enugu State.
1.3 Statement of Problems
Investigation revealed that the school system indicate that the extent of technical education literacy possessed by some junior secondary school science teachers remains uncertain. This situation is reflected in challenges related to the effective use of instructional materials, limited application of basic technical tools in science teaching, and difficulties in adapting modern teaching strategies that require technical competence. Where teachers' technical education literacy is inadequate, lesson delivery is often theoretical, practical activities are minimized, and students' interest and achievement in science subjects are adversely affected (Federal Republic of Nigeria, 2014; Yusuf and Balogun, 2011).
Furthermore, the gap between curriculum expectations and teachers' technical education literacy is a major concern. The junior secondary school science curriculum emphasizes practical skills, problem solving, and the application of scientific concepts to real life situations, all of which require a basic level of technical education literacy from teachers. When this literacy is insufficient, curriculum objectives are not fully realized, and students are inadequately prepared for further studies in science and technology related fields (Okorie, 2015). It is against this backdrop that this study seeks to examine the extent of technical education literacy possessed by junior secondary school science teachers in the Enugu Education Zone of Enugu State.
1.4 Aim and Objectives of Study
The aim of this study is to determine the extent of technical education literacy possessed by junior secondary school science teachers in the Enugu Education Zone of Enugu State. The specific objectives of the study include:
- To assess the level of teachers' knowledge of technical education concepts relevant to science teaching.
- To examine teachers' skills in using technical tools and instructional aids in science lessons.
- To investigate the application of technical education literacy in classroom teaching and practical activities.
- To identify factors affecting teachers' acquisition and use of technical education literacy.
1.5 Research Questions
Based on the stated objectives, the study will seek to answer the following research questions:
- What is the level of knowledge of technical education concepts possessed by junior secondary school science teachers?
- What level of skills do teachers demonstrate in using technical tools and instructional aids?
- How do teachers apply technical education literacy in classroom teaching and practical activities?
- What factors affect teachers' acquisition and use of technical education literacy?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H0: There is no significant relationship between teachers' technical education literacy and their ability to deliver effective science instruction in junior secondary schools in the Enugu Education Zone.
- H1: There is a significant relationship between teachers' technical education literacy and their ability to deliver effective science instruction in junior secondary schools in the Enugu Education Zone.
1.7 Significance of Study
It is believed that at the completion of the study, the outcome will guide educational planners and policy makers in designing interventions that strengthen teachers' technical skills and instructional competence. The study will also raise awareness among teachers of the importance of technical literacy for effective lesson delivery, student engagement, and improved academic performance.
Furthermore, students will benefit from enhanced teaching methods that incorporate technical tools and practical applications. In addition, educational administrators and policy makers will receive data to inform decisions on resource allocation, teacher training, and curriculum implementation.
Lastly, this study will contribute to existing literature on science education and technical literacy in Nigeria and serve as a reference for future research in the field.
1.8 Scope of Study
The study focuses on the extent of technical education literacy possessed by junior secondary school science teachers within the Enugu Education Zone of Enugu State. It covers teachers' knowledge, skills, and application of technical competencies in classroom instruction and practical activities. The study is limited to selected public and private junior secondary schools within the specified educational zone.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Technical Education Literacy: The ability of teachers to understand, interpret, and apply technical knowledge and skills, including the use of instructional tools, laboratory equipment, and digital resources to enhance science teaching (Adebayo, 2018).
Junior Secondary School: The level of education in Nigeria following primary school, typically comprising students aged 12–15 years, where foundational science subjects are taught (Federal Republic of Nigeria, 2014).
Science Teacher: A professional responsible for teaching science subjects at the junior secondary school level, combining both theoretical instruction and practical demonstrations (Olaitan, 2013).
Instructional Aid: Tools, equipment, or resources used to facilitate effective teaching, including laboratory apparatus, digital tools, and visual materials (Okorie, 2015).
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