Browsing by Author "Puyate, S. T."

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Entrepreneurial and Functional Building Technology Education as a Means of Achieving Vision 2020 in Nigeria
(In Journal of Modern Applied Science, Published by Canadian Centre of Science and Education, 2012-09) Igwe, C.O.; Puyate, S. T.; Onoh, C. E. C.; Eze, C. J.
Abstract: Entrepreneurial and functional building technology education, if well positioned has the potentials of launching Nigeria into the first 20 world economies by the year 2020. This paper integrates the industrial, educational and entrepreneurial activities that results in increased productivity. Functional building technology career broadly categorised into professional and non-professional. The paper reviewed the entrepreneurial prospects open to the non-professional builders trained in the technical institutions equipped with the knowledge and skills to competently perform in the building construction sites as craftsmen, technicians and technologist. Also, other entrepreneurial activities in the public and private sectors at both small and medium scale capacity. The review presented inadequate budgetary allocation to the education sector, dearth of infrastructural facilities, also, the gap existing between the construction industry and the technical institutions. It recommended, increased funding and acquisition of modern equipment/machine and adequate infrastructural facilities. Also, establish a sustainable linkage between the construction industry and technical institutions. Implementation of these will result in increased productivity, robust economy and actualization of the nation’s vision 2020.
Impart of Teachers’ Instructional Task Performance On Students’ Academic Achievement in Basic Technology in Secondary Schools in Gusau, Zamfara State.
(Journal of Institute of Education, Ahmadu Bello University, 2016) Igwe, C. O.; Nwokolo-Ojo, J. O.; Puyate, S. T.; Samuel, V. O.
Teachers instructional task performance is a vital determinant of students’ academic achievement. Therefore, the creativity and innovative skills of the technology teachers in instructional delivery process impacts on the students’ academic performance. The study assessed the impact of teachers’ instructional task performance on students’ academic achievement in basic technology in secondary schools in Gusau, Zamfara State. Two research questions and one hypotheses were formulated to guide the study. The population consists of four principals, eight teachers and 120 students which gives a total of 132 respondents, sampled from government secondary schools in Gusau. 132 copies of structured questionnaires were used for data collection. The data were analyzed using mean and standard deviation. The hypotheses were tested using t-test at 0.05 level of significance. The findings revealed that the basic technology lessons were not adequately and effectively delivered by teachers. Lack of conducive teaching and learning environment, inadequate instructional materials and effective utilization in teaching basic technology affected students’ academic achievement. From the findings, recommendations are that the government and stakeholders should ensure that only technical teachers are employed to teach basic technology and are periodically engaged in re-training programmes. Provide adequate and relevant teaching aids to facilitate the teaching and learning process in a conducive environment.
Learners’ support services and open education resources in Africa
(The Intuition, 2016) Nwokolo-Ojo, J.O.; Igwe, C. O.; Puyate, S. T.
Learner Support is a broad concept and can be viewed from different angles. Some researchers consider resources and interactively as critical in defining learners support whereas others put more emphasis on individualization or customization of services. Learner support has developed within open distance learning and it is this technical meaning that this study conceptualizes. It also describes the types of learner support services that can effectively address learning challenges and complement the mass production of materials which make up the elements in Open and Distance Learning (ODL). Most of the course units, radio programmes, computer programmes, television and so on which replace lecture method as a means of instructional delivery, support students in central ways. Learner support services are therefore, a wide range of services that are developed to assist students to meet their learning objectives and to gain the knowledge and skills to be successful in their studies. They are therefore, part of the open educational resources but with greater emphasis on services
Relevance of Multimedia and Hypermedia Instruction in Enhancing the Teaching and Learning of Industrial and Technology Education
(Journal of Nigerian Association of Teachers of Technology (JONATT), 2016) Nwokolo-Ojo, J. O.; Igwe, C. O.; Puyate, S. T.
The study investigates relevance of multimedia and hypermedia instructions in the teaching and learning of industrial and technology education. The study adopted descriptive survey design method. A total sample of 140 male and female technical teachers in 14 technical colleges in Benue State was selected out of the population of 280, using random sampling technique.30 items questionnaires was used to collect data for the study, with four point response options of Strongly Agree, Agree, Disagree and Strongly Disagree with corresponding scores of 4, 3, 2 and 1 respectively. The instrument was validated by three technical teachers from the Department of VTE, Benue State University, Makurdi. Data collected was analyzed using mean and standard deviation. Decision point was put at 2.50, implies that a mean rating of less than 2.50 is “Disagree” while a mean rating equal or above 2.50 is “Agree’. The findings revealed that through the use of multimedia and hypermedia helps student store and accessed easily. Based on the findings, it was recommended among others that software for integrating multimedia and hypermedia content should be made available to various institututions and teachers must know how to access relevant multimedia content and share practice in the creation of content appropriate to every learning situation.