Browsing by Author "Sanni, T. A."

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Analysis of personal entrepreneurial competencies possessed by students for establishing small and medium scale enterprise in FCT, Abuja
(Book of Proceedings of 1st International Conference of School of Science and Technology Education (SSTE), 2013) Owodunni, S. A.; Igwe, C. O.; Sanni, T. A.
This study investigated Personal Entrepreneurial Competencies (PEC) Possessed by technical College students for establishing small and Medium Scale Enterprise (SMEs). Two research questions and 2 hypotheses were developed for this study. A survey research design was used for the study. The population comprised of 234 students of Federal Science Technical College Orozo and Government Technical College, Garki in Federal Capital Territory (FCT), Abuja. The subjects responded to 28-item questionnaires. The questionnaire was validated by 3 experts in entrepreneurship education from Federal University of Technology Minna, Niger State. The reliability of the instrument was found to be 0.68 using Cronbach Alpha formula. Mean and Standard Deviation were used to answer and analyze the research questions, while the hypotheses were tested using t-test statistics at 0.05 level of significant. The study revealed that entrepreneurial competencies such as opportunity sensing, persistence, commitment to contract, risk-taking and information seeking among others are PEC possessed by technical college students in FCT. The findings also showed that PEC such as opportunity sensing, persistence, commitment to contract, risk-taking and information seeking, self-confidence, appraise the performance of the enterprise among others are being utilized by the student. The study further revealed that there was no significant difference between the mean response of male and female students on the PEC possessed by Technical College Student for establishing an enterprise. It was recommended among others that all the competencies discovered to be possessed by students in the study should be packaged and included in curriculum of Technical College programme. Teachers should assist students to identify their PEC for establishing an SME.
Entrepreneurship Education: A Vital Tool for Reducing Poverty Through Technical and Vocational Education and Training (TVET)
(Book of Proceedings of 2nd International Conference of School of Science and Technology Education (SSTE), 2014) Umar, I. Y.; Igwe, C. O.; Udu, A.; Sanni, T. A.
This paper focused on entrepreneurship education as a tool for reducing poverty through Technical and Vocational Education and Training (TVET). The paper attempts to discuss the concept of entrepreneurship education in different perspective and it basic characteristics. It also examines the role of TVET in job creation and poverty reduction. It further examines the method of developing entrepreneurship education through technical vocational education and training. Conclusions were made based on the focus of the paper and it was recommended that: Training must be focused toward strengthening and making one to be self-reliant, the curriculum of Technical Vocational Education and Training should constantly undergo review to accommodate technological changes, Government should encourage youths by awarding scholarship to engage them in entrepreneurship Education among others.
Gender Inequality in Technical and Vocational Education and Training: A challenge to Female Education in Nigeria
(Journal of Nigerian Association of Teachers of Technology (JONATT), 2016) Owodunni, S. A.; Igwe, C. O.; Sanni, T. A.; Onatunde, E. K.
This paper looks at the gender inequality in Technical and Vocational Education and Training (TVET) with respect to female education in Nigeria. It defined the concept of gender as socio cultural and is built based on the biological expectations of the individual on the basis of being male or female, and identifies wide range of gender issues militating against Technical and Vocational Education and Training development such as religion, stereotype, lack of adequate guidance and counseling services and cultural influences. The paper also looks at ways of encouraging female participation in TVET in Nigeria. Consequently, the paper recommended among others that a massive public orientation campaign, to encourage parents, teachers and the public at large towards female education in general and Technical and Vocational Education and Training in particular and a call for the removal and abolition of all socio-cultural, religious and political barriers inhibiting female education in general and Technical and Vocational Education and Training in particular.
Influence of cognitive styles on technical drawing students’ achievements in senior secondary school in Federal Capital Territory [FCT] Abuja
(Design and Technology Education: An International Journal, 2018) Owodunni, A. S.; Sanni, T. A.; Nwokolo-Ojo, J.; Igwe, C. O.
There are different cognitive strategies for processing information which in turn influence students’ academic achievement. This paper reports an investigation of cognitive styles and achievement scores of secondary school students. In the study, the standardised Group Embedded Figures Test was used to determine the influence of student’s cognitive styles on Technical Drawing students’ achievement in Senior Secondary Schools in Federal Capital Territory (FCT), Abuja. A research question and null hypothesis tested at 0.05 level of significance guided the study. The design of the study was a causal comparative or (expost-facto) design. The sample for the study consisted of 87 Senior Secondary School Two (SSSII) Technical Drawing students drawn from the three sampled schools in three Area Councils of FCT. The students were categorized into three groups based on Group embedded figure test (GEFT). The instrument used for data collection was Technical Drawing Achievement test (TDAT). The instrument was face and content validated by three Technical Drawing Lecturers and two experts in Measurement and Evaluation. The reliability coefficient of Basic Electricity Achievement Test (BEAT) was established using Kuder- Richardson formula 20 (K-R20) and this yielded an index of 0.69. Data were analyzed with mean, standard deviation and analysis of variance (ANOVA). Results of the study revealed that cognitive style significantly influenced students’ achievements in Technical Drawing. Recommendations made among others were that students’ cognitive styles be adopted for effective teaching of Technical Drawing in Secondary Schools