=Paper=
{{Paper
|id=Vol-1830/Paper33
|storemode=property
|title=Competencies Needed by Automobile Technology Teachers towards the Development of ICT for Teaching-Learning Purposes
|pdfUrl=https://ceur-ws.org/Vol-1830/Paper33.pdf
|volume=Vol-1830
|authors=Aliyu Mustapha,Abubakar Mohammed Idris,Abdullahi Abubakar Kutiriko,Abdulrahman Musa Ewugi
}}
==Competencies Needed by Automobile Technology Teachers towards the Development of ICT for Teaching-Learning Purposes==
https://ceur-ws.org/Vol-1830/Paper33.pdf
International Conference on Information and Communication Technology and Its Applications
(ICTA 2016)
Federal University of Technology, Minna, Nigeria
November 28 – 30, 2016
Competencies Needed by Automobile Technology Teachers towards the
Development of ICT for Teaching-learning Purposes
Aliyu Mustapha1, Abubakar Mohammed Idris1, Abdullahi Abubakar Kutiriko2, and Abdulrahman Musa Ewugi3
1
Department of Industrial and Technology Education, Federal University of Technology, Minna, Nigeria
2
School of Information and Communication Technology, National Open University of Nigeria, Minna, Nigeria
3
Department of Automobile Technology, Niger State College of Education, Minna, Nigeria
aliyu21m@gmail.com
Abstract—The study determines the competencies needed by teachers to have the skill to incorporate ICT into the
automobile technology teachers towards the development of classroom instruction.
ICT for teaching-learning purposes. Specifically, this study Therefore, ICT calls for any activity associated with the
identifies the ICT competencies needed by automobile manipulation, management, processing and transfer of
technology teachers in computer appreciation, word information between media. In a similar vein, [3] define ICT
processing, PowerPoint presentation, data processing, as electronic technology for collecting, storing, processing,
computer aided design (CAD) and the use of the internet. Six and communicating information. Therefore, ICT provides an
research questions and null hypotheses guided the study. The atmosphere and unique environment in an electronic
survey research design was used. The population for the study
communication system through which a teacher and student
consisted of twenty-four technical college teachers in Niger
State, Nigeria. Fifty-three structured questionnaire items were
can enlarge and share their cognitive set.
used as instruments to collect data from the respondents. Data [4] affirmed that there is no doubt that Nigeria has not
obtained were analyzed using mean, Analysis of Variance had its own share of technological development in every
(ANOVA) and Scheffe’s test. The findings of the study showed system in the nation most especially the education system. It
that fifty-three ICT competencies were needed by the must be noted that ICT for education is one of the means to
automobile technology teachers towards the development of amend not something that is profoundly changing education,
ICT for effective teaching-learning purposes in the technical but its impact is the major concern in vocational and
colleges. In other to assist in the integration and utilization technical colleges’ especially in trade courses such as
ICTs in education, it seems to suggest that teachers in higher automotive technology (AT). According to [5], AT is a
institutions of learning should be retrained. division of mechanical engineering that deals with the
practical application of physics and material science that
Keywords-ICT; education; competencies; automobile deals with the design, manufacturing and maintenance of
technology teachers mechanical systems using a wide range of tools to regulate,
check, identify, tune-up completely any fault for safe and
reliable operation, according to manufacturer’s specification
I. INTRODUCTION to achieve teaching and learning objectives.
One of the yardsticks used for measuring the standard The National Board for Technical Education (NBTE)
and civilization of any nation is the Information and developed new curricula for teachers in which ICT has been
Communication Technology (ICT). It is an umbrella that included in the new teacher education curricula. The main
covers two inseparable concepts, that is, information purpose of the computer courses is to help prospective AT
technology (IT) and communication technology (CT). These teachers possess basic computer skills on commonly used
concepts wrap all the technical equipment to communicate, computer applications. AT teachers needed to be
process and send out information. IT is used as a tool to knowledgeable and skilful in ICT so as to enhance teaching-
process, manipulate and manage information while CT is learning practices. [6] defined skills as the ability to do
everything linked with the utilization of tools to process and something well, usually gained through training or
convey data from one gadget to another. According to [1], experience.
the application of ICTs in education is divided into two The ICT competencies in education are a set of
broad categories: ICTs in education and ICTs for education. technology principles that delineate proficiency in using
The former entails the implementation of the general computer technology in the classroom. Early on, efforts to
components of ICTs in the teaching-learning process while develop these principles for teachers were isolated from the
the latter involves the development of ICT for teaching- broader teacher competencies and were primarily focused on
learning purposes. [2] emphasized that the use of ICT in technological competencies. Consequently, these
school curriculum depends on the teacher who will make use competencies were ignored by teacher-training institutions.
of ICT to educate the students. These necessitate the need for Teaching is a complex activity, some teachers in technical
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International Conference on Information and Communication Technology and Its Applications (ICTA 2016)
colleges find it challenging to effectively tally their ICT III. AIM AND OBJECTIVES OF THE STUDY
instructional material such as audio, video clips, computers, The main aim of the study is to identify the competencies
slides, visual aids, electronic whiteboard and electronic needed by automobile technology teachers towards the
conferencing material with the goal of their instructional development of ICT for teaching-learning purposes in
objective which instigates an information exploration and technical colleges in Niger State, Nigeria.
attribution formulation. Specifically, this study seeks to identify the ICT
Therefore, AT teachers need to possess different ICT competencies needed by AT teachers in computer
competencies in basic areas of computer, such as the appreciation, word processing, power point presentation,
computer appreciation and applications software like word data processing, computer aided design (CAD) and the use
processing, spreadsheet (excel), powerpoint, computer aided of the internet.
design (CAD) and the use of the internet. Word processing is
an area of competencies needed by an AT teacher for
effective performance in the classroom. It is the most well-
liked computer application software AT teachers need at all IV. HYPOTHESIS
grade levels to create a book report, lap sheet, letterhead The following hypothesis was formulated and tested at
stationery and flyers [7]. According to [8] data analysis deals 0.05 level of significance to guide the study.
with the analysis and organisation of data by the repeated use H01: There is no significant difference in data processing
of one or more computer programmes such as the application competency among the automobile
spreadsheet (Excel). It is a potent instrument used in the technology teachers in Government technical college
calculation, manipulation of data, plotting of Graphs and Eyagi Bida (GTC Bida), Government science and
analysing of errors that enhance teaching and learning technical college Kuta (GSTC Kuta) and Government
process. The AT teacher also needs to be competent in using technical college Kontagora (GTC Kontagora)
presentation software and presentation management tools H02: There is no significant difference in word processing
such as the power point, to allow AT teachers to fabricate application competency among the automobile
something from basic slide shows to complex presentations. technology teachers, Government technical college
It offers word processing, graphing, drawing, outlining and Eyagi Bida (GTC Bida), Government science and
presentation management tools, all designed to be easy to use technical college Kuta (GSTC Kuta) and Government
and learn in the classroom. technical college Kontagora (GTC Kontagora).
Another aspect of ICT competencies needed by AT H03: There is no significant difference in the use of internet
teacher is in the area of using Computer Aided Design application competency among the automobile
(CAD) software for 2 dimensional (2D) and 3 dimensional technology teachers, Government technical college
(3D) and drafting which support drawing of circles, lines and Eyagi Bida (GTC Bida), Government science and
other shapes; management of colour, layer, creation of technical college Kuta (GSTC Kuta) and Government
comment boxes and measurements in both portrait and technical college Kontagora (GTC Kontagora).
landscape modes. The internet is a computer-based universal
information system [9] composed of numerous interlinked
computer networks. Each network enables the sharing of
information between tens, hundreds, or even thousands of V. METHODOLOGY
computers.
The study adopted the descriptive survey design method.
In a typical survey, the researcher selects a sample of
II. STATEMENT OF THE PROBLEM respondents and administers a standardised structured
The shift in the nature of teaching and learning questionnaire in order to elicit information from them [11].
concerning the competency of teachers of ICT in the The population comprises of one (1) technical college in
technical colleges today is that teachers find it very difficult zone A, B and C of Niger State, Nigeria. No sampling was
to integrate some application software such as powerpoint, employed since the population is small; hence, the whole
word processor, AutoCAD and excel among others with the population was used. The instrument used for data collection
curriculum to build learning environments and activities for was a structured questionnaire with fifty-three (53) items.
students. [10], state that ICT gadgets promote classroom The data were analysed using the mean, Analysis of variance
discussion and understanding about complex thoughts, (ANOVA) and Scheffe’s test. The items on the instrument
especially through the display of simulation via guided web with a mean score of 2.00 and above were highly needed
tours, electronics whiteboard, television, overhead projector (HN) while items with a mean response of 1.50- 1.99 were
where the students can concurrently view the resources on needed (N) and items with 1.49 below were equally highly
Visual Display Unit (VDU). not needed (HNN) in the section parts accordingly. The
Therefore, the effects of the above changing demands of ANOVA and Scheffe’s test are used to test the hypothesis at
educational systems to answer national and international 0.05 levels of significance. A critical value of ± 2.13 and
issues, which are mostly caused by or related to the 7.78 were chosen and tested at 0.05 levels of significance.
utilization of ICT in higher institution of learning Thus, the item with F- calculated or FS-Scheffe’s value less
underscores to study the competencies needed by AT than the F- critical was regarded as not significant while the
teachers towards the development of ICT for teaching- item with an F-calculated value equal or greater than the
learning purposes in the technical colleges. critical was regarded as significant.
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International Conference on Information and Communication Technology and Its Applications (ICTA 2016)
VI. RESULTS TABLE II. MEAN RESPONSES OF THE RESPONDENTS ON THE WORD
PROCESSING COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY
TEACHERS IN TECHNICAL COLLEGES
A. Research Question 1:
S/N Item Remarks
What are the ICT competencies needed by automobile 1 2 3 t
technology teachers in computer appreciation?
1 Format headers and 3.85 3.67 3.72 3.75 HN
TABLE I. MEAN RESPONSES OF THE RESPONDENTS ON THE ICT footers
COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN 2 Manage page layout 2.65 2.76 2.75 2.72 HN
COMPUTER APPRECIATION 3 Working with text 3.12 3.33 3.49 3.31 HN
4 Use of proofreading 2.81 2.98 3.19 2.99 HN
N1 = 9, N2 = 10, N3 = 8 tools
1 2 3 t 5 Creating bullet and 3.19 3.79 3.70 3.56 HN
S/N Item Remarks numbered lists/
tables
1 Connect basic 3.19 3.41 3.22 3.27 HN
6 Creating table of 3.28 3.43 3.66 3.46 HN
computer
content and index
components and
7 Format data: font, 3.93 3.98 3.87 3.93 HN
pheripherials
size, color, and style
2 Boot up and shut 3.43 3.57 3.30 3.43 HN
8 Preview/Printing of 3.13 3.32 3.65 3.37 HN
down computer
document
3 Install basic 3.50 3.54 3.59 3.54 HN
9 Insert an equation 2.97 3.43 3.65 3.35 HN
computer
and symbol into a
application
word document
softwares
10 Use smart art to 3.71 3.63 3.47 3.60 HN
4 Store and retrieve 3.51 3.45 3.47 3.48 HN
create timeline
documents in the
11 Inserting Pictures, 2.70 3.15 3.30 3.05 HN
computer
Object, Hyperlink,
5 Configure print 2.73 2.62 2.83 2.73 HN
Page number and
settings
word Art into
6 Print documents 3.58 3.40 3.55 3.51 HN
documents
7 Use the computer 2.76 2.65 2.98 2.80 HN
12 Align, centre and 3.10 3.28 3.64 3.34 HN
keyboards
justify text in
efficiently
documents
8 Scan a document 2.61 2.75 2.81 2.72 HN
13 Merge/Compare 3.19 3.65 3.70 3.51 HN
9 Move cursor 2.60 3.54 3.73 3.29 HN
two or more
effectively around
documents
an active
document Grand Mean (g) 3.13 HN
10 Troubleshoot 1.69 2.55 1.75 1.99 N
Grand Mean ( g) 2.59 HN C. .Research Question 3:
What are the Powerpoint competencies needed by
Key: N1= GTC Bida, N2= GSTC Kuta, N3= GTC Kontagora
Automobile technology teachers in technical colleges?
1=Mean of
TABLE III. MEAN RESPONSES OF THE RESPONDENTS ON THE POWER
response GTC Bida, 2= Mean of response GSTC Kuta 3= Mean of POINT COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS
IN TECHNICAL COLLEGES.
response GTC Kontagora, t = Average mean responses of the S/N Item 1 2 3 t
Remarks
respondents, Grand Mean ( g) response of the respondents, HN= highly 1 Copy web text, 3.60 3.50 3.70 3.60 HN
Multimedia into
needed, N= needed and HNN= highly not needed power point
environment
2 Organize tables 3.73 3.75 3.70 3.72 HN
The result in Table I revealed that the Grand Mean value and charts into
(2.59) of the items is above the cutoff point (2.00). slides
Therefore, all the respondents highly needed the ICT 3 Use of multimedia 3.41 3.40 3.42 3.41 HN
competencies in computer appreciation. portfolio
4 They know how to 2.35 2.22 2.47 2.35 HN
use slide layout
5 The use of task 3.37 3.41 3.32 3.37 HN
B. Research Question 2: pane
What are the word processing competencies needed by 6 They can use 3.93 3.95 3.90 3.93 HN
automobile technology teachers for effective performance in transition
7 They can 3.17 3.00 3.33 3.17 HN
technical colleges? manipulate power
The result in Table II revealed that the Grand Mean value point viewer
(3.13) of the items is above the cutoff point (2.00). 8 The use of slide 2.26 2.32 2.17 2.25 HN
Therefore, all the respondents highly needed the ICT master out results
competencies in word processing. Grand Mean ( g) 3.22 HN
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International Conference on Information and Communication Technology and Its Applications (ICTA 2016)
The result in Table III revealed that the Grand Mean G. Hypothesis 1:
value (3.22) of the items is above the cutoff point (2.00). There is no significant difference in data processing
Therefore, all the respondents highly needed the ICT application competency among the automobile technology
competencies in power point competencies. teachers in Government technical college Eyagi Bida (GTC
Bida), Government science and technical college Kuta
D. Research Question 4:
(GSTC Kuta) and Government technical college Kontagora
What are the data processing competencies needed by (GTC Kontagora).
Automobile technology teachers in technical colleges?
TABLE V. MEAN RESPONSES OF THE RESPONDENTS ON THE
TABLE IV. MEAN RESPONSES OF THE RESPONDENTS ON THE DATA COMPUTER AIDED DESIGN (CAD) NEEDED BY AUTOMOBILE TEACHER FOR
PROCESSING COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY EFFECTIVE PERFORMANCE IN TECHNICAL COLLEGES
TEACHERS IN TECHNICAL COLLEGES
S/N Item 1 2 3 t
Remarks
S/N Item 1 2 3 t
Remarks
1 Use layers and 4.00 3.87 3.94 3.94 HN
1 Classify data into 3.21 3.19 3.41 3.27 HN template to create
groups drawing
2 Sort data into 3.10 3.43 2.57 3.03 HN 2 Interacting with 3.10 2.69 2.90 2.90 HN
sequence the user interface
3 Enter and edit data 3.42 3.50 3.54 3.49 HN 3 Format data: font, 2.59 2.83 2.71 2.70 HN
4 Insert rows and 3.52 3.51 3.45 3.49 HN size, color, and
columns style
5 Create a record 3.40 3.58 3.62 3.53 HN 4 Add 2D and 3D 3.00 2.96 2.98 2.98 HN
and move from design modeling
record to record 5 Draw curves, lines 2.98 3.67 3.33 3.33 HN
6 Use statistical 3.82 3.80 3.78 3.80 HN and circle
tools 6 The use of finite 3.40 3.57 3.49 3.49 HN
7 Create simple 2.59 2.76 2.65 2.67 HN element tools
database structure 7 They make use of 2.02 3.32 2.67 3.00 HN
8 Format and print 2.88 2.61 3.06 2.85 HN pick tools
out results 8 Adding of text 3.49 3.51 3.50 3.50 HN
9 Collect and store 3.40 2.88 3.01 3.10 HN 9 Making outline of 3.14 2.40 2.77 2.77 HN
data text, numbers and
10 Interpret result of 3.14 2.60 2.93 2.89 HN object
analysis 10 Rotate and 3.40 2.69 3.06 3.05 HN
11 Make use of 2.85 2.69 3.00 2.83 HN skewing of object
autofill 11 Integrate the use 2.05 2.83 2.44 2.44 HN
12 Count cells based 2.44 2.54 2.33 2.44 HN of transparent
on criteria effect on object
13 Protect worksheet 2.63 2.85 2.40 2.63 HN 12 Manipulate and 2.44 3.40 2.92 2.92 HN
14 Filter unique items 2.47 2.27 2.67 2.46 HN filling of object
from a list Grand Mean ( g) 3.09 HN
Grand Mean ( g) 3.03 HN
TABLE VI. MEAN RESPONSES OF THE RESPONDENTS ON THE ICT
The result in Table IV revealed that the Grand Mean COMPETENCIES NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN THE
USE OF THE INTERNET
value (3.03) of the items is above the cutoff point (2.00).
Therefore, all the respondents highly needed the ICT S/N Item 1 2 3 t
Remarks
competencies in data processing.
1 Understanding of 4.00 3.94 3.87 3.94 HN
E. Research Question 5: web browsing
applications
What is the Computer-aided design (CAD) competencies 2 Navigating 3.10 2.90 2.69 2.90 HN
needed by Automobile technology teachers in technical through different
colleges? Websites
3 Download files 2.59 2.71 2.83 2.71 HN
The result in Table V revealed that the Grand Mean and applications
value (3.09) of the items is above the cutoff point (2.00). 4 Sending emails 3.00 2.98 2.96 2.98 HN
Therefore, all the respondents highly needed the ICT and file transfer
competencies in CAD. 5 Distance 3.40 3.49 3.57 3.49 HN
education,
education
F. Research Question 6: knowledge and
What are the ICT skills needed by automobile technology understanding of
online learning
teachers in the use of the internet? tools
The result in Table VI revealed that the Grand Mean 6 Understanding of 4.00 3.94 3.87 3.94 HN
value (3.20) of the items is above the cutoff point (2.00). web browsing
Therefore, all the respondents highly needed the ICT applications
competencies in the use of the internet. Grand Mean ( g) 3.20 HN
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International Conference on Information and Communication Technology and Its Applications (ICTA 2016)
TABLE VII. ONE- WAY ANALYSIS OF VARIANCE (ANOVA) OF THE TABLE IX. ONE-WAY ANOVA OF THE MEAN RESPONSES OF THE
MEAN RESPONSES OF THE RESPONDENTS ON DATA PROCESSING RESPONDENTS ON THE USE OF INTERNET APPLICATION COMPETENCY
APPLICATION COMPETENCY NEEDED BY AUTOMOBILE TECHNOLOGY NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN TECHNICAL
TEACHERS IN TECHNICAL COLLEGES COLLEGES
Source SS MS F-cal df F-cri Sig. Decision Source SS MS F-cal df F-cri Sig. Decision
Between 0.69 0.35 2.82 2 3.26 NS Accepte Between 0.02 0.0073 0.03 2 3.89 NS Accepted
treatment d treatment
Within 4.39 0.12 36 Within 3.15 0.2625 12
treatment treatment
Total 5.08 38 Total 3.17 14
Keys: df= degree of freedom, SS= Sum of Square, MS= Mean Sum of
Square, F-cal= F-calculated, F-cri.= F- critical, Sig.= Significance
TABLE X. SCHEFFE’S TEST OF THE MEAN RESPONSES OF THE
The hypothesis shows the f-cal value in Table VII which RESPONDENTS ON THE USE OF INTERNET APPLICATION COMPETENCY
NEEDED BY AUTOMOBILE TECHNOLOGY TEACHERS IN TECHNICAL
is 2.82 since the calculated f ratio is below the f-critical of COLLEGES
3.26 (F-cri > F-cal), the state null hypothesis is accepted at
0.05 level of significance, meaning “There is a significant S/N Schools Fs FI Sig. Decision
difference between the mean responses of the respondents on 1 A and B 0.062 7.78 NS Accepted
2 B and C 0.096 NS Accepted
data processing application competency needed by 3 C and A 0.280 NS Accepted
Automobile technology teachers in technical colleges.” Keys: A= GTC Bida, B= GSTC Kuta, C= GTC Kontagora, Fs= F- Scheffe,
I
F = F-Critical
H. Hypothesis 2: From the comparison, GTC Bida and GSTC Kuta are not
There is no significant difference in word processing significantly different since FI (7.78) with Fs (0.062) FI > Fs
application competency among the automobile technology GSTC Kuta and GTC Kontagora are not significantly
teachers, Government technical college Eyagi Bida (GTC different FI (7.78) with Fs (0.096) FI > Fs; GTC Bida and
Bida), Government science and technical college Kuta GTC Kontagora are also not significantly different FI (7.78)
(GSTC Kuta) and Government technical college Kontagora with Fs (0.25) FI > Fs.
(GTC Kontagora). Since GTC Bida and GSTC Kuta, GSTC Kuta and GTC
Kontagora and GTC Bida and GSTC Kontagora are not
significantly different, i.e the groups did not show the source
TABLE VIII. ONE-WAY ANOVA OF THE MEAN RESPONSES OF THE of major difference. This gives the impetus to conclude that
RESPONDENTS ON WORD PROCESSING APPLICATION COMPETENCY NEEDED
BY AUTOMOBILE TECHNOLOGY TEACHERS IN TECHNICAL COLLEGES
the groups give rise to the need for the use of the internet.
Source SS MS F-cal df F-cri Sig. Decision
Between 0.02 0.0081 0.04 2 3.24 NS Accepted
treatment
Within 3.15 0.2108 39
VII. DISCUSSION OF FINDINGS
treatment From the study, it was revealed that the twelve (12)
Total 3.17 41 computer appreciation skills were needed by AT in Niger
State, Nigeria for effective teaching in the technical colleges.
The hypothesis shows the f-cal value in Table VIII which The findings concur with the view of [12] stated that a
is 0.04 since the calculated f ratio is below the f-critical of computer literate teacher should have skills with the ability
3.24 (F-cri > F-cal), the state null hypothesis is accepted at to programme and control a computer for professional,
0.05 level of significance, meaning “There is no significant personal and academic goals.
difference between the mean responses of the respondents on The findings on word processing skills show that the
word processing application competency needed by sixteen (16) word processing skills identified were needed by
Automobile technology teachers in technical colleges.” AT teachers. The findings coincide with [13] accentuated
that it is imperative for teachers to get the knowledge and
competencies in word processing to be efficient in the
I. Hypothesis 3: performance of their work.
There is no significant difference in the use of internet The findings on internet skills needed by an AT teacher
application competency among the automobile technology in Niger State, Nigeria were in conformity with the work of
teachers, Government technical college Eyagi Bida (GTC [14] declared that the internet proffers the best opportunity of
Bida), Government science and technical college Kuta acquiring exceptional facts from the web. [15] supported that
(GSTC Kuta) and Government technical college Kontagora the internet is one of the cardinal transformations of the
(GTC Kontagora). computer that has found its way deeply into the academic
The hypothesis shows the f-cal value in Table IX which sector; using the internet makes available to the teacher's
is 0.03 since the calculated f ratio is below the f-critical of information that cannot be found in any other way except
3.89 (F-cri > F-cal), the state null hypothesis is accepted at through the World Wide Web (WWW). In a similar vein,
0.05 level of significance, meaning “There is no significant [16] affirmed that the internet provides access to more
difference between the mean responses of the respondents on information than the librarian could dream of; therefore,
the use of internet application competency needed by teachers need skills on the internet before they could access
Automobile technology teachers in technical colleges” it.
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International Conference on Information and Communication Technology and Its Applications (ICTA 2016)
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teachers in technical colleges were in concurrence with the Greener Journal Of Educational Research, 2015, vol 5 No. 6, pp 215-
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