Chapter One

Introduction

1.1 Background of the Study

Teaching is a very complex activity that is affected by the subject

matter, the time available, the teachers factor, the disposition of the learners
and resources. A distinction can be made between the pedagogical
perspectives of teaching which includes the selection and organization of
teaching material, method of organization of teaching materials, method of
instruction and assessment as well as the interpersonal relationship between
teachers and students. Education, particularly science and technology
education is the factory for the production of the needed technologists,
technicians and craftsmen as well as skilled artisans who are required to turn
the nation’s economy positively. It’ll also usher in the desired technological
advancement, which is very much required for elevation of Nigeria from a
consumer nation to a producer nation, and from a developing nation to a
developed nation

Teacher variables" refer to characteristics and aspects of a teacher,

such as their qualifications, teaching methods, experience, and classroom
management skills, which can significantly impact a student's academic
performance, meaning that a teacher's qualities directly influence how well
their students learn and achieve in the classroom; essentially, a good
teacher with positive variables can lead to better student academic
outcomes. A teacher's variable, such as their level of subject matter
expertise, teaching methods, classroom management skills, and ability to
provide individual support, can significantly impact the technical drawing
academic performance of senior technical students in Calabar Metropolis,
with well-qualified and effective teachers generally leading to higher student
achievement in the subject.
 Technical drawing can significantly impact a student's academic
performance, particularly in STEM fields, as it develops crucial skills like
spatial reasoning, problem-solving, visual communication, and precision,
which are essential for understanding and applying complex concepts across
various subjects; however, factors like teaching methods, access to
equipment, and student motivation can influence how effectively technical
drawing contributes to overall academic achievement. According to (Avan,
2017). Acquisition of appropriate scientific and technological skills is
necessary to cope with the challenges presented by the evolving needs of
effective teaching of technical drawing in Nigerian Technical Colleges.
Education and training system that responds adequately to these demands
will therefore contribute to the hard works to overcome the growing
unemployment and marginalization of majority of the populace. By providing
access to appropriate teaching experience designed to broaden skills and
knowledge can increase productivity and significantly improve the fortunes
of the unemployed, thereby reducing poverty and unemployment among
Nigerian youths.
Within the context of technical education, technical drawing has been
identified as a very important science subject and its importance in scientific
and technological development of any nation has been widely reported (Ara-
tirmatar, 2003). Moreover, it was as a result of the recognition given to
technical drawing in the development of an individual and the nation that it
was made a core-subject among the natural sciences and other science
related courses in Nigerian educational system. It has been a prerequisite
subject for offering most science oriented courses in the Tertiary Institution
and this calls for the needs in teaching technical drawing effectively in our
Technical Colleges. All education institutions emphasize that teaching is
important and it gives high priority to developing effective teaching and
solving teaching challenges. Effective teaching may include high level of
creativity in analyzing, synthesizing and presenting knowledge in new and
effective ways. It should instill in the students the ability to be analytical,
intellectually curious, culturally aware, employable, and capable of
leadership (Okolie, 2024).

Teaching is an art and the equality of teaching depends on the love,

dedication and devotion of the teacher towards the subject of the
knowledge. The quality of any teaching program cannot rise above the
quality of teachers, teaching is a highly individualized activity, and the
student-teacher interaction is an intense human relationship that
encompasses a broad range of personalities and behaviors (Okolie, 2024).
There is no best or most effective teaching style, which will work well for all
teachers. Many new teachers attempt to initiate the style of a favorite
teacher from the past, but the most successful style is those that develop as
naturally as possible from a teacher’s own personal characteristics. The most
effective teaching style for a teacher will be one that reflects a combination
of sound teaching techniques, knowledge of the subject, enthusiasm for
teaching and sensitivity to another’s personal characteristics. Whatever style
a teacher adopts, he/she can generally perform in a more relaxed manner if
he/she simply maximizes his/her own best personality traits.

In general, if a teacher comes across his/her students as a caring

person, their appreciation for the teacher’s personal sincerity will enhance
their impression about the teacher. The teachers’ instrument (TI), teachers’
attitude (TA), teachers’ qualifications (TQ), teachers’ workload (TW), in terms
of number of students handled by teachers and the experience possessed by
teachers (TE), teaching the subject as a subjects coupled with the students’
attitude (SA) toward the subject may be responsible in part of the downward
trend in achievement observed in the results of the students in the subject.
(Ogunboyede, 2022).

Attitude as a factor could be viewed as a totality of an individual’s

inclination towards object, institution or idea. The learner from the teachers’
disposition to form attitude towards learning which could positively or
negatively affect his or her performance. Teachers’ effectiveness may be
prime determinant of performance in the subject. Ineffective teaching in
secondary schools arises probably from the quality of teachers recruited to
teach. In many secondary schools, subjects are taught by people who are
neither interested nor qualified in teaching the subject. Secondary schools
teachers need to be professionally qualified to enable them work effectively
with pupils in stimulating and directing their growth in the desired directions.
Studies have also shown that teachers’ experience exerts a great influence
on the academic achievement of students’. Ademulegun (2021) argued that
a good foundation is necessary to attract more students while Oke (2023)
stressed that performance in separate subjects at the senior secondary
school may be due to the foundation laid on technical education learnt at
the elementary levels.

According to Ekwu, (2023), technical drawing is the most popular

technical subjects in any technical college. It is the prime mover of all other
technical related subjects appropriately; it also forms a picture of concept of
what should be drawn before actually drawing it. He further stated that
greater form is done where the teacher find it difficult to help students
create the image of the picture required. Okoye (2020) stated that these
difficulties are of a mechanic tradition; He stated that Nigeria is just starting
to experience the technology age, with the result that most of the young
people, unlike youths elsewhere have had no acquaintance with machines,
mechanical knowledge attitude habits and thinking that are normal part of
growing up in a technology culture; it has become obvious that there is
definitely something lacking our quest for technology. Collins (2021) stated
that the needed background, which should be a building block for the study
of engineering and technology, which is technical drawing is missing. Collins
also noted that this forms basis for the technological culture that most
researchers do refer to. Technical drawing requires a high level of
imagination and vision. The students are required to acquire or posses the
creative skills to enable them perform well in technical drawing. To this
effect, it becomes necessary to find ways of improving the present state of
affairs so as to improve the teaching of technical drawing in technical
colleges.
1.2 Theoretical framework

Theories are mere conceptions, mental ideas or schemes that help us

to explain facts or phenomena, for the purpose of this study, two theories
have been selected as guide to investigate the factors militating against the
study of technical drawing in technical college in calabar metropolise.
Therefore, this study is based on the theoretical framework of:

1.2.1 Cognitivism theory by Robinson (1975)

1.2.2 Constructivism theory by Mills and Watson (1972)
1.2.1 Cognitivism theory by Robinson (1975)

Cognitivism theory was developed by Robinson (1975). He stipulated

that ``the memory is an active organized cognitive processor of information
and that prior knowledge plays an important role in learning’’. According to
him, cognitive view looks beyond behaviour to explain brain-based learning.
He considers how human memory works to promote learning. This shows
that, the physiological processes of sorting and encoding information and
events into short memory and long term memory are important to educators
working under the cognitive theory. The major issue associated with the
study is the locus of control over the learning activity of the learner in
context.
The major asserts some facts which explained the factors that
associated with study behaviours and their respective performance as an
end-result in the school or educational building pyramid.
The implication of the theory is that, cognitive reasoning helps the learner to
arranged learning in order of importance through the physiological process
of sorting and encoding information and events into short term memory
activity. This medium serves as a stimulus of reinforcement for the sound
academic performance of the students in the school.
1.2.2 Constructivism theory by Mills and Watson (1972)
The constructivism theory was propounded by Mills and Watson
(1972) , They stipulated that constructivism views learning as a process in
which the learner activity construct or builds new ideas or concept based
upon current or past knowledge or experience. In other words, ``learning
involves constructing ones knowledge from one own experience’’.
Constructive learning therefore is a very personal endeavor whereby
internalized concepts, rules and general principles may consequently be
applied in a practical real world context. This is also known as social
constructivism which posits that knowledge is constructed when individuals
engage socially in talk and activity about shared problems or tasks.

According to them, learning is seen as the process by which individuals

are introduced to a culture by more skilled members. Constructivism itself
has many variations, such as active learning, discovery learning and
knowledge building. Regardless of the variety, constructivism promotes a
student free exploration within a given framework or structure during
learning.
They concluded that the teacher acts as a facilitator who encourages
students to discover principle for themselves and construct knowledge by
working to solving realistic problems. Hence, aspects of constructivism can
be found in self-directed learning, transformational learning, experimental
learning, situated cognition and reflective practice and religious practice. The
implementation of this theory is that constructive learning theory exposes
the learners to quality learning habits or behaviour where teachers are
introduced to a culture by more skills learning activities. The underlying
assumptions show that constructivism theory promotes students free
exploration within a given framework of learning activities. Furthermore, the
analysis shows that the constructive learning process indicate learning
behaviours to student which makes them to be self-directive
transformational learning habit and effective practice by making it necessary
to improve intelligence, as a progressive phenomena in view academic
performance syntax approach.

1.3 Statement of the Research Problem

In spite of the efforts of the Nigerian Government to improve Technical

Education Program,, majority of students in the technical colleges still
perform low in technical drawing classes and examinations. Vocation and
technology cannot have base in Nigeria without technical drawing and if
students continue to perform poorly in the subject, our vocational and
technology base will probably be unable to attain the lead found in other
nations of the world. It is necessary to identify those challenges to effective
teaching and learning of technical drawing in Nigerian Technical Colleges
and possibly recommend solutions based on the findings of the study.

The persistent problem of poor performance of students in technical

drawing remains very worrisome to stakeholders in the state and Nigeria in
general. Scholars have attributed the problem to poor handling of the subject
by inexperienced teachers who are not well versed in the subject as well as
in classroom dynamics. It has been suggested that the demand of the
syllabus is so high that only experienced teachers who can teach the subject
effectively by employing various strategies and tactics to carry the learners
along should be made to handle it at this level of education for better result.

From the above, it is observed that previous studies have centred

attention mainly on investigating the differences or relationship between
individual (single) teachers’ variables and students’ academic achievement.
Apparently further studies are required to investigate the combined
contribution of suitability of instructional facilities for teaching of technical
drawing teachers’ qualification (TQ), teachers’ attitude (TA), teachers’
workload (TW), teachers experience (TE) and students’ attitude (SA) towards
students’ academic achievement at the junior secondary level. This study
therefore, sought to investigate how well academic achievement in technical
college at the senior secondary level could be explained by the combined
influence of teachers’ qualification, teachers’ workload, teachers’
experience, teachers’ attitude, students’ attitude and teachers’ instrument.

1.4 purpose of the study

The main purpose of this study was to determine the influence of teacher’s
variable on technical drawing academic performance of senior technical
students in calabar metropolises in cross river state.

1. Teachers’ educational qualifications and students’ academic

performance in technical drawing

2. Teachers’ teaching experience and students’ academic performance

in technical drawing
3. Teachers’ workload and students’ academic performance in technical
drawing
4. Teachers’ attitude and students’ academic performance in technical
drawing

1.5 Research Questions

The following research questions were raised to guide the study:

1. What is the relationship between teachers’ educational qualifications

and students’ academic performance in technical drawing?
 2. To what extent do teachers’ educational experience relate with
students’ academic performance in technical drawing
3. How does Teachers’ workload affect students’ academic performance
in technical drawing?
4. How does Teachers’ attitude affect students’ academic performance
in technical drawing

1.6 Research Hypotheses

The following hypotheses were formulated to guide the study;

1. There is no significant relationship between teachers’ experience and

students’ academic performance in technical drawing.
2. There is no significant relationship between teachers’ educational
qualifications and students’ academic performance in technical
drawing.
3. There is no significant relationship between teachers’ workload and
students’ academic performance in technical drawing..

4. There is no significant relationship between Teachers’ attitude and

students’ academic performance in technical drawing

1.7 Significance of the Study

This study will be of immense benefit to Senior Secondary Technical

drawing students as it will help them in identifying the potentials in them
and what is required of them to have quality education.

Significance of the Study to Teachers: it will also be of great help to

teachers as it will help them in delivering quality teaching techniques;
Significance of the Study to Government and Stakeholders in Education: The
findings of this study will be beneficial to the Ministries of Education and
Researchers; they can use the result of the study to organize training
workshop and seminar for technical drawing teachers in order to update
their skills and knowledge in technical drawing.

The Ministries will also use the findings of the study to employ teachers’ i.e.
using the findings as an interview schedule to select qualified
technical drawing teachers for technical colleges. Nevertheless, the
importance of this study is to enhance massive improvement in the teaching
and learning of technical drawing in Nigerian secondary schools, so as to
achieve better and sustainable outcome in the nearest future and to build an
independent Nigerian citizen vis-à-vis effective ways of enhancing food
security in the country through the knowledge of the course.

1.8 Assumptions of the Study

The following are the assumptions of this study:
1. That the variables selected for this study exist and are measurable.
2. That the sample of the study is a true representation of the population.
3. That the sample obtained is unbiased
4. That the results of this study remains valid to the extent of information
provided by the respondents.

1.9 Scope of the Study

This study is based on the influence of teacher’s variables on technical

drawing academic performance of senior technical students in calabar
metropolise

1.10 Limitations of the Study

The study was limited basically by two factors;

1. Financial Constraint: Insufficient fund tends to restrict the ability of

the researcher in sourcing for the relevant research materials both
online, through libraries and data collection through questionnaire or
interview.
2. Time Constraint: The researcher simultaneously engaged in this with
other academic work. This constantly limited the time devoted for the
research work.

1.11 Definition of Terms

Teacher: A teacher is a person who helps others to acquire knowledge,

competences or values. Informally the role of teacher may be taken on by
anyone.

Variable: In elementary mathematics, a variable is a symbol, commonly an

alphabetic character that represents a number, called the value of the
variable, which is either arbitrary, not fully specified, or unknown.

Student: a person who is taught by another, especially a schoolchild or

student in relation to a teacher. “They are former pupils of the school”

Academic performance: Academic achievement or

(academic) performance is the extent to which a student, teacher or
institution has achieved their short or long-term educational goals.
Cumulative GPA and completion of educational degrees such as High School
and bachelor’s degrees represent academic achievement.

Teaching method: Teaching method. Comprised the principles and

methods used by teachers to enable students learning. These methods are
determined partly on subject matter to be taught and partly by the nature of
the learner, and create a respectful classroom climate. You can implement
these strategies with any academic content.
 CHAPTER TWO
LITERATURE REVIEW
This research work is review under the following sub heading
2. 1 Teachers’ educational qualifications and students’ academic
performance in technical drawing

2. 2 Teachers’ educational experience relate with students’ academic

performance in technical drawing

2. 3 Teachers’ workload affect students’ academic performance in technical

drawing

2. 4 Teachers’ attitude affect students’ academic performance in technical

drawing

2.5 Summary of the literature review

2. 1 Teachers’ educational qualifications and students’ academic

performance in technical drawing.

Research consistently indicates a strong positive correlation between

teachers' educational qualifications in technical drawing and their students'
academic performance, meaning that students taught by highly qualified
technical drawing teachers tend to achieve significantly higher results in the
subject; essentially, the better equipped a teacher is in technical drawing
knowledge and pedagogy, the better their students perform. Education,
particularly science and technology education is the factory for the
production of the needed technologists, technicians and craftsmen as well as
skilled artisans who are required to turn the nation’s economy positively. It’ll
also usher in the desired technological advancement, which is very much
required for elevation of Nigeria from a consumer nation to a producer
nation, and from a developing nation to a developed nation.

Education is the process of acquiring relevant and worthwhile skills,

attitudes, values and competencies in order to make one useful to oneself,
family, community and the nation at large. Therefore, education is regarded
as the pivot on which the wheel of development rotates and teachers are the
drivers of the educational policies. Teachers at all levels of education play a
decisive role in pivoting the growth and the direction of education. Teachers
are in the centre of formulating and organizing effective teaching and
learning activities and are highly essential for a successful operation of the
educational system (Amie-Ogan and Etuk, 2020). Specifically, it was the view
of Filgona and Sakiyo (2020) that one key overriding factor for the success of
students is the teacher. They are the most important cog in the educational
machine and are highly instrumental to the success of any educational
programme (Akumyi, 2019). Therefore, the quality of any education system
is a function of the teacher quality within the system. (Bamidele and
Adekola 2019). The success and effectiveness of any educational system is
dependent on the quality of the teachers in the system and the training they
acquired. It follows therefore that acquisition of relevant skills and expertise
knowledge is necessary for teachers to carry out their duties effectively. The
Colleges of Education are teacher training institutions established to provide
the relevant skills and expertise knowledge for teachers to function
effectively in the teaching profession. The Colleges of Education, which are
previously known as Advanced Teachers College were established by Decree
3 of 20216, to provide the minimum teaching qualification National
Certificate of Education (NCE) in Nigeria.

In the Colleges of Education, Fine and Applied Arts education is an

integral part of Vocational and Technical Education that prepares individuals
for the world of work. Fine and Applied Arts education leads to the
acquisition of practical and applied skills as well as knowledge necessary to
play vocational and technical role in national development. There is no hard
rule about the definition of Fine and Applied Arts. It has dual operational
contents. Fine Arts is viewed as those artworks, created primarily for
aesthetic reasons, sometimes considered as arts-for-art-sake, rather than for
commercial or functional use (Visual Art Encyclopedia, 2019). The document
added that Fine Arts typically denotes such expressions as drawing, painting,
printmaking and sculpture. It deals with aesthetics and the intellectual
stimulation of the viewer while Applied Arts creates utilitarian works, these
include architecture, digital art, photography, industrial design, fashion
design, interior design as well as decorative arts. Fine or Applied Arts are
both visual in nature.
Today, the need for improved academic performance of students has
become universally accepted and that it depends on efficient and effective
training of teachers. The works of several researchers hold that the success
of any educational system is a reflection of the successful academic
performance of the students. Christopher and Gary (2018) argued that one
key overriding factor for the success of students’ academic achievement is
the academic qualification of the teacher. It was the opinion of Flipovic
(2020) that shortage of qualified teachers is responsible for the poor
academic achievement observable among the students. The views of
Nwigwe and Arua (2020) implies that teacher academic qualification is
fundamental to students’ academic achievement.
Teacher academic qualification is a pre-requisite requirement for meeting
the objectives of the Fine and Applied Arts curriculum and is the most
important factor in improving students’ academic achievement. Teacher
academic qualification refers to academic and professional qualifications that
enables a person to become a registered teacher at all levels of education. It
also relates to the acquisition of relevant knowledge, skills and competence
and creativity needed for quality productive engagement in the teaching
profession. Teachers’ certification status and degree in area of specialization
are very significant and positively correlated with students learning. A
teacher’s academic qualification is the educational attainments of the
teacher. A teacher academic certification is a combined set of qualifications
which include general academic and verbal ability, subject matter knowledge
and teacher education.
 Academic performance has been defined and explained by several
authors in different ways. According to Goshi (2020) academic performance
is the knowledge gained which is assessed by marks by a teacher and/or
educational goals set by students and teachers to be achieved over a
specific period of time. They added that these goals are measured by using
continuous assessment or examinations results. Similarly, Ali, Goni and Saleh
(2020) opined that academic performance is a measurable and observable
behaviour of a student within a specific period. They added that it consists of
scores obtained by a student in an assessment such as class exercise, class
test, mid-semester, mock examination, and end of semester examination.
Amie-Ogan and Omunakwe (2020) added that academic achievement or
performance is the consequence of teaching and learning. Stop and Smith (in
Kiamba & Mutua, 2017) define academic achievement as the extent to which
a student, teacher, or institution achieved the educational goals. Students’
academic performance is seen as a student scholastic standing at a given
moment. For this study, student academic performance is the achievement
of an individual obtained through the use of evaluation instruments such as
test, which may be written or oral. The academic standing of a learner
concerning a subject matter is termed as a measure of learner academic
achievement
Over the years, students’ academic achievement in Fine and Applied
Arts has prompted educational researchers to continuously make relentless
efforts at identifying mitigating factors that might account for the observed
poor performance (Gandonu, Ajayi and Oridola, 2020). Some research
studies suggest that factors inside and outside the classroom affect students’
academic achievement and interest. Teacher quality has been identified as
one of the major variable influencing students’ poor academic performances.
Some studies have established that teacher academic qualification is a major
variable among teacher quality that is linked to be one of the causes of
students’ poor academic performance, in Fine and Applied Arts in the
colleges of education. Therefore, this study is designed to investigate the
correlation between teachers’ academic qualification and students’ academic
achievement in Fine and Applied Arts at the Colleges of Education in
Northeast Nigeria.

(Avan, 2017). Acquisition of appropriate scientific and technological

skills is necessary to cope with the challenges presented by the evolving
needs of effective teaching of technical drawing in Nigerian Technical
Colleges. Education and training system that responds adequately to these
demands will therefore contribute to the hard works to overcome the
growing unemployment and marginalization of majority of the populace. By
providing access to appropriate teaching experience designed to broaden
skills and knowledge can increase productivity and significantly improve the
fortunes of the unemployed, thereby reducing poverty and unemployment
among Nigerian youths. Within the context of technical education, technical
drawing has been identified as a very important science subject and its
importance in scientific and technological development of any nation has
been widely reported (Ara-tirmatar, 2003). Moreover, it was as a result of the
recognition given to technical drawing in the development of an individual
and the nation that it was made a core-subject among the natural sciences
and other science related courses in Nigerian educational system. It has
been a prerequisite subject for offering most science oriented courses in the
Tertiary Institution and this calls for the needs in teaching technical drawing
effectively in our Technical Colleges. All education institutions emphasize
that teaching is important and it gives high priority to developing effective
teaching and solving teaching challenges. Effective teaching may include
high level of creativity in analyzing, synthesizing and presenting knowledge
in new and effective ways. It should instill in the students the ability to be
analytical, intellectually curious, culturally aware, employable, and capable
of leadership (Okolie, 2014).
 Teaching is an art and the equality of teaching depends on the love,
dedication and devotion of the teacher towards the subject of the
knowledge. The quality of any teaching program cannot rise above the
quality of teachers, teaching is a highly individualized activity, and the
student-teacher interaction is an intense human relationship that
encompasses a broad range of personalities and behaviors (Okolie, 2014).
There is no best or most effective teaching style, which will work well for all
teachers. Many new teachers attempt to initiate the style of a favorite
teacher from the past, but the most successful style is those that develop as
naturally as possible from a teacher’s own personal characteristics. The most
effective teaching style for a teacher will be one that reflects a combination
of sound teaching techniques, knowledge of the subject, enthusiasm for
teaching and sensitivity to another’s personal characteristics. Whatever style
a teacher adopts, he/she can generally perform in a more relaxed manner if
he/she simply maximizes his/her own best personality traits. In general, if a
teacher comes across his/her students as a caring person, their appreciation
for the teacher’s personal sincerity will enhance their impression about the
teacher.

According to Ekwu, (2023), technical drawing is the most popular

technical subjects in any technical college. It is the prime mover of all other
technical related subjects appropriately; it also forms a picture of concept of
what should be drawn before actually drawing it. He further stated that
greater form is done where the teacher find it difficult to help students
create the image of the picture required. Okoye (2021) stated that these
difficulties are of a mechanic tradition; He stated that Nigeria is just starting
to experience the technology age, with the result that most of the young
people, unlike youths elsewhere have had no acquaintance with machines,
mechanical knowledge attitude habits and thinking that are normal part of
growing up in a technology culture; it has become obvious that there is
definitely something lacking our quest for technology. Collins (2022) stated
that the needed background, which should be a building block for the study
of engineering and technology, which is technical drawing is missing. Collins
also noted that this forms basis for the technological culture that most
researchers do refer to. Technical drawing requires a high level of
imagination and vision. The students are required to acquire or posses the
creative skills to enable them perform well in technical drawing. To this
effect, it becomes necessary to find ways of improving the present state of
affairs so as to improve the teaching of technical drawing in technical
colleges.

2. 2 Teachers’ educational experience relate with students’

academic performance in technical drawing

This Research indicates a strong positive correlation between a

teacher's educational experience in technical drawing and their students'
academic performance in the subject, meaning that teachers with more
experience in technical drawing tend to have students who perform better in
the subject; this is because experienced teachers are better equipped to
understand the complexities of the subject, effectively convey concepts, and
adapt instruction to different learning styles, ultimately leading to improved
student outcomes. The importance of experienced teachers in schools has
been highlighted by many researchers (Akinleye, 2001; Ogundare 2002;
Commeyras, 2003). Researchers have also given different opinions about
teaching experience and students’ learning outcomes in schools (Al-methen,
1983; Schuler, 1984; Waiching, 1994; Ijaiya, 2000; Akomolafe, 2001). Their
arguments were centred on the fact that experience improves teaching skills
while pupils learn better at the hands of teachers who have taught them
continuously over a period of years (Ijaiya, 2000). In investigating possible
differences in teaching strategies, Schuler (1984) grouped teachers into
three levels of teaching experience (3-6; 7-10 and more than 10 years). His
findings revealed that experienced teachers’ perception of their teaching
objectives were significantly more subject-oriented than were those of first-
year teachers. Hence, effective teaching could be measured by the level of a
teacher’s subject matter competence which Mullens (1993) regarded as a
prime predictor of student’s learning. However, teachers’ theories about
teaching are being guided by their previous experience as learners and as
teachers (Waiching 1994).

The importance of experienced teachers in schools has been argued as

being necessary for school’s effectiveness. Notwithstanding, Tahir (2003)
reported poor teaching process exhibited by inexperienced teachers as
among the many problems of educational development in Nigeria. This
suggests that many experienced teachers might have left the school system
probably as a result of better job prospects in other sectors of the economy.
However, the desire by government to engage more teachers of long years
standing is perhaps hampered by the cost of funding. Hence, Adeyemi (1998)
exclaimed that the more experienced teachers in a school system, the higher
would be the recurrent cost of education. As such, Charles (2002) suggested
the need to involve retired teachers because of their long years of teaching
experience to teach in Nigerian schools.
In terms of students’ learning outcomes, Blaug (1970) argued that there are
positive associations between personal earnings and schooling. He reported
that the extension of education tends to raise the earnings of those who
benefited from it (Blaug 2023) classified the outcomes of education into two
categories from the economic point of view. These are consumption and
investment. Cohn (2024) referred to the consumption aspect as that related
to the benefits derived by students, their families and the society as a whole.
He regarded the investment component as including a variety of outputs
related to the enhancement of an individual’s or society’s productive skills
and future well being. In this regard, Simkins (2021) reported that output
represents the immediate results of the system’s activities. According to him,
the main outputs in education are expressed in terms of learning, that is,
changes in the knowledge, skills and attitudes of individuals as a result of
their experiences.
Tsang (2024) supported this view and regarded inputs to education as
the various ingredients used in producing outputs. He remarked that the
output of education consists of educational effects such as cognitive and
non-cognitive skills that are learned by students. Hence the remark made by
Sheehan (2023) that education yields benefits which is ‘consumed’ over a
long period (the lifetime of the educated person). As such, education is an
end in itself irrespective of any future benefits. Lord (1984) supported these
views and enumerated four major areas of measuring output in education.
These include the assessment by the teacher; standard examinations as a
measure of educational output; other standardised tests for national and
local monitoring and market research techniques.
Blaug and Woodhall (2023) made an attempt to measure the output of
education. According to them, the simplest measure of secondary school
output is the annual number of school leavers while the only measure of
performance which could be applied to school leavers is the attainment in
GCE examinations. Consequently, they measured output in terms of the
number of school leavers weighted by different indices of quality or number
of passes. They reported that “achievement in GCE is therefore, one relevant
criterion of educational quality and that ‘academic index’ measures output in
terms of GCE results. In the light of this, Thias and Carnoy (2022) examined
the influence of school factors on the quality of schools’ output in Kenya.
According to them “the quality of output is equated with students’
examination performance.” They argued that if the average examination
performance in one school is higher than in another, the quality of output of
the first is considered to be higher than that of the second. Akangbou (2023)
too, calculated the ‘academic index’ of output in Nigeria and remarked that
the simplest measure of output of the Nigerian secondary education system
is the number of school leavers.
 As a measure of students’ learning outcomes, examination occupies a
central place in the Nigerian educational system and it has been the sole
criterion of quality (Ukeje, 2021). Although the SSC examinations has
replaced the WASC and GCE examinations in Nigeria, it still uses the GCE ‘O’
& ‘A’ level standards as its norms since it was pitched between the ‘O’ & ‘A’
level standards (Salami 1992). The pattern of grading candidates’ scores in
the examinations was such that the distinction grade was represented by A1
to B3. The credit grade was represented by C4 to C6. The ordinary pass
grade was represented by D7 and E8 while the failure grade was represented
by F9. It needs to be mentioned however, that the distinction and credit
grades are the only requisite qualifications for admissions into universities in
Nigeria and candidates must have at least five credits in five subjects
including English Language in order to qualify for admission (JAMB 2002).
Several studies have found a positive effect of experience on teachers’
effectiveness; specifically, the learning by doing” effect is most obvious in
the early years of teaching . In measuring teachers’ effectiveness, Stiggins
and Duke (2023) suggested three, parallel evaluation systems. These include
an induction system for novice teachers with a focus on meeting
performance standards; a remediation system for experienced teachers in
need of remediation to correct deficiencies in performance and a
professional development system for competent, experienced teachers
pursuing excellence in particular areas of teaching. Notwithstanding Glass
(2021) in a study found that the pupil-achievement data could not tell
teachers how to teach or distinguish between good and poor teachers.
Medley and Shannon (2024) too, expressed doubts about using measures of
student achievement to judge teacher effectiveness while Darling-Hammond,
Wise and Klein (2018) found certain deficiencies in the attempts to obtain
performance measures of teachers: These deficiencies include the fact that
the assessment systems do not evaluate candidates in similar job settings
and performance situations. Considering the foregoing, the objective of this
study was to examine teachers’ teaching experience in secondary schools in
Ondo state, Nigeria and determine whether teaching experience had any
relationship with students’ learning outcomes.

2. 3 Teachers’ workload affect students’ academic performance in

technical drawing

Yes, a heavy teacher workload can significantly impact students'

academic performance in technical drawing, as a stressed or overworked
teacher may have less time to provide individualized attention, detailed
explanations, and effective feedback, which are crucial for mastering
complex technical drawing concepts; ultimately leading to lower student
achievement in the subject. Education is for life and for the living. It is an
investment in people who could contribute positively to society. It is
important to note that when that investment is done improperly or not at all,
the society involved loses tremendously (Choyee, 2018). In many developing
countries, secondary education is a weak link in student’s progress from
primary to higher educational level. Over the last two decades, governments
in different nations have invested heavily in improving access to quality
secondary education among students and in developing strong networks of
colleges and universities Chiuri, 2019). However, secondary education level
has been forgotten and given lower priority. At the same time, international
organizations have largely neglected secondary education favouring other
levels of education (UNESCO, 2017).
In Nigeria, it has been found that all changes in education since
independence to date have been geared towards improving the quality of
education provided at all levels Bennell (2015). For example, there has been
remarkable increase in students’ enrolment in secondary schools since 2016
through the introduction of Universal Basic Education (UBE). Also population
growth and technology development resulted in many children joining
enrollment in secondary in order to enhance their social mobility. This has
resulted in over enrolment and increased teachers’ workload in these
secondary schools. However, the country has begun to experience
challenges in education sector which need to be seriously addressed by
educational planners and policy makers. These challenges include shortage
of teachers, lack of teaching and learning materials, lack of non-teaching
staff, over enrolment, teaching of many periods per week, lack of
laboratories and class rooms, among others, all these affect students’
academic performance. Due to population growth and technology
development, a deliberate effort to expand education opportunities is
important (Chiuri, 2015). This situation causes the present teachers to bear
heavy teaching load and perform various administrative and
nonadministrative roles which in turn increase teachers’ workload and affect
students’ academic performance.
Attention is increasingly given to secondary schools’ education, with
particular focus on lower level of secondary education for several reasons
(FRN, 2014). The demand for increased secondary education provision has
grown as a consequence of the increased secondary education enrolment
rates, from 7,541,208 students in 2015 to 10,815,359 in 2019, making the
increase of 30.2%. As a result of over enrolment, there is great increase of
teachers’ workload which automatically affect students’ academic
performance (Ministry of Education 2020). Best (2018) reveals how students’
academic performance decreases each year. This also is contributed by
several factors including; heavy teaching load, lack of enough exercises,
internal tests, administrative and none administrative roles done by teachers
which also increase teachers’ workload. The Basic Education Certificate
Examination results obtained from the Ministry of Education Delta State
indicates that the performance is always declining. For example, BECE
results of 2020 revealed that in 2017, 92% passed while 08% failed. In 2018,
79% passed while 21% failed. In 2019, 64% passed while 36% failed. In
2020, only 51% passed while 49% failed. This indicates that the academic
performance of students in secondary schools has been falling every
following year, implying that serious measures should be taken to alleviate
the problem (Best, 2019). As school participation rises and retention rates
improved, Delta Sate educational system is now facing enormous social
demand for wider access to quality and more relevant secondary education.
In order to cope with the consequences of increasing primary schools, the
Department of Basic and Secondary Education was launched. This plan
outlines the framework for achieving greater access to secondary education
while simultaneously tackling equity, quality, retention, and management
issues.
The Ministry of Basic and Secondary Education was a visionary plan
with projections in 2013, which was expected to achieve a 50% transition
rate from primary to secondary education. The plan translates into having
over 500,000 pupils joining from secondary schools annually that was about
five times. (Marford 2016). This dramatically changed the outlook of
secondary education in the country with forms 1 – 6 enrollment in secondary
schools reaching above 2,000,000 by 2010 compared to 345,000 in 2013
(FRN, 2014), which led to an increased enrolment in secondary education by
96.9% from 524,325 in 2015 to 17,098,991students in 2017. As a result of
the growth in secondary education, there has been a sharply increased
demand for high quality secondary teachers. The projected demand for
secondary school teachers exceeds the projected supply. The projection
combined severe budget constraints that put pressure on the government to
seek for effective teachers and efficient approaches for recruiting and
retaining qualified secondary school teachers (UNESCO, 2017). The Ministry
of Education in Delta State has managed to introduce a number of public
secondary schools aiming at ensuring that more students attain secondary
education. Teachers in those public secondary schools have been one of the
key stakeholders in ensuring good and progressive performance of students
in their respective schools. Experience shows that students’ academic
performance in public secondary schools is influenced by a number of
factors, such as teaching and learning environment, shortage of teaching
and learning materials, and lack of teachers, experience and competence of
teachers, community awareness and understanding about education. The
quality of education primarily depends on teachers and their capacity to
improve the teaching and learning process. It is recognized that the quality
of teachers and teaching lies at the heart of all school systems intending to
improve students’ academic performance (Lassa & Mosha, 2017). The
teaching force is the foundation to improve students’ academic performance
in all levels of education. The importance of teachers and the roles they play
in education process are central to the improvement of students’ academic
performance. Precisely, in any education level, it is largely the work of
teachers that determines the degree of success or failure in the whole
process of teaching and learning.
Teachers’ workload is often measured by number of lessons taught by
every teacher or the teacher contact hours in a week or the class size in
terms of the actual and recommended workload. In public secondary schools
teachers have higher workloads. A study by Siniscalo (2018) on comparison
of Nigeria school and European countries showed that the actual and
recommended teaching load for Teachers is 28 hours comprising 48 periods
each of 40 minutes. The lower workload contradicts the teacher shortage
experienced in some schools due to structural imbalance in the demand and
supply of school teachers. The World Bank suggests that existing teachers
could be utilized more efficiently by having teachers teach multiple subjects
and sharing teachers across the schools. The Ministry of Education stipulates
that average teacher students contact hours per week be 28 hours
comprising 48 periods each of 40 minutes long (Abagi, 2017).
When a teacher teaches a class of over 70 students, the teacher is
faced with the challenges of class control, assessing and evaluating students
in class. This difficulty arises because too many students in the same class
reduces a teacher’s ability to access each of the students individually and
also monitor the student to identify the student’s area of weakness and
strength. This leads to demotivation of the subject teacher hence affecting
the students’ performance. Usman (2013) asserted that inadequate teachers
supply is responsible for the poor academic performance observable among
students while research findings have shown that teachers’ turnover (leaving
for other professions) is always high because many teachers tend to leave
the teaching profession if and when more attractive jobs become available in
government, politics or private enterprise (Adeyemi 2011). Thus, teacher’s
turnover is capable of leading to serious teachers’ short supply in schools.
A close observation at the demand and supply situations of teachers in
Nigerian schools tends to reveal a disparity in the distribution of teachers to
schools. The addition of new subjects into the curricula of many schools and
the introduction of the continuous assessment as a means of evaluating
students’ performance and retirement of teachers without employment of
new teachers as replacement for the retired teachers have led to high rate of
teachers workload at the secondary school level. Hence this study therefore
investigated the influence of teachers workload on the academic
performance of Social Studies students in Delta State.
2. 4 Teachers’ attitude affect students’ academic performance in
technical drawing
The classroom climate which is often times set by the teacher is
determined by the teacher’s attitude. Attitude as a major determinant of a
person’s behaviour influences the way a teacher relates with the students
and thus affects students’ academic performance. A study by Ekperi,
Onwuka and Nyejirime (2019) examined teacher’s attitude as a correlate of
students’ academic performance in geography. Descriptive survey design
was adopted and a sample size of 400 selected from a population of 968
using the Taro Yamane sample size formula. Two research questions and a
research hypothesis were proposed in line with the study objectives. Average
Mean Score was used to analyze responses for the research questions while
Multiple Regression
Analysis was used to test the research hypotheses. The findings showed that
attitude of teachers correlated positively and significantly with students’
academic performance. The study recommended among others that
teachers should go beyond Instruction and focus on the interpersonal
aspects of teaching; constant in-service training should be provided for
teachers and also provision should be made for teachers to attend
educational conferences both locally and internationally as this would help
them grow on the job and thus develop positive self-image.
A study by Baidoo-Anu (2018) was carried outto determine the impact
of students and teachers attitudes on the academic performance of students
in Asikuma-Odoben-Brakwa District, Ghana. A descriptive design was used.
The target population for this study consisted of school children and
teachers. The study population was made up of students, and teachers of
Asikuma Circuit Junior High Schools. Simple random sampling was used to
select four public Junior High Schools from the circuit. The researcher also
used all the teachers in the selected Junior High Schools for the study. The
sample size was 205 students. The questionnaires items were designed
respectively for school teachers and students. Percentages and frequencies
were used to analyze the background information of the participants and the
two research questions. The finding revealed that teacher attitudes that
contributed to the low academic achievement of the students in Asikuma
Circuit Junior High Schools included: teacher’s regular absence from school
and teacher’s lateness to school.
The study by Uluga, Ozden and Eryilmaz (2019) was to uncover how
attitudes of teachers affect the personalities and performances of students.
Sample group of research consisted of all 353 students from different
departments of Istanbul Kultur and Maltepe Universities. By giving a
questionnaire the students were asked to give samples of their primary,
secondary, high school and university teachers’ attitudes and behaviours as
well as to say how these effected their personality development and
performances. The most important findings of the research were that
teachers’ positive attitudes have positively influenced students’ personality
as well as their life performances. Based on these findings, teachers’ role in
lifespan education as beyond a simple knowledge transformation was
discussed.

Kurgat and Gordon (2014) examined the effect of teacher

characteristics and attitudes on students’ performance in Economics. The
study was a field based survey conducted in secondary schools offering
Economics in the Rift Valley Province of Kenya. Simple purposive sampling
was used to get the representative sample for the study. The representative
sample, constituted all of the fourth form students of economics in all the
secondary schools in the Rift Valley Province of Kenya, Inspectors of schools
in districts where economics was being offered and teachers from the
schools where the subject was offered. A total of 187 students, 32 teachers
and 4 district inspectors took part. Data was collected from the sample using
questionnaires. The study revealed that teachers have a positive attitude
towards the subject though poor performance was attributed to other factors
than teacher attitudes. It was observed that teachers’ attitude to work had
significant positive influence on the students’ academic performance in
Economics.

The performance of senior secondary school students in technical

drawing has been dwindling for many years in Nigeria. The problems have
been blamed on the way the teaching and learning of English are handled in
the classroom by the teachers. Among the predominant teacher related
factors that are adduced as influencing students’ performance are teachers’
subject mastery and teachers’ questioning behaviour. In mainstream
education, teachers have been acknowledged to have a great impact on
student learning outcomes and so these factors call for a closer scrutiny.
However, the study by Olowoyeye and Alonge (2020) was born from this
premise that the teacher remains the first resource in teaching and learning
processes and that no educational program can rise above the level of its
teachers. To carry out the study, relevant literature considering the teacher
related factors in English language teaching and learning process were
reviewed and the descriptive research design of the survey type was
adopted for the study. A total of 500 students and 10 teachers constituted
the sample selected through simple random sampling procedure. The major
instruments for the study were: Teachers’ Questioning Behaviours
Observations Checklist (TQBOC), Teachers’ Subject Mastery Observation
Checklist (TSMOC) and Achievement Test in English Language. (ATEL) Three
research questions were raised and the data collected were collated and
coded with descriptive statistics as well as Multiple Classification Analysis. It
was concluded that there was: (1) a positive relationship between teachers’
subject mastery and students’ performance in technical drawing (2) that
teachers’ questioning behaviour was not a significant determinant of
students’ learning outcomes in technical drawing among senior secondary
school students in Ikere Metropolis.

A study by Olasehinde-Williams, Yahaya and Owolabi (2018)

investigated the predictive value of Teachers’ Depth of Subject Content
Knowledge and Depth of Pedagogical Knowledge on Students’ Academic
Achievement in English Language and Mathematics. The sample comprised
seventy-eight English Language and Mathematics teachers from thirty-two
randomly selected secondary schools in Kwara State; and the intact SS II
classes taught by the teachers. Quantitative data were collected through
tests, observations and vignettes; and analysed using descriptive and
inferential statistics. Findings showed that subject content knowledge of
teachers wasa significant predictors of students’ academic achievement.
These findings raised concerns of profound implications for teacher
education curriculum in Nigeria.
Jega and Bashir (2018) examined the relationship between teachers’
variables and students’ interest and achievement in technical drawing. One
research question and two (2) research hypotheses guided this study, the
research question was answered using percentages, Mean and Standard
Deviation while the research hypotheses were tested using Multiple
Regression and ANOVA. The findings from the study revealed that all
teachers’ variables (pedagogical knowledge, subject matter knowledge,
teacher-student relationship, teachers’ qualification and experience) when
taken together made significant contributions to students’ interest and
achievement in Mathematics
Abubakar (2020) investigated the perception of the relationship
between teachers’ quality and students’ academic performance in Hausa
language of senior secondary schools of Kano metropolis. A total sample
size of 250 SSII students were randomly selected out of a population of 9,938
students in the metropolis. All the seventy five (75) teachers teaching Hausa
language in the schools were selected to represent the sample for the
teachers. Survey design was used in the study and the instruments for data
collection were a 40 item questionnaire for teachers and Hausa Language
Performance Test (HLPT). The research hypotheses were tested using
inferential statistics such as r-test and F-test (ANOVA) and the result
revealed that knowledge of subject matter played a significant role in the
performance of students. It was concluded that teachers with deeper
knowledge of subject matter produced better students, than those with
shallow knowledge of subject matter.
The study by Rabo (2018) centred mainly on the relationship between
teacher competence, school climate and students academic performance.
The research design adopted for this study was correlation research design,
under the descriptive survey research. The study was based on Maslow’s
Hierarchy of Need which is a motivational theory. The study was carried out
using questionnaire, achievement test and focus group discussions. The
population was all the public senior secondary school students in Sokoto
State. A total number of twelve public senior secondary schools, with 3,428
as the population of SSII students, were purposively selected within the six
educational zones to represent the total sample. The judgmental sampling
technique was used to select the schools. The qualitative data collected were
analyzed through thematic analysis by coding and transcription, while the
quantitative data were analyzed using Pearson Product Moment Correlation
Co-efficient. The major finding of the study was that teacher competence has
relationship with student’s academic performance. It was recommended that
the government should look at how programme developers, university
researchers, and national and international agencies can directly conduct
carefully constructed studies to create and support teacher professional
competence within the school and ascertain their impact on providing good
academic performance in schools.
The objective of the study by Muzenda (2020) was to analyze the
effect of lecturers’ competences on Students’ academic performance in
higher education and training schools. A sample of 115students was selected
and used for the study using simple random sampling procedure. A
structured questionnaire was used to gather data on students’ level of
agreement on the extent to which distinct variables measuring lecturers
determine their academic performance. The data collected using the survey
instrument was processed and analysed using Statistical Package for the
Social Sciences (SPSS). The scale reliability Cronbach’s alpha of 0.822 and
the sampling adequacy Keiser-MeyerOlkin of 0.769; with a total declared
variance of 66.519 percent were obtained from the analysis. Four
hypotheses were tested using Stepwise Regression approach. Results
indicate that subject knowledge, teaching skills, lecturer attendance and
attitude have significant positive influence on students’ academic
performance.
Onyilo and Shamo (2017) investigated teacher competence as a tool
for effective and sustainable human capital development in selected Public
Secondary Schools in the Federal Capital Territory (FCT), Abuja, Nigeria.
Descriptive survey design was used for the study while simple random
sampling technique was used to draw the sample for the study in two area
councils in the FCT. The data generated was analysed using means scores,
standard deviation, t-test and Analysis of Variance (ANOVA). The dependent
variables for the study were knowledge impartation, teacher commitment to
work and classroom management. The findings revealed a highly
commendable level of teacher competence in service delivery. However, no
significant relationship was found between the independent and dependent
variables with significant values standing at 0.660.389 and 0.345,
respectively (P>0.05). The authors recommended that other psychological
constructs such as self efficacy and emotional intelligence as independent
variables should be used to gain more insight into teacher competence in
the aforementioned ramifications. Regular career guidance should also be
made as an integral part of capacity building for optimum and sustainable
impact on human capital development.
The study by Nbina (2021) investigated the influence of teacher’s
competence on students’ academic performance in senior secondary
chemistry. A random sampling technique was used to select 6 secondary
schools out of 10 secondary schools in Tai Local Government Area of Rivers
State. 200 students, 20 teachers and 6 principals were used in the study. A
survey design was adopted. Three researcher-made instruments namely:
School principal Questionnaire (SPQ), Teachers Competence Questionnaire
(TCQ) and Chemistry Achievement Test (CAT) were used to gather data for
the study. Data were analyzed using the Pearson Product Moment
Correlation (PPMC) and t-test. Results revealed that there was significant
relationship between teachers’ competence and students’ academic
performance in chemistry. Chemistry students taught by qualified and
experienced teachers. Recommendations were made on how to promote
further development of science teachers in Nigeria.
The study by Ugbe and Agim (2019) investigated the influence of
teachers’ competence on students; academic performance in senior
secondary school chemistry. A random sampling technique was used to
select 6 secondary schools out of 12 secondary schools in Yala Local
Government Area of Cross River State. 200 students, 20 teachers and 6
principals were used in the study. A survey design was adopted for the
study. Three researcher – made instruments namely School Principal
Questionnaire (SPQ), Teachers Competence Questionnaire (TCQ) and
Chemistry Achievement Test (CAT) were used to gather data for the study.
Data were analyzed using the Pearson Product Moment Correlation (PPMC)
and t-test. Results revealed that there was significant relationship between
teachers’ competence and students’ academic performance in Chemistry.
Chemistry students taught by qualified teachers performed significantly
better than those taught by unqualified teachers.

2.5 Summary of Literature Review

The main objectives of this study were to investigate the influence of

teacher’s variable on technical drawing academic performance of senior

technical students in Calabar Metropolises in cross river state. The objective

were satisfied by collecting and analyzing pertinent data using various

statistical techniques., in line with the objectives the following hypotheses,

were tested biographical factor do not affect the level of used by male and

female students’ the variable used are preparation of teachers’ educational

qualifications, Teacher teaching experience, teacher’s workload and teachers

attitude and student’s academic performance in technical drawing. The

literature that was reviewed showed positive as well as negative in Technical

college in Calabar metropolises in Cross River State, In addition, the studies

were very relevant to the researcher because he was exposed to different

reports and conclusions by scholars on the immense role (positive and

negative). It is also necessary to replicate earlier studies in Technical college

in Calabar metropolises in order to ascertain whether these factors (using

the same method employed by researcher in Technical college in Calabar

metropolises.
 CHAPTER THREE
RESEARCH METHOD
This chapter describes the procedures used for collecting data from the

field. The chapter is organized under the following sub-headings:

3.1 Research design

3.2 Area of the Study
3.3 Population of the study
3.4 Instrument for Data collection
3.4.1 Validation of the instrument
3.4.2 Reliability of the instrument
3.5 Procedures for data collection
3.6 Procedures for data analysis
3.1 Research Design

The research design adopted for the study is the Ex-post facto

design. This research design is used because it is concerned mainly

with finding out what already exist, practices that prevail,

 attitudes that are manifested, and processes that are developing.

Ex-post facto research design is a valuable tool for assessing

opinions and trends. It comprises of attempt to collect data from

members of the population in order to determine the correct status

of the population with regards to the issues under investigation. Ex-

post facto research design is often used to assess thoughts opinion

and feelings. Ex-post facto research design was chosen because it

is appropriate for educational fact-finding as it yields a great deal of

information, which is accurate (Denga & Ali, 1998; Cohen, 2000 &

Ekuri, 2004).

3.2 Area of the study

The study area, is Calabar Metropolis, the capital of Cross River State,

Nigeria, located at the southern part of the state. It comprises of Calabar

Municipality and Calabar South Local Government Area and lies between

latitudes 4o50’N and 5o10’N and longitudes 8o17’E and 8o20’E; bounded to

the north by Odukpani Local Government and to the East by Akpabuyo Local

Government Area. Calabar Metropolis is sandwiched between the Great Kwa

River to the East and the Calabar River to the West. Calabar Metropolis has

an estimated land area of about 274.593km 2. The study area has witnessed

a tremendous increase in the population of the inhabitants of the area. The

population of Calabar metropolis according to the 2006 census is 371,022

(National Population Commission 2006). However, the population has

increased significantly due to high birth rate and low death rate resulting
from improved standard of living and access to primary health care. Calabar

Municipality shares common boundaries with Odukpakni Local Government

Area to the north, Calabar South Local Government Area to the south,

Akpabuyo L.G.A to the east and the Calabar River to the West. The major

communities that make up Calabar Municipality are the Efiks, the Efuts and

the Quas among others. The main occupations of the people are civil service,

trading, farming and artistic jobs.

Calabar Municipality has ten (10) political wards that cut across two

ethnic groups from the population. These are the Quas and the Efiks.

However, because of the cosmopolitan nature of the state, there abound

people from all parts of the state, country and other parts of the world in the

city. By virtue of its location along the waterfront, the Efiks embraced western

culture, resulting from their early interaction with early Europeans that visited

Nigeria.

3.3 Population of the study

The population of the study comprised of all the Senior student in

technical colleges in Calabar Metropolis. There was no sampling technique

because the population was of manageable size.

3.4 Sampling Technique

Simple random sampling technique was employed in selecting students.

3.5 Sample
 The sample for the study was two hundred (200) students. Selected

from the population 509 student in technical college in Calabar metropolis in

cross river state.

3.6 Instrumentation

This researcher made use of a questionnaire titled: influence of

teacher’s variable on technical drawing academic performance of senior

technical students Questionnaire (ITVTDAPSTSQ). The questionnaire was

divided into three sections (A,B and C). Section ‘A’ comprised respondents

Bio-data such as name of school, gender. Section ‘B’ was made up of 16

questions, each of 4 Likert styles of response options meant to determine the

extent of respondent’s agreement or disagreement with each item. 4 items

each were constructed to measure each dimension of the dependent and

independent variables. Section ‘C’ Job performance evaluation items

Response options were Strongly Agree (SA), Agree (A), Disagree (D), Strongly

Disagree (SD).

3.6.1 Construction of Instrument: the instrument used for this project

work was questionnaire title influence of teacher’s variable on technical

drawing academic performance of senior technical students Questionnaire

(ITVTDAPSTSQ) was constructed by the researcher to up tainted information

from Student of technical college in calabar metropolis in Cross River State.

3.6.1 Validation of the instrument

 Validity of the instrument refers to the ability or the extent to which

the instrument measures what is designed to measure or what it purports to

measure. The questionnaire was validated for use by the researcher’s

supervisor with expertise contributions from lecturers in Measurement and

Evaluation and VTE. Their scrutiny gave rise to final face validity of the

instrument for use.

3.6.2 Reliability of the instrument

Reliability is concerned with the consistency with which an instrument

measures whatever it is measuring. Hence, the Cronbach reliability index

was adopted in determining the reliability of the instrument for this study. To

achieve this, questionnaires were distributed to a sample of 30 student

students from the school not in the study area. To establish the internal

consistency of the research instrument, Cronbach Reliability estimate was

analyzed alongside the split-half coefficient estimates using SPSS computer

windows 20 statistical package. The alpha coefficient ranged between 0.691

to 0.84. These were all higher than the asserted 0.45 estimate as provided

by Nunally (1986), in Ayang, (2009)

3.7 Data Collection Procedure

Direct method was used by the researcher to administer the

instrument to the respondents, with the help of 2 research assistants one

from each school The researcher waited for the respondents to respond to
the items. Two hundred (200) copies of the instrument were administered

and all were duely completed and returned the same day. Which represents

100 percent return railed.

3.8 Data Preparation/Scoring

In scoring the responses in section B, a value of 4 points was assigned

to Very Highly Available (VHA) 3 points to Highly Available (HA) 2 Points to

Fairly Available (FA), I point to Rarely Available (RA) a Value of 4 points was

assigned very often (VO) 3, points to often (0) 2 points to Rarely (R) I point to

Not At All (NAA, a value of 4 Points was assign to Strongly agree (SA), 3

points to Agree (A) , 2 points to Disagree (D) and 1 point to Strongly

Disagree(SD) for positively structured statements. However, the scoring was

reversed for negatively worded items. It was observed that 4 out of the 75

instruments collected were not properly filled and were discarded, remaining

71 used for the data analysis.

3.9 Procedure for data Analysis

The method of data analysis depend on each hypotheses formulated.

Each hypothesis of the study is restated here and the variables in it are

identified and appropriate statistical analysis techniques for testing it is

given. All the hypotheses are tested at .05 level of significance.

Hypothesis One

There is no significant relationship between teachers’ experience and

students’ academic performance in technical drawing.

Variables Involved

Independent variable: Teachers experience

Dependent variable: student’s academic performance in technical drawing

Statistical Technique: Pearson Product moment correlation

Hypothesis Two

There is no significant relationship between teachers’ educational

qualifications and students’ academic performance in technical drawing.

Independent variable: Teachers educational qualification

Dependent variable: Students academic performance in technical drawing

Statistical Technique: Pearson Product moment correlation

Hypothesis Three

There is no significant relationship between teachers’ workload and students’

academic performance in technical drawing

Independent variable: Teachers workload

Dependent variable: Students academic performance in technical drawing

Statistical Technique: Pearson Product moment correlation

Hypothesis Four

There is no significant relationship between Teachers’ attitude and

students’ academic performance in technical drawing

Independent variable: Teachers attitude

Dependent variable: Students academic performance in technical drawing

Statistical Technique: Pearson Product moment correlation.

3.10 Operational Definition

Technical Drawing: is a detailed diagram or plan that shows how an object

is built or functions. It's also known as an engineering drawing

Teacher's qualification: refers to the kind of professional. education for

teaching that the teacher has received. Qualification relates to. the
acquisition of relevant knowledge, skills, competence and creativity. needed
for quality productive engagement in the teaching profession.
Teacher attitudes: refer to the beliefs and expectations that teachers hold
regarding the importance of effective teaching and the potential for learning
and achievement in all students. These attitudes can directly and indirectly
impact student outcomes and the overall classroom learning environment

Teachers' instructional workload: is expressed in terms of curriculum

organization, lesson note preparation, learners' engagement in curriculum
instructions, continuous assessment, class management and any other
routine work that may assigned to a teaching staff by the principal.
Vocational Technical Education: This is an aspect of education designed
to prepare students for industry, agriculture, commerce, home economics
which is usually provided at the senior secondary or lower tertiary level.

Technical Education: refers to the type of education that focuses on

providing students with practical skills and knowledge in a specific trade,
craft or technical field.

Academic performance: refers to the effectiveness and quality of an

employee’s work in their assigned role or position. It encompasses various
aspects like; task accomplishment, skill demonstration, quality of work,
productivity, work habits etc.