Evaluation feedback as a predictor of students’ achievement in technical education

The major purpose of evaluation is to assess the strength and weaknesses of the learner. Therefore, for evaluation to be meaningful, students should benefit from it. This paper dwelt on the impact the methods of reporting evaluation feedback have on the students’ performance of cognitive learning tasks in block laying craft-practice in technical colleges in Delta and Edo States of Nigeria. It also investigated the attitude of students towards evaluation when the traditional and the comprehensive systems  were adopted as a means of reporting students’ performance. The study revealed that the traditional method of providing evaluation outcomes by the use of the composite letter grade or mark enhances limited cognitive achievement by the students. Paradoxically, the study also revealed that the comprehensive i.e. the detailed feedback method enhances effective cognitive achievement than the traditional method. Furthermore, the study revealed that students who received comprehensive feedback have more positive attitude towards evaluation than those students whose feedback information were of the traditional letter grade or marks. The study therefore recommended that teachers of vocational/technical subjects should utilize the comprehensive feedback system so as to enhance their students’ academic gains.Keywords: Predictor, traditional evaluation, evaluation feedback, composite mark, random assignment, randomized cluster

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Capacity Building Imperatives for Developing Science, Technical and Vocational Education for a Future World of Work

The Nigeria’s educational system during the colonial era was literal in nature and defective. Notable among the defects was lack of practical skills which the government failed to introduce in the various school subjects of the curriculum. The wilful or unwilful exclusion of practical skills from the curriculum by the colonial administrators gave rise to youth unemployment, rural/urban migration by youths in search of white-collar jobs, and lack of productive skills for self-employment among graduates. The educational system at that time could not solve the mounting national problem. This was the major purpose why the National Policy on Education was launched in 1977 with great emphasis on Vocational and Technical education and selfreliance. The new curriculum arising from the National Policy on Education, though focused on vocationalization, has not succeeded mainly because of implementation problems. The author of this paper therefore, advocates that for developing science, technical and vocational education for a future world of work, teaching and learning in our various levels of education should include: appropriate teaching strategies entrepreneurship education, employment and training of qualified teachers, provision of adequate facilities among others.Keywords: Vocationalization, Entrepreneurship, Instructional media, Job related skills, Manual dexterity, Concept formation