Effectiveness of Practice-Based Inquiry Cycle on Students’ Practical Skills Acquisition in Building Technology in Colleges of Education in Nigeria

Dr. (Mrs) Hanna Onyi YUSUF Ph.D
Department of Educational Foundations and Curriculum
Faculty of Education
Ahmadu Bello University Zaria


Bashir Sabo Abubakar
School of Technical Education
Federal College of Education (Technical) Bichi


This   study   determined  the   effectiveness   of   Practice-based  Inquiry   Cycle   on   students’ performance  in  practical  skill  tasks,  in  the  NCE  (Technical)  programme  in  Colleges  of Education in Nigeria. One research question and one null hypothesis were developed to guide the study. Quasi experimental design with pre-test, post-test, experimental and control groups design was used. The population consisted of 467 NCE II Technical students in the 2014/2015 academic session from two purposively selected Colleges of Education. Intact class sizes of 30 were used for the treatment for six weeks. The instrument was Practice Based Inquiry Student Test (PBIST) which contained 70 adapted NABTEB items in building technology. The PBIST was validated by experts, trial tested and subjected to reliability test using PPMC, and a value of 0.84 was obtained as the reliability index. The collated results were analysed using descriptive statistics, and line graphs. The null hypothesis was tested using independent sample t-test. at 0.05 level of significance, which was rejected because,  the p-value of 0.001 obtained  was less than the Alpha values at 95% confidence level. The findings revealed positive performance in practical skill task as a result of the effects of the PBI used during the treatment in the Colleges of Education. The study recommended the injection of the PBI in teaching trade subjects in the NCE (Technical) programme in Nigeria.

Keywords: Practice Based Inquiry, Skill Acquisition, Building Technology, NCE (Technical)


The wind for change in the educational sector in Nigeria, started  far back with the curriculum conference of 1969, followed by the curriculum seminar of experts in 1973. The outcome of the two activities gave birth to the National Policy on Education of 1977 and consequently, the 6-3-3-4 system of education in Nigeria. The system came with a lot of pre- vocational and technical packages aimed at facilitating technological growth from the grass root.

The National Policy on Education (2009) revised, outlined the specific goals of technology education, which captured the NCE(Technical) programme as to; Give training and impart the necessary skill for the production of technicians, technologist and other skilled personnel who shall be enterprising and self-reliant; Train people who can apply scientific knowledge to solve environmental problems for the convenience of man and to; Give exposure on professional studies in the technologies.(NPC, 2009, P.44).

The innovation in the educational system came with the problem of, grossly inadequate technical teachers, to handle Introductory Technology (basic technology) at the Junior Secondary School (lower basic) level. In response, eight new Colleges of Education (Technical) were established to train technical teachers at the NCE (Technical) level by the Government with the National Commission for Colleges of Education (NCCE) as the regulatory agency. The NCCE periodically reviewed the Minimum Standards (curriculum) in 1990, 1996, 2002, 2008 and 2012 but, the outcome after implementation left much to be desired in practical skill development of the NCE (Technical) students. The pre-service teachers therefore, graduate without the required technical skill to teach the basic technology subject in the lower education level in the country, as found by (Aina, 2008) and (Atsumbe, Raymond, Idris & Mele, 2012). The need for practical proficiency of pre-service technical teachers inspired this study on; The Impact of the Practice- based Inquiry Cycle on practical skill acquisition in the NCE (Technical) programme in Nigeria.

The practice based inquiry cycle (PBI) is a learner based method, that was used and found effective, at lower basic level (primary and junior secondary schools) in Kano during the State Education Sector Project (SESP) in 2010. The project was a World Bank intervention in Teacher Professional Development in Kano, Kaduna and Kwara States. In addition, the PBI is a Practical method, it promotes cooperative-learning, facilitates problem-solving, eases conceptual understanding, improves critical thinking skill of students and have measurable learning outcomes. The method was used for practical instruction in the Building Technology component of the NCE (Technical) programme in Nigeria, hoping that it will be an alternative instructional method that could enhance practical  skill acquisition in Building Technology and consequently improving the practical standards of the NCE (Technical) programme.

Leave a Reply

Your email address will not be published. Required fields are marked *