AN EVALUATION OF THE NATIONAL BOARD FOR TECHNICAL EDUCATION (N.B.T.E.) POLYTECHNIC MATHEMATICS CURRICULUM USING STAKE’S TRANSACTIONAL MODEL

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Date
2001-02
Authors
ILIYASU, YUSUF
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Abstract
The main purpose of this study was to evaluate the current N.B.T.E Polytechnic mathematics curriculum. The evaluation was undertaken with respect to the extent to which the curriculum objectives are attainable and the relevance of the curriculum objectives to current and future needs of students. A modified version of the Stake’s transactional model of evaluation using a combination of the responsive and institutional self-study approaches was the research design adopted for this study. 56 mathematics lecturers and 158 engineering courses/subjects lecturers randomly selected from four Nigerian polytechnics in four different Geo-political zones provided the data used in answering the six research questions and testing of the four research hypotheses. The instrument used was the Polytechnic Mathematics Curriculum Evaluation Instrument (PMCEI). This instrument comprises four sections with the first two sections being questionnaires and the last two being checklists for the assessment of the adequacy of both mathematics lecturers and learning facilities. Reliability coefficients of 0.73 and 0.76 were respectively established for the mathematics and engineering courses/subjects lecturers' questionnaires. The chi-square and t-test statistics were the data analysis technique employed. The following major findings were obtained (1) Majority of the lecturers teaching either mathematics or engineering courses possess the minimum qualification and adequate working experience to do so. (2) Mathematics lecturers do not differ in opinion among themselves on the attainability of the curriculum’s general objectives. (3) The curriculum’s general objectives are fairly attainable. (4) Engineering-courses/subjects lecturers do not differ in opinion among themselves on the applicability of the curriculum’s vi contents to students areas of specialization. (5) Significant difference was found between mathematics and engineering courses/subjects lecturers opinions on the relevance of the curriculum’s instructional objectives to the general objectives but non was found between the two groups on the relevance of the curriculum’s contents to their objectives. (6) The curriculum’s instructional objectives are relevant. (7) The curriculum’s contents are relevant to their objectives. (8) No specific material provisions were specified for usage in teaching contents. (9) The curriculum’s general objectives were not stated in behavioral terms. It was recommended that ways be devised to encourage mathematics lecturers to go and acquire higher degrees, the general objectives be re-framed in line with standards of stating educational objectives, specific materials for successful implementation of contents be specified and the curriculum be retained.
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EVALUATION,, NATIONAL BOARD,, TECHNICAL EDUCATION,, POLYTECHNIC,, MATHEMATICS,, CURRICULUM,, USING STAKE’S,, TRANSACTIONAL,, MODEL
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