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