Impact Of Learning Approaches On Career Interest And Task Persistence Of Woodwork Technology Students In Nigerian Universities

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Victor Arinzechukwu Okanya
Hyginus Osita Omeje
Japel Onyekachi Asogwa
Godwin Keres. O. Okereke
Deborah Ahuoiza Vincent
Damian Kanayochukwu Ogbu
Ebiegberi Kontei
Christian S. Ugwuanyi

Abstract

Among the aims of woodwork technology in universities is to prepare graduates with the requisite skills and competencies in woodworking in order to enable them become productive and contribute to national development. Unfortunately, woodwork technology has been plagued with gross under achievement by students. It has also been plagued with poor implementation processes and structures across the tertiary institutions leading to poor career interest and low task persistence of students. The purpose of the study was to determine the impact of learning approaches on career interest & task persistence of woodwork technology students in Nigerian Universities. This study adopted a correlation research design. The population for this study is 76. The population comprised all the 300-level and 400-level students of woodwork technology education programme in the six universities that offer the programme in South-East, Nigeria. The data required for this study was collected using 20-item structured questionnaires. The data collected from the research questions was answered using Pearson Moment correlation coefficient to answer each of the questions. In determining the strength of the relationship Cohen (1988), guidelines were used to interpret the result. They are as follows:  Small r =.10 to .29, Medium r =.30 to .49, and Large r =.50 to 1.0 respectively. Hypotheses 1-10 were tested at a 0.05 level of significance using ANOVA output from the Linear Regression Analysis. There is a largely positive relationship between students’ learning approach and career interest of students. There is a significant relationship between students’ learning approach and career interest of woodwork students. There is a strong positive relationship between students’ learning approach and task persistence of woodwork Students. There is a significant relationship between students’ learning approach and task persistence of woodwork students. Based on the findings of the study, the students’ learning approach has a significant influence on career interest of woodwork technology students. There is a significant relationship between students’ learning approach and career interest of woodwork students. The students’ learning approach has a significant influence on task persistence of woodwork technology students. There is also a significant influence of students’ learning approach on task persistence of woodwork students.

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How to Cite
Victor Arinzechukwu Okanya, Hyginus Osita Omeje, Japel Onyekachi Asogwa, Godwin Keres. O. Okereke, Deborah Ahuoiza Vincent, Damian Kanayochukwu Ogbu, Ebiegberi Kontei, & Christian S. Ugwuanyi. (2024). Impact Of Learning Approaches On Career Interest And Task Persistence Of Woodwork Technology Students In Nigerian Universities. Educational Administration: Theory and Practice, 30(10), 263–273. https://doi.org/10.53555/kuey.v30i10.7905
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Author Biographies

Victor Arinzechukwu Okanya

Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka

Hyginus Osita Omeje

Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka

Japel Onyekachi Asogwa

Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka

Godwin Keres. O. Okereke

Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka.

Deborah Ahuoiza Vincent

Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka.

Damian Kanayochukwu Ogbu

Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka.

Ebiegberi Kontei

Department of Industrial Technical Education, Faculty of Vocational and Technical Education, University of Nigeria, Nsukka.

Christian S. Ugwuanyi

Faculty of Education, University of the Free State, South Africa