Assessment of Motivational Strategies for Skill Acquisition in Automobile Technology Among Colleges of Education Students in South-South and South-East, Nigeria
Abstract
This study examined the motivational strategies adopted for students’ skill acquisition in Automobile Technology in Colleges of Education in South-South and South-East Nigeria. Three research questions, three hypotheses and descriptive survey research design was adopted for the study. The population consisted of forty-three (43) Automobile Technology lecturers, comprising 19 lecturers from South-South Colleges of Education (SSCOE) and 24 from South-East Colleges of Education (SECOE). A sample of thirty-five (35) lecturers (15 from SSCOE and 20 from SECOE), was randomly selected. Data were collected using a 30- item questionnaire, face-validated by three experts and tested for reliability using Cronbach alpha, yielding an overall reliability index of 0.78, with 0.77, 0.75 and 0.81 for Sections B, C and D, respectively. Respondents rated items on a five-point scale. Data were analyzed using mean and standard deviation for the research questions, while independent t-test was used to test the hypotheses at a 0.05 significance level. Findings revealed lecturers moderately agreed that Colleges implement motivational strategies before enrolment, including career guidance, scholarships, flexible admissions, industry partnerships and internship information. During training, modern facilities, industrial visits, interactive teaching, multimedia tools and expert- led workshops enhanced skill acquisition. Post-training strategies such as job placements, startup incentives, apprenticeships, further education support and alumni mentorship were less applied, showing weak follow-up support. No significant regional differences emerged. The study recommended strengthening post-training support, industry collaborations, startup grants and alumni mentorship.
Keywords
Motivational StrategiesStudentsSkills AcquisitionAutomobile Technology
References
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