European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.59861
Volume 2│Issue 2│2016
PSYCHO PRODUCTIVE SKILLS MULTIPLE CHOICE TEST ITEMS
FOR ASSESSING STUDENTS IN MECHANICAL ENGINEERING
CRAFT IN TECHNICAL COLLEGES
Danjuma A. Ombugus1, Rebecca I. Umaru2
PhD, Technical Education Department, School of Secondary Education,
1
Vocational/Technical Education Programs, College of Education, Akwanga, Nigeria
PhD, Department of Art & Social Science Education, Faculty of Education,
2
Nasarawa State University, Keffi, Nigeria
Abstract:
This study focused on the development and validation of psycho productive skill
multiple choice test PSMCT for assessment of technical college students’ achievement
in mechanical engineering Craft. The study adopted the instrumentation research
design and it was carried out in Nasarawa State. The population for study was 248
National Technical Certificate (NTC) III students comprising of three ability groups (42
high, 140 average and 66 low abilities). A 305 item draft copy of psycho productive
skills multiple choice test items was generated and utilized as the instrument for the
study. The test was used to assess students in the four Government Technical Colleges
in Assakio, Mada Station, Agwada, and Doma in the study area. The data collected
were analyzed using split-half technique and Kadder-Richardson (K-R20). The
reliability coefficient of the test was 0.84. It was found out that there were significant
differences in the mean scores of the three ability groups (high, average and low). It was
recommended among others, that examination bodies (NABTEB, WAEC and NECO)
should integrate the psycho productive skill multiple choice test in their examination
process for certification of NTC students.
Keywords: mechanical engineering craft; assessment; psycho productive skills multiple
choice test; technical college; students; Nasarawa state
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Danjuma A. Ombugus, Rebecca I. Umaru PSYCHO PRODUCTIVE SKILLS MULTIPLE CHOICE TEST ITEMS FOR ASSESSING STUDENTS IN
MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
Introduction
Mechanical engineering craft is one of the programs in technical colleges, in which
students are examined by the National Business and Technical Examination Board
(NABTEB) for the award of National Technical Certificate (NTC). The National Board
for Technical Education (NBTE, 2003) defined mechanical engineering craft as a body of
knowledge and skills capable of being utilized on its own as a foundation knowledge
for more advance work in the same or other fields of study. Mechanical engineering
craft in NBTE consist of the following modules:
General metal work I; General
metalwork II; general fitting; turning; milling; shaping; drilling and grinding. The board
emphasized that the program when successfully completed can be used for
employment purpose. According to Okoro (2012) mechanical engineering craft means
preparing metal parts by changing the shape, size and surface finish of metals.
Mechanical engineering craft therefore is a program among others, involves skills to
produce, assembly, and fit engineering component together.
In the view of Ugbalu (2012), mechanical engineering craft involve making of
individual parts from plate or bar material by cutting of metal, marking-out, drilling,
turning, milling, tapping, grinding and assembly operations. The mechanical craftsman
may be primarily engaged in the adjustment and assembly of unit parts manufactured
in the machine shop. In other words, mechanical engineering craft is a program of
study involving operations in drilling, shaping, grinding, chipping, fitting, measuring,
assembly, heat treatment, scraping, turning, milling and tapping to produce and repair
valuable metal articles. NBTE (2003) specified the following as objectives of mechanical
engineering craft:
i
To stimulate and sustain students’ interest in mechanical
engineering craft; (ii) To enable students acquire useful knowledge and practical skills
in mechanical engineering craft; (iii) To prepare students for further learning in
mechanical engineering craft; and (iv) To prepare students for occupations in
mechanical engineering craft.
In vocational and technical institutions, assessment of students’ learning in
relation to achievement of the four stated objectives of mechanical engineering craft is
carried out after classroom instructions by the teachers and NABTEB at the final
examination. In the area of study, the researcher observed that the assessment
instrument use by N“”TE” only helps to determine students’ achievement of
out of
the 4 objectives of mechanical engineering craft, which are cognitive and affective
domains. There are negligible observable results for the achievement of objective (ii)
and (iv) which are in the area of psychomotor domains. Kaide (2013), observed that
mechanical engineering craft practical examinations conducted by NABTEB and
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Danjuma A. Ombugus, Rebecca I. Umaru PSYCHO PRODUCTIVE SKILLS MULTIPLE CHOICE TEST ITEMS FOR ASSESSING STUDENTS IN
MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
teachers is mere product ratings and not skills development. In the same vein,
Ombugus (2013) stated that in product rating; marks are awarded based on mere
looking and rating the end-results of students’ activities. Earlier Eggah
considered the approach as subjective and prone to abuse by the raters. To achieve
observable skill acquisition by students of mechanical engineering craft at graduation,
there is need to assess their performance through well developed and validated psycho
productive skills multiple choice test.
Psycho productive skills multiple choice test in Williams (2012) is an instrument
for determining the extent to which students can demonstrate their practical
competencies in mechanical engineering craft using production process skills multiple
choice items. Psycho productive skills multiple choice test is a device with process skills
multiple choice items to be responded to by learners. It connote the presentation of
series of process skills multiple choice items to be answered by students not necessary
in the workshop. This study is therefore designed to develop and validate psycho
productive skills multiple choice test to complement the present product rating method
use by teachers and NABTEB to enable students demonstrate the acquisition of
production skills in mechanical engineering craft and probably practice them at
graduation. The relative advantage of the psycho productive skills multiple choice test
over rating scale in Okeme (2011) is that the test can be used to recruit competent
technical personnel online.
In technical colleges in Nasarawa state, like other states in Nigeria, NABTEB has
been accorded the responsibility of assessing the performance of students in mechanical
engineering craft. The examining body has been using product evaluation technique in
form of rating scale. This is done at the expense of judging the production process of
students through psycho productive skills test. The structure of NABTEB objective
questions seems to favor the cognitive domain and do not sufficiently address the
psychomotor aspect (Hersbatch, 2011). The practice of the examining body according to
”ukar
has given room to product evaluation without students’ process skill
development, i.e. the objective of mechanical engineering craft is not fully achieved. The
teachers assess students during workshop instructions while NABTEB assess students
at the final examination. In a vocational/technical education program like mechanical
engineering craft, students’ effort are geared toward learning the theoretical principle in
order to satisfy the requirement of NABTEB for the award of National Technical
Certificate. There are limitations associated with product rating in measuring skills in
vocational/technical education programs as pointed out by Ogbu (2011). The author
concluded that product rating does not measure process skill development and
students can get assistance from outside to produce products presented for final
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MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
assessment. The teachers and the external examiners merely look and rate the finished
mechanical engineering craft projects produced by students instead of judging the
production process skill acquired by the students. The assessment practiced by the
teachers during class instructions and final examination by NABTEB have produced
graduates of mechanical engineering craft that are unemployable in the field. This
explains why many of the graduates are into commercial motorcyclist, popularly
known as Okada riders. The fact that a student submits finished product does not
constitute a positive proof that he can actually and sequentially cut the parts with
acceptable degree of skills himself. The product rating method used by the teachers and
examination bodies in measuring performance of the students is defective. In addition
to the limitations above, rating scale involves the bias of the rater, e.g. if three raters rate
the same product it is quite unlikely that their scores will be the same. The difference in
score is due to the bias, resulting from difference in perception of individuals. This, in
effect makes it impossible for the achievement of all the objective of mechanical
engineering craft as stated in NBTE (2003).
The present assessment practice does not ensure that the students of mechanical
engineering craft are taught the proper way of carrying out tasks in mechanical
engineering craft. If the assessment by the teachers and examining bodies had included
process skill development and students are successful as claimed through their results,
they should be able to demonstrate some acquired manipulative skills in some relevant
mechanical engineering craft occupations. The incompetency of the graduates could be
attributed to the wrong scores and conclusion about students’ performance obtained
from invalid and unreliable measuring instrument. The method of assessing students
which properly affected the instruction by their teachers has also prevented the
acquisition of skills by the students. The inability of graduates to implement
competently process skills in mechanical engineering craft in the field is liable to affect
their interest in the area of study negatively. The mechanical engineering craft
graduates lack a range of skills and in-depth competence for securing and sustaining
employment to make a living from mechanical engineering craft trades. However, the
present assessment practice seems invalid and unreliable to provide solution to the
observed product evaluation problems. In the absence of valid and reliable instrument
for assessment of manipulative skills, the obvious consequence is that students and
teachers may make decision in mechanical engineering craft based on data obtained
from inappropriate assessment instrument. Hence, the need to develop and validate a
reliable instrument for assessing acquired skills in mechanical engineering craft at the
NTC level.
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Danjuma A. Ombugus, Rebecca I. Umaru PSYCHO PRODUCTIVE SKILLS MULTIPLE CHOICE TEST ITEMS FOR ASSESSING STUDENTS IN
MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
The major purpose of the study is to develop and validate psycho productive test
items in mechanical engineering craft for assessing skills of students in technical
colleges in Nassarawa State. Specifically, the study developed and established the
reliability of the psycho productive test items in mechanical engineering craft (grinding,
drilling and fitting operations). Two research questions were answered by the study
and one hypothesis tested.
Methodology
The study employed the instrumentation research design, which deals with the process
of developing instruments for assessing students’ performances. The study was carried
out in Nassarawa state and it covered the four technical colleges in the state. Population
for the study was 248 NTC III students in government technical colleges in Mada
Station, Assakio, Agwada and Federal Science and Technical College Doma, comprised
of three ability groups (high, average and low). The population consisted of 210 males
and 38 females within the age of 14 and 18 years. There was no sampling because of the
small size of population. The instrument for data collection was 160 psycho productive
skills multiple choice test items developed from the mechanical engineering craft
curriculum of technical college. Three areas of the curriculum where psychomotor skills
are predominant were selected. These were grinding, drilling and fitting operations.
The development was based on the table of specifications and Simpson’s taxonomy of
psychomotor Domain (Simpson, 1972) with the following levels:
. % of Simpson’s recommended 5-10%).
Perception
12 questions
Set
12
(7.5%
5-10%)
Guided Response- 43
(27%
20-30%)
Mechanism
43
(27%
20-30%)
Response
37
(23%
20-25%)
Adaptation
13
(8%
5-10%)
Complex overt
Origination
Not provided for in the curriculum and is beyond the scope of NTC students. The items
developed covered the area of grinding operation- 42 items, drilling operation- 50 items
and fitting operation-68 items. Three types of validation, face, content and criterionreferenced were involved. Copies of the psycho productive skill multiple choice test, the
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MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
table of specification, identified areas of the NTC mechanical engineering craft
curriculum and a four-point rating scale questionnaire were submitted to five experts,
three were subject matter expert and two experts in measurement and evaluation unit,
all from Faculty of Education, University of Nigeria Nsukka.
The respondents were requested to rate the items using a four-point response
option of Highly Essential (4); Average Essential (3); Slightly Essential (2); and Not
Essential (1). A mean of 2.5 was used for each item on the questionnaire to possess face
and content validity.
The criterion-referenced validity of the instrument was determined by
comparing the scores of the students to the predetermined Simpson’s recommended
scores of at least 1/3 of all the items in perception, set and adaptation levels and 2/3 of
guided response, mechanism and complex overt response levels.The split-half
technique and Kudder-Richardson (K-R20) were utilized to determine the internal
consistency of the scores.
The correlation yielded co-efficiency of 0.87; 0.86 and 0.88 for grinding, drilling
and fitting operations respectively with overall coefficient of 0.87 depicting that the
instrument is reliable. The researcher made use of four research assistants to collect data
through the test. Research questions
was answered by experts’ comments on face
validation results. Kudder-Richardson K-R20 was used to answer research question 2,
while the analysis of variance (ANOVA) was utilized to test the hypothesis at 0.05 level
of significant.
Results
The results of the study are presented according to headings that correspond to the
research questions and the hypothesis tested as indicated below.
Research Question 1:
What are the process skills items essentially for developing Psycho productive skills test
for assessing students’ skills in mechanical engineering craft (grinding, drilling and fitting
operations) at NTC level?
To answer research question one, all the test items were considered based on
face, content and criterion-referenced validation results. After the validation exercise,
the researcher administered the validated items on a sample of candidates. Table 1
revealed the distribution of the final test items utilized in developing psycho productive
skills multiple choice test for assessing NTC students in mechanical engineering craft.
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Table 1: Distribution of test items according to tasks after validation
S/No
Task
No. of
No. of items
No. of items
items
discarded
retained
6
None
6
13
1
12
7
None
7
Grinding Operation
1. Mounting grinding wheel on
machine spindle
2. Grinding metal object with surface
grinder
3. Sharpening a cutting tool with a
grinding wheel
4. Dressing and truing grinding
6
6
5. Maintaining grinding machine
5
5
6. Hand polishing of a metal article
6
6
7. Sharpening center punch on bench
8
8
7
7
wheel
grinder
8. Sharpening twist drill on pedestal
grinder
9. Sharpening cold chisel on pedestal
8
1
7
8
None
8
grinder
10. Sharpening twist drill on pedestal
grinder
11. Polishing metal article with
7
7
6
6
13. Centre punching for drilling
4
4
14. Drilling a hole in a metal plate
7
1
6
15. Boring a hole in a metal bar
6
None
6
16. Counter boring a hole in a metal
7
17. Counter sinking a hole in a metal
8
2
6
18. Seating a hole in a metal
6
None
6
19. Reaming a hole in a metal
7
7
20. Producing a garden trowel
6
6
21. Drilling hole using hand drill
7
7
22. Constructing a mirror plate
10
10
23. Construction of name plate
11
10
24. Producing a shoe hoe
10
10
compound wheel
12. Polishing metal article with coated
abrasive
Drilling operation
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Fitting operation
25. Saving a metal bar
5
5
26. Shearing a metal plate
5
5
27. Filing a metal piece flat and square
10
1
9
28. Bending a metal rod
9
1
8
29. Soldering two metal parts together
6
None
6
12
1
11
31. Heat treating a metal product
5
None
5
32. Assembling with metal fasteners
6
6
33. Construction of a swart cleaner
7
7
30. Threading a metal bolt
34. Constructing a tool box
17
1
16
9
None
9
14
1
13
37. Making a vice clamp
7
None
7
38. Production of fitting plate
9
9
39. Production of depth gauge
9
9
35. Construction of an angle gauge
36. Constructing a pipe wrench
40. Making camp saw
10
1
9
Table 1 revealed that out of the 316 skill items, 11 items were discarded while 305 items
were retained and used for the psycho productive skills test development.
Research Question 2:
What is the reliability of the developed psycho productive skill multiple choice test items for
assessing students’ skills in mechanical engineering craft (grinding, drilling and fitting
operations) at the NTC level?
The data for answering research question two are presented in table 2.
Table 2: Reliability of the psychomotor skills multiple choice test items based on six levels of
Simpson’s taxonomy as obtained from the analysis of students’ scores on the test in mechanical
engineering craft using Kudder Richardson K-R20, N=248.
S/No
Level of Simpson
No. of item
No. of even
No. of odd
items
items
taxonomy
Kr-cal.
Grinding operation – 46
1. Perception
4
2
2
.82
2. Set
3
2
1
.87
3. Guided response
12
6
6
.91
4. Mechanism
13
6
7
.88
5. Complex overt response
9
4
5
.92
6. Adaptation
5
3
2
.83
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MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
Drilling operation – 39
1. Perception
4
2
2
.85
2. Set
3
1
2
.86
3. Guided response
10
5
5
.81
4. Mechanism
10
5
5
.93
5. Complex over response
9
5
4
.90
6. Adaptation
3
2
1
.84
1. Perception
3
1
2
.93
2. Set
5
3
2
.82
3. Guided response
17
9
8
.88
4. Mechanism
16
8
8
.89
5. Complex overt response
16
8
8
.97
4
2
2
.82
Fitting operation – 68
6. Adaptation
Decision: Standard correlation coefficient = 0.61 or above but less than unity
(Zimmerman et al, 1990) and 0.81 (Federer 1992).
The analysis of data in Table 2 revealed the reliability coefficients of the
instrument in grinding, drilling and fitting operations on six levels of Simpson’s
taxonomy. Grinding operation with 46 items had the following reliability coefficients:
(1) 0.82, (2) 0.87, (3) 0.91, (4) 0.88, (5) 0.92, (6) 0.83; Drilling operation with 39 items had
the following reliability coefficients: (1) 0.93, (2) 0.82, (3) 0.88, (4) 0.89, (5) 0.97, (6) 0.82;
Fitting operation with 68 items had the following reliability coefficients: (1) 0.93, (2)
0.82, (3) 0.88, (4) 0.89, (5) 0.97, (6) 0.82. The overall reliability coefficient of the test was
0.87.
These coefficients were greater than 0.81 and judged as high correlation (Federer,
1992). They are also greater than 0.06 but less than unity (Zimmerman et al, 1992). From
the above coefficients, the psycho productive skills multiple choice test can be said to
have high reliability.
Hypothesis Tested
Ho: There is no significant difference in the mean performance of the three
groups of students (High, Average and Low ability) on the psycho productive skills
multiple choice test in grinding operation. The data for testing the hypothesis are
presented in table 3.
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MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
Table 3: Analysis of variance of the mean performance of the High, Average or low ability
students in the psychomotor skills multiple choice test in grinding operation in the six levels of
Simpson’s taxonomy
Levels of
Simpson’s
No. of
Sum of square
items
taxonomy
Perception
4
3
12
f-ratio
E2
P- Remarks
square
value
(residual)
(sig)
11.929
2
Within: 7,114.202
3,146
672
2,138.060
15.075
674
Between: 27.070
13.535
2
Within: 2,185.840
3.253
672
2,212.910
16.788
674
Between: 43.917
21.959
2
Within: 4,131.157
6.148
672
4,175.075
28.107
674
Between: 45.253
22.627
2
Within: 4,293.665
6.389
672
4,338.918
29.016
674
Between: 39.188
19.594
2
Within: 3,285.395
4.889
672
3,324.584
24.483
674
Between: 18.111
9.055
2
Within: 1,440.310
2.143
672
11.198
674
Total:
Guided
df
Between: 23.858
Total:
Set
Mean
3.792
0.993
0.023
S
4.161
0.992
0.016
S
3.572
0.993
0.029
S
3.541
0.993
0.030
S
4.008
0.992
0.019
S
4.225
0.992
0.015
S
response
Total:
Mechanism
13
Total:
Complex
9
overt
response
Total:
Adaptation
5
Total:
F-critical = 3.031
1,458.421
E2 = Correlation ratio.
Data in Table 2 revealed that the P-values of the student’s performance in grinding
operation based on the six levels of Simpson’s taxonomy were
.
,
.
,
0.029, (4) 0.030, (5) 0.019 and (6) 0.015. These values were less than the P-value of 0.05
indicating that there is significant difference in the mean performance of the three
groups of students (High, Average and low ability) on the psycho productive skills
multiple choice test in grinding operation in the six levels of Simpson’s taxonomy.
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The table also showed that the calculated F-ratios for the six levels of Simpson’s
taxonomy were (1) 3.792, (2) 4.161, (3) 3.572, (4) 3.541, (5) 4.008 and (6) 4.225. These Fratios were greater than the F-critical value of 3.0317 at 2 and 672 degrees of freedom.
This indicated that there is significant difference in the mean performance of the three
groups of students (High, Average and Low ability) on the psycho productive skills
multiple choice test in grinding operation in the six levels of Simpson’s taxonomy.
Therefore, the null hypothesis of no significant difference in the mean performance of
the three groups in grinding operation was rejected for the six levels of Simpson’s
taxonomy.
Post-hoc analysis using Tukey-Kramer multiple comparison test was carried out
to determine the direction of difference of the mean performance of the three groups
(High, Average and Low ability). The test revealed that the difference was significant
between the high and low ability but was not significant between the high and average
abilities when compared. The implication of the result of Tukey-Kramer post-test is that
the psycho productive skills test in mechanical engineering was able to distinguish
between high and low ability groups in terms of their performance on the test which is
a measure of the validity of the test.
Discussion of Findings
The findings that 305 out of 316 skill items with content validity were considered
suitable for inclusion in the psycho productive skills multiple choice test was supported
by Audu (2010) in a study on Development and Validation of Decision Making Skills
Inventory for secondary school principals in Plateau state, where it was found out that
24 items of DMSI, were found to be properly loaded and therefore dependable with
minimum factor loading index of 0.35 which revealed the content validity of 24 items of
the DMSI. This finding agreed with the findings of Williams (2012) in a study on
Factorial Validation of Psycho-productive skill test for assessing senior secondary
school students in woodwork in Ondo State, where it was found out that the content
validity ratio of the items confirmed the content validity.
The findings of this study indicated that the psycho productive skills multiple
choice test met the criteria of content and internal validity since the test involved
performance in psychomotor objectives as was recommended by Okoro (2012). The
psycho productive skills multiple choice test was interested in measuring how well the
test measures the manipulative learning outcomes in mechanical engineering craft
covered during the 3 years NTC program. The psycho productive skills multiple choice
test identified the subject matter, topics and behavioral outcomes to be measured. The
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Danjuma A. Ombugus, Rebecca I. Umaru PSYCHO PRODUCTIVE SKILLS MULTIPLE CHOICE TEST ITEMS FOR ASSESSING STUDENTS IN
MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
test was constructed based on a table of specification which specified the sample of
items to be used and was constructed to be closely fitted within the table of
specification. This agreed with Ugbalu (2013) who stated that for a test to meet the
content validity criteria, it must identify the subject matter topics, behavior outcome to
be measured and be constructed following a table of specification which has been built
to specify the sample of items to be measured.
The study also found that the psycho productive skills multiple choice test items
had reliability co-efficiencies of between .
and .
in the six levels of Simpson’s
taxonomy. This implied that the items were reliable in the six levels of Simpson’s
taxonomy tested. These findings are in agreement with the findings of Okeme (2011) in
a study on development and validation of psycho-productive skills multiple choice test
items for students in Agricultural science in secondary schools in Kogi state, where it
was found out that the instrument demonstrated good reliability with Cronbach alpha
coefficient of 0.83. The findings are also in conformity with the findings of Ogbu (2011)
in a study on development and factorial validation of Basic Electricity Interest
Inventory where it was found out that the inventory had a high reliability with
Cronbach alpha coefficient of 0.74. The findings of this study on reliability is in
consonance with the findings of Bukar (2012) in a study on Development of an
instrument for evaluating practical project in electronics in Kaduna polytechnic, where
it was found out that the 50 items in IEPPE had a Kudder-Richardson K-R20 reliability
estimate of 0.85, which is a measure of inter-item homogeneity.
The study found out that there was significant difference in the mean
performance of the three groups of students (High, Average and Low ability) on psycho
productive skills multiple choices test in mechanical engineering craft. Tukey Kramer
multiple comparison tests revealed that the difference was significant between the high
and low ability but was not significant between the high and average ability when
compared. The findings above are in conformity with the findings of Eggah (2010) in a
study on Development and Factorial Validation of a mathematics test Anxiety scale for
senior secondary school in Nasarawa state, where it was found out that SS 3 students
had higher mean scores on MTAS when compared with SS 2 with scores of 63.5 and
61.9 for SS 3 and SS 2 respectively.
Conclusion
The achievement of the objective of mechanical engineering craft curriculum at the NTC
level cannot be realized if all the domains (cognitive, psychomotor, and affective) are
not assessed by examination bodies. The present mode of assessment of knowledge and
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cognitive ability achievement of students in mechanical engineering craft made the
realization of skill development in students of mechanical engineering craft
unachievable in technical colleges. Hence, students graduate from these colleges with
very little occupational entry based skills for work. This situation call for the
development of psycho productive skill multiple choice test to fill the gap created by
the teaching and learning of mechanical engineering craft towards achieving the
objectives. The inclusion of the developed psycho productive skill multiple choice test
in mechanical engineering craft could therefore provide a sound basis for accurate
judgment through the internet and as to whether all mentioned objectives have been
achieved or not.
Recommendation
The study recommended the following for implementation.
1. The external examination bodies (NABTEB, WAEC and NECO) should integrate
psycho productive skills multiple choice test in their examination for certification
of NTC students.
2. Teachers should be encouraged by government to make use of psycho
productive skills multiple choice test items during teaching and assessing
students in mechanical engineering craft especially the curriculum content areas
that relates to production such as grinding, drilling and fitting operations.
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Danjuma A. Ombugus, Rebecca I. Umaru PSYCHO PRODUCTIVE SKILLS MULTIPLE CHOICE TEST ITEMS FOR ASSESSING STUDENTS IN
MECHANICAL ENGINEERING CRAFT IN TECHNICAL COLLEGES
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