European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 4 │ 2017
doi: 10.5281/zenodo.439399
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION
STUDENTS’ OPINION ON UNDERGRADUATE
RESEARCH PROJECT SUPERVISION
Aminu Yusuf1, Iornienge Moses Tarnum2,
Muhammad Adam3, Zainab Aliyu Abubakar4i
Department of Education Foundations, Faculty of Technology Education,
1
Abubakar Tafawa Balewa University, Bauchi, Nigeria
Department of Vocational and Technical Education, Faculty of Education,
2
Benue University, Makurdi, Nigeria
Department of Educational Foundations Guidance & Counseling Unit,
3
Faculty of Technology Education, Abubakar Tafawa Balewa University, Bauchi, Nigeria
Department of Vocational and Technology Education, Faculty of Education,
4
Abubakar Tafawa Balewa University, Bauchi, Nigeria
Abstract:
The study assessed by determines the Supervised Undergraduate Students (SUS)
opinion on Undergraduate Research Project (URP) supervision and Gender difference
on SUS opinion on URP supervision. Content analysis design was used for the study.
The study consisted of two (Federal and State) universities, Abubakar Tafawa Balewa
University, (ATBU) Bauchi from North East and Benue State University (BSU) Makurdi
from North Central geo political zones of Nigeria. The population of the study
consisted of 434 final year supervised undergraduate research project students.
Proportionate stratify random sampling was used to select 205 (122 male and 84 female)
SUS. Supervised Undergraduate Students Opinion (SUSO) questionnaire was
developed, validated and used for the data collection. Hypothesis was tested at α=0.05
level of significance. To ensure the quality of the analysis, table was used where the co
researchers made transparent process from raw data to results in form of tally and
frequency. The data was analyzed using conceptual analysis and Chi Square test. URP
supervisors were appointed in respective of their expertise or field of specialization;
male and female SUS differs significantly (Ҳ2 = 96.265, df= 10, ρ<0.05) on opinion
regarding URP supervision were among the findings from the study. Some of the
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
575
Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
recommendations from the study include academic staff with administrative
responsibility to be exempted from URP supervision; similar study to be carried out
with Post Graduate thesis supervision.
Keywords: assessment, vocational education students, supervised undergraduate
students, undergraduate research project supervisor
1. Introduction
The significance of assessing Supervised Undergraduate Students (SUS) opinion on
Undergraduate Research Project (URP) supervision could not be emphasized. It gives
direction for action to be taken by those with responsibility or in charge of URP
coordination such as departmental research project coordinators.
Vocational and Technical education is used as a broad term in the educational
process involving, in addition to general education, the study of technologies in
acquisition of practical skills, attitudes, understanding and knowledge relating to
occupations in various sectors of economic and social life (FGN, 2004). The major
courses studied in vocational and technical education include: Business Education,
Agricultural Education, Building Technology Education, Woodwork, Metal work, and
Automobile Education, Electrical and electronic Education.
SUS refers to those final year students from the department of Vocational
Education who had submitted their approved research project to the department for the
fulfillment for the requirement of award of degree in neither Vocational Technology
Education (VTE) nor Vocational Education (VE). Lambert, 2013 observed that a research
project is an essential aspect of many undergraduate degree programs the study seeks
to determine the opinion of the students on URP supervision so as to improve the
quality of URP. URP as inquiry or investigation conducted by an undergraduate
student that makes an original intellectual or creative contribution to the discipline i.e.,
area of student specialization (Conference on Undergraduate Research [C.U.R], 1997).
For a research student ton carry research work successfully at undergraduate or
post graduate level a supervisor is appointed for the student. Supervision is defined as
one-to- one interaction between a supervisor and a student (Yeoh and Doan, 2012).
Yeoh and Doan (2012) observed that supervision is essential in supporting and
facilitating students in research studies. It also acts as an important component in
determining the success or failure of students. Good supervisory practice help students
fulfill their potential and contribute to university research project (Abiddin, Hassan and
Ahmad, 2009). Showman, Cat, Holloway and Wittman (2013) observed that the
contribution of supervisor in the students’ mentor relationship is crucial in promoting
efficient and sustained URP. A positive and collaborative interaction between student
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
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Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
and supervisor will enhance the student experience and increases the prospect for
successful outcome of the research project (Sub group of Undergraduate Students
Committee, 2012).
However, Madan and Teitge (2013) caution that URP supervisors need to be
aware of their students potential interest in research. Supervisors should be friendly,
approachable and flexible, knowledgeable and resourceful, and encourage students to
work and plan independently (Azure, 2016). The supervisor must provide timely and
constructive feedback to manage time effectively (Ali, Watson and Dhingra, 2016).
Supervising URP can present special challenge such as the task of supporting
apprentice researchers unused to both concepts and terminology of research (Lambert,
2013). Craul (2011) observed that one third of supervisor s do not adhere to all ethical
guidelines for research. Yusuf (2017) called for seminar on role of supervisors and
students in research project supervision. Ali et al., 2016 called for the need of research
that explored opinions of students on research supervision, so that it could be used to
develop strategies for promoting student supervisor relationships and enhance the
student experience. All these are acknowledged.
However, there is scanty literature on exploring URP. Large body of literature
focused on postgraduate supervision. URP provides the bases for future research work
experience. Adequacy or otherwise of the URP experience would have effect on future
research work. In view of this, there is need to study SUS opinion based on their
experience on URP supervision with the hope for improving the quality of URP
supervision.
Thus, the study aims at assessing Supervised Undergraduate Research Project
SURP students’ opinion on Research Project Supervision (RPS). Specifically the study
assessed to determine the SUS opinion on:
URP supervision.
Gender difference on SUS opinion on URP supervision.
1.1 Hypothesis
The Null hypothesis was tested at α= 0.05 level of significance.
HO: There is no significance difference of opinion between male and female SUS on
undergraduate research project supervision.
2. Methodology
Content analysis design was used for the study. Bengtsson (2016) observed that content
analysis is a research method that provides a systematic and objectives to make valid
inferences from verbal, visual or written data in order to describe and quantify specific
phenomena. The study consisted of two (Federal and State) universities, Abubakar
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
577
Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
Tafawa Balewa University, (ATBU) Bauchi from North East and Benue State University
(BSU) Makurdi from North Central geo political zones of Nigeria. The population of the
study consisted of 434 final year supervised undergraduate research project students.
Of this population, 175 were from Department of Vocational and Technology Education
(VTE), Faculty of Technology Education (FTE) from ATBU, Bauchi and 259 form
Department of Vocational Education (DVE), Faculty of Education (FE) from BSU,
Makurdi.
Proportionate stratify random sampling was used to select 205 (122 male and 84
female) SURP students.
Table 1: Proportion of SURP students as used in the study
University
Gender
ATBU
BSU
Total
56
27
83
65
57
122
121
84
205
Male
Female
Total
Open structured questionnaire title Supervised Undergraduate Students Opinion
(SUSO) questionnaire was developed validated and used for the data collection. The
students were asked to state their opinion on how the URP supervision could be
improved. One of the advantages of the questionnaire was its ability to enable the
respondent to feel free that they have been able to speak their mind though it may be
difficult to code especially if multiple answers are given (Dawson, 2013). The SUSO was
validated by the URP coordinators from department of Science Education (ATBU). The
instrument was administered and collected by the co researchers from their respective
universities.
2.1 Validity and reliability of the data
To ensure the quality of the analysis, table was used where the co researchers made
transparent process from raw data to results in form of tally and frequency. Similarly, in
the analysis process, human mistakes caused by fatigue errors interpretation and bias
(Bengtsson, 2016) are always possible. To avoid this, the collected data was shown
among the 4 co-researchers and 4 weeks was given for each (co-researcher) to submit
analysis after which group compilation was made.
To ensure the dependability (stability) or the tendency for coders to consistently
re-coding the same data in the same way over a period of time or the tendency for a coresearchers (group coders) to classify categories membership in the summary, coding
discussion tract were kept and used.
The data was analyzed using conceptual analysis where facts from the collected
data text were coded and presented in the form of frequency expressed as a percentage
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
578
Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
of actual number of key variable (Phillips, 2000). The analysis was done separately
(male and female).
The study would be significance to undergraduate research project supervisors,
departmental research project coordinators and researchers in similar field of study.
2.2 Analysis and Interpretation
On the process of conceptual analysis of the obtained data on determining the SUS
opinion on RPS,4 themes with sub-themes under each were used for the clarification,
categorization and interpretation of students’ opinion.
Table 2a: SUS opinion on URP supervision on the theme Administration
Theme
Sub-theme
Frequency
Percentage
i.
Supervision to be faculty affairs.
23
11.2
ii.
Uniformity on format for writing project to be issue
by the Faculty and project topic approval to be in
2nd semester at 300 level.
21
10.2
iii.
Those with administrative responsibilities should
not be appointed to supervise undergraduate
students.
30
14.7
iv.
Group project work to be introduced so as to reduce
the students’ supervisors’ ratio.
18
8.9
92
45
Administration
Total
Table 2a above, shows the result obtained from the analysis and interpretation of the
theme administration on the opinion of SUS on the URPS.
Table 2b: SUS opinion on URP supervision on the theme Qualification
Theme
Qualification and
Experience
Sub-theme
Frequency
Percentage
Appointment of URPS to be based on experience
and area of specialization.
27
13.2
Total
27
13.2
From Table 2b above, 13.2% of the SUS were of the opinion that appointment of URP
supervision should be based on experience and area of specialization of the supervisor.
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
579
Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
Table 2c: SUS opinion on URP supervision on the theme Accessibility
Theme
Sub-theme
Frequency
Percentage
i.
Supervisors to write should write their
project days and time on their door post.
18
8.8
ii.
Supervisor should see their students at least
once in 2 weeks.
19
9.3
iii.
Orientation lectures to both students and
supervisors and Faculty library need to be
equipped with relevant books, journals and
e-journals.
26
12.7
63
30.8
Accessibility
Total
SUS opinion on URP supervision on the theme accessibility shows 30.8 % were of the
opinion of the subthemes as shown on the Table 2c above.
Table 2d: SUS opinion on URP supervision on the theme Feedback
Theme
Sub-theme
i.
Feedback
ii.
Mistakes and errors (grammar, spelling) should be clearly
stated in simple terms for students
.
Supervisors to assist students on how to go about the
corrections.
Total
Frequency
Percentage
12
5.9
11
5.4
23
11.3
Table 2d shows the percentages obtained from the analysis and interpretation of the
themes feedback, 5.9% and 5.4 % were obtained respectively on the 2 sub themes as
shown (Table 2d).
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
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Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
Table 3a: Gender differences on SUS opinion on URP supervision
Theme/ Sub-theme
Frequency
Administration
i.
Supervision to be faculty affairs.
Percentage
Male 14
Female 9
11.5
10.8
ii.
Uniformity on format for writing project to be issue by the Faculty and
approval of project topic to be in 2nd semester at300 level.
Male 12
Female 9
9.8
10.8
iii.
Those with administrative responsibilities should not be appointed to
supervise undergraduate students.
Male 11
Female 7
9.0
8.4
iv.
Group project work to be introduced so as to reduce the students’
supervisors’ ratio.
Male 18
Female 12
14.8
14.5
Qualification and experience
i.
Appointment of URPS to be based on experience and area of
specialization.
Male 16
Female 11
13.1
13.3
Accessibility
i.
Supervisor to write should write their project days and time on their
door post.
Male 11
Female 7
9.0
8.4
Supervisor should see their students at least once in 2 weeks.
Male 11
Female 8
9.0
9.6
Faculty library need to be equipped with relevant books, journals and
e-journals
Male 15
Female 11
12.3
13.3
Feedback
i.
Mistakes and errors (grammar, spelling) should be clearly highlighted
for students.
Male
7
Female 5
5.7
6.0
Male
7
Female 4
5.7
4.8
ii.
iii.
ii.
Supervisors to assist students on how to go about the corrections.
Table 3a above, shows gender difference on themes and subthemes of SUS opinion on
URP supervision.
Table 3b: Chi Square test on gender difference
Pearson Chi-Square
Likelihood Ratio
Linear-by –Linear Association
N of Valid Cases
Value
df
Asymp.Sig(2-sided)
96.265
130.607
65.923
205
10
10
1
.001
.001
.001
a
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
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Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
a.6Cells (27.3 %) has expected count less than 5. The minimum expected count is 1.62
Result on Table 3a was used to test the HO at α=0.05 level of significance. From the
result on Table 3b, chi square (Ҳ2) = 96.265, df= 10, ρ = 0.001 at α=0.05 was obtained.
However, the HO was rejected at ρ<0.05 level of significance.
3. Findings
URP supervisors were appointed in respective of administrative responsibility of
the academic staff such as dean, head of department or examination officer.
URP supervisors were appointed in respective of their expertise or field of
specialization.
Some of the URP supervisors are not polite on their comments or corrections on
URP work.
Male and Female SUS differs significantly (Ҳ2 = 96.265, df= 10, ρ<0.05) on opinion
regarding URP supervision.
4. Discussion
In discussion the results from the analysis and interpretation of data obtained from the
study, certain limitations such as difference on SUS opinion based on location(geo
political zone) and deliberate excluding names of URP supervisors to be exempted
from the URP supervision as cited from the opinion of the respondents must be
acknowledged.
Result on Table 2a, shows the SUS opinion on URP supervision on the theme
administration and its sub-themes. From the result (Table 2a), 45% of the SUS were of
the opinion that URP supervision to be faculty affairs (11.2%), uniformity on URP
format for all the departments in the faculty 10.2%. While the sub-theme on project
topic approval to be done in second semester at 300 level instead of the usual first
semester of the final year attracted opinion of 10.2 % of the respondents. The sub-theme
iii, on Table 2a attracted 14.7 % which is the highest percentage on the sub-theme
categories on the theme administration. Extracted from SUS opinion on this, reads: The
Dean and others who have administrative responsibilities should be exempted from the URP
supervision. Also, from the result on Table 2a, SUS were of the opinion that the faculty to
introduce group project work. This attracted 8.8 % of the SUS opinion on the URP
supervision. Extracted from the data obtained from the SUS opinion reads: the
department should reduce stress for the supervisors and students by assigning moderate and
reasonable number of students to supervisors through introducing group project work. Finding
from this revealed that URP supervisors were appointed in respective of administrative
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
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Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
responsibility of the academic staff such as dean, head of department or examination
officer.
Table 2b, revealed the SUS opinion on the sub-theme on under the theme
Qualification and experience. From the result on Table 2b, it was shown that 13.2 % of
the SUS were of the opinion that appointment of the URP supervisors to be based on
supervisor level of experience and area of specialization. Extracted from the data
obtained on SUS opinion on this, reads: my opinion goes to the department on appointment
of supervisors to students should be related to students and supervisor areas of specialization.
So as to improve the quality of the URP; my opinion is that department should identify
competent supervisors who have knowledge and experience based on the student area of study..
as it is in such situation that the supervisor could provide the needed guidance and academic
assistance to student. Finding from this, revealed that, some of the URP supervisors were
appointed in respective of their expertise or field of specialization. The finding
contradicts Azure (2016) who urged that supervisor should be knowledgeable and
resourceful in the field he is supervising.
From the result tabulated on Table 2c, 30.8 % of the SUS were of the opinion that
URP supervisor should be accessible to student. Extracted from data obtained from SUS
opinion reads: I’m of the opinion that time, and days for project students to be written on
supervisor’s door post.
SUS opinion on feedback as tabulated on Table 2d, show that 11.3 % of the SUS
were of the opinion that spelling mistake, grammatical errors and other related
corrections should be underline and clearly stated for the student to comprehend. In
addition to that, the supervisor should assist student on how to go about the correction.
Extracted from the SUS opinion from the data obtained, reads: I find it difficult to
understand the correction on what my supervisor want to me to do.; the correction is always
in adequately explain to me; ……….. should be exempted from URP supervision, he discourage
us by his comment using un meaningful word i.e., recast and un polite words such as poor or
false statements on our project work.
Finding from this, revealed that some of the URP supervisors are not polite on
their comments or corrections on URP work. The finding contradicts Ali et al., (2016)
who advocated that supervisor must provide timely and constructive feedback to
student.
Result on Table 3a, was used to test the HO which stated that, there is no
significance difference of opinion between male and female SUS on URP supervision.
Table 3b, revealed the result on the HO tested at α = 0.05 level of significance. From the
result on the Table 2b, Chi Square (Ҳ2 = 96.265, df= 10, ρ= .001 was obtained. Thus, the
Ho was rejected for ρ<0.05 level of significance. Table 3a shows the SUS opinion
tabulated on gender difference. From the result (Table 3a), the total percentages on
opinion for the four themes (Administration, Qualification and experience, Accessibility
European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
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Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
and feedback) shows that male percentages= 45.1, 13.3, 30.3 and 11.4 and female percentages =
44.5, 13.3, 31.3 and 10.8 on the URP supervision. However, these difference in
percentages of opinion between male and female SUS was statistically significant (Ҳ2 =
96.265, df= 10, ρ<0.05). Finding from this, revealed that male and female SUS differs
significantly on opinion regarding URP supervision.
5. Conclusion
The study assessed the USU opinion on URP supervision from two (Federal and State)
universities located at North East and North Central geopolitical zones of Nigeria. Data
obtained, analyzed and interpreted from the sample of 205 SUS opinion on URP
supervision revealed how URP supervision takes place in the study universities. The
SUS opinion as expressed from the study, findings and recommendation given hoped
to provide gateway for improvement of quality on URP supervision; and open doors
for research studies on URP supervision in universities and other tertiary institutions
such as Colleges of Education and Polytechnics.
6. Recommendations
Academic staff with administrative responsibility to be exempted from URP
supervision.
Appointment of URP supervisors to be based on supervisor expertise and area of
specialization.
Orientation lectures for both URP supervisors and students to be organized by
URP coordinators in each department.
Similar study to be carried out with Post Graduate thesis supervision.
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UNDERGRADUATE RESEARCH PROJECT SUPERVISION
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European Journal of Education Studies - Volume 3 │ Issue 4 │ 2017
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Aminu Yusuf, Iornienge Moses Tarnum, Muhammad Adam, Zainab Aliyu Abubakar
ASSESSMENT OF VOCATIONAL AND TECHNICAL EDUCATION STUDENTS’ OPINION ON
UNDERGRADUATE RESEARCH PROJECT SUPERVISION
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