At the cognitive stage the teacher exposes the students to the basic knowledge of handling of tools and equipment in execution of a particular task. During this stage the learner develops an in-depth understanding of the skill to be acquired. The associative stage of skill acquisition is period of practice, utilization or putting into practice those things that has been learnt through a series of projects. While autonomous stage is the stage of execution of tasks fluently using personal instinct and perception without outside influence on the finished product. Improvement on what has been learnt by constant involvement in technical works refines what the students acquire on daily basis ...view middle of the document...
It has long been regarded as education for the poor, mediocres and the undermined (Adesina, 1982, Olaitan, 1996, Odu, 2011, Azubuike 2011). The study carried out on parental attitudes towards vocational education by Okocha, 2009 revealed that although parents recognize the employment value inherent in technical related courses found in vocational/technical education, they are still prepared to accept the superiority of socially prestigious and white-collar professions over technical related occupations. According to Okafor, 2012 technical education is a very vital educational sector that is neglected yet it is an inevitable sector that must be embraced in order to make significant progress in terms of national development and job creation. Most studies that have been done in this area of research explained and emphasized the importance, challenges and ways to improve and revitalise technical education (Ezekiel and Usoro,2009, Olatian, 1996, Ozoro, 1982, Ekunke, 2008, Mbata, 2000, Al-Nasra, 2013, Sahu,2008, Ojimba, 2012). Sahu, 2008 classified factors that affect the effectiveness of technical education under seven broad headings as administration, infrastructure, teaching effectiveness, students, interaction with industry and society, extra curricular activities, and research and development. The student factor considered by Lawal, 2012 in attitude of students towards technical education in Osun State showed positive disposition towards technical education. Major influential factors affecting the attitude of students towards vocational/technical subjects were observed to be interest, gender, and socio-economic status, the qualification of teachers and instructors and guidance councellers motivated influence (Azubuike, 2011). The quality of graduates produced from technical institutions was assessed by Dasmani, 2011. The study revealed that inadequate supply of instructional materials, large class sizes, inadequate training facilities, weak linkages with local industries for hands-on-experience for both instructors and trainees lead to ineffective and inefficient training of students while emphasis is placed on passing final examination. There is no study that specifically focused on the correlation between attitude and achievement in technical skill acquisition. This study is therefore concerned with the attitude influence on performance in technical skill acquisition among technical students.
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