Development And Validation of Cell Phone Maintenance Training Modules For National Diploma Students

Abstract 

The study was carried out to develop and validate cell phone maintenance training modules for national diploma students. Five research questions were answered while five null hypotheses were formulated and tested at 0.05 level of significance. The study adopted research and development (R&D) design and was carried out in Lagos State, Nigeria. The population for the study was 137 which comprised 35 Lecturers, 14 Instructors of Electrical/Electronic Technology from Department of Electrical/Electronics Technology, Yaba College of Technology, Lagos State Polytechnic Ikorodu and Lagos City Polytechnic Ikeja, 21 Supervisors in MTN, GLOBACOM, Celtel, Etisalat and Samsung and 67 Road Side Cell Phone Technicians in Lagos State. Purposive sampling technique was used to select 67 literate road side cell phone technicians from Ladipo Market Oshodi, Alaba International Market Ojo and Computer Village, Ikeja Lagos State. The entire population of the lecturers, instructors and supervisors was involved in the study because of their manageable size. Cell phone maintenance training module questionnaire (CMTMQ) was used for data collection for the study. The instrument was face validated by three experts. Internal consistency of CMTMQ was determined using Cronbach Alpha reliability method and the overall reliability coefficient of 0.86 was obtained. Seven trained research assistants were involved in the data collection using CMTMQ. Out of 137 copies of CMTMQ administered to 35 lecturers, 14 instructors, 21 supervisors and 67 road side cell phone technicians, only 104 copies were properly completed and returned representing 75.91 percent return rate. Factor analysis and mean were used for answering the research questions while analysis of variance (ANOVA) was employed for testing null hypotheses at 0.05 level of significance. The findings of the study revealed that 12 objectives and 140 contents were required for the development of cell phone maintenance training modules for national diploma students. The findings of the study revealed that the following number of facilities, delivery systems, evaluation techniques and activities were confirmed necessary for implementing cell phone maintenance training modules: facilities 50, delivery systems 58 and evaluation techniques and activities 33. The hypotheses tested revealed that there was no significant difference in the mean responses of lecturers, instructors, supervisors and road side cell phone technicians on nine out of 12 objectives, 140 contents of cell phone maintenance training modules and 40 out of 50 facilities for maintenance of cell phones. The hypotheses tested also revealed that there was no significant difference in the mean responses of lecturers, instructors and supervisors in telecommunication industries on 57 out of 58 delivery systems, 31 out of 33 evaluation techniques and activities that could be used for assessing each of the cell phone maintenance training modules. It was recommended that National Board for Technical Education and other government agencies such as Nigerian Universities Commission, National Commission for Colleges of Education and Nigerian Educational Research and Development Council should integrate the developed cell phone maintenance training modules to polytechnics, university, colleges of education programmes and secondary school curriculum for training of students. It was also recommended that the developed cell phone maintenance training modules should be integrated to the programmes of skill acquisition centres to train youths to enable them acquire cell phone maintenance skills.