Abstract
The purpose of this research was to determine the extent of student teachers’ willingness to engage in troubleshooting activities and their technological problem-solving self-appraised ability. The study used a cross-sectional descriptive correlational design to collect data from 310 purposively random sampled students from three universities in Northern Nigeria. Results of data analyses indicated that student teachers from the universities surveyed reported a moderate willingness to engage in troubleshooting activities as well as a moderately positive self-appraisal of their problem-solving ability. The student teachers’ willingness to engage in troubleshooting activities was also significantly related to the pattern of their self-appraised problem-solving ability. It was therefore concluded that the findings from this research do not support the pedestrian view that students from Nigerian universities are reluctant to engage in problem-solving activities.
Highlights
A number of writers (Abassah, 2011; Adedokun, 2011; Akinyemi, Ofem, & Ikuenomore, 2012; Dabalen, Oni, & Adekola, 2000; Nwagwu, 2007; Oyesiku, 2008; Umunadi, 2011; Uwaifo, 2010; Uwaifo & Uwaifo, 2009) have suggested that school leavers from Nigerian schools especially lack problem-solving abilities
Hypothesis 1: There is no relationship between teacher trainees’ willingness to engage in troubleshooting activities and their self-appraised technological problem-solving ability
Hypothesis 2: No significant differences exist among the student teachers in their willingness to engage in technological problem-solving activities on the basis of gender, number of years spent in the university, and program of study
Summary
A number of writers (Abassah, 2011; Adedokun, 2011; Akinyemi, Ofem, & Ikuenomore, 2012; Dabalen, Oni, & Adekola, 2000; Nwagwu, 2007; Oyesiku, 2008; Umunadi, 2011; Uwaifo, 2010; Uwaifo & Uwaifo, 2009) have suggested that school leavers from Nigerian schools especially lack problem-solving abilities It is not generally clear the sort of problem-solving ability most of the aforementioned writers refer to, Oyesiku (2008) at least alludes to the fact that graduates from Nigerian schools lack troubleshooting skills. An informed citizenry improves the chances that decisions about the use of technology will be made rationally and responsibly. (p. 2)
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