IMPACT OF WORK-BASED LEARNING ON TECHNICAL COMPETENCE OF STUDENTS IN ELECTRICAL INSTALLATION PROGRAMME IN TECHNICAL COLLEGES IN RIVERS STATE

Abstract

This study investigated the impact of work-based learning (WBL) on the technical competence of students enrolled in electrical installation programme in technical colleges in Rivers State, Nigeria. Using a quasi-experimental research design, the study assessed 240 Vocational Level 2 students specializing in electrical installation across the four technical colleges in Rivers State. The sample was divided into experimental and control groups, with the experimental group participating in a structured 12-week work-based learning program while the control group received conventional classroom instruction. Data was collected using the Electrical Installation Technical Competence Assessment Test (EITCAT) and the Work-Based Learning Experience Questionnaire (WBLEQ). From the study, it was revealed that students who participated in the WBL program demonstrated significantly higher technical competence scores (M = 78.43, SD = 8.26) compared to the control group (M = 65.17, SD = 10.93), t (238) = 10.42, p < .001, d = 1.35. The study also found that the duration of industrial exposure and quality of mentorship significantly predicted technical competence levels (R² = .64, p < .001). Thus, it was recommended among others that the Federal Government through the National Board for Technical Education should integrate structured work-based learning into the curriculum of technical colleges and establish stronger industry-institution partnerships to enhance the technical competence of students in electrical installation.