Extent of Community Participation in the Implementation of Carpentry and Joinery Trade Curriculum in South Easthern Technical Colleges
Year: 2026
Type: article
Study design: Observational Study
Abstract: This study examined the extent of community participation in the implementation of carpentry and joinery trade curriculum in South Eastern technical colleges. The study was guided by five research questions and five null hypotheses tested at 0.05 level of significance. A descriptive survey research design was adopted. The population comprised 105 respondents, made up of 19 principals and 86 carpentry and joinery trade teachers in public technical colleges in Anambra and Enugu States, and the entire population was studied without sampling due to its manageable size. Data were collected using a structured questionnaire titled "Community Participation in the Implementation of Carpentry and Joinery Curriculum Questionnaire (CPICJC)," which was validated by three experts from the Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach's. Alpha method, which yielded reliability coefficients ranging from 0.73 to 0.86 across the five clusters of the instrument. Mean and standard deviation were used to answer the research questions, while t-test was used to test the corresponding hypotheses at 0.05 level of significance. Findings revealed that communities participated to a moderate extent in funding, procuring instructional materials, and providing security measures, to a moderate extent but building infrastructural facilities and employing instructional personnel for the implementation of carpentry and joinery trade curriculum to a low extent. The results also indicated that principals and teachers did not differ significantly in their mean ratings across all five areas of community participation examined. The study concluded that communities participate in the implementation of carpentry and joinery trade curriculum to a moderate extent, with notable gaps in infrastructural development and personnel employment. It was recommended amongst others that State Government and Technical College administrators should establish structured community engagement frameworks that clearly define specific roles and responsibilities for communities in infrastructural development and employment of instructional personnel.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7223482504