Authors: Azonwu Martha E., Kayii Numbarabari E
Abstract: This study examined the relationship between maintenance funding adequacy and students’ competence in workshop and studio practices in higher institutions in Rivers State, Nigeria, with implications for Sustainable Development Goal 4 (Quality Education). The study adopted a correlational research design. The population comprised 1,002 workshop and studio instructors, technicians, and technologists in four selected higher institutions in Rivers State. A sample of 286 respondents was selected using proportionate stratified sampling. Data were collected using a structured questionnaire titled Maintenance Funding Adequacy and Students’ Competence in Workshop and Studio Practices Questionnaire (MFASCWSPQ). The instrument was validated by experts in technical and vocational education, educational measurement and evaluation, and research methodology. A reliability coefficient of 0.70 was established using Cronbach’s alpha. The research questions and hypotheses were analysed using Pearson’s Product-Moment Correlation Coefficient with the aid of SPSS version 23 at the 0.05 level of significance. The findings revealed a weak positive and statistically significant relationship between the adequacy of maintenance funding and students’ practical competence. The study also found a positive and statistically significant relationship between the promptness of the release of maintenance funds and students’ practical competence. Consequently, both null hypotheses were rejected. It recommended that higher institutions should make realistic annual allocations for routine and preventive maintenance and establish predictable schedules for releasing maintenance funds. These measures could improve practical-learning conditions and contribute to the attainment of SDG 4, particularly in promoting relevant skills and providing safe, effective educational facilities.
DOI: https://doi.org/10.5281/zenodo.23610755
