Emmanuel Obidi Udegbunam, Okeoghenemaro Prudence Ukuhor, Emmanuel Chukwuwike Attamah


The need to restore societal values in Anambra State necessitated this study to determine the innovative practices applied by technical and vocational educators for improving societal values in Anambra State of Nigeria. Two research questions guided the study and two null hypotheses were tested. Descriptive survey research design was adopted for the study. The population consisted of 204 technical and vocational educators from all the public tertiary institutions in the area. The entire population was used without sampling because the size was not too large. Instrument for data collection was a questionnaire structured on a 5-point rating scale and containing 20 items in two clusters. The instrument was validated by three experts from the Faculty of Education, Nnamdi Azikiwe University, Awka. A pilot study was used to establish the reliability of the instrument and application of Cronbach alpha yielded reliability coefficients of 0.89 and 0.78 for the two clusters with an overall reliability coefficient value of 0.84. Data collected for the study were analyzed using mean and standard deviation to answer the research questions and determine the closeness of the respondents’ views while ANOVA was used to test the null hypotheses at 0.05 level of significance. Findings revealed that technical and vocational educators applied social responsibility principles and cooperative learning practices for improving societal values in tertiary institutions in Anambra State. It was also found out that respondents differ significantly in the mean ratings on social responsibility principles and cooperative learning practices they apply based on their levels of educational attainment and teaching experiences. Based on the finding, it was concluded that application of innovative practices by all the technical and vocational educators have contributed positively on their students and the society at large relative to core values that makes societies thrive. It was recommended among others that technical and vocational education students should embrace the innovative practices of their teachers and demonstrate them within and outside the schools in order to make positive impacts in the society.


Article visualizations:

Hit counter



innovative, practices, technical and vocational educators, societal values and tertiary institutions

Full Text:



Adeeb, M. A., Hussain, I. & Rahmani, S. H. (2009). Teaching as a profession Mmodule 1: Professional competency enhancement programme for teachers. Retrieved from

Adeyanju, O. D. (2012). An assessment of the impact of corporate social responsibility on Nigerian society: The examples of banking and communication industries in Delta State. Universal Journal of Marketing and Business Research, 1(1), 017-043. Retrieved from

Anho, R.O. (2011). The role of education administrators in Nigeria secondary schools. African Journal of Education and Technology, 1(1), 39-44.

Anindo, J. Mugambi, M. M. & Matula, D. P. (2016). Training equipment and acquisition of employable skills by trainees in public technical and vocational education and training institutions in Nairobi County, Kenya. International Journal of Advanced Research in Education & Technology (IJARET), 3(4), 103-110.

Das, N. (2015). Innovative practices in teacher education: An overview. International Research Journal of Interdisciplinary & Multidisciplinary Studies (IRJIMS), 1(4), 15-18.

Davidson, N. & Major, C. H. (2014). Boundary crossings: Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3&4), 7-55.

Imeokparia, P. O. & Ediagbonya, K. (2012). Employability of business education graduates. Educational Research, 3(8), 36-48. Retrieved from

Johnson, D. W. & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.

Mabagala, S., Mwisukha, A., Wanderi, M. P. & Muindi, D. M. (2013). Physical education teachers’ knowledge on the professional code of ethics and conduct in Tanzania. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 4(4), 690-697

Momoh, A. O. (2012). Revitalization of Technical Education in Nigeria as a vehicle for Transformation’ Proceedings of COREN 21st Engineering Assembly: Owerri. 52-81.

Moretti, E. (2014). Estimating the social return to higher education: Evidence from longitudinal and repeated cross-sectional data, Journal of Econometrics, 1(2), 175-212.

Nuland, S. & Khandalwal, B. P. (2009). Ethics in Education: Role of Teacher Codes. Canada and South Asia. International Institute for Education Planning. Paris. Retrieved from

Shapiro, A. (2011). Teaching social responsibility. Retrieved from

Sihem, B. (2013). Social responsibility of educators. International Journal of Educational Research and Technology, IJERT, 4(1), 46 -51.

Slavin, R. E. (2011). Instruction based on cooperative learning. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (344-360). New York: Taylor & Francis.

Tran, V. D. (2014). The effects of cooperative learning on the academic achievement and knowledge retention. International Journal of Higher Education, 3(2), 131-140.

Ubulom, J. W. & Ogwunte, C. P. (2017). Evaluation of teacher-centered and learner-centered methods for instructional delivery of senior secondary schools financial accounting in Rivers State. International Journal of Innovative Finance and Economics Research, 5(3), 81-88.



  • There are currently no refbacks.

Copyright (c) 2020 Emmanuel Obidi Udegbunam, Okeoghenemaro Prudence Ukuhor, Emmanuel Chukwuwike Attamah

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).