Investigating Practical Content Delivery Perspectives among Engineering Students: Insights from Tertiary Institutions in South-West Nigeria

Abstract

The lack of enthusiasm among students for practical classes is alarming. This prompted the need for an investigation into the issues of engineering education, with a focus on practical content delivery perspectives. An online questionnaire was completed by 325 respondents from tertiary institutions in southwest Nigeria, resulting in responses. This ensured diversity in age, gender, field of study, and academic level, providing detailed insights into the composition of the respondent pool. Notably, the majority of participants (295) are male, with only 30 females, highlighting a gender disparity that is common in most tertiary institutions. The distribution across fields and academic levels illustrates the diversity of engineering disciplines and academic advancement. For instance, electrical/electronics engineering received 153 responses, with ND 1 students being the most represented. A comprehensive evaluation of practical session challenges revealed widespread consensus on issues such as time constraints, insufficient equipment, and overcrowded classes. The mean values revealed the relative importance of each criterion, providing a more comprehensive understanding of respondents' viewpoints. The study concludes with innovative strategies for improving hands-on education while addressing identified shortcomings. The recommendations include improved access to resources, increased industry participation, modernization of equipment, standardized content delivery, technology-enabled learning, faculty development, structured coaching, adaptive assessments, and regular curriculum evaluations. These programs aim to promote continuous improvement and create a positive and productive learning environment for engineering students. This study provides valuable insights and practical solutions for enhancing the delivery of content, bridging gaps, and improving the quality of engineering education.