Utilization Of Computer-Aided Design and Digital Measurement Tools for Teaching Electrical and Electronics Technology in Tertiary Institutions in Niger State, Nigeria

Ahmad Abdullahi Tybo, Rabiu Umar

Abstract


The study examined the utilization of Computer-Aided Design (CAD) and digital measurement tools for teaching Electrical and Electronics Technology in tertiary institutions in Niger State, Nigeria. The study was motivated by the increasing importance of digital technologies in contemporary electrical and electronics education and the need to prepare students with practical competencies relevant to modern industrial practice. Two research questions and two null hypotheses guided the study. A descriptive survey research design was adopted for the study. The population comprised lecturers teaching Electrical and Electronics Technology-related courses in selected tertiary institutions in Niger State. A sample of 120 lecturers was selected using a stratified sampling technique. Data were collected using a structured questionnaire titled Computer-Aided Design and Digital Measurement Tools Utilization Questionnaire (CAD-DMTUQ). The instrument was validated by experts in Electrical and Electronics Technology Education, Educational Technology and Measurement and Evaluation, while its reliability was established using Cronbach's alpha, yielding a coefficient of 0.88. Mean and standard deviation were used to answer the research questions, while independent-samples t-test was used to test the hypotheses at 0.05 level of significance. The findings indicated that CAD tools were utilized to a moderate extent for circuit design, schematic drawing, simulation and technical documentation. Digital measurement tools, including digital multimeters, digital oscilloscopes, digital wattmeters and digital signal generators, were also utilized to a moderate extent. The findings further showed no significant difference between lecturers in universities and other tertiary institutions regarding utilization of CAD and digital measurement tools. The study concludes that improved access, training, maintenance and institutional support are required to strengthen technology-supported Electrical and Electronics Technology instruction. 


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References


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