Effect of Workshop Safety Practices on Academic Achievement and Technical Skill Acquisition among Metalwork and Woodwork Technology Education Students

The development of competent and industry-ready graduates in Technical and Vocational Education and Training (TVET) depends largely on workshop environments that promote effective safety practices alongside quality practical instruction. However, concerns about inadequate safety standards in technical college workshops continue to undermine students' academic performance and practical competency development in Nigeria. This study investigated the effect of workshop safety practices on the academic achievement and technical skill acquisition of Metalwork and Woodwork Technology Education students in Lagos State Technical Colleges, Nigeria. A descriptive survey research design was adopted. The study population comprised approximately 6,000 students enrolled in public technical colleges in Lagos State, from which a sample of 150 students was selected using a multistage sampling procedure involving purposive, stratified, and simple random sampling techniques. Data were collected using the researcher-developed Workshop Safety Practices, Academic Achievement and Technical Skill Acquisition Questionnaire (WSPAATSAQ). The instrument was validated by experts in Metalwork and Woodwork Technology Education, Technical and Vocational Education, and Measurement and Evaluation, while a pilot study produced a Cronbach's alpha reliability coefficient of 0.87. Mean and Standard Deviation was used to answer the research questions, whilst Pearson Product-Moment Correlation and Multiple Regression Analysis were employed to test the hypotheses at the 0.05 level of significance. The findings revealed that workshop safety practices significantly enhanced students' academic achievement and technical skill acquisition. Safety orientation, compliance with workshop regulations, proper use of personal protective equipment, machine safety, effective instructor supervision, and organized workshop environments emerged as significant predictors of improved learning outcomes. The study concludes that effective workshop safety practices are indispensable to improving students' academic success and occupational competence. It recommends sustained investment in modern workshop facilities, continuous safety education, and strict enforcement of occupational safety standards to enhance the quality and effectiveness of technical education in Nigeria.

Workshop safety practices, academic achievement, technical skill acquisition, metalwork and woodwork technology, Technical Vocational Education and Training (TVET).

1. Acheneje, O., & Emmanuel, K. (2026). Safety infrastructure and students’ readiness in technical education workshops. International Journal of Technical Education Studies, 9(2), 112–121. [Google Scholar] [Crossref]

2. Afeti, G. M. (2020). Technical and vocational education and training for industrialization. Association for the Development of Education in Africa (ADEA). [Google Scholar] [Crossref]

3. Aina, J. K., & Adebayo, F. A. (2021). The state of workshop facilities and its impact on technical education in Nigeria. International Journal of Vocational and Technical Education, 13(2), 20–28. [Google Scholar] [Crossref]

4. Aina, J. K., & James, O. (2023). Infrastructure and equipment as catalysts for technical education in Nigeria. Journal of Technical Education and Training, 15(1), 18–29. [Google Scholar] [Crossref]

5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. [Google Scholar] [Crossref]

6. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman. [Google Scholar] [Crossref]

7. Becker, G. S. (1964). Human capital: A theoretical and empirical analysis, with special reference to education. Columbia University Press. [Google Scholar] [Crossref]

8. Burke, M. J., Sarpy, S. A., Tesluk, P. E., & Smith-Crowe, K. (2002). General safety performance: A test of a grounded theoretical model. Personnel Psychology, 55*(2), 429–457. https://doi.org/10.1111/j.1744-6570.2002.tb00116.x [Google Scholar] [Crossref]

9. Cedefop. (2023). Skills anticipation and matching in vocational education and training: Supporting transitions to employment. Publications Office of the European Union. [Google Scholar] [Crossref]

10. Cooper, M. D. (2000). Towards a model of safety culture. Safety Science, 36(2), 111–136. https://doi.org/10.1016/S0925-7535(00)00035-7 [Google Scholar] [Crossref]

11. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications. [Google Scholar] [Crossref]

12. European Agency for Safety and Health at Work. (2023). Occupational safety and health in a changing world of work. Publications Office of the European Union. European Centre for the Development of Vocational Training. (2022). Vocational education and training and the green transition. Cedefop. [Google Scholar] [Crossref]

13. Federal Ministry of Education. (2022). National strategic blueprint for technical and vocational education and training (TVET) in Nigeria. [Google Scholar] [Crossref]

14. Federal Ministry of Education. Federal Republic of Nigeria. (2014). National policy on education (6th ed.). Nigerian Educational Research and Development Council. [Google Scholar] [Crossref]

15. Fernández-Muñiz, B., Montes-Peón, J. M., & Vázquez-Ordás, C. J. (2007). Safety culture: Analysis of the causal relationships between its key dimensions. Journal of Safety Research, 38(6), 627–641. https://doi.org/10.1016/j.jsr.2007.09.001 [Google Scholar] [Crossref]

16. Guo, B., Yiu, T. W., & González, V. A. (2016). Predicting safety behaviour in the construction industry: Development and test of an integrative model. Safety Science, 84, 1–11. https://doi.org/10.1016/j.ssci.2015.11.020 [Google Scholar] [Crossref]

17. Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2022). Partial least squares structural equation modeling (PLS-SEM) using R: A workbook. Springer. [Google Scholar] [Crossref]

18. Hattie, J. (2023). *Visible learning: The sequel. Routledge. [Google Scholar] [Crossref]

19. International Labour Organization. (2023). Building better formal TVET systems: Principles and practice in low- and middle-income countries. ILO. International Labour Organization. (2023). Implementing a safe and healthy working environment: Where are we now? ILO. [Google Scholar] [Crossref]

20. International Labour Organization. (2022). Safety and health at work. ILO. [Google Scholar] [Crossref]

21. International Organization for Standardization. (2018). ISO 45001: Occupational health and safety management systems—Requirements with guidance for use. ISO. [Google Scholar] [Crossref]

22. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. [Google Scholar] [Crossref]

23. National Board for Technical Education. (2023). Minimum standards for technical colleges in Nigeria. NBTE. [Google Scholar] [Crossref]

24. Occupational Safety and Health Administration. (2023). Safety and health program management guidelines. U.S. Department of Labor. [Google Scholar] [Crossref]

25. Organisation for Economic Co-operation and Development. (2023). Building future-ready vocational education and training systems. OECD Publishing. https://doi.org/10.1787/28551a79-en [Google Scholar] [Crossref]

26. Ogunbote, S., Dawodu, R.A, Adegunle, F.O & Adenuga, B.A. (2025). The Impact of Adequate Workshop Tools and Equipment on the Skill Development of Automobile and Metalwork Technology Education Students in South West Universities of Education in Nigeria. International Journal of Research and Scientific Innovation (IJRSI). XII (XI), 7284.doi:https://dx.doi.org.10.51244/IJRSI.2025.12110006. [Google Scholar] [Crossref]

27. Ogunmilade, O. J. (2024). Safety awareness in auto-mechanics workshops among technical college students in Lagos State. Mediterranean Journal of Social Sciences, 15(3), 1–10. [Google Scholar] [Crossref]

28. Osuyi, S. O. (2026). Workshop safety skills required by students of electrical installation and maintenance works for improved workmanship. NIU Journal of Educational Research, 12(1), 155–162. https://doi.org/10.58709/niujed.v12i1.2400 [Google Scholar] [Crossref]

29. UNESCO. (2023). Technical and vocational education and training (TVET). UNESCO. UNESCO, [Google Scholar] [Crossref]

30. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. [Google Scholar] [Crossref]

31. UNESCO-UNEVOC. (2022). TVET for sustainable development. UNESCO-UNEVOC. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study