INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 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  
Ogunbote Shefiu, Dawodu Rasheed Adegbenro, Adegunle, Felix Omotayo, Adenuga, Babatunde.  
Adeyemi  
Department of Technology Education, College of Information and Technology Education, Lagos State  
University of Education, OTO/Ijanikin, Lagos State, Nigeria.  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.12110006  
Received: 10 November 2025; Accepted: 20 November 2025; Published: 27 November 2025  
ABSTRACT  
This study investigates the effect of adequate workshop resources on skill development among Automobile and  
Metalwork Technology Education students at South West University of Education, Nigeria. Employing a  
descriptive survey design, the research utilized a 40-item questionnaire administered to 44 participants (28  
students, 16 lecturers) from Lagos, Ogun, and Ekiti States. The questionnaire, validated by experts and  
exhibiting a reliability coefficient of 0.76, assessed the impact of tool and equipment availability on skill  
acquisition. Data analysis, using mean, standard deviation, and t-tests, revealed a significant positive correlation  
between access to modern tools and equipment and enhanced practical skills. Students with access to better  
resources demonstrated improved proficiency, directly impacting their employability prospects. The study  
advocates for increased investment in modern workshop facilities, regular maintenance, continuous lecturer  
training, and robust policy oversight to optimize technical education quality and relevance within the automotive  
and metalwork sectors. This investment is crucial for producing skilled graduates who meet industry demands.  
Index Terms- Technical and Vocational Education, Automobile and Metalwork Technology Education, Skill  
Development.  
INTRODUCTION  
Technical and vocational education (TVE) is globally recognized as a key driver of economic growth and  
innovation (UNESCO, 2018). In Nigeria, where graduate unemployment is high, effective TVE is crucial for  
developing a workforce that meets labor market demands. However, the success of TVE is heavily dependent  
on access to adequate tools, equipment, and learning facilities (Agu, 2020). The availability of modern tools and  
well-equipped workshops is paramount for practical skill development, especially in fields like Automobile and  
Metalwork Education, which rely on hands-on training. Unfortunately, Nigerian technical education faces  
significant challenges, including poor infrastructure, inadequate funding, and insufficient equipment (Ogunode,  
2020), hindering practical learning and leaving graduates ill-prepared for industry.  
Automobile and Metalwork Technology, prevalent in Nigerian technical colleges, require constant alignment  
with industry practices due to their practical nature and the rapid evolution of technologies. The increasing  
complexity of these fields necessitates that training institutions upgrade their facilities and instruction to ensure  
relevance (National Policy on Education, 2014). While the policy emphasizes lifelong employable skills, the  
specific impact of workshop resources on skill development remains under-researched. Automobile technology,  
encompassing vehicle design, construction, maintenance, and repair, relies on scientific principles and practical  
application of engineering and mechanical knowledge (Osho, 2017). Student proficiency depends on access to  
standard tools, updated machinery, and real-time fault diagnosis experience (Ogundola, Popoola & Oke, 2010).  
Similarly, Metalwork Technology is vital in manufacturing and construction, equipping students with  
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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
metalworking skills (Golden, 2009). Effective training in these skills is essential for competitiveness in the  
global market. Outdated tools and methods risk hindering progress.  
Skill development in vocational education involves acquiring and applying practical and theoretical knowledge  
(Bodnar, 2020). Hands-on experience significantly enhances knowledge retention and problem-solving (Fang,  
2021; Olabiyi, Aiyelabowo & Keshinro, 2013). Effective skill development requires integrated learning,  
supported by experienced instructors and conducive environments (Magbagbeola, 2020). In Nigeria, where  
employability is a major concern, skill development must be a continuous process aligned with market needs  
and technological advancements (Audu, Yusri & Muhammad, 2013). This study investigates the impact of  
adequate workshop tools and equipment on skill development in Automobile and Metalwork Technology  
Education at a Southwestern Nigerian university.  
Statement of the Problem  
Rapid technological advancements necessitate industry-relevant skills in technical and vocational education. In  
Southwestern Nigerian universities of education, automobile and metalwork technology programs rely heavily  
on well-equipped workshops. However, many institutions struggle with outdated or insufficient tools and  
equipment, like stocks, electrical spraying machine with accessories, portable mobile scanner, grinding stick,  
engine diagnostic, wheel balancing, CNC machines etc despite policy commitments in the National Policy on  
Education (FRN, 2013), leading to overcrowded workshops and limited hands-on learning (NICHE, 2010).This  
results reduced technical proficiency, diminished student confidence, and lower employability (Aina &  
Adebayo, 2021). The gap between theory and practice threatens the quality of technical education. This study  
investigates the impact of adequate workshop tools and equipment on skill development in these programs.  
Purpose of the Study  
The main purpose of this study is to examine the impact of adequate workshop tools and equipment on the skill  
development of students in automobile and metalwork technology education in South West University of  
Education, Nigeria. Specifically, the study aims to:  
1. Assess the availability and adequacy of workshop tools and equipment used for teaching automobile and  
metalwork technology.  
2. Investigate how the adequacy of these tools and equipment affects the practical skill acquisition and  
development of students.  
Research Questions  
1. To what extent are workshop tools and equipment adequate for teaching automobile and metalwork  
technology in South West University of Education in Nigeria?  
2. How does the adequacy of workshop tools and equipment impact the skill development of students in  
automobile and metalwork technology in South West University of Education in Nigeria?  
Hypotheses  
H01: There is no significant relationship between the adequacy of workshop tools and equipment and the  
teaching of automobile and metalwork technology in South West University of Education in Nigeria.  
H02: There is no significant impact of adequate workshop tools and equipment on students’ skill development  
in automobile and metalwork technology in South West University of Education in Nigeria  
LITERATURE REVIEW  
Effective skill development in automobile and metalwork technology education requires adequate workshop  
tools, and equipment to complement theoretical instruction (Aina & Oladunjoye, 2023; Udo & Udo, 2022).  
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Access to adequate equipment enhances student competencies and practical abilities (Adeyemi, 2019; Kanter,  
2019), while a lack of functional facilities hinders skill acquisition (Okoro, 2019). Studies in Ondo (Oluyinka,  
2021) and Ebonyi (Elom, 2017) States show that poorly equipped workshops negatively impact student  
outcomes. Effective skill development integrates theory and hands-on practice (Bodnar, 2020; Fang, 2021),  
influencing student confidence and employability (Okolie, Igwe, & Elom, 2021). Well-equipped workshops  
enhance psychomotor skills and allow for more relevant training (Olaitan, Alaribe, & Anyakoha, 2022).  
Inadequate resources remain a major challenge for technical education in developing nations (UNESCO, 2023).  
Alignment of theory and practice is crucial for well-rounded skill development (Ogunbiyi, Kareem, & Adeyemi,  
2023), and stakeholders agree on the importance of physical resources (Okolie, Igwe, Uwajiuba, & Eze, 2022).  
Insufficient tools compromise educational quality and graduate readiness (Eze & Anene, 2024; Aina & Olaitan,  
2020). However, perceptions of adequacy may differ between students and lecturers (Okolie, Igwe, & Uwajiuba,  
2024). Addressing this requires sustained investment in workshop infrastructure (Aina & James, 2023;  
UNESCO-UNEVOC, 2023).  
Without adequate tools, learning remains overly theoretical, limiting  
employability and technical competence.  
METHODOLOGY  
Research Design  
This study used a descriptive survey design to investigate the impact of adequate workshop tools and equipment  
on skill development in Automobile and Metalwork Technology Education at Southwestern Nigerian University.  
This design allowed for gathering real insights from both students and lecturers about how adequate workshop  
tools and equipment has impact on skill development in Automobile and Metalwork Technology Education.  
Area of the Study  
The study was conducted in three southwestern Nigerian states namely: Lagos, Ogun, and Ekiti. Lagos State  
serves as Nigeria’s economic and commercial hub, playing a pivotal role in the nation’s economy and that of the  
West African sub-region. It remains the country’s financial and industrial powerhouse, hosting numerous  
commercial enterprises and serving as a key centre for trade and innovation within the ECOWAS region.  
Ogun State, located adjacent to Lagos, is a major industrial corridor in southwestern Nigeria. It shares boundaries  
with Lagos to the south and the Republic of Benin to the west. The state hosts several manufacturing industries,  
particularly along the Lagos–Ibadan Expressway, contributing significantly to Nigeria’s GDP and industrial  
development.  
Ekiti State, also in southwestern Nigeria, is noted for its strong educational orientation and high literacy rate.  
Despite being one of the smaller states, it boasts one of the highest concentrations of academics in the country  
and ranks among the top in human development. Collectively, these states provide a representative mix of  
industrial, educational, and economic contexts relevant to the study.  
Sample and Sampling Techniques  
The researcher used stratified random sampling to select the University of Education in Lagos, Ogun and Ekiti  
States because of their location. A total of Forty-four participants from Lagos, Ogun, and Ekiti States which  
consists of 28 students and 16 lecturers were selected for the study and they were all sampled.  
Instruments for Data Collection  
Data was collected using a 40-item structured questionnaire (TIAWTESDSAMT), employing a four-point scale  
from 48 (28 students, 16 lecturers) participants from South West University of Education, Nigeria. .  
Validation of the Instrument  
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The instruments was validated by 6 lecturers, 2 each from University of Lagos, Ekiti State University and Yaba  
College of Technology, Yaba, Lagos that have vast knowledge and expert in technical and vocational education  
programmes.  
Reliability of the Instrument  
In establishing the reliability of the impact of adequate workshop tools and equipment on skill development in  
Automobile and Metalwork Technology Education using Cronbach Alpha reliability techniques a coefficient  
reliability estimate of r= 0.76 was established.  
Method of Data Analysis  
The data were generated on Forty-four (44) participants from Lagos, Ogun, and Ekiti States which consists of  
28 students and 16 lecturers fromSouth West University of Education, Nigeria. Data collected were analyzed  
using mean and standard deviation with 2.50 set as decision level to answer the research questions, while and t-  
test was used to test the hypotheses at 0.05 level of significance.  
Significance of the Study  
This study provides empirical evidence demonstrating the crucial role of adequate workshop tools and equipment  
in developing student skills in automobile and metalwork technology. The findings will inform policy decisions  
regarding funding, procurement, and maintenance of workshop resources, ultimately enhancing the  
employability and entrepreneurial potential of graduates.  
RESULTS  
ResearchQuestion1: To what extent are workshop tools and equipment adequate for teaching automobile and  
metalwork technology in South West University of Education?  
Table 1  
Mean and Standard deviation of respondents on the extent to which workshop tools and equipment are adequate  
for teaching automobile and metalwork technology in South West University of Education.  
Students  
Mean  
1.07  
Lecturers  
Mean  
S/N  
Items Statements  
SD  
Decision  
SD  
Decision  
1.  
My department has sufficient  
tools and equipments for  
teaching automobile  
technology.  
0.26 Disagreed  
1.06  
0.25 Disagreed  
2.  
My department has sufficient  
tools for teaching metalwork  
technology.  
1.07  
0.26 Disagreed  
1.06  
0.25 Disagreed  
3.  
4.  
Workshop tools are in good  
working condition.  
1.11  
1.04  
0.31 Disagreed  
0.19 Disagreed  
1.19  
1.13  
0.40 Disagreed  
0.34 Disagreed  
We have access to modern  
workshop equipment relevant  
to industry standards.  
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5.  
6.  
There is regular update or  
replacement of outdated tools.  
The workshop environment  
1.04  
1.25  
0.19 Disagreed  
0.52 Disagreed  
1.06  
1.25  
0.25 Disagreed  
0.58 Disagreed  
is conducive for practical  
learning.  
7.  
8.  
9.  
Tools are enough to allow all  
students on hands-on practice  
during practical sessions.  
1.07  
1.11  
1.21  
0.26 Disagreed  
0.31 Disagreed  
0.50 Disagreed  
1.13  
1.19  
1.25  
0.34 Disagreed  
0.40 Disagreed  
0.58 Disagreed  
The tools provided are  
appropriate for the required  
practical tasks.  
The workshop environment is  
conducive to learning due to  
the availability of adequate  
tools and equipment.  
10. Instructors always have access  
to all necessary equipment  
1.07  
1.11  
0.26 Disagreed  
0.31 Disagreed  
1.06  
1.19  
0.25 Disagreed  
0.40 Disagreed  
during practical sessions.  
11. Maintenance of tools and  
equipment is carried out  
regularly.  
12. Workshop materials are  
easily accessible when needed.  
13. Equipment manuals or  
operating instructions are  
provided and used.  
1.14  
1.14  
0.45 Disagreed  
0.36 Disagreed  
1.25  
1.19  
0.58 Disagreed  
0.40 Disagreed  
14. There is adequate storage space  
for workshop tools  
1.21  
0.50 Disagreed  
1.19  
0.54 Disagreed  
and equipment.  
15. There are sufficient safety tools  
provided in the workshop.  
1.25  
1.07  
0.59 Disagreed  
0.26 Disagreed  
1.25  
1.13  
0.58 Disagreed  
0.34 Disagreed  
16. The workshop is adequately  
equipped to handle complex  
automobile and metalwork  
practical tasks.  
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17. There are enough modern tools  
and equipment to expose  
students to current industry  
practices.  
1.21  
0.50 Disagreed  
1.19  
0.54 Disagreed  
18. There is adequate number of  
instructors for the practical  
sessions.  
1.14  
1.11  
0.45 Disagreed  
0.31 Disagreed  
1.06  
1.13  
0.25 Disagreed  
0.34 Disagreed  
19. The institution invests  
in acquiring new technologies  
for practical training  
20. Workshops equipped to meet  
the demands of the curriculum.  
1.04  
0.19 Disagreed 1.06  
0.25 Disagreed  
22.46  
6.98  
23.02  
7.82  
Cluster Mean  
1.12  
0.35  
1.15  
0.39  
In table 1, the cluster means for both students (1.12) and lecturers (1.15) are both well below the midpoint value  
of 2.50 on the 4-point scale. This low mean suggests that both students and lecturers perceive the workshop tools  
and equipment as highly inadequate for effective teaching and learning in the automobile and metalwork  
technology programmes. The standard deviation values for both students (0.35) and lecturers (0.39) are relatively  
low, indicating a high level of agreement among respondents on this issue. This shows that the perception of  
inadequacy is widely shared and not influenced by outliers or varied responses.  
Research Question 2: How does the adequacy of workshop tools and equipment impact the skill development of  
students in automobile and metalwork technology?  
Table 2  
Mean and Standard deviation of respondents on the adequacy of workshop tools and equipment influence on the  
skill development of students in automobile and metalwork technology.  
Students  
Mean  
3.64  
Lecturers  
Mean  
S/N  
Items Statements  
SD  
Decision  
SD  
Decision  
1.  
Adequate tools enhance  
0.67  
Agree  
3.75  
0.45  
Agree  
Students understanding of  
practical concepts.  
2.  
3.  
Students feel confident using  
tools and equipment provided  
in the workshop.  
3.64  
3.79  
0.49  
0.42  
Agree  
Agree  
3.75  
3.56  
0.58  
0.63  
Agree  
Agree  
Practical sessions help  
Students develop problem-  
solving skills.  
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4.  
5.  
Students are able to operate  
most tools independently.  
3.64  
3.67  
0.73  
0.48  
Agree  
Agree  
3.88  
3.81  
0.34  
0.54  
Agree  
Agree  
The use of appropriate  
tools has improved Students  
technical knowledge.  
6.  
Practical exposure has  
3.78  
0.50  
Agree  
3.36  
0.89  
Agree  
prepared Students for real-  
world industrial tasks.  
7.  
8.  
9.  
Students have acquired skills  
that are relevant to industry  
requirements.  
3.54  
3.86  
3.61  
0.69  
0.36  
0.57  
Agree  
Agree  
Agree  
3.69  
3.63  
3.75  
0.48  
0.50  
0.45  
Agree  
Agree  
Agree  
Students ability to fabricate or  
repair items has improved  
through hands-on practice.  
There is a direct link  
between tool availability and  
Students skill development.  
10. Students have learned proper  
safety measures through tool  
handling.  
3.68  
3.89  
0.72  
0.31  
Agree  
Agree  
3.44  
3.50  
0.89  
0.63  
Agree  
Agree  
11. Inadequate tools limit  
Students ability to learn  
effectively.  
12. Availability of modern  
3.57  
0.50  
Agree  
3.75  
0.45  
Agree  
tools motivates Students to  
participate in practical.  
13. Students can diagnose  
mechanical faults effectively  
due to hands-on practice.  
3.71  
3.57  
3.68  
0.57  
0.84  
0.55  
Agree  
Agree  
Agree  
3.50  
3.94  
3.69  
0.75  
0.25  
0.79  
Agree  
Agree  
Agree  
14. Students are more employable  
due to skills gained through  
tool usage.  
15. Students creativity and  
innovation have improved  
through tool-based projects.  
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16. Students can now work under  
minimal supervision during  
practical tasks.  
3.54  
3.82  
3.64  
3.75  
3.46  
0.74  
0.39  
0.56  
0.52  
0.79  
Agree  
Agree  
Agree  
Agree  
Agree  
3.63  
3.69  
3.38  
3.56  
3.50  
0.62  
0.60  
0.96  
0.51  
0.89  
Agree  
Agree  
Agree  
Agree  
Agree  
17. Students can perform tasks  
that meet professional  
standards.  
18. Students have developed  
critical thinking through  
practical activities.  
19. Students feel better prepared  
for industrial attachment or  
internship.  
20. Adequate workshop tools  
have increased students  
interest in technical  
education.  
73.48  
11.36  
72.83  
12.08  
Cluster Mean  
3.67  
0.57  
3.64  
0.60  
In table 2, the data collected from both students and lecturers indicate a high level of agreement on the students  
and lecturers reported with mean scores of 3.67 and 3.64 respectively. These values fall within the upper range  
of the scale, clearly suggesting that both groups perceive the adequacy of workshop tools and equipment as  
significantly influential in enhancing students' practical skill development. The standard deviation values for  
both students (0.57) and lecturers (0.60) are relatively low, indicating that responses were consistently clustered  
around the mean, with minimal variation. This reflects a strong consensus among respondents.  
Hypothesis 1: There is no significant relationship between the adequacy of workshop tools and equipment and  
the teaching of automobile and metalwork technology in South West University of Education in Nigeria.  
Table 3  
t-test analysis of the mean responses of students and lecturer in automobile and metalwork on there is no  
significant relationship between the adequacy of workshop tools and equipment and the teaching of automobile  
and metalwork technology in South West University of Education in Nigeria.  
Group  
Mean  
SD  
N
df  
t-cal  
t-crit  
Decision  
Students  
1.12  
0.35  
28  
42  
3.39  
2.018  
Rejected  
Lecturers  
1.52  
0.42  
16  
In table 3, using df = 42 and a two-tailed test at 0.05 significance level, the t-critical from the t-distribution table  
is: t-cal 3.39 and t- crit 2.018. Since t-cal =3.39 l> t-crit=2.018,the null hypothesis is rejected. The result of the  
t-test shows a significant difference between the responses of students and lecturers regarding the adequacy of  
workshop tools and equipment for teaching automobile and metalwork technology. This suggests that the  
adequacy of these tools and equipment does have a significant relationship with the quality of teaching in South  
West University of Education in Nigeria.Rejecting the null hypothesis indicates that properly equipped  
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workshops with modern tools and equipment enhance the teaching and learning process in automobile and  
metalwork technology programs, which is critical for developing student competence and skill.  
Hypothesis 2: There is no significant impact of adequate workshop tools and equipment on students’ skill  
development in automobile and metalwork technology in South West University of Education in Nigeria.  
Table 4  
t-test analysis of the mean responses of students and lecturer in automobile and metalwork on there is no  
significant impact of adequate workshop tools and equipment on students’ skill development in automobile and  
metalwork technology in South West University of Education in Nigeria.  
Group  
Mean  
SD  
N
df  
t-cal  
t-crit  
Decision  
Students  
3.67  
0.57  
28  
42  
0.165  
2.018  
Accepted  
Lecturers  
3.64  
0.60  
16  
Using df = 42 and a two-tailed test at 0.05 significance level, the t-critical from the t-distribution table is: t-cal  
0.165 and t- crit 2.018. Since t-cal =0.1625 < t-crit=2.018, the null hypothesis is not rejected. This result implies  
that there is no statistically significant difference in the perceptions of students and lecturers regarding the  
influence of adequate workshop tools and equipment on students' skill development in automobile and  
metalwork technology. Both groups largely agree that the availability or adequacy of tools and equipment has a  
similar effect, supporting the null hypothesis.  
DISCUSSION  
The findings reveal that both students and lecturers agree that the adequacy of workshop tools and equipment  
positively influences the development of technical and practical skills in Automobile and Metalwork Technology  
Education students at South West University of Education. The high mean scores and low standard deviation  
suggest that access to sufficient, functional, and modern workshop tools and equipment is a crucial factor in  
effective skill acquisition for students. This result underscores the importance of continuous investment in  
workshop facilities to improve teaching and learning outcomes in automobile and metalwork technology.  
Hypothesis 1 revealed no significant difference in student and lecturer perceptions regarding the impact of  
adequate workshop tools on skill development. This shared understanding underscores the crucial role of  
equipment in enhancing practical competencies (Okolie, Igwe, & Elom, 2021; Aina & Olaitan, 2020),  
highlighting the importance of adequate workshop resources for effective hands-on learning and workplace  
adaptability (Aina & Oladunjoye, 2023; Udo & Udo, 2022). The consensus validates the significance of  
addressing inadequate tools, impacting teaching quality and learning outcomes.  
Rejection of the null hypothesis in Hypothesis 2 further confirmed the link between adequate workshop tools  
and effective skill development (Olaitan, Alaribe, & Anyakoha, 2022), aligning with global concerns regarding  
inadequate technical resources in developing countries (UNESCO, 2023). Insufficient equipment undermines  
the learning process. Hypothesis 2 similarly showed no significant difference in perceptions between students  
and lecturers regarding the role of adequate tools in skill development. This shared viewpoint reflects a  
consensus on the importance of technical resources for effective vocational education (Ogunbiyi, Kareem, &  
Adeyemi, 2023), indicating that inadequate tools are a mutually experienced challenge (Okolie et al., 2022). The  
lack of equipment limits students' preparedness for real-world applications (Eze & Anene, 2024), necessitating  
investment in modern infrastructure.  
Although, no statistically significant perceptual differences emerged, the study emphasizes the unanimous  
recognition of tools and equipment as central to skill development. This necessitates urgent institutional and  
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ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
policy action to improve and maintain workshop facilities (Aina & James, 2023; UNESCO-UNEVOC, 2023),  
bridging the skills gap and ensuring industry-ready graduates. Adequate workshop infrastructure is essential for  
producing competent graduates.  
Institutional Actions for Upgrading Tools and Strengthening Industry Feedback Mechanisms  
In view of the findings of this study, it is imperative that universities offering Automobile and Metalwork  
Technology Education programmes must adopt deliberate strategies aimed at improving workshop facilities and  
aligning training with prevailing industry requirements. The following specific actions are recommended:  
Strategic Upgrading of Tools and Equipment Universities should conduct a periodic comprehensive audit of  
existing workshop tools and equipment to determine their relevance to current industrial standards. This audit  
should involve industry practitioners to ensure that identified gaps truly reflect workplace realities. Based on the  
outcomes, a phased modernization plan should be implemented, prioritising the replacement of obsolete tools  
with contemporary equipment such as computerized diagnostic tools, CNC machines, MIG/TIG welding  
systems, and advanced hydraulic and pneumatic systems.  
Furthermore, universities should establish a dedicated workshop development fund specifically for the  
procurement, upgrading, and maintenance of tools and equipment. This fund may be supported through  
government interventions such as TETFund, private-sector sponsorships, alumni contributions, and collaborative  
grants. The introduction of industry-donated equipment programmes should also be encouraged, whereby  
companies provide functional industrial tools to support practical training.  
To ensure sustainability, an effective maintenance and management system should be instituted, including the  
appointment of trained workshop technologists responsible for regular servicing, calibration, and inventory  
control. Additionally, lecturers should undergo continuous professional development through industrial  
attachments and technical training workshops to enhance their competence in using modern equipment.  
Strengthening Industry Feedback to Address Unrealistic Skill Expectations To bridge the gap between academic  
training and real job-market requirements, universities should establish formal Industry Advisory Committees  
composed of professionals from automobile and metalwork sectors. These committees should meet regularly to  
review curricular content, assess skill relevance, and propose updates based on emerging technologies and  
workforce trends.  
A structured industry feedback mechanism should also be adopted, whereby employers periodically evaluate the  
performance of student interns and recent graduates using standardized competency assessment tools. Data  
generated from these assessments should inform curriculum review and training practices.  
Universities should further organise stakeholder consultation forums and curriculum review workshops  
involving industry stakeholders to ensure that course content reflects realistic job expectations. The integration  
of contemporary industry practices such as electric vehicle maintenance, mechatronics, precision fabrication,  
and digital manufacturing should be prioritised.  
Enhanced industrial training programmes (SIWES) should be structured with clearly defined skill acquisition  
objectives, supported by performance evaluations from industry supervisors. Similarly, joint supervision of  
student projects by academic staff and industry professionals will promote the application of real-world problem-  
solving skills.  
Moreover, a graduate tracer study unit should be established to systematically monitor employment trends and  
gather feedback on skill adequacy. This will assist in identifying persistent skill gaps and refining training  
approaches to meet industry demands.  
Implication  
The implementation of these measures will significantly improve the relevance of Automobile and Metalwork  
Technology Education programmes, enhance students’ practical skill proficiency, and ensure alignment between  
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university training and industry expectations. Ultimately, this will lead to improved graduate employability,  
reduced skill mismatch, and stronger university–industry collaboration.  
CONCLUSION  
This study concludes that adequate workshop tools and equipment significantly impact the quality of instruction  
and skill development in automobile and metalwork technology programs. The rejection of the null hypothesis  
confirms the crucial role of well-resourced workshops in enhancing both teaching effectiveness and students'  
hands-on learning, bridging the gap between theory and practice (Olaitan, Alaribe, & Anyakoha, 2022; Bodnar,  
2020). Adequate resources foster the competencies needed to meet modern industry demands (Aina &  
Oladunjoye, 2023; Udo & Udo, 2022). Furthermore, no significant perceptual difference exists between students  
and lecturers regarding the impact of adequate workshop tools on skill development. This shared understanding  
highlights the importance of providing consistent, functional equipment for effective skill development in  
automobile and metalwork technology education (Okolie et al., 2022; Ogunbiyi, Kareem, & Adeyemi, 2023).  
While statistically insignificant, this consensus underscores the need for improved workshop resources.  
It is therefore concluded that improving workshop infrastructure and strengthening collaboration with industry  
stakeholders are critical for producing skilled, industry-ready graduates. Universities must prioritise regular  
upgrading of tools, capacity building for instructors, and integration of industry feedback into curriculum design  
to ensure that training remains relevant, practical, and responsive to evolving technological demands. Such  
measures will significantly contribute to enhanced employability, reduced skill mismatch, and improved national  
technical workforce development.  
RECOMMENDATIONS  
Based on the findings and conclusion, the following recommendations are made:  
Investment in Workshop Infrastructure: University management and educational policymakers should  
prioritize the allocation of sufficient funds for the acquisition of modern workshop tools and equipment. Up-to-  
date resources are essential for bridging the gap between academic instruction and real-world industrial practice.  
Periodic Review and Upgrading of Equipment: A regular audit and upgrade of existing workshop facilities  
should be institutionalized to ensure that tools and machines remain current with technological advancements  
and industry standards.  
Periodic Needs Assessment: Regular assessments should be conducted to identify gaps in workshop equipment  
and to ensure both students and lecturers have access to the tools required for modern automobile and metalwork  
training. This proactive approach can prevent equipment shortages and obsolescence.  
Professional Development for Lecturers: Continuous professional development programs should be designed  
for lecturers to keep them updated on the latest advancements in tools and equipment, and on the use of new  
equipment and emerging technologies in automobile and metalwork, which will enhance their instructional  
competence. This will help in imparting relevant and up-to-date practical knowledge to students.  
Industry-Institution Collaboration: Universities should strengthen partnerships with automobile and  
metalwork industries to facilitate donations of equipment, access to training, and internship opportunities for  
students. This collaboration ensures students are exposed to the latest technologies and practices.  
Policy Implementation and Monitoring: Relevant educational authorities should establish clear policies that  
mandate the minimum workshop equipment standards for accreditation and program sustainability in technical  
and vocational education institutions.  
By implementing these recommendations, South West University of Education and similar institutions can  
ensure that the influence of workshop tools and equipment on student skill development remains a strong and  
positive force, thereby improving the quality of graduates in the field of automobile and metalwork technology.  
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Also, students in automobile and metalwork technology will be better positioned to meets the expectations of  
employers with competitive and industry-relevant skills  
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