Proficiency in technical report writing skills among the Bachelor of Engineering and Bachelor of Technology streams in Nigeria

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1 OPEN ACCESS Engineering Leaders Conference 2014 Proficiency in technical report writing skills among the Bachelor of Engineering and Bachelor of Technology streams in Nigeria Abubakar Sadiq Bappah 1, *, Babangida Ibrahim Yarima 2 1 Faculty of Technology Education 2 Faculty of Management Technology, Abubakar Tafawa Balewa University, P. M. B., 0248, Bauchi, Bauchi State, Nigeria * asbappah@gmail.com ABSTRACT The study was designed to determine the proficiency levels in technical report writing skills exhibited by the three streams of pre-service bachelor of engineering and bachelor of technology within the study area. Pre-service bachelor of engineering were designated as Stream A, pre-service bachelor of technology with specialisations in engineering were the Stream B, and pre-service bachelor of technology with non-engineering specialisations as the third category, Stream C. Three research questions and two hypotheses guided the study and the hypotheses were tested at 0.05 level of significance. The study involved a stratified randomly sampled 90 respondents drawn from six federated geopolitical zones of Nigeria. The instrument used for data collection consists of a 50-items standardized test adopted from Dantes Test Preparation Technical Writing Practice Examination. 1 The mean scores of pre-service bachelor of engineering (Stream A) and pre-service bachelor of technology (Streams B and C) were all determined and compared. The standard deviations and mean score distribution within each stream was statistically analysed and interpreted based on the stated hypotheses. The study revealed that there was no significant difference between the mean scores of Stream A and Stream B pre-service graduates in their technical report writing skills. However, significant difference was observed between the mean scores of Stream A and Stream C pre-service graduates in their technical report writing skills. The results from this study suggest that there is a direct relationship between the skills acquired from the technical communication skills courses and their mean scores in the Dantes Test. The study also revealed that Nigeria s undergraduate bachelor of engineering curriculum places less emphasis on pre-service engineer trainees literary presentation. Unlike what is obtained in the bachelor of technology with non-engineering specialisations (Stream C) where a substantial number of disciplines offer technical report writing as a separate course. It, thus, becomes necessary to look for ways of enhancing the writing skills of engineering graduates. Keywords: technical report writing, Dantes Test Prep, communication skills, engineering education, curriculum /qproc.2015.elc ª 2015 Bappah, Yarima, licensee Bloomsbury Qatar Foundation Journals. This is an open access article distributed under the terms of the Creative Commons Attribution license CC BY 4.0, which permits unrestricted use, distribution and reproduction in any medium, provided the original work is properly cited. Cite this article as: Bappah AS, Yarima BI. Proficiency in technical report writing skills among the Bachelor of Engineering and Bachelor of Technology streams in Nigeria, QScience Proceedings (Engineering Leaders Conference 2014) 2015:56

2 Page 2 of 5 INTRODUCTION A report, as defined by, 2 is an organised, factual and objective presentation of information using peculiar, but relevant terms, which must always be used with caution. The structure of every report largely depends on its type and purpose. In a general sense, a well written report is clear, logical, unambiguous and simple bearing in mind purpose of the document. 3 The present age is characterised by an unprecedented information revolution that places much emphasis on written language performance as part of the packages required by employers to meet the high market demand in job industries. The importance of reporting skills for engineering graduates has been stressed in numerous surveys and academic presentations. 4,5 An ability to produce a readable document generally reflects proficiency in the language. Like any other professionals, engineering and technology graduates must always exhibit the ability to compose and present facts and figures with adequate precision. As a creative process, this approach enables specialists to capture their thoughts as they give an account of experiment and workshop activities. It also helps them to remember what they ought to do and what they have already done by way of keeping a record diary in a sequential manner. The modern approach in technical reporting requires, among other techniques, adequate skills to communicate designs and ideas to the external world. 6,7 Hence, technology-based graduates are required to display abilities in effective written communication. However, unfavourable feedbacks about the capacity of engineering graduates to communicate effectively in the challenging work environment had been recieved. 8,9 In the academic circle, an ability to write publishable articles is one of the requisites for promotion, retention in the job and recognition. Here, in Nigeria, such weaknesses in written discourse could be linked to the failure of our curriculum designers to embed technical report writing in the core course content. In the light of the foregoing, the paper examines the proficiency level of engineering graduates as well as the nature of their operational undergraduate engineering curriculum with a view to achieving effectiveness in the engineering graduates written discourse. Thus, only through rigorous exposure to the report writing activities can undergraduate students achieve coherence, precision and successful manipulation of ideas. The results of this investigation would task curriculum designers and engineering professional bodies to recommend appropriate steps and strategies for inclusion in the written reports of all categories of technology students. STATEMENT OF THE PROBLEM In spite of the wonderful performance of engineering and technology-based students in other language components such as grammar and speech, their written English is generally deprived of mechanical accuracy and diction. 10 Hence, an engineering graduate, with all the zeal and technical know-how at his disposal, may not produce a readable document to explain, in clear terms, a sequence of procedures executed. Consequently, the services of writing specialists have to be outsourced in private and public establishments. Nevertheless, the current trend in global competitiveness and information-driven environments has made it necessary that all professionals should fit into the world of work after training. PURPOSE OF THE STUDY This study, therefore, is an attempt to examine the effects of rigorous exposure to technical report writing on the performance of technology-related students. Specifically, the study intends to: 1. Assess the proficiency level of pre-service bachelor of engineering and pre-service bachelor of technology in technical report writing skills 2. Investigate the difference between the mean proficiency levels of pre-service bachelor of engineering and pre-service bachelor of technology with specialisations in engineering in technical report writing skills 3. Investigate the difference between the mean proficiency level of pre-service bachelor of engineering and pre-service bachelor of technology with non-engineering specialisations in technical report writing skills RESEARCH QUESTIONS 1. What is the proficiency level of pre-service bachelor of engineering and pre-service bachelor of technology in technical report writing skills?

3 Page 3 of 5 2. What is the difference between the mean proficiency levels of pre-service bachelor of engineering and pre-service bachelor of technology with specialisations in engineering in technical report writing skills? 3. What is the difference between the mean proficiency level of pre-service bachelor of engineering and pre-service bachelor of technology with non-engineering specialisations in technical report writing skills? RESEARCH HYPOTHESIS H o1 : There is no significant difference between the mean proficiency levels of pre-service bachelor of engineering and pre-service bachelor of technology with specialisations in engineering in technical report writing skills. H o2 : There is no significant difference between the mean proficiency level of pre-service bachelor of engineering and pre-service bachelor of technology with non-engineering specialisations in technical report writing skills. METHODOLOGY Survey research method was adopted for the purpose of this study. The method saves time and money without necessarily sacrificing efficiency, accuracy and information adequacy in the research. This method allows the researcher to come up with a generalization about the entire population and at the same time determine the current status of the population from which the data was collected. The area of the study was the entire country, Nigeria. The population of this study comprised all pre-service bachelors of engineering and pre-service bachelors of technology who were mobilised for the 2014 Batch B National Youth Service Corps (NYSC) scheme. Stratified random sampling was used to choose a sample for the study. Samples were drawn from one NYSC orientation camp in each of the six geopolitical zones of Nigeria. Fifteen respondents comprising five pre-service bachelor of engineering, five pre-service bachelor of technology with specialisations in engineering, and five pre-service bachelor of technology with non-engineering specialisations were sampled from each of the six selected NYSC orientation camps. Hence, a total of 90 were randomly selected for the study. The instrument used for data collection consists of a 50-item standardized test adopted from Dantes Test Preparation Technical Writing Practice Examination. 1 The instrument was administered through the assistance of the various camp officials to the corps members and retrieved in the same manner within the three week orientation period. Test scripts were marked and scores collated into three streams A, B, and C. SPSS was used to run the mean scores, standard deviations, and t-test results on a digital computer. RESULTS AND DISCUSSION The main purpose of this study was to find out pre-service engineering graduates proficiency in technical report writing skills. The findings of the study were discussed in relation to the three research questions investigated and two research hypotheses tested and presented accordingly. Table 1 shows that the mean score of pre-service bachelor of engineering (Stream A) was 41.20% with a standard deviation of which suggests a moderate level of proficiency in technical report writing skills. While pre-service bachelor of technology with specialisations in engineering (Stream B) obtained a mean score of 40.33% with standard deviation of which suggested another moderate level of proficiency in technical report writing skills. Then finally, the mean score of pre-service bachelor of technology with non-engineering specialisations (Stream C) pre-service graduates was presented as 48.60% with a standard deviation of which also implied a moderate level of proficiency in Table 1. Means and Standard Deviations of Stream A, Stream B and Stream C Pre-service Graduates in Technical Report Writing Skills Proficiency Test. Stream N Total Mean Stdev Max Min Level of Proficiency A % % 06% Moderate B % % 08% Moderate C % % 14% Moderate

4 Page 4 of 5 technical report writing skills but higher than the first two streams. The difference between the mean scores of Stream A and Stream B in technical report writing skills proficiency test was only 0.87%. Whereas, the difference between the mean scores of Stream A and Stream C in technical report writing skills proficiency test was as large as 7.40%. Hence, Stream C pre-service graduates are the best in terms of both the mean proficiency test scores and standard deviation. The moderate levels of proficiency levels for all the three streams agree with the findings of 11 that technology-based graduates, including medical specialists, are hardly trained to write journal articles at the medical college. The low performance in textual presentation of reports among engineering graduates is therefore attributable to the failure of curriculum designers to embed technical report writing in the course content. The two hypotheses formulated in this study were tested through a t-test analysis at 0.05 level of significance. The variances of the all the three sampled streams were used for the t-test analysis to determine the critical value and region of critical test for a finite result (i.e., N # 30). Table 2 presents the difference between the mean scores of Stream A and Stream B pre-service graduates in a technical report writing skills proficiency test. The Table revealed that t cal was less than the t crit. Hence the null hypothesis H o1 was accepted, that is, there was no significant difference between the mean scores of Stream A and Stream B pre-service graduates in a technical report writing skills proficiency test. Table 2. T-test Analysis of the Difference Between the Mean Scores of Stream A and Stream B Pre-service Graduates in Technical Report Writing Skills Proficiency Test. Stream N Mean Stdev SE Df t cal t crit Decision A % B % Not Significant Table 3 on the other hand, presents the difference between the mean scores of Stream A and Stream C pre-service graduates in technical report writing skills proficiency test. The Table revealed that t cal was higher than the t crit. Hence the null hypothesis H o1 was rejected, that is, there was a statistically significant difference between the mean scores of Stream A and Stream C pre-service graduates in technical report writing skills proficiency tests. This finding is consistent with the Benchmark Minimum Academic Standards for Undergraduate Programmes in Nigerian Universities, 12 confirming that a substantial number of disciplines in Stream C offer technical report writing as a separate course while Stream A do not. While findings in 13 also suggests that there is a direct relationship between the skills acquired from the technical communication skills courses and their day-to-day communication in the workplace. Table 3. T-test Analysis of the Difference Between the Mean Scores of Stream A and Stream C Pre-service Graduates in Technical Report Writing Skills Proficiency Test. Stream N Mean Stdev SE Df t cal t crit Decision A % C % Significant MAJOR FINDINGS 1. Nigeria s undergraduate engineering education curriculum places less emphasis on teaching technical report writing skills to the prospective engineers, while several other bachelor of technology disciplines offer technical report writing skills as a separate course in their core curriculum. 2. There was no statistically significant difference between the mean scores of pre-service bachelor of engineering and pre-service bachelor of technology with specialisations in engineering in the technical report writing skills proficiency test. 3. Bachelor of Technology graduates in Industrial Technical Education, Management Technology and Environmental Technology perform significantly higher than their counterparts in Engineering Technology.

5 Page 5 of 5 RECOMMENDATIONS 1. Nigeria s undergraduate engineering education curriculum should offer technical report writing skills as a separate course. 2. Engineering educators should adopt modern writing techniques of language experts 14,15 to enhance the reporting skills of their undergraduate engineering students. 3. Engineering professional bodies should continue to help young inductees, through appropriate professional development programs, to organise written documents in a more contextualised, coherent, clear and concise manner. CONCLUSION Engineering and technology are not only expressed by language, but are also shaped by it. A technical report is, no doubt, a mirror of reality expressed in an impersonal, neutral, and objective language. One of the purposes of scientific discourse is essentially the question of persuading a scientific audience about the truth associated with the ideas presented through argumentation. 16 The study reveals that Nigeria s undergraduate engineering education curriculum pays less emphasis on the trainees literary presentation. As a result, Nigeria s undergraduate engineering education curriculum should train adequate aspects of technical reporting such that what its products present remains concise by means of logical manipulation of ideas, factual presentation and organization of information, planning and crafting of the message through a contextual and recursive presentation. When engineering and technology-based personnel can produce readable documents owing to the training they acquire in school, their employers do not have to outsource the services of professional writers. REFERENCES [1] DantesTestPrep. Study guide: Technical Available: -and-practice-tests/. [2] Olaofe IA. Research writing for academic growth: a handbook for writing seminar and conference papers, theses, dissertations and journal articles. Zaria: ABU Press Limited; [3] Taylor S. Model business letters, s and other business documents. 6 ed. New Delhi: Dorling Kindersley PVT Ltd; [4] Kassim H, Ali F. English communicative events and skills needed at the workplace: Feedback from the industry. English for Specific Purposes. 2010;29: [5] Yuzainee MY, Zaharim A, Omar MZ. Employability skills for an entry-level engineer as seen by Malaysian employers. Proceedings of 2011 IEEE Global Engineering Education Conference (EDUCON),. 2011; [6] Barras R. Scientists must write A guide tp better writing for scientists, engineers and students. New York: Willey and Sons Inc [7] McKenna B. How engineers write: An empirical study of engineering report writing. Applied linguistics. 1997;18: [8] Salager-Meyer F. Scientific publishing in developing countries: Challenges for the future. Journal of English for Academic Purposes. 2008;7: [9] Shaw P. Relations between text and mathematics across disciplines. In: Hyland K, Bondi M, eds. Academic discourse across disciplines. Bern: Peter Lang; 2006: [10] Stratton CR. Technical writing: Process and product. New York: Halt Rinehart and Winston; [11] Daborn E, Calderwood M. Collaborative assessment of written reports: Electrical engineering and EFL. In: Blue GM, Milton J, Saville J, eds. Assessing English for Academic Purposes. Oxford: Peter Lang; 2000: [12] N.U.C. Benchmark Minimum Academic Standards for Undergraduate Programmes in Nigerian Universities: Engineering & Technology. Abuja: NUC Press; [13] Nordin R. Technical communication skills among recent electrical and electronics engineering graduates in job industries. Global Journal of Engineering Education. 2013;15: [14] Orr T. English language education for specific professional needs. IEEE Transactions on Professional Communication. 2001;44: [15] Xiang W. Encouraging self-monitoring in writing by Chinese students. ELT journal. 2004;58: [16] Neufeld JK. A handbook for technical communication. New Jersey: Prentice-Hall; 1987.

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