Study Engagement and Perceived Lifelong Employability: Survey of TVET Students across South-South Nigeria

Abstract

This study examined the influence of study engagement on technical and vocational education and training (TVET) students’ perception of lifelong employability. A quantitative research design was adopted to examine the levels of study engagement dimensions (vigor, dedication, and absorption) and their influence on TVET students’ perception of lifelong employability. The sample consists of 285 final-year TVET students in public universities in South-South Nigeria. The instruments for data collection were two structured questionnaires adapted from existing measurement scales. The instruments for data collection were validated by three experts, each in technical education, business education, and measurement and evaluation. Cronbach’s alpha was used in calculating the internal consistency of the items on the two measurement scales, yielding reliability coefficients: vigor = .833, dedication = .888, absorption = .807, overall study engagement = .934, and perceived lifelong employability = .700. The authors used the descriptive statistics (mean and standard deviation) and inferential statistics (correlation and regression) for data analysis. The result showed that TVET students experienced low study engagement, such that their level of study vigor, study dedication, study absorption and overall study engagement towards the performance of their study activities were generally low. The result showed that study vigor, study dedication, study absorption, overall study engagement and perceived lifelong employability were positively correlated. The result also showed that study vigor, study dedication, study absorption, overall study engagement and perceived lifelong employability were significantly related. The authors concluded that the low overall study engagement experienced by students accounted for the negative influence on their perception of lifelong employability. The authors therefore recommended, among others, that TVET leaders and managers should devise strategic mechanisms that would foster high study engagement so as to positively influence TVET students’ perception of lifelong employability