Vibration Induced Stresses from Equipment/Tools in a School Workshop as a Factor Affecting Students’ Task Performance in Workshop Practice

Abstract

The study investigated the effect of perceived vibration induced stresses from equipment/power tools in a school workshop on students’ task performance in workshop practice. Seventy-three and one hundred and twelve NCE Technical Education  students in 300 Level from Federal Colleges of Education (Technical), Asaba and Omoku, Nigeria respectively during the 2008/2009 academic session was used for the study. The Vibration Stresses and Performance Questionnaire (VSPQ) were used to collect data.  Reliability of the instrument was 0.56; and the Arithmetic Mean, Standard Deviation; and the Z-test at P? 0.05 was used to analyze the data. The perceived vibration induced stresses from equipment/power tools in the school workshop had effect on students’ task performance in workshop practice and no significant difference in the mean response scores of students from the two colleges with respect to the effect of perceived vibration induced stresses on their task performance in workshop practice was established. It was recommended that, vibration induced stresses from workshop power equipment/tools which affected students to exhibit stress-related behaviours should be mitigated if effective task performance in workshop Practice must be carried out.

Keywords: Task, workshop, vibration, stressor, stress, equipment/tools, performance, practice, perceive, effective