




































 Humanities and Social Science Research; Vol. 2, No. 3; 2019 
ISSN 2576-3024   E-ISSN 2576-3032 

https://doi.org/10.30560/hssr.v2n3p26 

 26 Published by IDEAS SPREAD 
 

Assessment of the Extent of Electrical Safety Practices Among Staff 
and Students of Electrical Engineering Department of Bayero 

University, Kano, Nigeria 
Nasiru Mukhtar1 & Abubakar Shu’aibu Kantsi1 

1 Department of Science and Technology Education, Bayero University, Kano, Kano State, Nigeria 
Correspondence: Nasiru Mukhtar, Department of Science and Technology Education, Bayero University, Kano, 
700231, Nigeria. Tel: 234-9035-722-487. E-mail: nmukhtarbichi gmail.com, nmukhtar.ste buk.edu.ng 
 
Received: August 25, 2019; Accepted: September 17, 2019; Published: September 19, 2019 
 
Abstract 
Researchers globally conducted several studies on electrical safety awareness and practices for improving 
occupational safety and health of workers. However, most of these studies were limited to industry workers, with 
few focusing on academic workshops/laboratories, and almost none in the case of Bayero University, Kano, 
Nigeria. This study therefore, aims to assess the extent of electrical safety practices among staff and students of 
electrical engineering department, Bayero University, Kano, Nigeria. The authors used descriptive research design 
in which 50-item structured questionnaire was used to collect data from 42 staff and 99 students of electrical 
engineering department, Bayero University, Kano, Nigeria. The results show that staff and students do not strictly 
observe electrical safety practices in the workshops/laboratories. The results also revealed the common causes of 
electrical accidents in the workshops/laboratories; nature of frequent electrical accidents; and measures to reduce 
electrical accidents and promote students’ compliance to electrical safety rules and regulations. The researchers 
limit this study to only department of electrical engineering in the faculty of engineering. Also, only quantitative 
data was collected from the respondents, without giving consideration to the in-depth information qualitative data 
(such as interview) would have provide. As such, conclusions derived using quantitative approach from the 
respondents relies on the genuineness of the information provided by them. The findings provide the faculty of 
engineering with a basis to introduce ‘Electrical Safety Awareness and Practices’ course into the curriculum.  
Keywords: electrical safety, electrical accident, electrical engineering 
1. Introduction 
The most vital innovation ever in the history of mankind is electricity. It is instrumental to the growth and 
development of all facets of human life. This includes domestic applications such as operating all appliances, 
entertainment, lighting, its uses in transportation, schools, hospitals, retail facilities, etc. Furthermore, the 
industrial and manufacturing applications of electricity are of utmost important, because all businesses require 
electricity to operate. However, working with electricity can pose a lot of dangers especially to industrial workers 
such as engineers, electricians, and other workers dealing directly with electricity, for instance, working on 
overhead lines, electrical installations and circuit assemblies. 
Although electrical work is not regarded as an exceptionally dangerous occupation (BLS, 2015), contact with 
electricity has a much higher percentage of fatal injuries. For this, the Bureau for Labour Statistics suggests that 
worker safety programmes need to make electrical hazard awareness a priority. To this end, this paper aims to 
examine the extent of electrical safety practices among staff and students of electrical engineering department, 
Bayero University, Kano, Nigeria. Albeit globally, studies on electrical safety awareness and practices have 
reached an advanced stage and have contributed in reducing occupational injuries, the majority of these studies are 
industry-based. There is need for these studies to be extended to academic workshops/laboratories since they are 
the initial avenues for training electrical personnel. Probing the electrical safety awareness and practices of 
workers from the perspective of academic workshops/laboratories and adequate implementation of the findings 
will directly help in curbing out the incidences of electrical accidents and injuries in the school workshops as well 
as industries. 
 
 



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2. Problem Background 
Technological innovations have been the key to the world economic growth and prosperity, and engineering has 
been an important driver of these innovations. Certainly, the development and institutionalization of engineering 
disciplines in the world provided much talent behind the technological domination of the world market. 
Engineering disciplines integrate scientific principles with practically oriented research, providing systems and 
process of acquiring knowledge, skills and attitudes. 
The acquisition of practical skills in engineering is very important aspect in which it teaches the students 
techniques of the major aspects of engineering subjects including the basic techniques of the experiment and the 
use of instrument; such as manipulation of tools, equipment and apparatus. In engineering, teaching practical skills 
serves as a consolidator of the subject- matter discussed in class. Practical skills is the ability to perform kinesthetic 
activity in an easy, precise, harmonious way with the constant changing circumstances. Practical skills, according 
to Soebagio (2016) are the ability of graduates to perform several activities which are needed in the process to find 
solutions in the work place. The practical skills are most conveniently acquired in the workshop and laboratories. 
Patrick and Babatope (2013) pointed out that workshop/laboratory is the right place by which effective teaching 
for development of skill in the students is carried out. Similarly, Mukhtar (2014) argued that the workshop 
manipulative approach of teaching was significantly superior to passive transmission of abstract concepts. The 
workshop is the backbone of any functional technical and engineering education seen by Simpson (1998) as home 
for all kinds of materials, equipment, tools, and machines using electricity. Nevertheless, Araneo, Dehghanian, and 
Mitolo (2019) stressed that engineering faculties are faced with the challenges of introducing unqualified 
engineering undergraduates to the culture of workshop/laboratory safety. By this, they are required to work on 
electrical installations and electrical equipment with almost no safety background.  
Electricity is the major contributor of technological development in the world, as technology has been a dialectical 
and communicative process at the center of human experience. Electricity in modern society is the most 
convenient and useful form of energy, without which, the present social infrastructure would not all be possible. 
However, Taylor, McGwin, Valent and Rue (2002) reported that electricity is ranked fifth in the causes of 
work-related injuries leading to death (responsible for 7% of all workplace fatalities), and it can create a specific 
peril to employees who work consistently in propinquity to electrical sources. This therefore, indicates the needs 
for requisite safety practices in the academic workshops and laboratories for the students, instructors and the 
teachers. The World Health Organization describes an accident as “an unplanned and an unanticipated event”. 
Similarly, the International Labour Organization defines occupational accident as unanticipated and unplanned 
events that caused a certain damage or injury (Gulhana, Ilhanb, and Civilc, 2012). Accidents are caused and all 
staff and students in the workshops and laboratories are prone to it (Alake, 1998). However, accidents can be 
avoided with proper knowledge, skill and positive safety attitude on the part of individual in the workshops, offices 
and laboratories. According Saba, Tsado, Raymond and Adamu (2014), increasing awareness for electrical safety 
hazards and understanding the importance of electrical safety programme are critical first step for improving 
electrical safety practices in the workplace.  
Safety is the most important practice in an academic laboratory as “safety and productivity are on the same team”. 
Henderson (2000), defined safety as the state of being “safe”, (from French Sauf), the condition of being protected 
against physical, social, spiritual, financial, political, educational or other types of consequences or failure, damage, 
error, accident, harm or any other event which could be considered non-desirable. Safety can also be defined as the 
control of recognized hazards protected from the event or from expose to something that causes health or 
economical losses. A safe situation is one where risk of injury or property damages is low and manageable. Safety 
consciousness could be defined as the mental awareness of an individual which serve as a guide to his conduct, 
behaviors and overt actions to the end that he will be free from injury, accident or damage (Sara, 2004). It could 
also mean emotional guide for personal conduct which leads to minimizing danger and risk. According to Jain 
(2009), the result of safety practices will improve production stability; cost and quality, reduces cost in 
maintenance and materials wastage, absentee and medical bills.  
The workshop/laboratory is a place where all sort of equipment, machines, tools and materials are used, and 
Simpson (1998) stressed that such place is prone to accident occurrences. Ersoy (2013) argued that the main causes 
of accidents especially in industries are untidiness, noise, too hot or too cold environments, old or poorly 
maintained machines, and lack of training or carelessness of employees. On the other hand, Jain (2009) 
categorized courses of workshop accidents into the following: 
a. Environmental factors: This includes inadequate illumination, dust, and lack of good ventilation, 

non-cleanliness, and temperature extremes. 



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b. Mental factors: This includes broken safety guards, inadequate maintenance, poor distribution of safety 
signs, faulty machines design, leaking valves and lack of personal protective equipments. 

c. Human factors: This includes ignorance, age, taking chances, forgetfulness, alcoholism, fatigue/boredom, 
carelessness and personal instability. 

Furthermore, several workers are exposed to electrical energy during executing their tasks. According to National 
Institute for Occupational Safety and Health (NIOSH) (1998), four main types of electrical injuries exist. These are: 
electrocution, electric shock, burns, and falls due to contact with electrical energy. Electrocution is usually a result 
of the current passing through the body or head causing cardiac arrest or damage to vital centers of the brain. Stride 
voltage plays an important role in fatal electrocution. Electric shock occurs when a person comes into contact with 
an electrical energy source. The electrical energy flows through a portion of the body causing a shock. Onuoha 
(2001) maintained that electrical shock in the workshop/laboratory occurred from unprotected conductors, 
machines etc. resulting to the shock risk, fire outbreak or even fatal cases and other serious consequences. Burns 
are tissue damages that results from heat, overexposure to the sun or other radiation, or chemical or electrical 
contact. Burns are characterized by severe skin damage that caused the affected skin cells to die. There are three 
types of burns including first-, second-, and third-degree burns. Each degree is based on the severity of damage to 
the skin. Lastly, falls due to contact with electrical energy usually occurs while installing moving or repairing 
power lines or poles.  
Accident prevention is usually based on analysis of occurred accidents and removal of accidents causes. Afeez 
(2016) stated that arrays of measures for reducing the occurrences of accidents in academic 
workshops/laboratories were recommended by experts. This includes, but not limited to, observing essential 
precautions while working in the workshops/laboratories, keeping the workshops/laboratories safe, working with 
healthy machines, equipment and devices. Groeneweg, et al., (2007) urges that accident prevention should focus 
on organizational factors, which cause human error. Bearing in mind that human behavior and those errors occur at 
every organizational level, the investigation of human errors and especially the surrounding errors provoking 
condition is an important part of accident prevention.  
Meanwhile, Okafor (1998) argued that university teachers in Nigeria have placed much emphasis on theory and 
neglecting practical knowledge in their teaching. She also pointed out that available workshops resources are not 
been utilized by students and teachers. This is a serious situation since engineering cannot effectively and 
efficiently be taught and/or learned without good and adequate workshop and laboratories. Consequently 
inadequate utilization of the available resources influences students’ negative performance in the future 
engineering practical activities. Electrical safety practice is an important field concerned with the safety, health, 
and welfare of people at work. It aims to equip future engineers with the basic knowledge and skills of identifying 
safety, health, and environmental hazards; determining control measures; and developing and implementing safety 
policies and programs. Many studies in Nigeria assessed electrical safety practices among construction and 
manufacturing workers, with no study on assessment among staff and students of engineering department in the 
university. The researchers argued that institution-based assessment of electrical safety practices will help in 
saving the industries millions of dollars in workers’ compensation, medical costs, and work efficiency. Upon this 
background, this study is set to assess the extent of electrical safety practices among staff and students of electrical 
engineering department, Bayero University Kano.  
3. Problem Statement 
The need for electrical safety awareness and practices among workers has been demonstrated by Bureau for 
Labour statistics, Campbell and Dini (2015), Burdge and Floyd (2014) among others. This is perhaps due to the 
frequent work-related injuries and deaths caused by industrial electrical accidents. These electrical accidents do 
not only occur in industries, but also in academic workshops and laboratories as attested to by Araneo, Dehghanian, 
and Mitolo (2019), and Afeez (2016). This is also confirmed in a pre-study interview with some staff (lecturers and 
workshop instructors) in the department being investigated (i.e., Department of electrical engineering, Bayero 
University, Kano, Nigeria).  
To help minimize the occurrences of these accidents, a catch-them-young-approach is suggested in which the 
electrical safety practices of staff and students of electrical engineering department of Bayero University, Kano, 
Nigeria is thoroughly assessed. Several research studies on electrical safety practices are industry-based focusing 
only on workers and/or organizational management, which left the present problem unanswered. If this problem is 
not adequately and effectively addressed, there will be continual occurrence of accidents in the 
workshop/laboratories which will indisputably extend to the industries. This will lead to injuries, loss of life and 
properties, and will undoubtedly lead to having insufficient trained engineering graduates with clear awareness on 



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the electrical safety practices for the industries. This consequently will affect negatively the country’s level of 
technological education vis-avis economic growth and economic development. A country with the above 
mentioned problems will experience massive youth unemployment, political thuggery, drug, addiction, and 
corrupt society. In view of these problems, this study is designed to assess the extent of electrical safety practices 
among staff and students of electrical engineering Bayero University Kano.  
4. Research Objective and Questions 
The main objective of this study is to assess the electrical safety practices of staff and students of electrical 
engineering department of Bayero University, Kano, Nigeria. Specifically, the study answered the following 
questions: 
i. To what extent do the staff and students observed electrical safety practices in the workshops and 

laboratories of Bayero University, Kano, Nigeria? 
ii. What are the common causes of electrical accidents in the workshops and laboratories of Bayero 

University, Kano, Nigeria? 
iii. What are the nature of electrical accidents that frequently occur in the workshops and laboratories of 

Bayero University, Kano, Nigeria? 
iv. What precautionary measures are to be taken to reduce accident occurrence, and promote students’ 

compliance to safety rules and regulations in the workshops and laboratories of Bayero University, 
Kano, Nigeria? 

5. Method 
This study employed a survey design method. The target population for the study consists of 99 final year students 
and 42 staff (lecturers and instructors) of the department of electrical engineering, Bayero University, Kano, 
Nigeria. Altogether the total population is 141. No sampling was made, as the size of the target population is 
manageable. Therefore, the entire target population was used as respondents for the study. The instrument for data 
collection used was a 50-item structured questionnaire designed by the researcher for eliciting the information 
from the respondents. The initial draft of the questionnaire was presented to six (6) lecturers in the department of 
science and technology education, faculty of education, to check the face and content validity of the instrument. 
Based on their necessary suggestions and observations, the final draft of the questionnaire was produced. The 
reliability of the instrument was later established through pilot-testing the questionnaire on 32 staff and students of 
electrical engineering, Kano State University of Science and Technology, Wudil, Kano, Nigeria. The reliability 
coefficient was computed with the aid of SPSS statistical software version 20, using cronbach’s Alpha method to 
ascertain the extent of homogeneity of the items. The reliability coefficient of the questionnaire was found to be 
0.875, which indicates that the items in the questionnaire are internally consistent in measuring what was intended 
to be measured for the study. The researchers used mean and standard deviation in analyzing the research data and 
answering all the research questions with the aid of SPSS statistical software. Any item with mean value of 2.50 
and above is accepted while items with a mean value below 2.50 are rejected.  
6. Results 
The results of the study are presented below in accordance with the research questions that guided the study. 
6.1 Research Question 1: To what extent do the staff and students observe electrical safety practices in the 
workshops and laboratories of Bayero University, Kano? 
 
Table 6.1 Mean and standard deviation of the responses of staff and students on the extent of observance of 
electrical safety practices in the workshops and laboratories 

                   N1=42, N2=99 
S/N Items 𝒙1 SD1 𝒙2 SD2 𝒙t SDt Remark
1. Staff and students are always using protective safety 

wears in the electrical engineering 
workshops/laboratories. 

1.98 .898 1.97 .770 1.97 .818 Rejected

2. Staff and students always observed safety precaution in 
electrical engineering workshops/laboratories 

1.76 .781 1.82 .738 1.79 .705 Rejected

3. Electrical engineering department have safety club 1.88 7.6.2 1.82 .628 1.85 .709 Rejected
4. Staff and students are not using faulty equipment in 2.20 .758 2.13 .817 2.25 .835 Rejected



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electrical engineering workshops/laboratories 
5. Safety training courses are periodically organized in 

electrical engineering workshop/laboratories  
2.34 .813 2.08 .911 2.21 .824 Rejected

6. Safety procedure are not well observed in electrical 
engineering workshop/laboratories 

2.13 .965 1.95 .835 2.04 .509 Rejected

7. Precautionary strategies are periodically carried out on 
machines, equipment and devices to avoid electrical 
shocks in electrical engineering workshops/laboratories 

2.18 .061 1.98 .835 2.08 .141 Rejected

8. Causes of electrical accidents are always investigated 
and analyzed and subsequently reported to the 
Department/Faculty member supervising the laboratory 

2.25 .197 1.97 .941 2.11 .268 Rejected

9. Safety demonstrations are occasionally conducted to 
students by safety personnel in electrical engineering 
workshops/laboratories 

2.15 .260 1.97 1.050 2.06 .374 Rejected

10. Safety awareness (such as safety signs) are made 
available in electrical engineering 
workshops/laboratories 

2.25 .449 2.40 .835 2.32 .505 Rejected

11. Machines are always checked before and after use in 
electrical engineering workshops/laboratories 

2.41 .621 2.03 .274 2.22 .593 Rejected

12. Unobstructed access to all exits, fire extinguishers, 
electrical panels, emergency showers, and eyewashes are 
maintained 

2.48 .709 2.02 .274 2.25 .702 Rejected

13. All new students are given safety orientation by staff 
before using any equipment in electrical engineering 
workshops and laboratories 

2.52 .813 2.45 .393 2.48 .830 Rejected

14. Staff and students wear safety goggles when soldering or 
wire-cutting with side-cutters. 

2.46 .141 2.49 .590 2.47 .512 Rejected

15. Staff and students wash hands before leaving the 
workshop. 

2.46 .141 2.49 .590 2.47 .512 Rejected

Key: N1 and N2 - population of staff and students respectively; 𝒙1 – mean of staff; 𝒙2 - mean of students; 𝒙t - 
Mean of all respondents; SD1 – Standard deviation of staff; SD2 - Standard deviation of students; SDt - Standard 
deviation of all respondents 
 
Table 6.1 above shows the mean and standard deviation of the responses of respondents in this study. Analysis of 
mean responses of the two groups of respondents revealed low observance of electrical safety practices by the staff 
and students in the workshops and laboratories of Bayero University, Kano.  
6.2 Research Question 2: What are the common causes of electrical accidents in the workshops and laboratories 
of Bayero University, Kano, Nigeria? 
 
Table 6.2 Mean and standard deviation of the responses of staff and students on the common causes of electrical 
accidents in the workshops and laboratories             
                             N1=42, N2=99 
S/N Items 𝒙1 SD1 𝒙2 SD2 𝒙t SDt Remark
1. Use of improper clothing (such as shorts, sandals) in 

workshops and laboratories  
2.74 .258 2.50 .660 2.62 .623 Accepted

2. Use of powered tools, machines and equipment without 
adequate knowledge of their operation and/or being 
briefed/trained as a user. 

2.64 .141 2.85 .796 2.74 .719 Accepted

3. Overconfidence on workshop procedures 3.18 .352 3.35 .765 3.26 .776 Accepted
4. Use of faulty tools, devices, equipment and machines 3.11 .470 2.87 .093 2.99 .321 Accepted
5. Using machine without machine guard 3.16 .627 3.04 .967 3.10 .502 Accepted
6. Working in an unsafe condition such as splash of oil and 

grease  
3.46 .612 3.34 1.23 3.24 .325 Accepted

7. Unsafe acts by persons like playing, eating, indulging in 3.58 .744 3.40 .029 3.49 .319 Accepted



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reckless behavior such as running, sitting on the 
workbenches etc  

8. Performing unauthorized experiments, jobs and tasks in the 
laboratory and workshop 

3.32 0.290 3.18 .25 3.25 .420 Accepted

9. Working with hazardous/ flammable materials and/or 
equipment in an unsafe condition such as unable to wear 
safety glasses or face shields 

3.11 .260 2.75 .532 2.93 .529 Accepted

10. Unsafe installation of electrical devices, equipment and 
machines such as faulty/loose connections,  

3.51 .290 3.49 .377 3.31 .679 Accepted

11. Powering up installations without proper check by the 
instructors and/or workshop supervisors 

3.51 .260 3.34 .55 3.42 .814 Accepted

12. Leaving the workshop/laboratory unattended without turning 
off all ignition sources and locking the doors 

3.72 .368 3.29 .690 3.50 .944 Accepted

Key: N1 and N2 - population of staff and students respectively; 𝒙1 – mean of staff; 𝒙2 - mean of students; 𝒙t - 
Mean of all respondents; SD1 – Standard deviation of staff; SD2 - Standard deviation of students; SDt - Standard 
deviation of all respondents 
 
Table 6.2 shows the mean and standard deviation of the responses of respondents. The results presented in the table 
indicated that the respondents agreed with all of the items as the common causes of electrical accidents in the 
workshops and laboratories of Bayero University, Kano, Nigeria.  
6.3 Research Question 3: What are the nature of electrical accidents that frequently occur in the workshops and 
laboratories of Bayero University, Kano, Nigeria? 
 
Table 6.3 Mean and standard deviation of the responses of staff and students on the nature of electrical accidents 
that frequently occur in the workshops and laboratories           
                                 N1=42, N2=99 
S/N Items 𝒙1 SD1 𝒙2 SD2 𝒙t SDt Remark
1.  A fall in the workshop/laboratory due to shock and 

slippery floor 
3.69 .290 3.50 .930 3.59 .380 Accepted

2.  Accident due to Loose dress with tendency to be 
caught up by rotating part of electrical machine or 
equipment  

3.93 .610 3.35 .420 3.64 .600 Accepted

3.  Accident as a result of climbing up a movable ladder or 
pole without safety belt 

3.30 .790 3.64 .180 3.47 .790 Accepted

4.  Accident caused by working on machine with wet body 2.93 .940 3.77 .480 3.35 .770 Accepted
5.  Accidents during electrical installation due to short 

circuit resulting in shock and/or burns 
3.20 .920 2.60 .590 2.90 .840 Accepted

6.  Accidents due to unnecessary bending, twisting, 
reaching out, as a result of lifting heavy objects 

3.83 .280 2.82 .690 3.32 .430 Accepted

7.  Accidents during assembling/dismantling of electrical 
machine or equipment 

3.04 .370 3.46 .590 3.25 .560 Accepted

8.  Accidents due to electrical arc flash, flash current 
flowing through the body, flash over, and thermal spark

3.09 .170 3.29 .760 3.19 .250 Accepted

Key: N1 and N2 - population of staff and students respectively; 𝒙1 – mean of staff; 𝒙2 - mean of students; 𝒙t - 
Mean of all respondents; SD1 – Standard deviation of staff; SD2 - Standard deviation of students; SDt - Standard 
deviation of all respondents 
 
Analysis of the mean responses and standard deviation of the respondents as shown in table 6.3 above reveals that 
the respondents accepted all the eight items describing the nature of electrical accidents that frequently occur in the 
workshops and laboratories.  
6.4 Research Question 4: What precautionary measures are to be taken to reduce accident occurrence, and 
promote students’ compliance to safety rules and regulations in the workshops and laboratories of Bayero 
University, Kano, Nigeria? 



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Table 6.4 Mean and standard deviation of the responses of staff and students on the precautionary measures to be 
taken to reduce accident occurrence, and promote students’ compliance to safety rules and regulations in the 
workshops and laboratories  

 N1=42, N2=99 
S/N Items 𝒙1 SD1 𝒙2 SD2 𝒙t SDt Remark
a). Reducing accident occurrences in workshops and laboratories 
1. No student or group of students should carry out 

unauthorized experiments, tasks or job 
3.55 .15 3.23 .18 3.39 .14 Accepted

2. Use of film show, safety signs/posters in the 
workshop/laboratories 

3.48 .31 3.07 .33 3.27 .26 Accepted

3. Conducting safety inspection and safety audit periodically 3.55 .45 3.25 .41 3.40 .16 Accepted
4. Never work in the workshop/laboratory alone or at least 

without another person within easy call 
3.76 .57 3.39 .50 3.57 .54 Accepted

5. Provision of automatic fire detection system and automatic 
fire alert circuit in risk zones 

3.76 .72 3.96 .78 3.86 .54 Accepted

6. Do not use corridors for storage or work areas 3.93 .86 3.90 .78 3.46 .80 Accepted
7. Ensure all electrical circuits are checked by the technicians or 

tutor or the relevant technical staff before powering up 
3.02 .83 3.87 .91 3.44 .47 Accepted

b). Ensuring students compliance to safety rules and regulations 
8. All new students should review safety orientation before 

using tools machine and equipment in the 
workshop/laboratory 

3.02 .16 3.00 .14 3.01 .61 Accepted

9. Students who disregard workshop safety rules should be 
punished 

3.18 .29 3.95 .11 3.56 .29 Accepted

10. Formation of departmental safety club 3.04 .47 3.22 .20 3.13 .34 Accepted
11. Organizing safety training course periodically for staff and 

students  
3.90 .66 3.14 .33 3.52 .46 Accepted

12. Inform the lecturer/technician of any medical conditions that 
you may have which could affect your performance in the 
laboratory, or could be aggravated by the work environments 
in the laboratory 

3.16 .76 3.24 .42 3.12 .59 Accepted

13. Investigation, analyzing and reporting the causes of electrical 
accidents 

3.20 .91 3.44 .50 3.32 .21 Accepted

14. Clean working areas and return back equipment after use 3.45 .84 3.19 .67 3.32 .33 Accepted
15. Keep benches clean and free from apparatus that is not being 

used 
3.44 .96 3.23 .78 3.33 .48 Accepted

Key: N1 and N2 - population of staff and students respectively; 𝒙1 – mean of staff; 𝒙2 - mean of students; 𝒙t - 
Mean of all respondents; SD1 – Standard deviation of staff; SD2 - Standard deviation of students; SDt - Standard 
deviation of all respondents 
 
Table 6.4 above shows the mean responses and standard deviation of the respondents on precautionary measures to 
be taken to reduce accident occurrences, and ensure students’ compliance to safety rules and regulations in 
workshops and laboratories. Analysis of the mean responses indicates that all the proposed measures are accepted 
by the respondents. 
7. Discussion and Implications of Findings 
This study assessed the electrical safety practices of staff and students of electrical engineering department of 
Bayero University, Kano, Nigeria. In particular, the study investigated the extent of respondents’ observance of 
electrical safety practices, the common causes of electrical accidents, the nature of electrical accidents, and the 
precautionary measures for reducing accident occurrences, and promotes students compliance to safety rules and 
regulations in the workshops and laboratories. These objectives are achieved using descriptive survey design, 
where a structured questionnaire designed by the researcher was administered to the respondents for the data 
collection. As such, the discussion of the findings that follows is organized according to the objectives that guided 
the study. 
 



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7.1 The Extent of Respondents’ Observance of Electrical Safety Practices 
The findings of the study with regard to this objective revealed that the respondents do not strictly observe 
electrical safety practices in the workshops and laboratories. This is confirmed by their rejection of all the fifteen 
statements/items presented to them to probe the degree of their observance to electrical safety practices. This 
finding is in line with the work of Boubaker, Mekni, and Jerbi (2017), who reported a poor electrical safety 
cultures among respondents in Hail region in Saudi Arabia. However, the finding is contrary to the study outcome 
carried out by Aigbodion, Orukpe, and Igbinovia (2014). They reported that secondary school students have a 
considerably greater knowledge of electrical safety both at home and in the laboratory, which helps them in 
effective observance of electrical safety practices. The finding is also confirmed by Unnikrishnan, Iqbal, Singh, 
and Nimkar (2014) that safety management practices among workers in small and medium enterprises (SMEs) in 
India are inadequate. This implies that these accidents will continue to exist in our academic 
workshops/laboratories, and will result in immediate consequences such as instructors’ loss of job due to their 
fault/negligence, students’ untimely dropout from school, damages to workshop’s environment and equipment, 
loss of school reputation and integrity, cost of repairs of workshop’s tools, machines and equipment, and 
temporary closure of school leading to loss of some days of school period (Afeez, 2016). 
7.2 Common Causes of Electrical Accidents in the Workshops and Laboratories 
The findings of the study also revealed that the respondents agreed with the proposed items presented to them on 
the common causes of electrical accidents in the workshops and laboratories. These include use of improper 
clothing; use of faulty tools, devices, equipment and machines; working in an unsafe condition such as splash of oil 
and grease; over confidence on workshop procedures; and use of powered tools, machines and equipment without 
adequate knowledge of their operation amongst others. A study conducted by Ersoy (2013) conformed to this 
finding in which he affirmed that the main causes of occupational accidents are lack of training or carelessness of 
employees, old or poorly maintained machines, untidiness, noise, and too hot or too cold environments. 
Furthermore, this finding is in agreement with the work of Koo, Nurulazam, Rohaida, Teo and Salleh (2013) that 
reviewed literature and compiled the causes of electrical hazardous situations and conditions in the academic 
laboratory to include lack of safety knowledge and training, safety beliefs, effects of peers, self efficacy, and 
personal controllability. Rahmani et al, (2013) also found that lack of protective equipment, insufficient 
professional skills, and negligence are the main causes of electrical accidents. This findings is also in line with 
finding of Jain (2008) in which he categorized the causes of accidents as environmental factors, mental factors 
which include (ignorance, use of broken tools/equipment) and human factor which include (forgetfulness, 
alcoholisms and carelessness).  
Since the respondents confirmed that these causes are the mastermind of one or more of the electrical injuries 
sustained by either students or staff, then this implies that the staff and students lack good training on electrical 
safety awareness. Instructors’ lack of good training on electrical safety awareness is an outright violation of 
Electricity at Work Regulation, 1989, that requires any employee necessary to work on or near electrical systems 
to have suitable training, skills, and knowledge for the task to prevent injury to themselves and others. Anything 
short of complying with the Electricity at Work Regulation will result in unsafe work practices which will 
endanger the lives of the inhabitants, the equipment, machines and the work environment. 
7.3 Nature of Frequent Electrical Accidents in the Workshops and Laboratories 
Furthermore, the respondents in this study accepted all the eight items proposed for probing the nature of accidents 
in the workshops and laboratories. These comprise a fall in the workshop/laboratory due to shock and slippery 
floor, accident due to loose dress with tendency to be caught up by rotating part of electrical machine or equipment, 
accidents due to electrical arc flash, flash current flowing through the body, flash over, and thermal spark among 
others. This finding is consistent with NIOSH (1998) that the four main types of electrical accidents and/or injuries 
are electrocution, electric shock, burns and fall caused by contact with electrical energy. This outcome is also 
agreed by Afeez (2016) in his study where be stressed the following as type of frequent accidents in the 
workshop/laboratory: falling below the working level, slipping to surface in the workshop, exposure to electric 
shock among others. Since these electrical accidents do occur frequently as confirmed by the respondents, this 
implies that the purposes of academic workshops/laboratories as a safe environment where one can teaches, learns 
and conduct research, are defeated. It also implies that the there is carelessness and negligence on the part of the 
teachers/instructors/technicians/supervisors on the enforcement of safety rules and regulations, which Umeokafor, 
Isaac, Jones and Umeadi (2014) described as very crucial in guaranteeing the effectiveness of regulations. Further, 
Idubur and Osiamoje (2013) opined that devoid of appropriate enforcement, regulations are tantamount to no laws. 



hssr.ideasspread.org   Humanities and Social Science Research Vol. 2, No. 3; 2019 

 34 Published by IDEAS SPREAD 
 

This situation of non-compliance to safety regulations will therefore results in serious negative impacts such as 
loss of income, disability, death inter-alia. 
7.4 Measures to Reduce Accident Occurrence, and Promote Students’ Compliance to Safety Rules and 
Regulations 
The respondents of the study agreed with all the items presented to them on the precautionary measures to reduce 
accidents and promote students’ compliance to safety rules and regulations in the workshops/laboratories. 
Accepted measures consists prohibition of conducting unauthorized experiments, tasks or job by students; 
conducting safety inspection and safety audit periodically; provision of automatic fire detection system and 
automatic fire alert circuit in risk zones; new students should review safety orientation before using tools, 
machines, and equipment in the workshop/laboratory; and formation of departmental safety club among others. 
This finding is in concise with the work of Hodgson, McKinney, and DeGrate, (2011) that safe behaviors and 
observing all rules and regulations will play a vital role in reducing or even eliminating all kinds of accidents in the 
workshop and laboratories. Patrick and Babatope (2013) found that the observance and compliance of safety 
measures in workshops among engineering students in Nigeria was above average. The respondents’ outright 
acceptance of the proposed measures implies that these measures if implemented will go a long way in reducing 
the incidences of electrical accidents and/or injuries in the workshops/laboratories. As a result, the workplaces will 
be free from avoidable mishap which causes injury to the person, damage to machines, tools and equipment. This 
will undoubtedly establish a successful safety services that will improve the outcome of engineering works, add 
quality and lifespan of workers, and equipment lives. 
Ultimately, the findings of the study generally imply that adequate dispositions in electrical safety and awareness 
should be embedded into the engineering education curriculum in Nigeria. In line with this, Turekova and 
Bagalova (2018) stressed that educational organizers must ensure occupational safety and hygiene, since this has 
an economic impact and educational attainment, in addition to humanistic nature. This is also consistent with 
Endroyo, Yuwono and Mardapi (2015) who believed that to guard against industrial accidents, it becomes 
essential to enhance the knowledge, skills, attitudes and habits of the people involved by adequately embedding 
safety education in the school curriculum.  
8. Conclusion 
An investigation of electrical safety awareness and practices of staff and students in academic 
workshops/laboratories has two-fold benefits. It helps minimizes the risks of electrical accidents in the 
workshops/laboratories, and promotes the chances of employing safety-conscious electrical personnel by 
industries and other organizations. The results demonstrate that staff and students do not strictly observe electrical 
safety practices in the workshops/laboratories. The results also revealed the common causes of electrical accidents 
in the workshops/laboratories; nature of frequent electrical accidents; and measures to reduce electrical accidents 
and promote students’ compliance to electrical safety rules and regulations. As a result, the department of 
electrical engineering, Bayero University, Kano, should, as a matter of urgency, introduce a course on electrical 
safety awareness into their curriculum. There is also need for periodical training on electrical safety awareness 
through seminars, workshops and conferences, for instructors and technicians. This will be of utmost important in 
order to reduce the occurrences of electrical accidents in the workshops/laboratories, which will save the 
management unnecessary expenses with respect to cost of repairs, loss of job on the part of staff, students’ 
drop-out, injuries leading to disabilities and deaths in case of fatal accidents.  
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    /ENU (Use these settings to create Adobe PDF documents best suited for high-quality prepress printing.  Created PDF documents can be opened with Acrobat and Adobe Reader 5.0 and later.)
  >>
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      /IncludeNonPrinting false
      /IncludeSlug false
      /Namespace [
        (Adobe)
        (InDesign)
        (4.0)
      ]
      /OmitPlacedBitmaps false
      /OmitPlacedEPS false
      /OmitPlacedPDF false
      /SimulateOverprint /Legacy
    >>
    <<
      /AddBleedMarks false
      /AddColorBars false
      /AddCropMarks false
      /AddPageInfo false
      /AddRegMarks false
      /ConvertColors /ConvertToCMYK
      /DestinationProfileName ()
      /DestinationProfileSelector /DocumentCMYK
      /Downsample16BitImages true
      /FlattenerPreset <<
        /PresetSelector /MediumResolution
      >>
      /FormElements false
      /GenerateStructure false
      /IncludeBookmarks false
      /IncludeHyperlinks false
      /IncludeInteractive false
      /IncludeLayers false
      /IncludeProfiles false
      /MultimediaHandling /UseObjectSettings
      /Namespace [
        (Adobe)
        (CreativeSuite)
        (2.0)
      ]
      /PDFXOutputIntentProfileSelector /DocumentCMYK
      /PreserveEditing true
      /UntaggedCMYKHandling /LeaveUntagged
      /UntaggedRGBHandling /UseDocumentProfile
      /UseDocumentBleed false
    >>
  ]
>> setdistillerparams
<<
  /HWResolution [2400 2400]
  /PageSize [612.000 792.000]
>> setpagedevice

