An appraisal of students' attitudes towards technical subjects in secondary schools in Daura Local Government Area, Katsina State
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Background of the study
Technical subjects in secondary schools represent a crucial component of the educational spectrum, particularly in regions seeking to bolster workforce readiness and technological proficiency. In Daura Local Government Area, Katsina State, students’ attitudes toward technical subjects play a significant role in shaping their academic and career trajectories. Historically, technical subjects have been viewed as less prestigious compared to core academic disciplines; however, the evolving job market and rapid technological advancements have necessitated a reevaluation of these perceptions (Miller, 2023). In recent years, initiatives aimed at modernizing technical curricula and integrating hands-on learning approaches have begun to shift student attitudes. Despite these efforts, many students continue to harbor ambivalence or even negative perceptions toward technical subjects, often influenced by societal expectations and the perceived difficulty of these courses (Nguyen, 2024). The background of this study is rooted in the need to understand these attitudes in depth, recognizing that student motivation and engagement in technical subjects are vital for the development of a skilled labor force. Educational stakeholders in Daura have implemented various strategies, including extracurricular technical workshops and industry partnerships, in an attempt to alter student perceptions and highlight the practical benefits of technical training (Patel, 2025). Nonetheless, the results of these interventions have been mixed, with persistent challenges such as inadequate facilities, teacher shortages, and outdated instructional methods undermining progress. In this context, understanding the nuances of student attitudes becomes imperative. These attitudes are shaped not only by the immediate educational environment but also by broader cultural narratives about success and the value of technical expertise. As secondary schools in Daura strive to meet the needs of an increasingly technical economy, there is an urgent need to evaluate how students perceive technical subjects and to identify the factors that either facilitate or hinder a positive outlook. This study aims to critically assess these attitudes, considering the historical, socio-economic, and pedagogical factors that influence them, thereby providing a comprehensive basis for informed policy and curricular reforms (Garcia, 2023).
Statement of the problem
Despite ongoing efforts to modernize technical education, students in Daura continue to exhibit ambivalent or negative attitudes towards technical subjects. This problem is multifaceted: it stems from traditional views that prioritize academic subjects, a lack of confidence in technical skill acquisition, and insufficient exposure to modern technological applications. Many students perceive technical subjects as overly challenging or less likely to lead to prestigious career opportunities, which discourages enrollment and sustained engagement (Hernandez, 2023). In addition, limited access to up-to-date laboratory equipment and insufficient teacher training further exacerbate the problem, making it difficult for students to fully appreciate the relevance of technical skills in today’s economy. Such challenges have led to a disconnect between the curriculum and the actual demands of the job market, ultimately affecting students’ career choices and their long-term employability. The inadequate support and resources allocated to technical education create a cycle in which negative attitudes persist, thereby undermining efforts to promote these subjects as viable and rewarding educational paths. This study seeks to identify the underlying factors contributing to these negative attitudes and to evaluate the effectiveness of current interventions aimed at improving student perceptions of technical subjects. By addressing this gap, the study hopes to contribute to the design of more effective educational strategies that align technical education with modern economic needs, thereby fostering greater student interest and improved academic outcomes (Rodriguez, 2024).
Objectives of the study:
- To evaluate students’ attitudes towards technical subjects in secondary schools in Daura.
- To identify the factors influencing these attitudes.
- To suggest actionable strategies to improve student perceptions of technical subjects.
Research questions:
- What are the prevailing attitudes of students toward technical subjects in Daura?
- Which factors most significantly influence these attitudes?
- How can educational strategies be optimized to enhance student engagement with technical subjects?
Research Hypotheses:
- H1: Positive teacher engagement is associated with improved student attitudes towards technical subjects.
- H2: Access to modern instructional resources positively influences students’ perceptions of technical subjects.
- H3: Extracurricular technical programs contribute significantly to a more favorable student attitude.
Significance of the study
The study is significant because it provides critical insights into the attitudes of secondary school students towards technical subjects in Daura. The findings will help educators, policymakers, and stakeholders understand the barriers to student engagement and inform the development of innovative strategies to promote technical education. By addressing these challenges, the study aims to enhance the overall quality of technical training and contribute to the formation of a future workforce well-equipped with essential technical skills (Sanchez, 2023).
Scope and limitations of the study:
This study focuses solely on students’ attitudes towards technical subjects in secondary schools in Daura Local Government Area, Katsina State. It does not extend to other subjects or regions, and the findings are limited to the local context.
Definitions of terms:
- Technical Subjects: Disciplines that focus on applied science and practical skill development.
- Attitude: A settled way of thinking or feeling about something, typically reflected in a person’s behavior.
- Engagement: The level of interest and participation exhibited by students in their academic activities.
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