An appraisal of the perception of technical subjects among secondary school students in Funtua Local Government Area, Katsina State
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Background of the Study:
Technical subjects in secondary education are essential for developing the practical and innovative skills necessary for the modern workforce. In Funtua Local Government Area, Katsina State, considerable efforts have been made to incorporate technical subjects into the secondary school curriculum with the aim of bridging the gap between theoretical knowledge and practical application (Olawale, 2023). Despite these efforts, there remains a notable discrepancy between the intended benefits of technical education and student perceptions. Many secondary school students view technical subjects as less prestigious compared to traditional academic disciplines, often due to a lack of exposure to their practical relevance and limited laboratory facilities. This negative perception is compounded by insufficient teacher training and outdated instructional methods, which further diminish student interest and engagement (Musa, 2024). Moreover, socio-cultural factors and prevailing societal attitudes toward vocational and technical careers contribute to the undervaluation of these subjects. Educational reforms have attempted to address these issues by integrating hands-on learning and modern teaching approaches; however, the gap between policy and practice remains wide (Ibrahim, 2025). In light of these challenges, there is a pressing need to critically appraise how technical subjects are perceived by secondary school students in Funtua. Such an appraisal will enable stakeholders to understand the underlying factors influencing these perceptions and to develop targeted strategies to enhance the status and effectiveness of technical education. By examining both the systemic and classroom-level issues, this study aims to provide a comprehensive understanding of the factors shaping student attitudes towards technical subjects. The findings are expected to inform future curriculum reforms, teacher training programs, and policy initiatives that seek to reposition technical subjects as viable and attractive fields of study, thereby fostering a more skilled and innovative workforce (Adamu, 2024).
Statement of the Problem:
Despite the introduction of technical subjects into the secondary school curriculum in Funtua, Katsina State, many students continue to perceive these subjects negatively. The limited exposure to practical, hands-on learning experiences, coupled with inadequate teaching resources and outdated laboratory facilities, contributes to the perception that technical subjects are inferior to traditional academic disciplines (Garuba, 2023). This negative outlook is further reinforced by societal biases that favor conventional career paths, leading to lower enrollment in technical courses and reduced motivation among students. As a result, the potential benefits of technical education in preparing students for modern technical vocations are not fully realized. Educators face significant challenges in engaging students with technical content, which further exacerbates the issue. The disconnect between the curriculum reforms and actual classroom experiences suggests that the intended improvements in technical education are not being achieved, thereby limiting the development of practical skills among students. This persistent problem undermines the overall effectiveness of educational reforms aimed at enhancing technical competencies, ultimately affecting students' future career prospects. Therefore, it is imperative to investigate the factors that shape student perceptions of technical subjects in Funtua. Such an investigation will provide valuable insights into the obstacles that prevent students from fully appreciating the value of technical education and help identify strategies to improve both teaching methods and resource allocation. This study intends to address these concerns by critically analyzing the perceptions of secondary school students, exploring how these perceptions influence academic performance and career choices, and proposing actionable recommendations to enhance the appeal and effectiveness of technical subjects.
Objectives of the Study:
- To assess the perception of technical subjects among secondary school students in Funtua.
- To identify the factors influencing student attitudes towards technical education.
- To propose strategies to improve the perception and effectiveness of technical subjects.
Research Questions:
- What are the prevailing perceptions of technical subjects among secondary school students in Funtua?
- What factors contribute to these perceptions?
- How can the teaching and presentation of technical subjects be improved?
Research Hypotheses:
- Positive exposure to practical applications improves student perception of technical subjects.
- There is a significant relationship between teaching quality and student attitudes towards technical subjects.
- Societal biases negatively impact the perception of technical subjects among students.
Significance of the Study :
This study is significant as it explores the perceptions of secondary school students towards technical subjects in Funtua, providing insights that can enhance curriculum delivery and teaching methodologies. By addressing the factors that shape student attitudes, the research offers valuable recommendations for educators and policymakers to improve technical education, ultimately fostering a more skilled and innovative workforce (Olu, 2024).
Scope and Limitations of the Study:
The study is limited to evaluating the perception of technical subjects among secondary school students in Funtua Local Government Area, Katsina State, focusing on attitudes, influencing factors, and educational practices.
Definitions of Terms:
- Technical Subjects: Academic disciplines that focus on applied sciences, technology, and practical skill development.
- Perception: The way in which students view and interpret the value and relevance of technical education.
- Curriculum Reform: Changes made to educational programs aimed at improving teaching methods and learning outcomes.
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