1.1 Introduction
Introductory Technology is a branch of Basic Technology education that exposes students at the Junior Secondary School (JSS) level to fundamental concepts, skills, and processes in technology (Olaitan, 2010). The performance of students in Introductory Technology is crucial because it reflects the effectiveness of teaching and learning processes in schools. High performance indicates that students are gaining adequate knowledge and practical skills, whereas low performance suggests the presence of challenges that hinder effective learning (Ajayi, 2013). Observations in many Nigerian secondary schools reveal that students often struggle to understand theoretical concepts and perform practical tasks, which negatively affects their overall academic achievement in the subject (Eze, 2012).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The study of technology education in Nigeria has its roots in the country’s educational reforms aimed at equipping students with practical skills to meet the demands of a developing society. According to Olaitan (2010), technology education was formally introduced as part of the Nigerian secondary school curriculum in the 1980s, following the recommendations of the National Policy on Education (NPE). The objective was to provide students with fundamental skills in technical and vocational disciplines, thereby fostering self-reliance and national development (Olaitan, 2010). Introductory Technology, as a component of Basic Technology, was developed to serve as an entry point for students at the Junior Secondary School (JSS) level. Adebisi (2016) reported that the subject was designed to expose students to basic concepts in electronics, metalwork, and design, providing both theoretical knowledge and practical skills.
Over the years, there have been significant changes in the curriculum to align with technological advancements. Ajayi (2013) stated that the integration of modern teaching methods, such as computer-assisted instruction and project-based learning, was introduced to enhance students’ understanding and application of technological concepts. However, the implementation of these innovations has faced challenges, particularly in public secondary schools where resources are limited. Eze (2012) affirmed that inadequate workshops, outdated equipment, and shortage of instructional materials have often hindered effective teaching and learning.
Introductory Technology is a fundamental aspect of Basic Technology education at the Junior Secondary School (JSS) level in Nigeria, aimed at equipping students with basic technological knowledge and practical skills. According to Olaitan (2010), technology education at this level is crucial for fostering problem-solving abilities, creativity, and readiness for technical and vocational education in later stages. It provides students with an understanding of the principles and applications of technology in daily life, making it an essential subject for holistic educational development.
However, the performance of students in Introductory Technology has raised concerns among educators and policymakers. Ajayi (2013) reported that many students struggle to grasp both theoretical concepts and practical skills, which affects their overall achievement in the subject. In addition, Eze (2012) asserted that inadequate school infrastructure, such as poorly equipped workshops and insufficient teaching aids, limits students’ ability to gain practical experience, which is necessary for reinforcing theoretical learning. On the other hand, Nwachukwu (2015) stated that students’ negative attitudes and lack of motivation toward technology education reduce classroom engagement and hinder performance. Students who are disinterested or demotivated often do not participate effectively in learning activities, leading to poor academic outcomes (Nwachukwu, 2015).
Socio-economic factors also play a significant role in students’ performance. Okoro (2014) affirmed that students from low-income families face challenges in accessing supplementary learning resources, such as personal computers, internet facilities, and private tutorials, which are increasingly important for mastering technological skills. On the other hand, the competence and professional development of teachers are equally critical. Okwu (2018) contended that teachers with limited exposure to modern technological practices and instructional strategies are less effective in facilitating student learning, thereby impacting performance negatively.
Government policies and school management practices also influence the performance of students in Introductory Technology. Aina (2017) stated that inadequate funding, irregular supply of learning materials, and weak policy enforcement reduce the effectiveness of technology education in many secondary schools. Conversely, schools with strong administrative support and well-implemented policies are better equipped to provide an enabling learning environment for students. This study is set against the backdrop of these challenges, aiming to investigate the factors affecting the performance of students in Introductory Technology at the JSS level in secondary schools within Calabar Municipal Council, Cross River State, Nigeria.
1.3 Statement of Problems
Investigation revealed that the performance of students in Introductory Technology at the Junior Secondary School (JSS) level in Nigeria is a growing concern for educators, parents, and policymakers. Many students are observed to struggle with comprehending basic technological concepts and applying practical skills, which affects their overall academic achievement in this subject (Olaitan, 2010; Adebisi, 2016). In some schools, the high student-to-teacher ratio is a critical factor influencing learning outcomes. Teachers are unable to provide individualized attention to students, resulting in gaps in comprehension and skill acquisition (Ajayi, 2013).
On the other hand, students’ attitudes towards Introductory Technology also play a significant role in their performance. A lack of interest, low motivation, and negative perceptions about the subject reduces students’ engagement and willingness to participate in classroom activities (Nwachukwu, 2015).
Additionally, teachers’ level of competency, training, and exposure to modern technological practices is vital. Teachers with limited professional development in technology instruction may not employ effective strategies, thereby hindering students’ understanding and performance (Okwu, 2018).
Furthermore, socio-economic factors influence students’ learning in Introductory Technology. Students from low-income backgrounds may lack access to supplementary learning resources such as personal computers, internet facilities, or private tutorials, which are increasingly important in mastering technological skills (Okoro, 2014). It is against this backdrop that this study seeks to assess and analyze the factors affecting the performance of students in Introductory Technology in JSS level in secondary schools within Calabar Municipal Council, Cross River State, using secondary schools in Calabar Municipal Council, Cross River State as a case study.
1.4 Aim and Objectives of Study
The aim of this study is to assess and analyze the factors affecting the performance of students in Introductory Technology in JSS level in secondary schools within Calabar Municipal Council, Cross River State.
The specific objectives of the study are as follows:
- To assess the influence of teacher competence and professional training on students’ learning outcomes.
- To examine the impact of teaching methods on students’ performance in Introductory Technology.
- To investigate the effect of availability and adequacy of instructional materials on students’ performance.
- To evaluate the role of students’ attitudes and motivation toward the subject on academic achievement.
- To identify socio-economic and environmental factors that affect students’ performance in Introductory Technology.
- To determine how school management and policy implementation influence student achievement in the subject.
1.5 Research Questions
Based on the objectives of the study, the following research questions have been formulated:
- How do teaching methods affect the performance of students in Introductory Technology at JSS level?
- To what extent does teacher competence and professional training influence students’ performance?
- What is the impact of availability and adequacy of instructional materials on student achievement?
- How do students’ attitudes and motivation affect their performance in Introductory Technology?
- What role do socio-economic and environmental factors play in students’ academic outcomes in the subject?
- How does school management and policy implementation influence students’ performance in Introductory Technology?
1.6 Significance of Study
It is believed that at the completion of the study, the findings will guide teachers in adopting effective teaching strategies and maintaining practical resources to enhance student learning. In addition, policymakers will be informed about the challenges faced in technology education, facilitating better policy formulation.
Furthermore, students will experience improved engagement and academic outcomes through the implementation of recommended measures. Also, this research will inform school administrators about the need to provide adequate infrastructure, teaching aids, and support for professional development programs for technology educators.
Lastly, the study will contribute to enhancing the quality of technology education in secondary schools within Calabar Municipal Council and beyond.
1.7 Scope of Study
The scope of this research is focused on the factors affecting the performance of students in introductory technology. This study covers the Junior Secondary School level within selected secondary schools in Calabar Municipal Council, Cross River State, focusing specifically on Introductory Technology.
1.8 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Time Constraints: A study of this nature needs relatively long time during which information for accurate or at least near accurate inference could be drawn. The period of the study was short, time posed as constraints to the research.
- Financial Constraints: The research would have extended the survey to other area at the empirical level, but limitation as included cost of transportation to the source of material and the cost of time setting of the already completed work.
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.9 Definition of Terms
Introductory Technology:
According to Olaitan (2010), Introductory Technology is a subject in the Junior Secondary School curriculum aimed at introducing students to fundamental technological concepts and practical skills.
Performance:
Ajayi (2013) stated that performance refers to the measurable outcomes of students’ understanding, knowledge, and skills in a particular subject, including their ability to apply what they have learned.
Teaching Methods:
Eze (2012) asserted that teaching methods are the strategies and approaches employed by teachers to facilitate effective learning.
Instructional Materials:
Nwachukwu (2015) affirmed that instructional materials include all tools, equipment, and resources used to support teaching and learning in schools.
Teacher Competence:
Okwu (2018) contended that teacher competence is the ability of teachers to deliver effective instruction through knowledge, skills, and professional training.
Student Attitude:
Okoro (2014) reported that student attitude refers to the interest, motivation, and perception of students toward a subject or learning activity.
Socio-Economic Factors:
Aina (2017) stated that socio-economic factors are the social and economic conditions that influence students’ access to educational resources and learning opportunities.
School Management:
According to Olaitan (2010), school management involves the administrative and organizational activities that ensure the smooth operation of the school and implementation of educational policies.
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