Extent of Teaching of Contemporary Issues by Basic Technology Teachers in Junior Secondary Schools

Abstract

The study adopted a survey research design and was carried out in Etinan Local Government Area of Akwa Ibom State, Nigeria. The study was conducted to investigate the evaluation of the implementation issues in basic technology teaching by junior secondary schools teachers. Four research questions were posed to guide the study to a logical conclusion. A structured questionnaire was administered on a sample of twenty-two (22) basic technology teachers and one hundred and ten (110) students who were involved in the study. Data generated from the questionnaire were analyzed using simple percentages. The findings showed that contemporary issues are taught in basic technology classrooms, that the existing basic technology curriculum is integrated with contemporary issues. It was equally found that the teaching of contemporary issues motivate interest in the teaching and learning of basic technology. Moreso available data shows that the recent teaching method of contemporary issues does not inspire reflective thinking, curiosity and sound evaluation of factual information. The result also shows that quality of teachers and updating the ICT capabilities of the teachers improve their teaching of contemporary issues. The result revealed that the teaching of contemporary issues is yet to inculcate vocational skills in the learners. Based on the findings, one of the recommendations is that basic technology teachers training institutions should equip teachers with adequate knowledge of contemporary issues and they should be provided with opportunities to explore contemporary knowledge for their instructional effectiveness.