Pupils’ Perceptions of Technology in the Secondary School Curriculum: a case study

McCarthy, Alun C.; Moss, Dennis

doi:10.1080/0305569900160301

Cited by 10 publications

(2 citation statements)

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“…As was the case in Europe 20 years ago, education in technology in Africa is relatively new in the curriculum and has evolved from craft-based subjects aimed at less academically orientated students (Moalosi 1999;Moalosi and Molwane 2008). In Europe and the USA, this appeared to be the main reason why students did not perceive the subject as an important one to choose (Stables and Kimbell 2000;McCarthy and Moss 1990). It is possible that the perceived unimportance of DT by some students in Botswana arises from the same history.…”

Section: Attitudes To Dtmentioning

confidence: 94%

The potential of multivariate analysis in assessing students' attitude to curriculum subjects

Gaotlhobogwe

Laugharne

Durance

2011

Educational Research

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Background: Understanding student attitudes to curriculum subjects is central to providing evidence-based options to policy makers in education. Purpose: We illustrate how quantitative approaches used in the social sciences and based on multivariate analysis (categorical Principal Components Analysis, Clustering Analysis and General Linear Modelling), can complement qualitative analysis to support this need. Sample: Our example involved an attitude survey of 128 students from five high schools across Botswana to Design and Technology (DT), this subject having declined in uptake over 10 years by up to 6% per year, despite positive encouragement by the government. Design and methods: Qualitative interviews, carried out concomitantly, indicated consistently that age, gender and school performance all affected attitudes. Multivariate analysis provided additional information in ranking how different attitudes contribute to the overall perception of a subject (PCA-Factor analysis), in assessing the relative and interacting effects of external determinands like age or gender and classifying students into attitude groups. Results: Our findings show that DT enrolment could be improved by targeting children who deemed DT too difficult or unimportant as a subject, and by reinforcing perceptions of DT as an enjoyable life-skill. Conclusions: We suggest that combined quantitative and qualitative analysis can act as an effective, evidence-based means to inform educational policies.

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Section: Attitudes To Dtmentioning

confidence: 94%

The potential of multivariate analysis in assessing students' attitude to curriculum subjects

Gaotlhobogwe

Laugharne

Durance

2011

Educational Research

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show abstract

“…Several studies (McCarthy & Moss, 1990;Volk & Ming, 1999;Meide, 1997;Van Rensburg, Ankiewicz & Myburgh, 1999) have discovered that girls had a stronger gender discrimination view related to themselves regarding technology. Growney (1995, p.23) made an observation that "statistical evidence indicates that although when girls choose to engage with Technology they do well, very few make that choice".…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Analysis of Patterns of Girls’ Attitudes towards Design and Technology: Botswana and Swaziland.

Gaotlhobogwe

2015

AJTE

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Pupils' attitudes to technology in key stage 3 of the national curriculum: A study of pupils in South Wales

Hendley

Stables

Parkinson

et al. 1996

Int J Technol Des Educ

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Pupils’ Perceptions of Technology in the Secondary School Curriculum: a case study

Cited by 10 publications

References 1 publication

The potential of multivariate analysis in assessing students' attitude to curriculum subjects

The potential of multivariate analysis in assessing students' attitude to curriculum subjects

A Comparative Analysis of Patterns of Girls’ Attitudes towards Design and Technology: Botswana and Swaziland.

Pupils' attitudes to technology in key stage 3 of the national curriculum: A study of pupils in South Wales

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