Teachers Perception of Difficult Topics in Upper Basic Technology Education Syllabus in Ibadan Metropolis, Oyo State

Abstract

The study investigated teachers' perception of difficult topics in upper basic technology syllabus in Ibadan Metropolis, Oyo State. A research question and four hypotheses guided the study. A descriptive survey of the correlational research design was adopted for the study. Multi-stage sampling technique was used for the study. The sample for the study consisted of 222 teachers. Questionnaire for Identification of Basic Technology Difficult Topics in Upper Basic Education” (QIBT-DTUBE) with reliability coefficient of 0.91 was used for data collection. Research questions were analyzed using Mean and Standard deviation while the null hypotheses were tested at .05 level of significance, using t-test statistics. Result obtained indicated that teachers perceived Geometric Construction, Plane Figures, Isometric Drawing, Oblique Drawing, Orthographic Drawing, One-point Perspective Drawing, Scales and Scale Drawing, Hydraulic and Pneumatic machines, gears, woodwork projects and metalwork project as difficult topics. Moreover, a significant difference of teachers qualifications in terms of certification in technology education as well as no significance years of experience' differences were obtained on their perception on basic technology topics. Mixed results were obtained on the influence of gender on teachers' perception on basic technology topics. Based on these findings, it was recommended among others that teachers be supported with appropriate training to expand their knowledge and understandings on all the topics identified as difficult to teach.