Abstract:
It has become undeniable fact that most of the technical schools are virtually collapsing
because people look down upon them. People have misconception that technical courses
are for those with low academic performance, and for that matter they would not
patronise or allow their wards to pursue any of the technical courses, therefore resulting
in low enrolment in those institutions. The above challenge is the main reason why the
technical institutions are collapsing and the few surviving ones had to introduce the
secondary courses and within shortest possible time you see the enrollment of the
secondary courses outweighing that of the technical. Meanwhile, it is technology that is
going to solve the nation‟s economic challenges. The above challenge was what tickled
the researcher to come out with this work. The total number of two hundred and sixtyseven
(267) questionnaires were distributed to the respondents and two hundred and fiftysix
(256) respondents responded. 225 (88%) respondents out of the total number
disagreed with item 6 & 12 on the questionnaire and 2 (0.78%) being neutral, the
remaining 28 (11%) respondents agreed. For item 7& 13, 105 (41%) respondents agreed,
17 (7%) respondents did not side and 134 (52.3%) respondents disagreed. With respect
to item 8 & 14, 16 (6.3%) respondents were not having any idea, but 52 (20.3%)
respondents said yes and the remaining 188 (73.4%) also said no. In respect of item 9 &
15, 66 (26) respondents agreed while 25 (10%) remained neutral and 165 (64%)
disagreed. 81 (32%) respondents agreed with item 10 & 16 and 153 (60%) disagreed and
in between above extreme ends are 22 (9%) respondents being in the neutral grounds.
According to the above findings, it is concluded that both weak and intellectual students
can be enrolled at both technical and secondary schools to read any of the technical
courses or secondary courses. The technical courses are like other secondary courses and
are also friendly. Also technical courses can offer self- employment.
Description:
A Dissertation in the Department of TECHNOLOGY EDUCATION, Faculty of
VOCATIONAL AND TECHNICAL EDUCATION, submitted to the School of
Graduate Studies, University of Education, Winneba, in partial fulfilment of the
requirements for award of the Master of Technology
(Mechanical Technology Education) degree