Variables involved in the uptake or downfall of studies related to technological subjects : a case study in Maltese state secondary schools

Abstract

The link between exposure to the subject of Design and Technology in middle State schools and students’ perception of the subject and their gender was studied in an undergraduate dissertation (Stellini, 2017). This study is extended further in the paper by Stellini and Pulé (2019) and in this dissertation. It is outlined that, rather than gender being a primary factor of influence; sociocultural influences, and future job objectives, appear to be the core elements influencing and driving students' decisions (Stellini & Pulé, 2019). Results indicate that there is a dire need for research relating to the uptake and content of Technology Education subjects in relation to the resulting uptake or downfall of students applying for technology-related courses at tertiary education. The focus of this thesis is to expand on previous research by making use of quantitative questionnaires to investigate a holistic group of Form 2 students. A sample of approximately 1,000 questionnaires was collected from which 600 were chosen through stratified sampling across Malta. Six semi-structured interviews with University of Malta students pursuing a Bachelor of Science (Hons) in Technical Design and Technology, TDT, and ex-students from a Bachelor of Education (Hons) in TDT were conducted to explore and analyze different perspectives from separate educational backgrounds. Statistical comparison was carried out through secondary data from MATSEC statistics reports, documenting the number of students enrolled in technology subjects from 2008 to 2019, with an emphasis on the area of D&T. The study reveals some variables involved when students are at a point of choosing knowledge domains for further study, with an emphasis on the knowledge domain of D&T, as connected to gender, socio-cultural background, or professional objectives on a broader scale. Data obtained through questionnaires were analysed against multiple hypotheses.