The influence of exposure to design and technology on choosing or dropping the subject : a case study in Maltese state secondary schools

Abstract

In 2005 Design and Technology (D&T) was introduced in Maltese Secondary schools and it has been offered as an optional subject to present. A number of issues have arisen through the years as pupils link the subject to trade schools, which are associated with low-achievers and deviance (Sultana, 1995). Issues such as the fact that not too many girls were opting to choose the subject were tackled in the study and how the number of students choosing D&T has gradually increased. In 2014, D&T was introduced as a compulsory subject in the first and second year of middle secondary school. This case study explored students’ perceptions on D&T and the criteria underpinning their decision to choosing or dropping the subject. Further analysis if compulsory D&T would change the number of students choosing D&T was intended. A quantitative questionnaire was administered to a sample of 271 students experiencing D&T during their middle school. Semi structured interviews were carried out with three D&T and two Guidance teachers. A statistical comparison was carried out using quantitative secondary data concerning how many students opted to choose D&T when they were and were not exposed to the subject. Results indicate that students’ perceptions concerning D&T were built on their values and attitudes towards it. The subject was seen in a positive light as students enjoyed it and found it useful in everyday life situations. Other issues such as sociocultural factors were found to influence choice. These included career aspirations, subject to gender stereotype and fear from technical subjects compared to academic. These intersect with students’ aspirations, where D&T is considered as having no contribution.