Document Type : Original Article

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Department of Educational Foundations, Faculty of Education, Federal University Oye Ekiti, Oye Ekiti, Nigeria.

Received: 30 March 2021                          Accepted: 16 May 2021                                    Published: 03 June 2021

 10.22034/JHI.2021.277260.1024                                                            XML Files


The aim of this study is to examine the relevance of secondary school students’ participation in Basic Technology and its learning outcomes in the attainment of Vision 2030. In order to accomplish this, descriptive research design of survey type was adopted by this study. The population of the study comprised of Basic Technology teachers and students at the Junior Secondary schools in Ekiti State, Nigeria. The sample for the study comprised of 100 Basic Technology teachers and 100 Basic Technology students from fifty (50) secondary schools in Ekiti State that were selected using purposive random sampling and systematic random sampling techniques. A questionnaire was designed for data collection from the teachers and the scores of the selected students were also collected. The questionnaire was validated through face and content validity while the reliability was done through Cronbach Alpha with coefficient 0.718. Collated data were analyzed through Pearson product moment correlation and regression analysis. The findings revealed that the contents, students’ participation and learning outcomes in Basic Technology classes have societal orientation and inculcate the indices of development into secondary school students as well as assist in the realization of the vision 2030. Education should be interactive and promote students’ participation in the class and achievement of learning outcomes. Teaching – learning activities at the schools should have learning outcomes that will explicitly translate to societal development. Awareness on the objectives of vision 2030 should continually be given to secondary school students.