The Impact of Vocational Education Classes on the Students’ Attitudes towards Vocational and Technical Learning Paths in Jordanian Public Schools

Background/purpose. The vocational education course in the basic school stage is an important course. Thus, this study aimed to identify the impact of vocational education (VE) classes on students' attitudes towards vocational and technical learning paths in Jordanian public schools from the perspective of the VE teachers in those schools. Materials/methods. The descriptive, analytical, and quantitative approaches were adopted. The researcher visited several basic schools in Irbid, Ajloun, and Jerash. He passed the questionnaire forms to 150 vocational education teachers by hand. Thus, the sampling method is the purposive sampling method. Those teachers include male and female teachers. All the forms were retrieved and deemed valid for analysis. Results. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools. In addition, it was found that there is no statistically significant difference between the respondents’ attitudes, which can be attributed to gender. However, there is a statistically significant difference between the respondents’ attitudes, which can be attributed to experience. The latter difference is in favor of the teachers who have less than five years of experience. Conclusion. It was found that there is a moderate impact of vocational education classes on the students' attitudes towards vocational and technical learning paths in these schools.