Analysis of high school students' perceptions of “technology classes” in middle school

This study aims to provide insights for improving technology classes by assessing the perceptions of high school students toward middle school technology classes. The subjects of this study were first-year high school students who had experienced middle school technology classes. A total of 1,287 high school students were selected, considering regional distribution. Data collection was conducted using an online survey, with the survey period from May 19 to June 5, 2025. The results of this study are as follows. First, high school students' preference for middle school technology classes was found to be at an “average” level, with male students showing a significantly higher preference than female students. The reasons for preferring technology courses were analyzed as follows: the content is interesting, there is less pressure from exams such as written tests, and students can experience various practical activities that foster interest and a sense of achievement. Conversely, the reasons for not preferring technology courses were that the content is uninteresting and there is little relevance to their interests or career aspirations. Second, high school students' perceptions of technology classes were found to be at an “average” level, with female students' perceptions lower than those of male students. Therefore, it is necessary to develop measures such as gender-sensitive classes, the creation of technology-friendly environments, and camps where students can intensively experience technology-related activities. Third, high school students' perceptions of technology teachers' classroom behavior were found to be slightly higher than “average.” Students perceived that technology teachers were creating a practical environment for hands-on activities and treating students as equal individuals. This study discussed strategies and implications for improving perceptions of technology classes based on the results.