Elementary school students’ perceptions of technology education classes in southern Croatia

Abstract

Aim: To explore and analyze gender- and age-related differences in the experience of boredom during Technology Education classes among elementary school students.

Methods: The study included fifth-, sixth-, seventh- and eighth-grade students from three elementary schools in the Republic of Croatia (n = 286). The Classroom Boredom Scale was used to measure students’ self-reported boredom, along with general information on gender and grade level. For each student, a mean score was calculated across all scale items. Because the distribution of mean scores deviated from normality, non-parametric tests (Mann–Whitney U test and Kruskal–Wallis test) were used.

Results: Girls showed slightly higher mean scores on boredom-related items than boys (P = 0.004). A statistically significant difference was also found between grade levels (P < 0.001), with sixth- and seventh-grade students reporting somewhat higher agreement with boredom-related statements compared with fifth- and eighth-grade students. This pattern was more pronounced among girls.

Conclusion: Increasing opportunities for active learning and practical work (e.g., designing technical artefacts, project-based learning, and group activities) may help sustain students’ engagement in Technology Education. In addition, supporting girls’ motivation and addressing gender stereotypes that may influence interest in technical subjects could further contribute to maintaining students’ involvement and confidence in this domain.