INTEGRATION OF TECHNOLOGY EDUCATION IN PRIMARY SCHHOLS IN ALIERO LOCAL GOVERNMENT AREA, KEBBI STATE

ABSTRACT This study investigates the integration of technology education in primary schools within Aleiro Local Government Area, Kebbi State, with the aim of assessing current practices, identifying challenges, and proposing strategies to enhance pupils’ technological literacy. Using a descriptive mixed-methods design, the research sampled 12 primary schools selected through stratified random sampling, 240 pupils across upper primary classes, 36 classroom teachers, and 6 school administrators. Quantitative data were gathered via structured questionnaires and competency-based classroom observation checklists, while qualitative insights were obtained through semi-structured interviews and focus-group discussions with teachers and educational officers. Data analysis employed descriptive statistics (means, percentages, standard deviations) and inferential tests (chi-square, t-tests) for the quantitative component, while thematic analysis was used for qualitative data. Findings indicate that although basic exposure to simple technological concepts (e.g., use of instructional aids, basic ICT awareness) exists in many schools, formalized technology education is limited by inadequate infrastructure, shortages of trained teachers, absence of age-appropriate curriculum materials, and irregular electricity and internet access. The study further reveals a positive relationship between teacher training in technology pedagogy and pupils’ demonstrated competence in basic technological tasks (p < 0.05). Based on the findings, the study recommends the development of context-appropriate technology education modules for primary grades, investment in low-cost and sustainable instructional technologies, continuous professional development for teachers, and stronger collaboration between local education authorities and community stakeholders to support infrastructure and resource provision. The study concludes that purposeful integration of technology education at the primary level in Aleiro LGA can significantly improve foundational technological skills and better prepare pupils for secondary-level technical and vocational pathways. Keywords: technology education, primary schools, Aleiro, Kebbi State, teacher training, infrastructure.