Christain Onyemachi EMUEBIE

This study examines technical education students' perceptions of knowledge acquisition in the design of basic intruder alarms (BIA) and digital clocks. The research aims to understand how students view the relevance of these projects, the challenges they face in learning, and strategies to improve practical knowledge acquisition. A structured questionnaire was used to collect data from 100 students in the Technical and Vocational Education (TVE) department at the University of Benin (UNIBEN).
Findings revealed that students recognize the importance of BIA and digital clock projects in developing problem-solving skills, practical experience, and career readiness. However, challenges such as limited access to materials, insufficient practical training, and low confidence in applying concepts were identified. Students strongly supported increasing hands-on learning, updating teaching materials, and introducing industry collaborations to improve their learning experiences.

The study concludes that enhancing practical learning opportunities in technical education is crucial for helping students gain the necessary skills for future careers. It recommends more hands- on training, improved learning resources, better instructor support, and industry partnerships to bridge the gap between theory and practice.