The ability to use content and technological knowledge in order to ensure the best methods of teaching and learning are implemented is an exceedingly significant matter in this age in regards to Design and Technology. This article examines the teaching and learning strategies in the subject of Design and Technology pertaining to the practices of content knowledge and technological knowledge used in secondary schools in Sabah. By using a quantitative approach where 136 questionnaires were distributed to secondary school teachers, it facilitated the collection of large data samples. This study shows that by effectively refining the practices of teaching and learning in Design and Technology, teachers as well as students will continue to improve in this subject successfully over time. Consequently, efficacious educational policies can be formulated to enrich this much needed subject.
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