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HOME SCIENCE PROJECT TOPICS AND MATERIALS
A. Food and Nutrition
1. The impact of balanced diets on child development
2. Nutritional deficiencies and their effects on health
3. The role of organic foods in a healthy diet
4. Assessing food preservation techniques in rural households
5. Food adulteration and its health implications
6. The effects of fast food consumption on adolescents’ health
7. The role of functional foods in disease prevention
8. Nutritional knowledge and eating habits among college students
9. Impact of malnutrition on pregnant women and infants
10. The importance of micronutrients in daily nutrition
________________________________________
B. Family and Child Development
11. The effects of parental involvement on children’s academic performance
12. Child-rearing practices and their influence on social behavior
13. The impact of television on children’s cognitive development
14. Assessing the role of storytelling in child development
15. Work-life balance and its effect on family relationships
16. The influence of digital gadgets on family bonding
17. Effects of single-parenting on children’s emotional well-being
18. The impact of domestic violence on child psychology
19. Role of grandparents in children’s upbringing
20. The influence of birth order on personality development
________________________________________
C. Clothing and Textile Science
21. Eco-friendly textiles and their role in sustainable fashion
22. The effects of different detergents on fabric durability
23. Assessing the impact of textile dyeing on the environment
24. Consumer preference for synthetic vs. natural fabrics
25. The role of fashion trends in shaping cultural identity
26. The impact of smart textiles in modern clothing
27. The effectiveness of traditional dyeing methods
28. Clothing choice and its psychological impact
29. The effects of machine washing on fabric strength
30. The role of embroidery and handcrafts in cultural heritage
________________________________________
D. Home Management and Interior Design
31. The impact of space organization on family well-being
32. Energy-efficient home designs and their cost benefits
33. The role of smart homes in improving quality of life
34. Traditional vs. modern home management techniques
35. Effective waste management practices in households
36. Home gardening and its impact on household sustainability
37. The influence of color psychology on home interior design
38. Assessing fire safety awareness in home settings
39. The effect of indoor plants on air quality
40. Storage solutions for small apartments
________________________________________
E. Hygiene and Sanitation
41. The role of handwashing in preventing communicable diseases
42. Assessing sanitation practices in rural households
43. The impact of water quality on household health
44. The importance of menstrual hygiene management
45. Home-based strategies for controlling household pests
46. The effectiveness of natural cleaning agents in home hygiene
47. Personal hygiene practices among adolescents
48. Assessing the role of kitchen hygiene in food safety
49. The impact of poor sanitation on disease outbreaks
50. Awareness and practice of waste segregation at the household level
________________________________________
F. Consumer Education and Household Economics
51. Financial literacy and household budgeting strategies
52. The impact of online shopping on consumer spending habits
53. Assessing the effectiveness of consumer protection laws
54. The role of branding in influencing consumer behavior
55. Budgeting techniques for low-income families
56. The impact of inflation on household expenses
57. The role of cooperative societies in household economy management
58. Sustainable living practices for cost-effective home management
59. The impact of advertisements on consumer purchasing decisions
60. Understanding price elasticity and consumer choice
________________________________________
G. Home Science and Technology
61. The role of modern kitchen appliances in improving food preparation
62. Smart home technology and its impact on family life
63. The influence of automation on household chores
64. The role of IoT (Internet of Things) in smart homes
65. Innovations in textile production for sustainable clothing
66. Technological advancements in household energy efficiency
67. The impact of home security technology on family safety
68. The role of artificial intelligence in home management
69. Use of mobile apps in personal and family finance management
70. Consumer preference for energy-efficient home appliances
________________________________________
H. Gender and Household Dynamics
71. Gender roles in household decision-making
72. Women empowerment through home-based businesses
73. The impact of gender equality on home management
74. Household division of labor and marital satisfaction
75. The role of women in sustainable development
76. The effect of dual-income households on child development
77. Changing gender roles in urban and rural households
78. Cultural perspectives on household responsibilities
79. The impact of women’s education on family well-being
80. Domestic workload distribution in modern families
________________________________________
I. Health and Wellness
81. The impact of stress management techniques on family well-being
82. The role of physical activity in household wellness
83. The influence of sleep patterns on family health
84. The effect of traditional medicine on household health
85. Family meal planning and its role in nutrition management
86. The impact of diet on mental health
87. Assessing the effectiveness of home remedies for minor illnesses
88. The role of yoga and meditation in home wellness
89. The influence of family eating habits on obesity rates
90. The role of vitamin supplements in maintaining family health
________________________________________
J. Entrepreneurship and Home-Based Industries
91. The impact of home-based catering businesses on household income
92. Financial viability of homemade organic products
93. Challenges of running a fashion design business from home
94. Role of handicrafts in rural household economy
95. Marketing strategies for home-based businesses
96. The influence of social media in promoting home businesses
97. Consumer preference for homemade vs. commercial skincare products
98. The impact of baking as a home-based enterprise
99. Assessing the profitability of homemade herbal products
100. The role of digital platforms in promoting home entrepreneurship
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
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THE CHALLENGES IN PROSPECT OF TEACHING HOME ECONOMICS IN SENIOR SECONDARY SCHOOLS IN NIGERIA
ABSTRACT
There is need to apply knowledge from Home Economics to many areas of our life endeavours in other to benefit the society the achievements of the objective necessitates an understanding of the basic teaching ofHome Economics. We are not going to attain national objectives in the light poor average performances in examinations and lack of application of Home Economics to life of students.This study will enable our educational administrators to see the need to have qualifiedHome Economics teachers who are ready to teach effectively for the benefit of the students and the society at large. Therefore, this study investigates the challenges and prospects of teaching Home Economicsin senior secondary schools in Oru East Local Government Area of Imo State, Nigeria.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The introduction of formal education in Nigeria has partially neglected vocational and technical education. Despite all efforts made to recognize it, yet little or no attention was given to it. No meaningful development was made in the area of vocational education until 1981, when the National policy on Education was published. Due to this partial neglect in our educational system, vocational and technical education has suffered a major decline in quality, policy and directive in the country. It was after the oil boom era 1970s that it dawned on the nation that there was acute scarcity of skilled manpower. Osuala (1999) emphasized that the term either technical or vocational education has no single universally accepted definition but what is common is the various definitions is its goals and objectives that remain the same. Technical education has been defined as that phase of education which seeks to help the people, students and the populace acquire specific mechanical or manipulative skills required in industrial arts or applied science.
Home Economics is one of the vocational subjects taught at in both secondary and higher institutions in Nigeriaand is a compulsory part of the curriculum in the secondary schools. It is taught as an integral core subject, which comprises food and nutrition, clothing and textile and home management. The importance of exposing learners to Home Economics curriculum for individual and societal development has been widely acknowledge and revealed that the knowledge and skills gained with Home Economics make a considerable contribution to young people’s personal and social development as well as prepare them for the world of works in a wide range of area. It provides learners with opportunities to develop knowledge and in both theoretical and practical aspects of livelihood (Federal Ministry of Education, 2012). A strong background in Home Economics curriculums is crucial for many careers and job opportunities in today’s increasingly technologically society.
In order to help the various areas and skills in Home Economicsand to prepare Nigerian students for self-reliance, self-employment and self-independence after school, the Nigerian Educational Research and Development Council (NERDC, 2008) reviewed and reoriented its curriculum to have a broad scope that covers virtually all aspects of human daily living. According to the NERDC (2008), the reviewed upper basic Home Economics curriculum is built on the 9-year basic education philosophy that seeks to provide quality learning experiences and pay attention to the all around development of the individuals. Among the aims of the curriculum is to provide students with changes in a technological, socio-economic and multi-cultural society, contemporary societal issues have been integrated in the curriculum more practical lesson are introduced, and lessons are organized in modules with specifications on a variety of instructional material including instructional technologies for teaching. It is expected that if properly implemented the curriculum would cater for a diverse range of students abilities help the students to learn practical skills which would be useful to them in higher education or enable them get jobs in industries or other formal sectors of the economy.
However, it has been observed that there are many problems confronting the teaching and learning of Home Economics in secondary schools as revealed by many writers on problems of Home Economics in Nigeria. Some of them are lack of finance to buy needed textbooks, inadequate teachers, lack of well equipped laboratories in schools, inappropriate and ineffective method of teaching, lack of control over the attitudes of students and teachers, poor management of schools and others which have contributed to low level of teaching Home Economics in secondary schools.
Effective teaching to take place, the skilful teacher needs to use the many effective method and techniques effectively because in them his successes and failure depends. He further more emphasised that the success in the use of methods depends of the intelligent analysis of educational purposes, pupil in the class and the curriculum content of the moment. A few moments reflection is sufficient to reveal that every society faces crucial issues and problems in education which have very serious Home Economics benefits that cannot be overlooked easily for instance, the production of education as well as the acquisition of education both require the use of large qualities of scare resources (production of education require conducive classrooms, administrative blocks, personal, librarians, laboratories of education require expenditures on tuition, books, travels, uniform, lodging etc and students time.
1.2 Statement of the Problem
Home Economics is being taught in both junior and senior secondary schools in the whole states inNigeria. But it has been observed in Oru East Local Government Area of Imo State that students in government schools are performing poorly in this subject which is now posing some challenges to the educational system of the state. The problem statement stated in question form therefore, is “could the classroom learning environment in Home Economics be so discouraging to the extent that students are no longer encouraged to participate in the Home Economics lessons?”
1.3 Research Questions
These are some of the questions the study is designed to answer:
i) what is the prevalence of effective teaching and learning of Home Economics among secondary school students in Oru East Local Government Area of Imo State?
ii) what are the attitudes of teachers in teaching Home Economics in secondary school in Oru East Local Government Area of Imo State?
iii) what are the factors affecting students of secondary schools in Oru East Local Government Area of Imo State towards learning Home Economics?
1.4 Objectives of the Study
The objective of the study is to investigate the challenges and prospects of teaching Home Economicsin senior secondary schools in Oru East Local Government Area of Imo State, Nigeria, and the specific objective are to:
i) to establish the prevalence of effective teaching and learning of Home Economics among secondary school students in Oru East Local Government Area of Imo State
ii) to identify the attitudes of teachers in teaching Home Economics in secondary school in Oru East Local Government Area of Imo State
iii) to inquire the factors affecting students of secondary schools in Oru East Local Government Area of Imo State towards learning Home Economics
1.5 Research Hypothesis
The research hypotheses to be tested include:
i) there is no significant relationship between teachers and effective teaching and learning of Home Economics in secondary schools in Oru East Local Government Area
ii) there is a significant correlation between students and effective teaching and learning of Home Economics in secondary schools in Oru Local Government Area
1.6 Significance of the Study
This study will help to sensitise the educational administrators to appreciate the need to make available the necessary materials, example, chalkboard, laboratories, audio-visual materials etc that will enhance effective learning of Home Economics if they are not available. This study will if need be direct theHome Economics teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about a desirable experience in the students.
1.7 Scope of the Study
The study investigates the challenges and prospects of teaching Home Economicsin senior secondary schools in Oru East Local Government Area of Imo State, Nigeria. It therefore covers secondary school students in selected secondary schools in the Local Government Area.
1.8 Limitation of the study
The researcher was faced with time constraint as there researcher was involved in other academic works as at the time this study was carried out.
1.9 Definitions of Terms
The following terms were used in the course of this study:
Challenges:the situation of being faced with something that needsgreat mental or physical effort in order to be done successfully and therefore tests a person’s ability
Home Economics:field of study that deals with the Home Economics and management of the home and community.It deals with the relationship between individuals, families, communities, and the environment in which they live.
Laboratory:any place, situation, set of conditions, or the like, conducive toexperimentation,investigation, observation, etc.; anything suggestiveof a scientific laboratory.
Teaching: the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
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Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
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Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
PROBLEMS OF TEACHING HOME ECONOMICS PRACTICALS IN PRIVATE SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The attitude towards home economics in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, inspite of the benefit student stand to gain by learning home economics most student nonchalantly chose to study other subjects in place of physic (Okoh, 2002).
Students attitude towards home economicsto a large extent have an impact on their interest in leaning basic technology. As such Cupdag(1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavorable attitude towards its.
In this regard, Cheng (2004), in a study conducted regarding students learning in basic technology, found out that in the students evaluation, consistent with their notion that home economics is complex to learn have unfavorable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching and learning.
Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of home economics learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that inspite of the benefit the student would derive from learning home economics their perception about home economics being a difficult subject cannot be easily changed thus affecting the teaching and learning of the subject in secondary schools in Nigeria.
However, Torres (1997) opined that in present time, the emphasis on science teaching has shifted from teaching of science as a body of established knowledge towards science as a human activity. Instead of teaching students to think critically and independently; science teaching to a large extent, has taught students to accept scientific knowledge without questions, learn existing theories and present alternative explanations.
As such, home economics as a dynamic branch of science is difficult to describe, thus, in learning basic technology, this should not be taught as a series of formulas to be memorized and applied just for “cultural” purposes but be taught as a dynamic branch of science which should provide questions and explanations on how the world works (Jense, 1995).
It is against this background that the researchers sees the subject matter of this research “problem and prospect of teaching and learning home economics in secondary school level” as an issue worthy of investigation.
1.2 STATEMENT OF THE PROBLEM
A lot of studies shows the poor performance of students in home economics this is attributed to the notion that home economics is complex to learn thus making students to develop an unfavorable altitude towards learning the subject. On the part of teachers, home economics is taught as a series of formulas to be memorized and applied just for the sake of learning as against teaching students to think critically and independently instead of accepting such knowledge without questions. This issue has become a serious concern to education planners and policy makers in Nigeria. As such the subject matter of this research is considered an empirical problem worthy of investigation.
1.3 PURPOSE OF THE STUDY
The present study is to determine the problem and prospect of teaching and learning home economics in secondary school level, with a searchlight at federal government college Malali Kaduna, Kaduna state.
1.4 THE OBJECTIVES OF THE STUDY
1. To find out the prospect of teaching and learning of home economics in secondary school level
2. To examine the attitude and performance in home economics among secondary school students
3. To determine the theories of learning that are applicable in teaching home economics in secondary schools
4. To identify the problems militating against teaching and learning home economicsin secondary schools
1.5 RESEARCH QUESTIONS
1. What are the prospect of teaching and learning of home economics in secondary school level?
2. What is the attitude of secondary school students in home economics and how do they perform in the subject?
3. What kind of theories of learning are applicable in teaching and learning of home economics in secondary schools?
1.6 STATEMENT OF THE HYPOTHESIS
1. Ho: There is a negative attitude towards learning home economicsand poor performance in home economics in secondary school
2. H1: There is no negative attitude towards learning home economics and poor performance in home economics in secondary school
1.7 SIGNIFICANCE OF THE STUDY
The study will be beneficial to home economicsteachers in secondary schools who may wish to utilize the findings of this study to improve their teaching method. The study will also be beneficial to policy makers in education sector especially as they utilize the findings of this study as a basis for policy formulation concerning teaching and learning of basic technology. It should be noted that the study will enhance existing knowledge about the problem and prospect of teaching and learning home economicsin secondary school level. The study can also be used as a springboard to carryout similar research as incoming students can use it as a reference material
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
PERCEIVED CAUSES OF FAILURES IN HOME ECONOMICS IN JUNIOR SECONDARY SCHOOL AMONG STUDENTS AND TEACHERS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The attitude towards home economics in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, inspite of the benefit student stand to gain by learning home economics most student nonchalantly chose to study other subjects in place of physic (Okoh, 2002).
Students attitude towards home economicsto a large extent have an impact on their interest in leaning basic technology. As such Cupdag(1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavorable attitude towards its.
In this regard, Cheng (2004), in a study conducted regarding students learning in basic technology, found out that in the students evaluation, consistent with their notion that home economics is complex to learn have unfavorable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching and learning.
Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of home economics learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that inspite of the benefit the student would derive from learning home economics their perception about home economics being a difficult subject cannot be easily changed thus affecting the teaching and learning of the subject in secondary schools in Nigeria.
However, Torres (1997) opined that in present time, the emphasis on science teaching has shifted from teaching of science as a body of established knowledge towards science as a human activity. Instead of teaching students to think critically and independently; science teaching to a large extent, has taught students to accept scientific knowledge without questions, learn existing theories and present alternative explanations.
As such, home economics as a dynamic branch of science is difficult to describe, thus, in learning basic technology, this should not be taught as a series of formulas to be memorized and applied just for “cultural” purposes but be taught as a dynamic branch of science which should provide questions and explanations on how the world works (Jense, 1995).
It is against this background that the researchers sees the subject matter of this research “problem and prospect of teaching and learning home economics in secondary school level” as an issue worthy of investigation.
1.2 STATEMENT OF THE PROBLEM
A lot of studies shows the poor performance of students in home economics this is attributed to the notion that home economics is complex to learn thus making students to develop an unfavorable altitude towards learning the subject. On the part of teachers, home economics is taught as a series of formulas to be memorized and applied just for the sake of learning as against teaching students to think critically and independently instead of accepting such knowledge without questions. This issue has become a serious concern to education planners and policy makers in Nigeria. As such the subject matter of this research is considered an empirical problem worthy of investigation.
1.3 PURPOSE OF THE STUDY
The present study is to determine the problem and prospect of teaching and learning home economics in secondary school level, with a searchlight at federal government college Malali Kaduna, Kaduna state.
1.4 THE OBJECTIVES OF THE STUDY
1. To find out the prospect of teaching and learning of home economics in secondary school level
2. To examine the attitude and performance in home economics among secondary school students
3. To determine the theories of learning that are applicable in teaching home economics in secondary schools
4. To identify the problems militating against teaching and learning home economicsin secondary schools
1.5 RESEARCH QUESTIONS
1. What are the prospect of teaching and learning of home economics in secondary school level?
2. What is the attitude of secondary school students in home economics and how do they perform in the subject?
3. What kind of theories of learning are applicable in teaching and learning of home economics in secondary schools?
1.6 STATEMENT OF THE HYPOTHESIS
1. Ho: There is a negative attitude towards learning home economicsand poor performance in home economics in secondary school
2. H1: There is no negative attitude towards learning home economics and poor performance in home economics in secondary school
1.7 SIGNIFICANCE OF THE STUDY
The study will be beneficial to home economicsteachers in secondary schools who may wish to utilize the findings of this study to improve their teaching method. The study will also be beneficial to policy makers in education sector especially as they utilize the findings of this study as a basis for policy formulation concerning teaching and learning of basic technology. It should be noted that the study will enhance existing knowledge about the problem and prospect of teaching and learning home economicsin secondary school level. The study can also be used as a springboard to carryout similar research as incoming students can use it as a reference material.
1.8 ASSUMPTION AND PROBLEMS
The assumptions of the study are that students perceive home economicsas a complex subject to learn and thus show negative attitude towards learning it, which in turn affect their performance.
Secondly, poor teaching method and the traditional method of teaching home economics as a subject to be memorized against proper assimilation and teaching students to think critically and independently rather than accepting knowledge without questioning.
1.9 SCOPE AND LIMITATION OF THE STUDY
The study will cover an empirical examination of the problem and prospect of teaching and learning home economicsin secondary school level, as well as the examination of the attitude of students and their performance in basic technology. The study will equally cover the examination of the theories of learning that are applicable in teaching home economics in secondary schools, as well as the problems militating against teaching and learning of home economicsin secondary schools. Empirical data is collected only from federal government college Kaduna, the time frame for this study covers a period of five years (2006-2011).
The study is constraint from a problems arising from the inability of the research to employ numerous research designs as well as instrument to obtain research data as such it is not certain if the finding obtained will be the same if other instrument as well as research designs were used. The non-challant attitude of some respondents also affected the validity of the findings. Other limitations include the inability of the research to combined academic work with the research work as ell as inadequate literatures on the subject matter. Inadequate fund need to undertake this study also constitute a great limitation to this study.
1.10 OPERATIONAL DEFINITION OF TERMS
Teaching basic technology: The ability to impact knowledge in home economics to students
Learning basic technology: The ability to assimilate home economics lessons by students
Attitude: The way students feel and behave towards learning of basic technology
Perception: The way student think about basic technology
Performance: How well or badly students learn home economics in secondary school
Prospects: The success recorded in teaching and learning of home economics in secondary schools
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING-LEARNING OF HOME ECONOMICS IN JUNIOR SECONDARY SCHOOL
ABSTRACT
This study was undertaken to examine the effect of instructional materials on the student’s performance in home economics in some selected secondary school in Irele Local Governmnet Area of Ondo State. Sixty students were randomly selected from tow schools which implies that each of the school have thirty students. Pretest was administered before the random selection of the students just to know the level of their entry point. The first school was assigned letter x while the second school was assigned letter Y School X was later taught with the various use of instructional materials while school Y was taught without the use of instructional materials Home economics achievement just (LAT) was administered to the students while comprise of fifteen items. The result of the two schools where later analyzed with the use of person’s product correlation coefficient (r) Some research hypothesis was postulated and they was later losted through the use of person product correlation coefficient “r” The research findings were discussed; their implications on students performances were highlighted and appropriate recommendation were made. At the end of the day, if was observed that those taught with the use of instructional materials performance better than those students taught without the use of instructional materials It was the advising that relevant instructional materials should so as to make the concept more explanatory and to facilitate the interest of the students in the teaching learning process.
TABLE CONTENT
CHAPTER ONE
Background to the problem
Statement of the problem
Research question
Hypothesis
Purpose of the study
Significance of the study
Scope of the study
Limitation of the study
Definition of terms
CHAPTER TWO
Literature review
Importance of instructional materials
Home economics laboratory
Summary
CHAPTER THREE
Research design and procedure
Research subject
Sampling procedure
Validity instrument
CHAPTER FOUR
Table one (effect of instructional materials on students generally)
Table two (effect of instructional materials on female students)
Discussion
CHAPTER FIVE
Findings
Recommendation
Suggestion for further studies
Conclusion
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Teachers of yester-year in secondary school in discipline of home economics relied on few or no instructional materials at all in their teaching. They believe they can force knowledge no matter how unpleasant into the empty brain of the children or pupils. This made learning of home economics for most pupils become unpleasant superficial learning or no learning at all time.
Home economics is a source of constant fear for many students in home economics have fail to recognized the fact that learning should consist of pleasurable activities for the same time, the teachers need to appeal to all their senses (seeing learning smelling and touching). Furthermore, the teachers should also note that ineffective use of instructional materials (like concrete objects hairs textbooks, chalkboard and picture) for teaching home economics in secondary school has discouraged many students from learning home economics.
It is important to emphasize once again that home economics is a “tool” it is real and should be treated as such. The difficulty posed by the home economics has generated a lot of discussions.
Many people including our educators do not realized that one of the reason why many students perform very poor and below expectation in home economics is that the schools lack of relevant instructional materials.
Therefore for effective understanding of the subject matter in home economics and for students to perform better in home economics in Nigeria school examination, there is the need to examine the impact or effect of instructional materials on students performance in home economics with the aim of stimulating the interest of the students in the subject it is well known among educators that the education experience involving the learners activity participating in concrete examples can retain longer than abstract experience. The instructional materials add element of reality by proving such concrete examples. The teaching of home economics course has always been based on a limited knowledge based, and as a result the utilization of instructional materials among teachers often rely on traditional isolation of the classroom setting provide access to expensive resources and improve overall productivity.
Saye (2006) to achieve the desire outcome with the utilization of technology, the teaching of home economics must focus not only on making teachers competent at using such technology but at the same time promote strategies that enable the integrated of technology. Bolick et al (2008) pointed to a precarious relationship between the teaching of home economics and utilization of instructional materials. They argued that while some educators have been fascinated by the potential materials to enhance teaching and learning many schools have lagged behind in assimilating instructional materials into instruction. Others express doubt that instructional materials will ever in like instructional reform in home economics. They stated that this conflict has led some researchers to conclude that home economics has not applicably changed as a result of instructional materials.
The technology in secondary schools instruction has been widely researched but many questions still remain unanswered.
Research in various relevant areas is still needed. Educators are asking if the use of instructional materials will make a difference in the performance of students. At the same time, teachers are asking if there exist the best tool to assist in the course of delivery. The learning environment of a classroom assisted by instructional technology is different from one without technology and the question remains regarding the benefit of technology in the classroom. Do that means that students are actively engage in learning? Would the thinking skills among students and facilitate the preferred inquiry based learning: the teaching and strategies and the curriculum are all affected by the inclusion of instructional materials and research would continue to add new information and shape to the evolution of instructional technology in the classroom. Active learning in home economics involves providing the opportunities for students for participate meaningfully by talking and listening, writing, reading and reflecting on the content, unfortunately many classrooms continue to be dominated by a single medium and this is usually the printed textbooks. This dominance prevents teachers from reaching all students, instead if forced them to cater for those who find the texts accessible and this creates barriers for those who do not. There are further consequences. Even though students are able to access. The are missing, there are materials readily available that are more suitable for communicating, student’s preferences and proclivities for certain materials and tools can plan an important role in depending their engagement and enhancing their learning experiences.
Collecting and maintaining a sufficiently varied assortment of traditional materials that would allow us to create an optimal instruction environment for every student in unit of curriculum would be incredibly costly insurmountable logistic problem. More instructional materials is not a reasonable alternative. Teachers do not necessarily need more materials but what they need while worth and Benson (2003) indicate that there is a need for research on the use and effectiveness of instruction materials in home economics classroom that would enhance home economics education.
The effective usage of instructional; materials has dramatically increased in the last two decades. According to Abu Jabber (2004) the importance of instructional materials for both teachers and students cannot be over emphasized. In home economics the use of instruction materials is essential to support learning because home economics are concerned about little calculation which cannot be easily empresses without the support of video and picture etc. Corsor point out the use of instructional materials in home economics, classroom widens the channel of communication between teachers and their students the instructional materials allow the growth of specific learning abilities and motor skills. The use of charts and model enable the teachers to present and illustrate many physical phenomenal and issue easily and at some time, allows them to focus attention on the characteristics of objects. In computer based instructional the use of such materials home economics lesson are imperative as it makes a valuable contribution to the quality of students learning such materials can be used in several ways in home economics lesson. Power point for instance can used to present home economics issues (diagram) Recece and Walker (2001) also pointed out that similarly effective learning to the professional use of visual aids
1.2 STATEMENT OF THE PROBLEM
(a) Are there any significant difference in performance of students taught with the use of instructional materials and these taught without instructional materials
(b) Does the availability of instructional materials contribute anything to students academic achievement in home economics
1.3 RESEARCH QUESTION
In this study attempt would be made to solve some question generated to guide in the analysis of the data foe study. These include.
(a) Can all forms of instructional materials be used by the students
(b) What form of instructional materials can be used by the students
(c) What is the attitude of the teachers and students towards the use of instructional materials for the students
(d) How accessible is the instructional materials to the teacher
(e) What is the effect of the use of instructional materials on the performance of the home economicsstudents
1.4 HYPOTHESIS
The hypothesis generated is:
(1) will there be any significant different in the achievement or perfor4mance of students taught with the aid of instructional materials and that of students taught without instructional materials
(2) Will there be any significant difference in the achievement or performance of female students taught with aid of instructional materials and female students taught without the use of instructional materials.
1.5 PURPOSE OF THE STUDY
(1) To compare, the performance or achievement of the students taught using without the use of instructional materials
(2) To see, if instructional materials contribute anything positive to students academic achievement or performance in home economics
1.6 SIGNIFICANCE OF THE STUDY
Owning to the effective roles which home economics plays in the technological advancement of nation, a study that seeks to make the learning of home economics easier is a world-wide effort. This study is a paramount importance in the teaching and learning of home economics, because it attempts to clarify of the use of instructional materials and effectiveness of those materials in teaching of home economics. The study is also important of instruction materials are really needed for the teaching of home economics valuable suggestion would be made to the government, parent, teachers and students alike in the use of instructional materials in our schools. Those suggestions will form part of the recommendation from the study.
1.7 SCOPE OF THE STUDY
The study covers the home economics students in Nigeria using Irele Local Government in Ondo State as a case study. These schools are selected because it has home economics students Ito Junior Secondary School. The purpose sampling will be used to select all the teachers both male and female this makes a total of about 40 teachers.
1.9 DEFINITION OF TERMS
Instructional materials: These are materials or material use for teaching such as textbook, real objects charts, model, photograph, audio records, and tapes microfilms video tapes, blackboard etc.
Teaching Objectives: The goals which the teacher wants to achieve while teaching
Examination: A test of knowledge or ability to verify what s person is capable of doing offer a teaching process. Have taken place.
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HOME ECONOMICS EDUCATION
1. The Impact of Home Economics Education on Sustainable Household Practices.
2. Assessing the Effectiveness of Home Economics Curriculum in Developing Life Skills.
3. Exploring the Relationship Between Nutrition Education and Healthy Eating Habits in Adolescents.
4. Investigating the Role of Home Economics Education in Enhancing Financial Literacy.
5. The Influence of Home Economics Education on Parenting Skills.
6. Examining the Impact of Home Economics Education on Food Safety Knowledge and Practices.
7. Integrating STEM (Science, Technology, Engineering, and Mathematics) in Home Economics Education.
8. Assessing the Effectiveness of Online Home Economics Education Programs.
9. Exploring Gender Stereotypes in Home Economics Education: A Case Study.
10. The Role of Home Economics Education in Promoting Sustainable Agriculture Practices.
11. Investigating the Relationship Between Home Economics Education and Entrepreneurship Skills.
12. Assessing the Impact of Home Economics Education on Time Management Skills.
13. Exploring Cross-Cultural Perspectives in Home Economics Education.
14. Integrating Environmental Sustainability Concepts into Home Economics Curriculum.
15. Examining the Effectiveness of Home Economics Education in Preventing Food Wastage.
16. The Influence of Home Economics Education on Career Choices Among High School Students.
17. Assessing the Impact of Home Economics Education on Mental Health and Well-being.
18. Investigating the Use of Technology in Home Economics Teaching and Learning.
19. Exploring Innovative Teaching Methods in Home Economics Education.
20. The Role of Home Economics Education in Addressing Gender Inequality in Household Tasks.
21. Assessing the Impact of Home Economics Education on Family Budgeting Skills.
22. Examining the Relationship Between Home Economics Education and Sustainable Fashion Practices.
23. Integrating Cultural Competence in Home Economics Curriculum.
24. Exploring the Impact of Home Economics Education on Consumer Awareness.
25. Investigating the Role of Home Economics Education in Promoting Healthy Lifestyles.
26. Assessing the Effectiveness of Home Economics Education in Addressing Teenage Pregnancy.
27. Examining the Influence of Home Economics Education on Cooking Skills and Nutrition.
28. The Role of Home Economics Education in Fostering Positive Parent-Child Relationships.
29. Investigating the Relationship Between Home Economics Education and Home Management Skills.
30. Exploring the Impact of Home Economics Education on Students’ Civic Engagement.
31. Integrating Financial Literacy Education into Home Economics Curriculum.
32. Assessing the Impact of Home Economics Education on Culinary Arts and Hospitality.
33. Examining the Role of Home Economics Education in Promoting Sustainable Clothing Practices.
34. Investigating the Influence of Home Economics Education on Social Skills Development.
35. Exploring the Role of Home Economics Education in Disaster Preparedness at Home.
36. Assessing the Effectiveness of Home Economics Education in Promoting Eco-Friendly Practices.
37. Examining the Relationship Between Home Economics Education and Youth Empowerment.
38. The Impact of Home Economics Education on Reducing Household Energy Consumption.
39. Investigating the Role of Home Economics Education in Promoting Digital Literacy.
40. Assessing the Effectiveness of Home Economics Education in Preventing Childhood Obesity.
41. Examining the Influence of Home Economics Education on Sustainable Housing Practices.
42. Integrating STEM Education in Home Economics: A Curriculum Development Perspective.
43. The Role of Home Economics Education in Fostering Cultural Preservation.
44. Assessing the Impact of Home Economics Education on Sustainable Water Usage.
45. Exploring the Relationship Between Home Economics Education and Emotional Intelligence.
46. Investigating the Role of Home Economics Education in Promoting Family Resilience.
47. Assessing the Effectiveness of Home Economics Education in Addressing Teen Dating Violence.
48. Examining the Influence of Home Economics Education on Students’ Environmental Stewardship.
49. Integrating Health and Wellness Education into Home Economics Curriculum.
50. The Impact of Home Economics Education on Promoting Inclusive Practices.
51. Assessing the Effectiveness of Home Economics Education in Addressing Substance Abuse.
52. Examining the Influence of Home Economics Education on Sustainable Transportation Practices.
53. Investigating the Role of Home Economics Education in Promoting Cybersecurity Awareness.
54. Exploring the Impact of Home Economics Education on Students’ Critical Thinking Skills.
55. The Role of Home Economics Education in Promoting Intercultural Understanding.
56. Assessing the Effectiveness of Home Economics Education in Addressing Mental Health Stigma.
57. Integrating STEAM (Science, Technology, Engineering, Arts, and Mathematics) in Home Economics Education.
58. Examining the Relationship Between Home Economics Education and Social Justice Awareness.
59. The Impact of Home Economics Education on Students’ Self-Efficacy in Daily Living Skills.
60. Investigating the Role of Home Economics Education in Fostering Community Engagement.
61. Assessing the Effectiveness of Home Economics Education in Addressing Food Insecurity.
62. Examining the Influence of Home Economics Education on Sustainable Waste Management.
63. Integrating Outdoor Education into Home Economics Curriculum.
64. Exploring the Impact of Home Economics Education on Interpersonal Communication Skills.
65. The Role of Home Economics Education in Promoting Intergenerational Learning.
66. Assessing the Effectiveness of Home Economics Education in Addressing Body Positivity.
67. Examining the Relationship Between Home Economics Education and Disaster Recovery Skills.
68. Investigating the Influence of Home Economics Education on Students’ Career Aspirations.
69. The Impact of Home Economics Education on Students’ Social Media Literacy.
70. Integrating Mindfulness Practices into Home Economics Curriculum.
71. Assessing the Effectiveness of Home Economics Education in Addressing Cyberbullying.
72. Examining the Role of Home Economics Education in Promoting Sustainable Gardening Practices
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
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THE CHALLENGES IN PROSPECT OF TEACHING HOME ECONOMICS IN SENIOR SECONDARY SCHOOLS IN NIGERIA
ABSTRACT
There is need to apply knowledge from Home Economics to many areas of our life endeavours in other to benefit the society the achievements of the objective necessitates an understanding of the basic teaching ofHome Economics. We are not going to attain national objectives in the light poor average performances in examinations and lack of application of Home Economics to life of students.This study will enable our educational administrators to see the need to have qualifiedHome Economics teachers who are ready to teach effectively for the benefit of the students and the society at large. Therefore, this study investigates the challenges and prospects of teaching Home Economicsin senior secondary schools in Oru East Local Government Area of Imo State, Nigeria.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The introduction of formal education in Nigeria has partially neglected vocational and technical education. Despite all efforts made to recognize it, yet little or no attention was given to it. No meaningful development was made in the area of vocational education until 1981, when the National policy on Education was published. Due to this partial neglect in our educational system, vocational and technical education has suffered a major decline in quality, policy and directive in the country. It was after the oil boom era 1970s that it dawned on the nation that there was acute scarcity of skilled manpower. Osuala (1999) emphasized that the term either technical or vocational education has no single universally accepted definition but what is common is the various definitions is its goals and objectives that remain the same. Technical education has been defined as that phase of education which seeks to help the people, students and the populace acquire specific mechanical or manipulative skills required in industrial arts or applied science.
Home Economics is one of the vocational subjects taught at in both secondary and higher institutions in Nigeriaand is a compulsory part of the curriculum in the secondary schools. It is taught as an integral core subject, which comprises food and nutrition, clothing and textile and home management. The importance of exposing learners to Home Economics curriculum for individual and societal development has been widely acknowledge and revealed that the knowledge and skills gained with Home Economics make a considerable contribution to young people’s personal and social development as well as prepare them for the world of works in a wide range of area. It provides learners with opportunities to develop knowledge and in both theoretical and practical aspects of livelihood (Federal Ministry of Education, 2012). A strong background in Home Economics curriculums is crucial for many careers and job opportunities in today’s increasingly technologically society.
In order to help the various areas and skills in Home Economicsand to prepare Nigerian students for self-reliance, self-employment and self-independence after school, the Nigerian Educational Research and Development Council (NERDC, 2008) reviewed and reoriented its curriculum to have a broad scope that covers virtually all aspects of human daily living. According to the NERDC (2008), the reviewed upper basic Home Economics curriculum is built on the 9-year basic education philosophy that seeks to provide quality learning experiences and pay attention to the all around development of the individuals. Among the aims of the curriculum is to provide students with changes in a technological, socio-economic and multi-cultural society, contemporary societal issues have been integrated in the curriculum more practical lesson are introduced, and lessons are organized in modules with specifications on a variety of instructional material including instructional technologies for teaching. It is expected that if properly implemented the curriculum would cater for a diverse range of students abilities help the students to learn practical skills which would be useful to them in higher education or enable them get jobs in industries or other formal sectors of the economy.
However, it has been observed that there are many problems confronting the teaching and learning of Home Economics in secondary schools as revealed by many writers on problems of Home Economics in Nigeria. Some of them are lack of finance to buy needed textbooks, inadequate teachers, lack of well equipped laboratories in schools, inappropriate and ineffective method of teaching, lack of control over the attitudes of students and teachers, poor management of schools and others which have contributed to low level of teaching Home Economics in secondary schools.
Effective teaching to take place, the skilful teacher needs to use the many effective method and techniques effectively because in them his successes and failure depends. He further more emphasised that the success in the use of methods depends of the intelligent analysis of educational purposes, pupil in the class and the curriculum content of the moment. A few moments reflection is sufficient to reveal that every society faces crucial issues and problems in education which have very serious Home Economics benefits that cannot be overlooked easily for instance, the production of education as well as the acquisition of education both require the use of large qualities of scare resources (production of education require conducive classrooms, administrative blocks, personal, librarians, laboratories of education require expenditures on tuition, books, travels, uniform, lodging etc and students time.
1.2 Statement of the Problem
Home Economics is being taught in both junior and senior secondary schools in the whole states inNigeria. But it has been observed in Oru East Local Government Area of Imo State that students in government schools are performing poorly in this subject which is now posing some challenges to the educational system of the state. The problem statement stated in question form therefore, is “could the classroom learning environment in Home Economics be so discouraging to the extent that students are no longer encouraged to participate in the Home Economics lessons?”
1.3 Research Questions
These are some of the questions the study is designed to answer:
i) what is the prevalence of effective teaching and learning of Home Economics among secondary school students in Oru East Local Government Area of Imo State?
ii) what are the attitudes of teachers in teaching Home Economics in secondary school in Oru East Local Government Area of Imo State?
iii) what are the factors affecting students of secondary schools in Oru East Local Government Area of Imo State towards learning Home Economics?
1.4 Objectives of the Study
The objective of the study is to investigate the challenges and prospects of teaching Home Economicsin senior secondary schools in Oru East Local Government Area of Imo State, Nigeria, and the specific objective are to:
i) to establish the prevalence of effective teaching and learning of Home Economics among secondary school students in Oru East Local Government Area of Imo State
ii) to identify the attitudes of teachers in teaching Home Economics in secondary school in Oru East Local Government Area of Imo State
iii) to inquire the factors affecting students of secondary schools in Oru East Local Government Area of Imo State towards learning Home Economics
1.5 Research Hypothesis
The research hypotheses to be tested include:
i) there is no significant relationship between teachers and effective teaching and learning of Home Economics in secondary schools in Oru East Local Government Area
ii) there is a significant correlation between students and effective teaching and learning of Home Economics in secondary schools in Oru Local Government Area
1.6 Significance of the Study
This study will help to sensitise the educational administrators to appreciate the need to make available the necessary materials, example, chalkboard, laboratories, audio-visual materials etc that will enhance effective learning of Home Economics if they are not available. This study will if need be direct theHome Economics teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about a desirable experience in the students.
1.7 Scope of the Study
The study investigates the challenges and prospects of teaching Home Economicsin senior secondary schools in Oru East Local Government Area of Imo State, Nigeria. It therefore covers secondary school students in selected secondary schools in the Local Government Area.
1.8 Limitation of the study
The researcher was faced with time constraint as there researcher was involved in other academic works as at the time this study was carried out.
1.9 Definitions of Terms
The following terms were used in the course of this study:
Challenges:the situation of being faced with something that needsgreat mental or physical effort in order to be done successfully and therefore tests a person’s ability
Home Economics:field of study that deals with the Home Economics and management of the home and community.It deals with the relationship between individuals, families, communities, and the environment in which they live.
Laboratory:any place, situation, set of conditions, or the like, conducive toexperimentation,investigation, observation, etc.; anything suggestiveof a scientific laboratory.
Teaching: the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
PROBLEMS OF TEACHING HOME ECONOMICS PRACTICALS IN PRIVATE SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The attitude towards home economics in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, inspite of the benefit student stand to gain by learning home economics most student nonchalantly chose to study other subjects in place of physic (Okoh, 2002).
Students attitude towards home economicsto a large extent have an impact on their interest in leaning basic technology. As such Cupdag(1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavorable attitude towards its.
In this regard, Cheng (2004), in a study conducted regarding students learning in basic technology, found out that in the students evaluation, consistent with their notion that home economics is complex to learn have unfavorable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching and learning.
Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of home economics learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that inspite of the benefit the student would derive from learning home economics their perception about home economics being a difficult subject cannot be easily changed thus affecting the teaching and learning of the subject in secondary schools in Nigeria.
However, Torres (1997) opined that in present time, the emphasis on science teaching has shifted from teaching of science as a body of established knowledge towards science as a human activity. Instead of teaching students to think critically and independently; science teaching to a large extent, has taught students to accept scientific knowledge without questions, learn existing theories and present alternative explanations.
As such, home economics as a dynamic branch of science is difficult to describe, thus, in learning basic technology, this should not be taught as a series of formulas to be memorized and applied just for “cultural” purposes but be taught as a dynamic branch of science which should provide questions and explanations on how the world works (Jense, 1995).
It is against this background that the researchers sees the subject matter of this research “problem and prospect of teaching and learning home economics in secondary school level” as an issue worthy of investigation.
1.2 STATEMENT OF THE PROBLEM
A lot of studies shows the poor performance of students in home economics this is attributed to the notion that home economics is complex to learn thus making students to develop an unfavorable altitude towards learning the subject. On the part of teachers, home economics is taught as a series of formulas to be memorized and applied just for the sake of learning as against teaching students to think critically and independently instead of accepting such knowledge without questions. This issue has become a serious concern to education planners and policy makers in Nigeria. As such the subject matter of this research is considered an empirical problem worthy of investigation.
1.3 PURPOSE OF THE STUDY
The present study is to determine the problem and prospect of teaching and learning home economics in secondary school level, with a searchlight at federal government college Malali Kaduna, Kaduna state.
1.4 THE OBJECTIVES OF THE STUDY
1. To find out the prospect of teaching and learning of home economics in secondary school level
2. To examine the attitude and performance in home economics among secondary school students
3. To determine the theories of learning that are applicable in teaching home economics in secondary schools
4. To identify the problems militating against teaching and learning home economicsin secondary schools
1.5 RESEARCH QUESTIONS
1. What are the prospect of teaching and learning of home economics in secondary school level?
2. What is the attitude of secondary school students in home economics and how do they perform in the subject?
3. What kind of theories of learning are applicable in teaching and learning of home economics in secondary schools?
1.6 STATEMENT OF THE HYPOTHESIS
1. Ho: There is a negative attitude towards learning home economicsand poor performance in home economics in secondary school
2. H1: There is no negative attitude towards learning home economics and poor performance in home economics in secondary school
1.7 SIGNIFICANCE OF THE STUDY
The study will be beneficial to home economicsteachers in secondary schools who may wish to utilize the findings of this study to improve their teaching method. The study will also be beneficial to policy makers in education sector especially as they utilize the findings of this study as a basis for policy formulation concerning teaching and learning of basic technology. It should be noted that the study will enhance existing knowledge about the problem and prospect of teaching and learning home economicsin secondary school level. The study can also be used as a springboard to carryout similar research as incoming students can use it as a reference material.
1.8 ASSUMPTION AND PROBLEMS
The assumptions of the study are that students perceive home economicsas a complex subject to learn and thus show negative attitude towards learning it, which in turn affect their performance.
Secondly, poor teaching method and the traditional method of teaching home economics as a subject to be memorized against proper assimilation and teaching students to think critically and independently rather than accepting knowledge without questioning.
1.9 SCOPE AND LIMITATION OF THE STUDY
The study will cover an empirical examination of the problem and prospect of teaching and learning home economicsin secondary school level, as well as the examination of the attitude of students and their performance in basic technology. The study will equally cover the examination of the theories of learning that are applicable in teaching home economics in secondary schools, as well as the problems militating against teaching and learning of home economicsin secondary schools. Empirical data is collected only from federal government college Kaduna, the time frame for this study covers a period of five years (2006-2011).
The study is constraint from a problems arising from the inability of the research to employ numerous research designs as well as instrument to obtain research data as such it is not certain if the finding obtained will be the same if other instrument as well as research designs were used. The non-challant attitude of some respondents also affected the validity of the findings. Other limitations include the inability of the research to combined academic work with the research work as ell as inadequate literatures on the subject matter. Inadequate fund need to undertake this study also constitute a great limitation to this study.
1.10 OPERATIONAL DEFINITION OF TERMS
Teaching basic technology: The ability to impact knowledge in home economics to students
Learning basic technology: The ability to assimilate home economics lessons by students
Attitude: The way students feel and behave towards learning of basic technology
Perception: The way student think about basic technology
Performance: How well or badly students learn home economics in secondary school
Prospects: The success recorded in teaching and learning of home economics in secondary schools
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
PERCEIVED CAUSES OF FAILURES IN HOME ECONOMICS IN JUNIOR SECONDARY SCHOOL AMONG STUDENTS AND TEACHERS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The attitude towards home economics in secondary schools in Nigeria is unsatisfactory sequel to the wrong perception that the subject is difficult to assimilate, inspite of the benefit student stand to gain by learning home economics most student nonchalantly chose to study other subjects in place of physic (Okoh, 2002).
Students attitude towards home economicsto a large extent have an impact on their interest in leaning basic technology. As such Cupdag(1989) opined that the attitude of students reveals their level of learning toward a particular subject, thus, makes them enthusiastic to learn than those who have unfavorable attitude towards its.
In this regard, Cheng (2004), in a study conducted regarding students learning in basic technology, found out that in the students evaluation, consistent with their notion that home economics is complex to learn have unfavorable attitude towards learning it. This also have a negative consequence on teaching the subject, because the negative perception of students becomes a barrier to teaching and learning.
Furthermore, Edward (2006) asserts that research in a similar area which was targeted at assessing students’ beliefs and perception about the nature of home economics learning and evaluation of teaching practices that would help students develop more expert-like beliefs and positive attitude; observed that inspite of the benefit the student would derive from learning home economics their perception about home economics being a difficult subject cannot be easily changed thus affecting the teaching and learning of the subject in secondary schools in Nigeria.
However, Torres (1997) opined that in present time, the emphasis on science teaching has shifted from teaching of science as a body of established knowledge towards science as a human activity. Instead of teaching students to think critically and independently; science teaching to a large extent, has taught students to accept scientific knowledge without questions, learn existing theories and present alternative explanations.
As such, home economics as a dynamic branch of science is difficult to describe, thus, in learning basic technology, this should not be taught as a series of formulas to be memorized and applied just for “cultural” purposes but be taught as a dynamic branch of science which should provide questions and explanations on how the world works (Jense, 1995).
It is against this background that the researchers sees the subject matter of this research “problem and prospect of teaching and learning home economics in secondary school level” as an issue worthy of investigation.
1.2 STATEMENT OF THE PROBLEM
A lot of studies shows the poor performance of students in home economics this is attributed to the notion that home economics is complex to learn thus making students to develop an unfavorable altitude towards learning the subject. On the part of teachers, home economics is taught as a series of formulas to be memorized and applied just for the sake of learning as against teaching students to think critically and independently instead of accepting such knowledge without questions. This issue has become a serious concern to education planners and policy makers in Nigeria. As such the subject matter of this research is considered an empirical problem worthy of investigation.
1.3 PURPOSE OF THE STUDY
The present study is to determine the problem and prospect of teaching and learning home economics in secondary school level, with a searchlight at federal government college Malali Kaduna, Kaduna state.
1.4 THE OBJECTIVES OF THE STUDY
1. To find out the prospect of teaching and learning of home economics in secondary school level
2. To examine the attitude and performance in home economics among secondary school students
3. To determine the theories of learning that are applicable in teaching home economics in secondary schools
4. To identify the problems militating against teaching and learning home economicsin secondary schools
1.5 RESEARCH QUESTIONS
1. What are the prospect of teaching and learning of home economics in secondary school level?
2. What is the attitude of secondary school students in home economics and how do they perform in the subject?
3. What kind of theories of learning are applicable in teaching and learning of home economics in secondary schools?
1.6 STATEMENT OF THE HYPOTHESIS
1. Ho: There is a negative attitude towards learning home economicsand poor performance in home economics in secondary school
2. H1: There is no negative attitude towards learning home economics and poor performance in home economics in secondary school
1.7 SIGNIFICANCE OF THE STUDY
The study will be beneficial to home economicsteachers in secondary schools who may wish to utilize the findings of this study to improve their teaching method. The study will also be beneficial to policy makers in education sector especially as they utilize the findings of this study as a basis for policy formulation concerning teaching and learning of basic technology. It should be noted that the study will enhance existing knowledge about the problem and prospect of teaching and learning home economicsin secondary school level. The study can also be used as a springboard to carryout similar research as incoming students can use it as a reference material.
1.8 ASSUMPTION AND PROBLEMS
The assumptions of the study are that students perceive home economicsas a complex subject to learn and thus show negative attitude towards learning it, which in turn affect their performance.
Secondly, poor teaching method and the traditional method of teaching home economics as a subject to be memorized against proper assimilation and teaching students to think critically and independently rather than accepting knowledge without questioning.
1.9 SCOPE AND LIMITATION OF THE STUDY
The study will cover an empirical examination of the problem and prospect of teaching and learning home economicsin secondary school level, as well as the examination of the attitude of students and their performance in basic technology. The study will equally cover the examination of the theories of learning that are applicable in teaching home economics in secondary schools, as well as the problems militating against teaching and learning of home economicsin secondary schools. Empirical data is collected only from federal government college Kaduna, the time frame for this study covers a period of five years (2006-2011).
The study is constraint from a problems arising from the inability of the research to employ numerous research designs as well as instrument to obtain research data as such it is not certain if the finding obtained will be the same if other instrument as well as research designs were used. The non-challant attitude of some respondents also affected the validity of the findings. Other limitations include the inability of the research to combined academic work with the research work as ell as inadequate literatures on the subject matter. Inadequate fund need to undertake this study also constitute a great limitation to this study.
1.10 OPERATIONAL DEFINITION OF TERMS
Teaching basic technology: The ability to impact knowledge in home economics to students
Learning basic technology: The ability to assimilate home economics lessons by students
Attitude: The way students feel and behave towards learning of basic technology
Perception: The way student think about basic technology
Performance: How well or badly students learn home economics in secondary school
Prospects: The success recorded in teaching and learning of home economics in secondary schools
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THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING-LEARNING OF HOME ECONOMICS IN JUNIOR SECONDARY SCHOOL
ABSTRACT
This study was undertaken to examine the effect of instructional materials on the student’s performance in home economics in some selected secondary school in Irele Local Governmnet Area of Ondo State. Sixty students were randomly selected from tow schools which implies that each of the school have thirty students. Pretest was administered before the random selection of the students just to know the level of their entry point. The first school was assigned letter x while the second school was assigned letter Y School X was later taught with the various use of instructional materials while school Y was taught without the use of instructional materials Home economics achievement just (LAT) was administered to the students while comprise of fifteen items. The result of the two schools where later analyzed with the use of person’s product correlation coefficient (r) Some research hypothesis was postulated and they was later losted through the use of person product correlation coefficient “r” The research findings were discussed; their implications on students performances were highlighted and appropriate recommendation were made. At the end of the day, if was observed that those taught with the use of instructional materials performance better than those students taught without the use of instructional materials It was the advising that relevant instructional materials should so as to make the concept more explanatory and to facilitate the interest of the students in the teaching learning process.
TABLE CONTENT
CHAPTER ONE
Background to the problem
Statement of the problem
Research question
Hypothesis
Purpose of the study
Significance of the study
Scope of the study
Limitation of the study
Definition of terms
CHAPTER TWO
Literature review
Importance of instructional materials
Home economics laboratory
Summary
CHAPTER THREE
Research design and procedure
Research subject
Sampling procedure
Validity instrument
CHAPTER FOUR
Table one (effect of instructional materials on students generally)
Table two (effect of instructional materials on female students)
Discussion
CHAPTER FIVE
Findings
Recommendation
Suggestion for further studies
Conclusion
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Teachers of yester-year in secondary school in discipline of home economics relied on few or no instructional materials at all in their teaching. They believe they can force knowledge no matter how unpleasant into the empty brain of the children or pupils. This made learning of home economics for most pupils become unpleasant superficial learning or no learning at all time.
Home economics is a source of constant fear for many students in home economics have fail to recognized the fact that learning should consist of pleasurable activities for the same time, the teachers need to appeal to all their senses (seeing learning smelling and touching). Furthermore, the teachers should also note that ineffective use of instructional materials (like concrete objects hairs textbooks, chalkboard and picture) for teaching home economics in secondary school has discouraged many students from learning home economics.
It is important to emphasize once again that home economics is a “tool” it is real and should be treated as such. The difficulty posed by the home economics has generated a lot of discussions.
Many people including our educators do not realized that one of the reason why many students perform very poor and below expectation in home economics is that the schools lack of relevant instructional materials.
Therefore for effective understanding of the subject matter in home economics and for students to perform better in home economics in Nigeria school examination, there is the need to examine the impact or effect of instructional materials on students performance in home economics with the aim of stimulating the interest of the students in the subject it is well known among educators that the education experience involving the learners activity participating in concrete examples can retain longer than abstract experience. The instructional materials add element of reality by proving such concrete examples. The teaching of home economics course has always been based on a limited knowledge based, and as a result the utilization of instructional materials among teachers often rely on traditional isolation of the classroom setting provide access to expensive resources and improve overall productivity.
Saye (2006) to achieve the desire outcome with the utilization of technology, the teaching of home economics must focus not only on making teachers competent at using such technology but at the same time promote strategies that enable the integrated of technology. Bolick et al (2008) pointed to a precarious relationship between the teaching of home economics and utilization of instructional materials. They argued that while some educators have been fascinated by the potential materials to enhance teaching and learning many schools have lagged behind in assimilating instructional materials into instruction. Others express doubt that instructional materials will ever in like instructional reform in home economics. They stated that this conflict has led some researchers to conclude that home economics has not applicably changed as a result of instructional materials.
The technology in secondary schools instruction has been widely researched but many questions still remain unanswered.
Research in various relevant areas is still needed. Educators are asking if the use of instructional materials will make a difference in the performance of students. At the same time, teachers are asking if there exist the best tool to assist in the course of delivery. The learning environment of a classroom assisted by instructional technology is different from one without technology and the question remains regarding the benefit of technology in the classroom. Do that means that students are actively engage in learning? Would the thinking skills among students and facilitate the preferred inquiry based learning: the teaching and strategies and the curriculum are all affected by the inclusion of instructional materials and research would continue to add new information and shape to the evolution of instructional technology in the classroom. Active learning in home economics involves providing the opportunities for students for participate meaningfully by talking and listening, writing, reading and reflecting on the content, unfortunately many classrooms continue to be dominated by a single medium and this is usually the printed textbooks. This dominance prevents teachers from reaching all students, instead if forced them to cater for those who find the texts accessible and this creates barriers for those who do not. There are further consequences. Even though students are able to access. The are missing, there are materials readily available that are more suitable for communicating, student’s preferences and proclivities for certain materials and tools can plan an important role in depending their engagement and enhancing their learning experiences.
Collecting and maintaining a sufficiently varied assortment of traditional materials that would allow us to create an optimal instruction environment for every student in unit of curriculum would be incredibly costly insurmountable logistic problem. More instructional materials is not a reasonable alternative. Teachers do not necessarily need more materials but what they need while worth and Benson (2003) indicate that there is a need for research on the use and effectiveness of instruction materials in home economics classroom that would enhance home economics education.
The effective usage of instructional; materials has dramatically increased in the last two decades. According to Abu Jabber (2004) the importance of instructional materials for both teachers and students cannot be over emphasized. In home economics the use of instruction materials is essential to support learning because home economics are concerned about little calculation which cannot be easily empresses without the support of video and picture etc. Corsor point out the use of instructional materials in home economics, classroom widens the channel of communication between teachers and their students the instructional materials allow the growth of specific learning abilities and motor skills. The use of charts and model enable the teachers to present and illustrate many physical phenomenal and issue easily and at some time, allows them to focus attention on the characteristics of objects. In computer based instructional the use of such materials home economics lesson are imperative as it makes a valuable contribution to the quality of students learning such materials can be used in several ways in home economics lesson. Power point for instance can used to present home economics issues (diagram) Recece and Walker (2001) also pointed out that similarly effective learning to the professional use of visual aids
1.2 STATEMENT OF THE PROBLEM
(a) Are there any significant difference in performance of students taught with the use of instructional materials and these taught without instructional materials
(b) Does the availability of instructional materials contribute anything to students academic achievement in home economics
1.3 RESEARCH QUESTION
In this study attempt would be made to solve some question generated to guide in the analysis of the data foe study. These include.
(a) Can all forms of instructional materials be used by the students
(b) What form of instructional materials can be used by the students
(c) What is the attitude of the teachers and students towards the use of instructional materials for the students
(d) How accessible is the instructional materials to the teacher
(e) What is the effect of the use of instructional materials on the performance of the home economicsstudents
1.4 HYPOTHESIS
The hypothesis generated is:
(1) will there be any significant different in the achievement or perfor4mance of students taught with the aid of instructional materials and that of students taught without instructional materials
(2) Will there be any significant difference in the achievement or performance of female students taught with aid of instructional materials and female students taught without the use of instructional materials.
1.5 PURPOSE OF THE STUDY
(1) To compare, the performance or achievement of the students taught using without the use of instructional materials
(2) To see, if instructional materials contribute anything positive to students academic achievement or performance in home economics
1.6 SIGNIFICANCE OF THE STUDY
Owning to the effective roles which home economics plays in the technological advancement of nation, a study that seeks to make the learning of home economics easier is a world-wide effort. This study is a paramount importance in the teaching and learning of home economics, because it attempts to clarify of the use of instructional materials and effectiveness of those materials in teaching of home economics. The study is also important of instruction materials are really needed for the teaching of home economics valuable suggestion would be made to the government, parent, teachers and students alike in the use of instructional materials in our schools. Those suggestions will form part of the recommendation from the study.
1.7 SCOPE OF THE STUDY
The study covers the home economics students in Nigeria using Irele Local Government in Ondo State as a case study. These schools are selected because it has home economics students Ito Junior Secondary School. The purpose sampling will be used to select all the teachers both male and female this makes a total of about 40 teachers.
1.9 DEFINITION OF TERMS
Instructional materials: These are materials or material use for teaching such as textbook, real objects charts, model, photograph, audio records, and tapes microfilms video tapes, blackboard etc.
Teaching Objectives: The goals which the teacher wants to achieve while teaching
Examination: A test of knowledge or ability to verify what s person is capable of doing offer a teaching process. Have taken place.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420