TEACHERS PERCEPTION OF CHALLENGES OF EFFECTIVE TEACHING AND LEARNING OF HOME ECONOMICS IN SCHOOLS AND COLLEGES IN IMO STATE.


TEACHER'S PERCEPTION OF CHALLENGES OF EFFECTIVE TEACHING AND LEARNING OF HOME ECONOMICS IN SCHOOLS AND COLLEGES IN IMO STATE.    

ABSTRACT

This study examined the teachers’ perception of challenges of effective teaching and learning of home economics in schools and colleges in Imo State, Nigeria. The study came as a result of poor performance of students in Home economics subject in secondary schools as well as the bad attitudes of students in learning the subject and if nothing is done, the subject may go extinct and be removed from curricula. The research posed three research questions, which guided the study. Data were collected through the questionnaires were analyzed through percentage analysis techniques. Based on the result of the findings, recommendations were made with respect to motivating students’ interest. Some of the findings include that inadequate availability of instructional material is a pitfall to both the students and the teachers. Most teachers do not have the necessary qualifications and as well lack the competence to use the available instructional materials.

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Home economics is one of the vocational and technical subjects taught in both secondary and higher institutions in Nigeria and is a compulsory part of the curriculum in secondary schools. It is taught as a fundamental subject and comprises food and nutrition, clothing, and textile. The importance of exposing learners to home economics curriculum for individual and societal development has been widely acknowledged 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).

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. For many years, there was no cogent development 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. 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 a phase of education designed to help the people, students, and learners to acquire technical or manipulative skills required in industrial arts or applied sciences.

Nigeria, as a developing country has myriads of problems. Besides political problems leading to political assassination and post-election crisis, the frightening dimension is youth restiveness. The youth are restive because the majority of them are idle, which confirms the adage that says, “an idle hand is the devil’s workshop”. The youth are demonstrating this by engaging in criminal activities, while the females are into high-level prostitution, trafficking in hard drugs, etc. This is because education produces an individual who is honest, respectful, and cooperative and who would conform to the social norm. The youth should be empowered with vocational and technical skills which would make them self-reliant or become employable in different sectors of the economy.

Although, the southeastern states in Nigeria are regarded as hardworking people and are business-oriented the vocational and technical knowledge is hugely lacking in them, and therefore the introduction of home economics as a subject in secondary school must be adopted in the state. Because of this, the teaching of Home Economics education becomes very important to meet the requirements of the people in the southeastern states particularly in Imo State where this study will be carried out. At the national level, there is a clarion call for vocation and technical education, because this is a utilitarian type of education designed to develop skills, abilities, understanding, attitude, appreciation of hard work and to impact the knowledge so gained is useful and productive ventures. As in other areas of vocational and technical education, teaching home economics exposes the individuals to experiences that provide the manipulative, cognitive, and attitudinal skills that would make them acquire all-around education. This study aimed at identifying the teachers’ perception of challenges of effective teaching and learning of home economics in schools and colleges in Imo State, Nigeria.

1.2  Statement of the Problem

The general performance in the attitude of students towards learning of Home economics has been an issue of concern to teachers teaching this subject in almost all the secondary schools in the country. Also, there is a generally poor attitude of students, both male and female towards vocational education these days as a whole and Home Economics in particular. Though the female population of school age in Nigeria is large, they are not attracted to vocational and technical studies (Home Economics). Nsofor,  (2003). There is rather a preponderance of female students in the arts and social sciences, while the males prefer the medical and legal areas than the skilled area. Where they offer Home Economics at the junior or senior secondary schools’ examinations, there is always a tendency to drop them when they enter tertiary institutions for reasons that the course is expensive and time-consuming. This study aimed at identifying the teachers’ perception of challenges of effective teaching and learning of home economics in schools and colleges in Imo State, Nigeria.

1.3  Research Questions

These are some of the questions the study is designed to answer:

i)            What are the efforts of the Home economics toward ensuring effective teaching of Home economics in Imo state?

ii)          What are the factors affecting students of secondary schools in Imo State towards learning of home economics?

iii)        What are the challenges faced by the Home economics teachers toward ensuring effective teaching of Home economics in secondary schools in Imo State?

1.4  Objectives of the Study

The objective of the study is to identify the teachers’ perception of challenges of effective teaching and learning of home economics in schools and colleges in Imo State, Nigeria, and the specific objective is:

i)            To survey the efforts of the Home economics toward ensuring effective teaching of Home economics in Imo state.

ii)          To investigate the factors affecting students of secondary schools in Imo State towards learning of home economics.

iii)        To establish the challenges faced by the Home economics teachers toward ensuring effective teaching of Home economics in secondary schools in Imo State.

1.5  Research Hypotheses

The research hypotheses to be tested include:

i)            There is no significant relationship between the challenges faced by the Home economics teachers and effective teaching of the subject.

ii)          There is no significant correlation between the attitudes of students toward learning Home economics and effective teaching.

1.6  Significance of the Study

This study if need be will direct the home economics teachers’ attention to the need for them to adopt a more appropriate teaching method in order to bring about the desirable experience in the students. It will be useful to learners for through this they will be able to identify the factors militating against the proper teaching and learning of home economics in secondary schools throughout the whole nation. It will serve as a foundation upon which further research works to be made.

1.7  Scope of the Study

The study investigates the teachers’ perception of challenges of effective teaching and learning of home economics in schools and colleges in Imo State, Nigeria. It will therefore be conducted among teachers in five secondary schools each from northern, southern, eastern, and western parts of Imo State.

1.8  Limitation of the study

The researcher was faced with the constraint of getting adequate information from students in the state due to the fact that most of them were not willing to reveal adequate information about their perception of the topics in the subject as some of them thought that the researcher might be seeing them as unserious students.

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 needs great 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 economics and management of the home and community. It deals with the relationship between individuals, families, communities, and the environment in which they live.

Learning is the act of acquiring new or modifying and reinforcing existing knowledge, behaviors, skills, values, or preferences which may lead to a potential change in synthesizing information, depth of the knowledge, attitude, or behavior relative to the type and range of experience.

Teachers: persons who help others to acquire knowledge, competencies, or values. Informally the role of teacher may be taken on by anyone.

Teaching: the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things.

REFERENCES

FME (Federal Ministry of Education) (2012): 4-Year Strategic Plan for the

Development of Education Sector (2011-2015): A Publication of the FME, Abuja, Nigeria.

Nsofor, C.C. (2003) Vocational and Technical Education: A tool for self-reliance and sustainable democracy in the 21st Century, Kontagora.

Osuala, E. C. (1992), The importance of vocational training in the socio-economic of

Nigeria: vocational/Technical Educational and manpower development. Pacific Publishers ltd.

.


TYPE IN YOUR TOPIC AND CLICK SEARCH.






RESEARCHWAP.COM

Researchwap.com is an online repository for free project topics and research materials, articles and custom writing of research works. We’re an online resource centre that provides a vast database for students to access numerous research project topics and materials. Researchwap.com guides and assist Postgraduate, Undergraduate and Final Year Students with well researched and quality project topics, topic ideas, research guides and project materials. We’re reliable and trustworthy, and we really understand what is called “time factor”, that is why we’ve simplified the process so that students can get their research projects ready on time. Our platform provides more educational services, such as hiring a writer, research analysis, and software for computer science research and we also seriously adhere to a timely delivery.

TESTIMONIES FROM OUR CLIENTS


Please feel free to carefully review some written and captured responses from our satisfied clients.

  • "Exceptionally outstanding. Highly recommend for all who wish to have effective and excellent project defence. Easily Accessable, Affordable, Effective and effective."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I saw this website on facebook page and I did not even bother since I was in a hurry to complete my project. But I am totally amazed that when I visited the website and saw the topic I was looking for and I decided to give a try and now I have received it within an hour after ordering the material. Am grateful guys!"

    Hilary Yusuf, United States International University Africa, Nairobi, Kenya.
  • "Researchwap.com is a website I recommend to all student and researchers within and outside the country. The web owners are doing great job and I appreciate them for that. Once again, thank you very much "researchwap.com" and God bless you and your business! ."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I love what you guys are doing, your material guided me well through my research. Thank you for helping me achieve academic success."

    Sampson, University of Nigeria, Nsukka.
  • "researchwap.com is God-sent! I got good grades in my seminar and project with the help of your service, thank you soooooo much."

    Cynthia, Akwa Ibom State University .
  • "Great User Experience, Nice flows and Superb functionalities.The app is indeed a great tech innovation for greasing the wheels of final year, research and other pedagogical related project works. A trial would definitely convince you."

    Lamilare Valentine, Kwame Nkrumah University, Kumasi, Ghana.
  • "Sorry, it was in my spam folder all along, I should have looked it up properly first. Please keep up the good work, your team is quite commited. Am grateful...I will certainly refer my friends too."

    Elizabeth, Obafemi Awolowo University
  • "Am happy the defense went well, thanks to your articles. I may not be able to express how grateful I am for all your assistance, but on my honour, I owe you guys a good number of referrals. Thank you once again."

    Ali Olanrewaju, Lagos State University.
  • "My Dear Researchwap, initially I never believed one can actually do honest business transactions with Nigerians online until i stumbled into your website. You have broken a new legacy of record as far as am concerned. Keep up the good work!"

    Willie Ekereobong, University of Port Harcourt.
  • "WOW, SO IT'S TRUE??!! I can't believe I got this quality work for just 3k...I thought it was scam ooo. I wouldn't mind if it goes for over 5k, its worth it. Thank you!"

    Theressa, Igbinedion University.
  • "I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much researchwap.com, infact, I owe my graduating well today to you guys...."

    Joseph, Abia state Polytechnic.
  • "My friend told me about ResearchWap website, I doubted her until I saw her receive her full project in less than 15 miniutes, I tried mine too and got it same, right now, am telling everyone in my school about researchwap.com, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work"

    Christiana, Landmark University .
  • "I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!."

    Musa, Federal University of Technology Minna
  • "I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!."

    Ali Obafemi, Ibrahim Badamasi Babangida University, Niger State.
  • To contribute to our success story, send us a feedback or please kindly call 2348037664978.
    Then your comment and contact will be published here also with your consent.

    Thank you for choosing researchwap.com.