The Challenges Of Effective Teaching Of Home Economics In Oru East Local Government Area

Project and Seminar Material for Home Economics

The Challenges Of Effective Teaching Of Home Economics In Oru East Local Government Area


Abstract


This study was carried out to determine the challenges of effective teaching of home economics. The study adopted descriptive design since it is an ex post facto research. The target population for this study is 170 students and 30 home economics teachers of 10 secondary schools in Port Harcourt. The findings revealed that lack of teaching aids, library facilities and where available, there is lack of textbooks of Economics. All the schools studied were highly dense resulted into high students’ population. Based on the findings of his study, the federal and the state governments should employ more teachers, especially in Economics to checkmate rising teacher student ratio. More senior secondary schools should be built with the increasing student population within the area under study.


Chapter One


Introduction

1.1 Background to the Study

Economic education focuses on the scholarship of teaching and learning economics as a subject. It encompasses the content to be taught (what-subject content knowledge), different teaching methods (how-pedagogical content knowledge), designing of applicable assessment practices (why-purpose of using assessment tools/strategies), and information of general interest to teachers of economics in primary, secondary to undergraduate studies. The purpose of economic education is to create future responsible citizens, effective decision-makers and voters for change. Economic education is a very crucial subject that many of our nation’s schools tend to overlook (Van Wyk, 2012). The importance of economic education goes far beyond the goal of improving an understanding of the basic principles of supply and demand and the workings of the economy. Economics can be taught by generating new knowledge with the help of exposing students to real-life learning environments and experiences (van Wyk, 2014). The teaching of economics in our secondary schools is embedded with many obstacles in its implementation and these have contributed immensely to the fall in the standard of performance in public examination (Salako, 2002).


1.2 Statement of the Problem

There is the need for the effective implementation of the food and nutrition in both public and private secondary schools, for effective nutritive practice by Nigerians. Despite the importance of food and nutrition to the development of both individuals and the society at large, a number of schools in Port Harcourt and in Nigeria at Large have dropped it from the school curriculum for Fashion and Fabrics, while the performance of senior secondary school students in Home Economics has also depreciated. These are pointers to the fact there is a drop in effective teaching and learning of Home Economics in schools. It is in the light of the above, that the present study was carried out to ascertain the challenges associated with the teaching and learning home economics in secondary schools.


1.3 Objective of the Study

The main objective of this study is to examine the challenges affecting the teaching and learning of home secondary schools.

  1. Identify the challenges to the effective implementation of food and nutrition curriculum in secondary schools
  2. Ascertain the courses of poor performance in Home Economics Examinations
  3. Find out the strategies that can be employed to deal with these challenges

1.4 Research Hypotheses

Hypotheses one
  • Ho: There is no relationship between teaching of home economics and students performance in Home economics examinations
  • Hi: There is a relationship between teaching of home economics and students performance in Home economics examinations
Hypotheses two
  • Ho: There is no relationship between availability of study material to the effective teaching and learning of home economics.
  • Hi: There is a relationship between availability of study material to the effective teaching and learning of home economics.

1.5 Significance of the Study

In an attempt to improve the teaching of Food and Nutrition as well as vocational subjects in Nigerian secondary schools and make the learning of Food and Nutrition as well as vocational subjects more attractive to students, this study makes the following important contributions to knowledge and education. Firstly, this study provides Food and Nutrition educators, curriculum planners and government with detailed information about the actual picture of Food and Nutrition teaching and learning, and educational practices in Nigerian schools and ways of improving the situation. This in turn can help in planning and formulating further policies for Food and Nutrition education in Nigeria. Secondly, the study also opens avenues for further research in the area based on the knowledge gaps other scholars will have found.


1.6 Scope and Limitation of the Study

This study is primary concerned with the challenges of effective teaching and learning of home economics. This study/project work covers 10 selected schools in Port Harcourt. The researcher encountered some constraints, which limited the scope of the study. These constraints include but are not limited to the following

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.


1.7 Definition of Terms

Home Economics:

Home economics, domestic science or home science is a field of study that deals with the relationship between individuals, families, communities, and the environment in which they live.

Teaching:

Teaching is an instruction or delivering a particular skill or subject or something that someone tells you to do. For Teaching in this case may refer to showing or explaining to a student how to do something. Learn more in

Learning:

Learning is the process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences.


1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  • Chapter one is concerned with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five


Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain a critical analysis of challenges of effective teaching and learning of home economics.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations are made, which in the opinion of the researcher will be of benefit in addressing the challenges of challenges of effective teaching and learning of home economics.


5.2 Summary

This study aimed at having a critical analysis of challenges of effective teaching and learning of home economics. Four objectives were raised. These objectives include: Identify the challenges to the effective implementation of food and nutrition curriculum in secondary schools, ascertain the courses of poor performance in Home Economics Examinations, and to find out the strategies that can be employed to deal with these challenges.


5.3 Conclusion

Based on the above findings pertaining to the objectives of the study the following conclusions are drawn.
deriving from the response students and teachers, one can agree without hesitation that the factors discussed in chapter two constitute a set back to the effective teaching and learning of Home Economics in our secondary schools, particularly senior secondary schools in Port Harcourt State, Nigeria.


5.4 Recommendation

  1. As students have different abilities, learning styles (e.g. mastery, interpersonal, understanding, self-expressive) and each may possess various combinations of multiple intelligences (e.g. verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intra-personal, naturalist, etc.), teachers are encouraged to adopt a variety of learning and teaching strategies and provide differentiated instruction to cater for student differences, to facilitate effective learning of abstract concepts, and to develop higher order thinking skills.
  2. The learning tasks and activities designed should be thought-provoking and meaningful to students, with a view to motivating them, and to consolidating or enhancing their understanding and their ability to put theory into practice. They should be so designed as to strengthen their skills in planning, organizing, managing and using physical and social resources effectively in a range of contexts, and to further develop transferable skills such as problem solving in novel situations. Demonstration, discussion, questioning, case studies, games, projects, laboratory work, simulation exercise, debate, role play, visits, field-trips, etc. can all be considered whenever appropriate.
  3. Feedback, whether verbal, written or in the form of body language is crucial in the everyday learning and teaching process. Teachers are encouraged to provide quality feedback to students regularly and positively to help them understand their strengths and weaknesses, and plan improvement.
    A well-furnished home economics laboratory should be provided in public secondary schools in Port Harcourt.
  4. All Teachers of home economics at various levels should create a good learning environment that is capable of motivating students to participate in home economics lessons.
  5. Government should provide conducive learning environment in all public secondary schools and also monitor private schools, set standards for all schools to comply or close them.

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