The Extent Of Home Economics Literacy Among Secondary School Science Teachers
This project work was carried out on the extent of home economics literacy among secondary school science Teachers in Enugu North Local Government Area.A systematic random sampling technique was utilized to select a total number of 540 students for the study an instrument was utilized to gather data. Findings indicates that home economics teachers do not have good method of teaching, since they are unable to make home economics lessons attractive and interesting to students,teachers of home economics are unable to encourage, support and give roam for individual differences in the course of teaching their subject. Finally, home economics laboratories are not functional, equipment are not enough and those available are not maintained, no good lighting and students sometimes bring in equipment from home for home economics practical. Based on the findings, the following recommendations were proffered; that Government should provide furnished home economics laboratories in public secondary schools in Edo state, students should be motivated by their teachers to participate in home economics lessons and government should provide good learning environment in all public secondary schools.
1.1 Background of study
This project is to find the extent of home economics literacy among secondary school science teacher in Enugu north local government area.
Home economics is taught as a timetabled school subject in many countries around the world. It is also finding its way into lifelong learning courses and the mass media. Taking Malta as a case study, this paper will present how what was considered an old-fashioned girls’ subject for a few decades at the end of the 20th century, is slowly being remodeled to offer a gender sensitive education with a life skill, vocational and entrepreneurial orientation. It will give an overview of recent developments in Home Economics curriculum and provision at different levels of schooling and within the community. It will also show how, true to its origins, Home Economics ‘education’ is taking a practical, problem-solving, active learning approach, enabling learners of different ages to make wise choices which will facilitate adoption of more sustainable lifestyles. Finally, this paper will also argue for a broader understanding of the role of Home Economics in education for hope, happiness and harmonious living.
According to oxford dictionary 6th edition (2005) the phrase “secondary school” is for young people between the ages of 11, 16 and 18. In the opinion of California (2009) “secondary school” is a school that is intermediate in level between elementary school and college and that usually offer general technical. From Encarta dictionary 7th edition (2004) “secondary school” is a school for students who have completed their education, usually attended by children in grades 7 to 12. In the contribution of the researchers “secondary school” is a school where people who have obtained first school leaving certificate and common entrance attend to attain more education. It is also the third step in educational process “secondary school” is classified into three namely private, adults and public secondary schools. The present research is basically o public schools in Enugu north local government area. We further found out that in Nigeria a secondary school consists of two levels this research in how ever interested in senior secondary schools to find out the extent of home economics literacy among science teacher in Enugu north local government area.
Sheehan (2005) defined the phrase “science teacher” as somebody or a person who teaches science.According to WIKIPEDIA (2004) “science teacher” are those teacher that teach science subject with full knowledge of experiments. Oxford dictionary 6th edition (2005) sees “science teacher” as teachers who have basic knowledge about the structure and behaviour of natural and physical world based on the facts they can prove it. In the opinion of these researchers “science teachers” are teachers that have basic knowledge about all the science subjects: such as mathematics, biology, computer science, chemistry, physics etc. that can be proved in standard way but trained or specialized in any of these science subjects.
Enugu north local government area is located at the center of Enugu town. From our present research we found out that Enugu north local government area has fourteen secondary school respectively: such as queen school Enugu, city girls secondary school, metropolis girls, urban girls secondary school and new layout secondary school. These above-mentioned school located at new layout in Enugu state. Other three schools are coal camp secondary school situated at cool camp in Enugu state. Community secondary school located at iva-valley in Enugu state and comprehensive technical collage situated at Ngwo in Enugu state.
Since the publication in the Journal of the American Medical Association of an article entitled Bring home economics back (Lichtenstein & Ludwig, 2010) there has been renewed interest and a renewed opportunity to focus on the benefits of home economics education and the contribution it makes to society. Data from around the world confirms that home economics has suffered a demise in terms of the availability of curriculum for formal education in schools and in tertiary institutions, with a trend towards a dispersal of the content across related fields, such a food science, family studies, textiles design, technology and public health (Pendergast, Garvis & Kanasa, 2013). Linked to this demise is the global trend to change the name of the subject and the field to what have been considered to be more contemporary titles that can address negative stereotypes associated with the name ‘home economics’ (Pendergast & McGregor, 2007). Examples of name changes to family and consumer science; and human ecology, are both now widely utilised in the United States in preference to home economics. The use of a range of names for the field has led to fragmentation of curriculum and an apparent demise, hence the need to “bring back” home economics (Pendergast, Garvis & Kanasa, 2013). The public plea by Lichtenstein and Ludwig (2010) to “bring home economics back”, coming from quarters that were unexpected at the time, points again to the need to privilege education which focuses on wellbeing and which develops not only knowledge, but the ability to apply this knowledge in practical ways. Change is often triggered by a spark, often from an unexpected source. However, there remains a large degree of uncertainty about the value and potential contribution of home economics to the public health agenda for fighting obesity and the resulting medical impact that inspired this spark. This provides an opportunity for home economics professionals to shape the field and to position the profession appropriately for today’s context (Pendergast, Garvis & Kanasa, 2013).
Therefore, we made this research in order to find out the extent of home economics literacy among teachers in Enugu north local government area.
1.2 Statement of the problem
Presently, enrolment of students into home economics related courses in the West Africa Examination Council (clothing and textiles, Home Management and Clothing and Textiles) have dwindled completely. Uko-Aviomoh (2005) and Anene-Okeakwa (2002) note that students have lost interest inhome economics as a subject in secondaryschools and are becoming fewer in the colleges of education, where teachers are trained as teachers for teaching inprimary and junior secondary schools thereby jeopardizing the future of the subject. 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 Objectives of study
In broad term, this project aims at examine the extent or degree of home economics literacy possessed by secondary school science teachers in Enugu north local government area. Specifically, the project work set out to ascertain:
- The perception of students in Enugu state, Nigeria secondary schools about their home economics teachers’ methods of teaching;
- The perception of students in Enugu state, Nigeria secondary schools about their home economics teacher disposition in class; and
- The perception of students in Enugu state, Nigeria secondary schools about the facilities and equipment used in the teaching and learning of home economics.
1.4 Research Questions
This study answered the following research questions:
- What is the perception of students on their home economics teachers’ method of teaching in Enugu state, Nigeria secondary schools?
- What is the perception of students on their home economics teachers’ disposition in the class in Enugu state, Nigeria secondary schools?
- What is the perception of students about the facilities and equipment in the teaching and learning of home economics in Enugu state, Nigeria secondary schools?
1.5 Significance of study
The project work shall benefit the following people/groups:
- The government
- The parents
- The students
- The researchers.
It is important to give brief note on how the above-mentioned people / group should benefit this project work.
Shall benefit from this project work most in the sense that it will help it to know the ability of secondary science teachers for teaching computer science. It will equally give government the accurate number of science teachers that are computer literate.
Today a lot of things could be done with computer. Thus, project will help the parents to know the necessity of computer literate in our society and can motivate them to give their children full support in acquiring the knowledge of computer. This can also made them to buy computer text and pay for where they are learning computer.
In our educational institutions today the work of computer cannot be overemphasized. Having known the importance of computer from this project work, it will give them courage and strength to study computer with full interest. The students will equally use this work to develop their own work in writing their own project.
Will benefit much from this work. It will give them knowledge about project work, research method and how to go about it. There is so much ideas and pieces of information the researchers will gain from this project that will equip them even to write book/ novel on their own. They will know the number of secondary school and their location in Enugu north local government area. The researchers will know the number of science teachers that are computer literate in Enugu north local government area.
1.6 Scope of the study
The scope of the study is to find the extent of home economics literacy possessed by secondary school science teachers in Enugu north local government area. This study is limited fourteen secondary schools located at the center of Enugu town. Home economics literacy is knowledge and ability to use computer and technology effectively secondary school is a school for young people.
Summary, Conclusion And Recommendations
This study was carried out on the extent of home economics literacy among secondary school science teachers. Findings of this study are summarized as follows: 1. Home economics teachers do not have good method of teaching, since they are unable to make home economics lessons attractive and interesting to students
2. Teachers of home economics are unable to encourage, support and give room for individual differences in the course of teaching their subject 3. Home economics laboratories are not functional, equipment are not enough and those available are not maintained, no good lighting and students sometimes bring in equipment from home for home economics practical.
The poor performance of students in public examination has been an issue of public interest. Forinstance, the Science Teachers Association (STAN) has over the years considered ways of improving students’ performance in Science subjects. This research has however provided empirical evidence useful for improving the teaching and learning of home economics at the junior secondary schools which is the foundation for all branches of home economics (foods & nutrition, clothing & textiles and home management). It is worthy to note that what students perceived as conducive learning environment haspositive impact on their interest and performance in various subjects. The home economics teacher and the students need good teaching and learning environment which is within their power to create and enforce for the effective teaching and learning of the subject since it is one of the vocational subject that can equip individual for self reliance. The importance of acquisition of vocational skills in a developing economy cannot be overemphasized; therefore, students should be motivated with highly equipped laboratories which can greatly enhance their interest and participation in home economics classes.
Based on the findings, the following recommendations were proffered.
- A well furnished home economics laboratory should be provided in public secondary schools in Enugu North Local Government Area, Enugu state.
- 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.
- 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.
The Extent Of Home Economics Literacy Among Secondary School Science Teachers
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