The Factors Responsible For Mass Failure Of Students In Home Economics In Secondary Schools In Nkanu East Local Government Area Of Enugu State

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The Factors Responsible For Mass Failure Of Students In Home Economics In Secondary Schools In Nkanu East Local Government Area Of Enugu State


Abstract


This study was carried out to examine on the factors responsible for mass failure of student in home economics in secondary schools using public secondary school in some selected schools within Nkanu East Local Government Area of Enugu State as a case study.The study was set tofind out the school factors which contributes to students’ mass failure in home economics, find out the ways teachers contributes to students’ mass failure in home economics and find out the students factors which contributes to students’ mass failure in home economics.The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of public secondary school students in some selected schools within Nkanu East Local Government Area of Enugu State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the school factors which contributes to students’ mass failure in home economics includes: school location, lack of qualified teachers, class size, lack of school facilities. Furthermore the result of the findings reveals that the ways teachers contributes to students’ mass failure in home economics includes: poor class management skills, ineffective teaching strategy, poor communication, ineffective teacher-student relationship. Therefore, it is recommended that there is need for the employment of qualified teachers who are knowledgeable in Home Economics. This will improve the teaching and learning of the subject. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses
  • 4.5 Discussion of Findings

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

The educational system of any nation is a mirror through which the image of the nation can be viewed. Education, according to many authors, has been and will continue to be the potential cause of change in any society. Education is meant to develop manpower for different levels of the economy in a country which is a guarantor of national self-reliance and self-independence. Hence from the formulation and clarification of purposeful education must emerge the realities of life, taking into account the entire scope of human life and at the same time, considering specific needs of the individual ( Singh and Rana cited in Siaw, 2009).

Secondary schools offer a wide range of subjects. The secondary education curriculum, according to Nyman and Jenkins (1999), revolves around subjects offered in the World War I era and are being taught by trained personnel. Students are dynamic people and always in progress. They are full of capacities and potentials, which have to be discovered and properly channelled hence the inclusion of Art Teaching Curriculum in our school systems.However, there is an underlying complexity of the factors affecting the performance of students in education attainment and this is what has prompted the current study. In spite of the several of factors influencing students’ achievement, a number of studies are pointing to the evidence that institutional factors are associated with academic performance home economics. Home economics is one of the subjects needed by every individual irrespective of their profession. Unfortunately students’ performance in the subject has not been encouraging especially insecondary schools. It is believed that at this level of education, desired attitude, skill and knowledge could be obtained by students who offer this subject.

Academic performance of students in many secondary schools in Nigeria including Nkanu East Local Government Area of Enugu State has been associated with underlying problems such as poor socio-cultural, socioeconomic, School environmental, socio-political factors and many others that need further investigation. Home environments influence adolescents’ aspiration. The social upbringing of the child begins from home (family). It is the home that makes the child to identify himself with the society, culture, religion or social class. Thus the home continues to have a crucial influence on the student’s academic performance.

It is also believed that children from families with low socio-economic status are at a greater risk of hunger, homeless, sickness, physical and mental disabilities, violence, teen parenthood, family stress and educational failure. Students who come from low socio economic background and encounter these environmental factors are four times likely to have learning disabilities than students from high socio economic background while a combination of these environmental factors accelerate academic success. A student, who has not eaten for days and has clothes that do not fit, cannot maintain focus in a classroom. G.U.Anene (2005) argues that students from high social economics status compared to students from low social economic status families that students coming from low socioeconomic background are not provided the same tools as the students from high status and thereby entering schools already behind those not living in similar conditions. Similarly it is believed that malnutrition, lack of motivation in homes, spousal violence, and single parents as well as impoverished home environment affects the development of intellectual ability negatively (Mario2006).This means that students from low socio-economic backgrounds tend to be below or just an average in their intellectual development particularly when this phenomenon is accessed in terms ofscores or tests.


1.2 Statement of the Problem

The academic performance of students in secondary schools in home economics has not been encouraging in Nigeria especially in Nkanu East Local Government Area of Enugu State. The high rate of failure in home economics has resulted into little number of students continuing Advanced level secondary education studies. Moreover, good education does not happen by chance. It is a product of effective teaching and learning coupled with the effort of the teacher, the school, the students, parents and their various home environments. Often a time the blames on the poor performance of students in school are shifted to the teachers and the school authorities.

Many families in our society seem not to give adequate attention to the education of their children. It appears some of the parents have erroneous notion about the performance of their children, they do not know and seem to fulfil their role of guidance and encouragement in the child’s performance in schools. Many people believe that the mass failure or success experiencing in schools could be attributed to the teachers and the school authorities. While other people see socio-economic status of the family as an influence to the child’s academic performance. Several research works have revealed that the students’ performances are efforts of both the school authorities and that of the parents. This study therefore aimed to examine the factors responsible for mass failure of student in home economics in secondary schools in Nkanu East Local Government Area of Enugu State.


1.3 Objectives of the Study

The main objective of this study is to examine the factors responsible for mass failure of students in home economics in secondary schools in Nkanu East Local Government Area of Enugu State. However, the specific objectives are:

  1. Find out the school factors which contributes to students’ mass failure in home economics.
  2. Find out the ways teachers contributes to students’ mass failure in home economics.
  3. Find out the students factors which contributes to students’ mass failure in home economics.

1.4 Research Questions

The following are some of the questions which this study intends to answer:

  1. What are the school factors which contributes to students’ mass failure in home economics?
    • School location, lack of qualified teachers, Class size, Lack of school facilities
  2. What are the ways teachers contributes to students’ mass failure in home economics.
    • Poor class management skills, Ineffective teaching strategy, Poor communication, ineffective teacher-student relationship
  3. What are the students factors which contributes to students’ mass failure in home economics.
    • Poor attitude towards the subject, lack of interest and motivation, lack of concentration, truancy, and poor reading habit

1.5 Research Hypotheses

  • Ho: The level of mass failure of students in home economics is low.
  • Ha: The level of mass failure of students in home economics is high.

1.6 Significance of the Study

Findings from this study would be helpful to the students, teachers, school administrators, parents, guardians and the federal Government this will help them to understand the reasons for the mass failure of in home economics and other subjects in school and how they can go about to tackle them. This study will also contribute to academic knowledge and serve as a foundation upon which further research can be made.


1.7 Scope of the Study

This study investigated the factors responsible for mass failure of student in home economics in secondary schools in Nkanu East Local Government Area of Enugu State. Therefore the respondents covered public secondary school students in some selected schools within Nkanu East Local Government Area of Enugu State.


1.8 Limitation of the Study

The only challenge faced by the researcher was finance. There was no fund to print as many as possible questionnaires for this study. However, the researcher was able to print out two hundred questionnaires for this study.


1.9 Definitions of Terms

The following terms were used in the course of this study:

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.

Secondary School:

Is the next step up from primary school. Secondary schools are often called high schools in the United States. In Britain, secondary schools may be public schools, grammar schools or comprehensive schools.


1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the factors responsible for mass failure of student in home economics in secondary schools using public secondary school in some selected schools within Nkanu East Local Government Area of Enugu State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the factors responsible for mass failure of student in home economics in secondary schools using public secondary school in some selected schools within Nkanu East Local Government Area of Enugu State as a case study. The study was specifically set to find out the school factors which contributes to students’ mass failure in home economics, find out the ways teachers contributes to students’ mass failure in home economics and find out the students factors which contributes to students’ mass failure in home economics.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants, where all respondent arepublic secondary school students in some selected schools within Nkanu East Local Government Area of Enugu State.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. The school factors which contributes to students’ mass failure in home economics includes: school location, lack of qualified teachers, class size, lack of school facilities.
  2. The ways teachers contributes to students’ mass failure in home economics includes: poor class management skills, ineffective teaching strategy, poor communication, ineffective teacher-student relationship.
  3. The students factors which contributes to students’ mass failure in home economics includes: poor attitude towards the subject, lack of interest and motivation, lack of concentration, truancy, and poor reading habit.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. Parents should limit the level of domestic chores done by their children at home in order to enable them devote more time to their studies
  2. There is need for the employment of qualified teachers who are knowledgeable in Home Economics. This will improve the teaching and learning of the subject.
  3. Teachers are implored to teach with adequate teaching aids and instructional materials, improve their methods of teaching among others.
  4. School proprietors’ should as a matter of policy, purchase instructional aids whichshould be used by the teachers in their teaching of the student. If all these are done, they will go a long way in solvingthe problem of poor performance of students in Home Economics.
  5. The ministry of education should seek for more funds from the government to raise the salaries of teachers to motivate them.

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