The Problem Of Teaching And Learning Of Home Economics In Tertiary Institution

Project and Seminar Material for Home Economics

The Problem Of Teaching And Learning Of Home Economics In Tertiary Institution


Abstract


The main focus of this study is to examine the problem of effective teaching and learning of home economics in tertiary institution using UNN in Enugu State as case study. Survey design was employed for the study with the aid of aid of convenience sampling method, 147 participant was selected from the department of vocational education in UNN for the study. Well structure questionnaire was issued to the enrolled participants of which 141 of the instrument were retrieved and validated for the study. Data was analyzed in simple percentage using frequencies and tables. Findings from the study revealed that factors such as inadequate lecturers, inappropriate and ineffective method of teaching lack of well equipped laboratories and poor attitude of study by student are all problems that impedes the effective teaching and learning of home economics in tertiary institutions. The study therefore recommends that Government should equip tertiary institutions with physical facilities, modern equipment and laboratories in the different areas of home economics. More so Teachers in the system should be trained, and retrained to be updated with new skills, new methodology and technology in the Home Economics teaching and learning.


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 Significance of the study
  • 1.6 Scope of the study
  • 1.7 Limitation of the study
  • 1.8 Definition of terms

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework

Chapter Three:

Research Methodology

  • 3.1 Introduction
  • 3.2 Research Design
  • 3.3 Population of the study
  • 3.4 Sample size determination
  • 3.5 Sample size selection technique and procedure
  • 3.6 Research Instrument and Administration
  • 3.7 Method of data collection
  • 3.8 Method of data analysis
  • 3.9 Validity of the study
  • 3.10 Reliability of the study
  • 3.11 Ethical consideration

Chapter Three:

Research Methodology

  • 3.1 Introduction
  • 3.2 Research Design
  • 3.3 Population of the study
  • 3.4 Sample size determination
  • 3.5 Sample size selection technique and procedure
  • 3.6 Research Instrument and Administration
  • 3.7 Method of data collection
  • 3.8 Method of data analysis
  • 3.9 Validity of the study
  • 3.10 Reliability of the study
  • 3.11 Ethical consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Descriptive Analysis
  • 4.3 Inferential Statistics

Chapter Five:

Summary, Conclusion & Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • REFERENCES
  • APPENDIX 

Chapter One


Introduction

1.1 Background of the Study

The study of home economics has increased overtime in Nigeria; home economics as a subject play a significant role in the life of many in most of the Nigeria societies. Home economics can be seen to contribute to life in different ways; home economics as an aspect of vocational and technical education plays significant roles in the growth and development of the national economy through an improved teaching and learning skills.

Home economics as an aspect of vocational education is a skill oriented subject and requires the contributions of both human and material resources. 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.

According to Uko-Aviomoh (2005) stated that home economics as an entrepreneurial-based and skill-oriented field of study is expected to equip learners with saleable skills that make for self-reliance and paid employment. Home economics as a field of study is divided into three major groups which are: Food and nutrition, Clothing and textile and Home management. The above mention groups of home economics cannot be properly taught without the provision of both human and materials resources. Even with the contributions of home economics to the growth and development of the national economy there are still some problems associated with home economics which is the problem of teaching the subject “home economics”. Over the years there have been series of challenges faced by most teachers in teaching home economics in schools and colleges. According to Arubayi (2010) stated that without funds these material resources cannot be made available and this will lead to poor quality teaching which in turns have a negative effect on learning abilities of the individual, poor motivation and frustration on the part of the students. It is against the backdrop that this study seeks to examine the problem of teaching and learning home economics in tertiary institution.


1.2 Statement of the Problem

The study the challenges of teaching home economics in Nigeria schools and colleges can into being as a result of poor performance of students in home economics. These challenges is found mostly in tertiary institutions most as some of the schools does not have economics laboratory; this has had significance effect on the teaching and learning of home economics especially in the area of clothing and textile and food management; this aspect of home economics requires the use of materials such as sewing machine, cloth materials etc. for demonstration; at times the materials will be available but will not be enough to accommodate the students and this becomes a problem. This and many more lapses impede the effective teaching and learning of home economics in tertiary institutions.


1.3 Objective of the Study

The main focus of this study is to examine the problem of effective teaching and learning of home economics in tertiary institution. Specifically the study seeks:

  1. To examine the nature of home economics
  2. To determine the impact of teaching home economic
  3. To examine the factors that affects the effective teaching and learning of home economics in tertiary institutions.
  4. To proffer solutions to the problems of teaching and learning of home economics in tertiary institutions.

1.4 Research Questions

  1. What is the nature of home economic subject ?
  2. What is the impact of learning home economic on student ?
  3. What are the problems that affects the effective teaching and learning of home economics in tertiary institutions?
  4. What are the solutions to the problems of teaching and learning of home economics in tertiary institutions?

1.5 Significance of the Study

The study will be of immense benefit to the entire Uvwie local government area, the schools and colleges; it will also help teachers to understand what is obtainable in the teaching and learning home economics. This study if need be, will direct the home economics teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about desirable experience in the students. Finally the study will serve as a reference material to other student and scholars that wishes to carry out similar research on the above topic.


1.6 Scope of the Study

The scope of this study borders on the problem of teaching and learning of home economics in tertiary institution. The study is however delimited to University of Nigeria Nsukka, in Enugu State.


1.7 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. More so, Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).


1.8 Definition of Terms

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:

This is a 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, competences 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.


Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

The main focus of this study is to examine the problem of effective teaching and learning of home economics in tertiary institution using UNN in Enugu State as case study. The study specifically examined the nature of home economics. It determined the impact of teaching home economic. It examined the factors that affects the effective teaching and learning of home economics in tertiary institutions. It proffered solutions to the problems of teaching and learning of home economics in tertiary institutions.

Survey design was employed for the study with the aid of aid of convenience sampling method, 147 participant was selected from the department of vocational education in UNN for the study. Well structure questionnaire was issued to the enrolled participants of which 141 of the instrument were retrieved and validated for the study. Data was analyzed in simple percentage using frequencies and tables.


5.2 Conclusion

Home Economics is a skill acquisition that demands adequate infrastructures for its effectiveness in an institution. However, the issue of adequacy and relevance of Home Economics facilities is still neglected in most tertiary institutions in Nigeria today. Since no nation can develop meaningfully, without infrastructural facilities in her institution of learning. The study, establishes the facts, that investment in a vocation oriented course as Home Economics is an investment on individual, family and the society at large, which enhances technological advancement in the nation.

Findings from the study revealed that factors such as inadequate lecturers, inappropriate and ineffective method of teaching lack of well equipped laboratories and poor attitude of study by student are all problems that impedes the effective teaching and learning of home economics in tertiary institutions.


5.3 Recommendation

Based on the above, the researcher therefore, recommends as follows:

  1. There should be adequate provision of Home Economics facilities such as laboratories, equipment and instructional materials.
  2. All the four aspects of Home Economic (Clothing & Textiles, Food and Nutrition, Home Management and Child Development) should have a separate laboratory with equipment.
  3. Qualified teachers that can teach all the aspects of Home Economics should be employed.
  4. Staff and students should be careful with the facilities to ensure proper management and maintenance of available tools and equipment.

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