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THE
CHALLENGES IN PROSPECT OF TEACHING HOME ECONOMICS IN SENIOR SECONDARY SCHOOLS
IN NIGERIA
ABSTRACT
There is need to apply
knowledge from Home Economics to many areas of our life endeavours in other to
benefit the society the achievements of the objective necessitates an
understanding of the basic teaching ofHome Economics. We are not going to
attain national objectives in the light poor average performances in
examinations and lack of application of Home Economics to life of students.This
study will enable our educational administrators to see the need to have
qualifiedHome Economics teachers who are ready to teach effectively for the
benefit of the students and the society at large. Therefore, this study
investigates the challenges and prospects of teaching Home Economicsin senior
secondary schools in Oru East Local Government Area of Imo State, Nigeria.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
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. No meaningful development was made 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. It was after the oil boom era 1970s that it dawned on the nation that
there was acute scarcity of skilled manpower. 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
that phase of education which seeks to help the people, students and the
populace acquire specific mechanical or manipulative skills required in
industrial arts or applied science.
Home Economics is one of the vocational
subjects taught at in both secondary and higher institutions in Nigeriaand is a
compulsory part of the curriculum in the secondary schools. It is taught as an
integral core subject, which comprises food and nutrition, clothing and textile
and home management. The importance of exposing learners to Home Economics
curriculum for individual and societal development has been widely acknowledge
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). A strong background in Home Economics curriculums is crucial for many
careers and job opportunities in today’s increasingly technologically society.
In order to help the
various areas and skills in Home Economicsand to prepare Nigerian students for
self-reliance, self-employment and
self-independence after school, the Nigerian Educational Research and
Development Council (NERDC, 2008) reviewed and reoriented its curriculum to
have a broad scope that covers virtually all aspects of human daily living.
According to the NERDC (2008), the reviewed upper basic Home Economics
curriculum is built on the 9-year basic education philosophy that seeks to provide
quality learning experiences and pay attention to the all around development of
the individuals. Among the aims of the curriculum is to provide students with
changes in a technological, socio-economic and multi-cultural society,
contemporary societal issues have been integrated in the curriculum more
practical lesson are introduced, and lessons are organized in modules with
specifications on a variety of instructional material including instructional
technologies for teaching. It is expected that if properly implemented the
curriculum would cater for a diverse range of students abilities help the
students to learn practical skills which would be useful to them in higher
education or enable them get jobs in industries or other formal sectors of the
economy.
However, it has been
observed that there are many problems confronting the teaching and learning of
Home Economics in secondary schools as revealed by many writers on problems of
Home Economics in Nigeria. Some of them are lack of finance to buy needed
textbooks, inadequate teachers, lack of well equipped laboratories in schools,
inappropriate and ineffective method of teaching, lack of control over the
attitudes of students and teachers, poor management of schools and others which
have contributed to low level of teaching Home Economics in secondary schools.
Effective teaching to take place, the
skilful teacher needs to use the many effective method and techniques
effectively because in them his successes and failure depends. He further more
emphasised that the success in the use of methods depends of the intelligent
analysis of educational purposes, pupil in the class and the curriculum content
of the moment. A few moments reflection is sufficient to reveal that every
society faces crucial issues and problems in education which have very serious
Home Economics benefits that cannot be overlooked easily for instance, the
production of education as well as the acquisition of education both require
the use of large qualities of scare resources (production of education require
conducive classrooms, administrative blocks, personal, librarians, laboratories
of education require expenditures on tuition, books, travels, uniform, lodging
etc and students time.
1.2 Statement of the Problem
Home Economics is being
taught in both junior and senior secondary schools in the whole states
inNigeria. But it has been observed in Oru East Local Government Area of Imo
State that students in government schools are performing poorly in this subject
which is now posing some challenges to the educational system of the state. 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 Research Questions
These are some of the
questions the study is designed to answer:
i) what is the prevalence of effective
teaching and learning of Home Economics among secondary school students in Oru
East Local Government Area of Imo State?
ii) what are the attitudes of teachers in
teaching Home Economics in secondary school in Oru East Local Government Area of Imo State?
iii) what are the factors affecting students
of secondary schools in Oru East Local
Government Area of Imo State towards learning Home Economics?
1.4 Objectives of the Study
The objective of the
study is to investigate the challenges and prospects of teaching Home
Economicsin senior secondary schools in Oru East Local Government Area of Imo
State, Nigeria, and the specific objective are to:
i) to establish the prevalence of
effective teaching and learning of Home Economics among secondary school
students in Oru East Local Government Area
of Imo State
ii) to identify the attitudes of teachers
in teaching Home Economics in secondary school in Oru East Local Government Area of Imo State
iii) to inquire the factors affecting
students of secondary schools in Oru East
Local Government Area of Imo State towards learning Home Economics
1.5 Research Hypothesis
The research hypotheses
to be tested include:
i) there is no significant
relationship between teachers and effective teaching and learning of Home Economics
in secondary schools in Oru East Local Government Area
ii) there is a significant correlation
between students and effective teaching and learning of Home Economics in
secondary schools in Oru Local Government Area
1.6 Significance of the Study
This study will help to
sensitise the educational administrators to appreciate the need to make
available the necessary materials, example, chalkboard, laboratories,
audio-visual materials etc that will enhance effective learning of Home
Economics if they are not available. This study will if need be direct theHome
Economics teachers’ attention to the need for them to adopt more appropriate
teaching method in order to bring about a desirable experience in the students.
1.7 Scope of the Study
The study investigates
the challenges and prospects of teaching Home Economicsin senior secondary
schools in Oru East Local Government Area of Imo State, Nigeria. It therefore
covers secondary school students in selected secondary schools in the Local
Government Area.
1.8 Limitation of the study
The researcher was
faced with time constraint as there researcher was involved in other academic
works as at the time this study was carried out.
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 needsgreat 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 Home Economics and management of the home and
community.It deals with the relationship between individuals, families,
communities, and the environment in which they live.
Laboratory:any place,
situation, set of conditions, or the like, conducive
toexperimentation,investigation, observation, etc.; anything suggestiveof a
scientific laboratory.
Teaching: the process
of attending to people’s needs, experiences and feelings, and making specific
interventions to help them learn particular things.
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