FACTORS AFFECTING THE TEACHING OF HOME ECONOMICS IN SECONDARY SCHOOLS

FACTORS AFFECTING THE TEACHING OF HOME ECONOMICS IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1    Background of the Study

Home Economics is one of the compulsory vocational education subjects taught in junior secondary school level of education in Nigeria.

According to Uko-Aviomoh (2005), home economics is a skill-oriented field of study that is expected to equip the learners with skills that will make for their self-reliance and employment. It is a skill-oriented subject that can equip an individual with the basic skill and knowledge that will enable one to be self-employed and so contributes effectively to the socio-economic development of the family and society.

Eze (2001) pointed out that Home Economics is capable of preparing youths and adult for entry into various areas of home economics occupations. This shows that as a vocational subject, home economics contributes to manpower development by equipping individuals with reliable occupational skill, which lead to self-reliance. Occupational skills are best understood as competency on resourceful skills capable of steering an individual to be self-reliance, independent and productive in meeting life challenges.

According to Izuagha (2002), “occupational skills are life survival skill which an individual need to function effectively and face the challenges of life. Similarly, Ifegbo (2002) described occupational skills as those skills, which a person acquires that help develops in the personal abilities and competencies needed for firm career commitments. Occupational skills in Home Economics include food and nutrition skills, home management skills and clothing and textile skills. Olibie (2001) noted that these abilities constitute to the work-oriented, career-oriented or occupational oriented competencies that attempt to improve the efficiency and productivity of its recipient's attitude of the craftsman, businessmen etc. Without the teaching of Home Economics, the educational program would fail in its role of empowering students to cope with the daily needs of life.

Furthermore, the UBE which was launched on 30th September 1999 was designed among others, to improve the standard of literacy and improve societal development. Arisi (2002) stressed that the aim of UBE includes ensuring the acquisition of an appropriate level of literacy, numeracy, manipulative skills, communicative and life skills as well as the ethical moral and civic values needed to lay a solid foundation for learning. In line with these objectives, the revised edition of the national policy on education (FRN, 2004) reiterated a variety of goals aimed at facilitating educational and national development. One of such goals highlighted the importance aid-value of vocational education in secondary schools. The policy document (FRN 2004:4) maintained the need for the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of society.

Thus, by teaching occupational skills, Home Economics is an education program enables an individual to learn, explore and prepare for a job or trade. It plays a significant role in achieving the goals of the National Economic and Development Strategy (NEEDS). These goals include wealth creation, employment generation, reduction of poverty, elimination of corruption and the generals re-orientations of values (NEEDS, 2005).

In the words of Eze (2001), Home Economics can help individuals (male and female) acquire the basic skills needed for family living and gainful employment. It could also be known that Home Economics as a field of study does not exclude gender, age or any other classification. Home Economics is a very important subject in the university curriculum, colleges, and secondary schools curriculum. The programme has many career opportunities for university graduates. It also prepares individuals for a happy family life. Both male and female students study the subject at the university likewise secondary schools.

In practice, however, Home Economics is one of the courses which attract the lowest enrolment of students, teachers or lecturers both in secondary and tertiary institutions. Akuzuilo and Azikiwe (1998) are of the view that Home Economics education is one of the courses which attract the lowest enrolment of students and teachers who could impact those skills to the learners. Besides the low enrolment pattern, Home Economics education show wide disparity between male and female students in favour of females. Both low enrolment and gender disparity have been attributed to wrong awareness (perception) of the meaning and the roles of a home economist, thus affecting the teaching of Home Economics in schools.

According to Wilson and Pearson (1998), low enrolment of students offering Home Economics in schools leads to inadequate of Home Economics teachers – a factor which affects the teaching of the subject. Also, studies into the teaching and learning of Home Economics in secondary schools by Ajala (2002) and Uko-Aviomoh (2005) lamented the inability of most secondary school graduates of Home Economics effectively apply occupational skills to ensure productive living. As a result of their lack of skills, students continue to lose interest and cannot perform successfully in Home Economics career. Presently, many graduates in Home Economics are not sure of their employment destination. Nwagwu (2008) noted that many are unemployed, impoverished and belong to the underclass. In addition, many secondary schools do not have the necessary facilities for effective teaching of Home Economics. Lack of functional laboratories, teachers inadequacy and even inappropriate teaching method is seen as factors that militate against successful teaching of Home Economics in schools. This is the focus of this study, factors affecting the teaching of Home Economics in secondary schools in Uyo Local Government Area.

1.2    Statement of Problems

Most people argued that parents do not encourage their children to study Home Economics. Lack of facilities for practical is also noted. Others are of the view that the low enrolment of students in this field is as a result of their thought or belief about the subject, feelings or perceptions and judgment or opinions made by them with regards to the teaching of Home Economics in schools. Poor funding by the government is seen as a problem affecting the teaching of home economics (Anodiogbu, 1999). People complain about the teaching of Home Economics are mostly inadequate Home Economics teachers, equipment and laboratories, lack of dedication on the part of teachers of Home Economics. Students in most schools at times, stereotype Home Economics subject as female subject, which has nothing or less to do with male children. These and many other observable problems have led to this research study on factors that affect the teaching of Home Economics in secondary schools in Uyo Local Government Area of Akwa Ibom State.

1.3    Purpose of the Study

                Specific purposes of this study are to;

(1)    Examine the relationship between students’ perception and the teaching of Home Economics in secondary schools in Uyo Local Government Area.

(2)    Determine the relationship between teachers’ teaching methods and the teaching of Home Economics in secondary schools in Uyo Local Government Area.

(3)    Assess the relationship between inadequate Home Economics teachers and the teaching of Home Economics in secondary schools in Uyo Local Government Area.

(4)    Examine the relationship between inadequate facilities and the teaching of Home Economics in secondary schools in Uyo Local Government Area.

1.4    Significance of the Study

The findings of this study will be of benefits to the students of Home Economics, as it will help them correct the wrong perception and beliefs, thought or opinions held by them towards the subject. It will contribute to the total knowledge and understanding of other Nigerian students on the need to develop a positive and sound attitude towards the study of Home Economics, since negative attitude may hinder effective teaching of Home Economics in secondary schools.

It will go a long way to help Home Economics teachers to adopt appropriate teaching methods that will suit the contemporary educational standard to enable students to have good attitude and perception towards the study of Home Economics.

The Government Ministry of Education and the States Education Board will also be of benefit, as it will help them adopt measures towards proper recruitment of teachers in schools, taking into cognizance innovative methods for training them and providing incentive packages for teachers.

The Federal Government of Nigeria will see the need to be seriously involved in the funding of Home Economics subject with school learning facilities, equipment, materials and the establishment of proper laboratories for the teaching of            Home Economics in our public schools.

1.5    Research Questions

(1)    Does students’ perception relate to the teaching of Home Economics in secondary schools in Uyo Local Government Area?

(2)    How does teachers’ method of teaching relate to the teaching of Home Economics in secondary schools in Uyo Local Government Area?

(3)    Does inadequate Home Economics teachers relate to the teaching of Home Economics in Uyo Local Government Area?

(4)    Do inadequate facilities relate to the teaching of Home Economics in secondary schools?

1.6    Research Hypotheses

(1)    There is no significant relationship between students’ perception and the teaching of Home Economics in secondary schools in Uyo Local Government Area.

(2)    There is no significant relationship between teachers’ teaching method and the teaching of Home Economics in secondary schools in Uyo Local Government Area.

(3)    There is no significant relationship between inadequate teachers and the teaching of Home Economics in secondary schools in Uyo Local Government Area.

(4)    There is no significant relationship between inadequate facilities and the teaching of Home Economics subject in secondary schools in Uyo Local Government Area.

1.7    Limitation of the Study

Several factors influenced the study which standout as problems encountered during the study. One of such problems was lack of absolute attention paid to the researcher at those schools visited for the administration of the questionnaire. This was due to the unfamiliarity of the researcher with the school principal, students and administrations. Finally, financial constraints was a serious drawback during the course of the study.

1.8    Delimitation of the Study

The study was restricted or delimited to 5 public schools in Uyo Local Government Area, and only junior secondary two students (JSII) were carefully selected from the schools for the purpose of effectiveness, concentration, and valid data collection.

1.9    Definition of Terms

Some terms used in this study were defined according to how they were used.

Home Economics: Is the profession and field of study that deals with the economics and management of the home (family) and community.

Perception: In this study, perception is viewed as a process of attaining awareness or understanding of the happenings of the environment by organizing and interpreting sensory information, since the sense organs are the instruments of gaining the desired awareness.

Teaching Method: This means, ways strategies employed by a teacher in an effort to impart knowledge to the learners; for educational goal attainment.

Learning Facilities: These are those types of equipment and materials provided in schools to aid effective learning and teaching process. E.g. laboratories.

Inadequate teachers:  Reduction in the rate or number of teachers who are expected to handle subjects in schools.