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PROBLEMS OF
TEACHING HOME ECONOMICS PRACTICALS IN PRIVATE SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
OF THE STUDY
The attitude towards home economics in secondary
schools in Nigeria is unsatisfactory sequel to the wrong perception that the
subject is difficult to assimilate, inspite of the benefit student stand to
gain by learning home economics most student nonchalantly chose to study other
subjects in place of physic (Okoh, 2002).
Students attitude towards home economicsto a large
extent have an impact on their interest in leaning basic technology. As such
Cupdag(1989) opined that the attitude of students reveals their level of
learning toward a particular subject, thus, makes them enthusiastic to learn
than those who have unfavorable attitude towards its.
In this regard, Cheng (2004), in a study conducted
regarding students learning in basic technology, found out that in the students
evaluation, consistent with their notion that home economics is complex to
learn have unfavorable attitude towards learning it. This also have a negative
consequence on teaching the subject, because the negative perception of
students becomes a barrier to teaching and learning.
Furthermore, Edward (2006) asserts that research in a
similar area which was targeted at assessing students’ beliefs and perception
about the nature of home economics learning and evaluation of teaching
practices that would help students develop more expert-like beliefs and
positive attitude; observed that inspite of the benefit the student would
derive from learning home economics their perception about home economics being
a difficult subject cannot be easily changed thus affecting the teaching and
learning of the subject in secondary schools in Nigeria.
However, Torres (1997) opined that in present time,
the emphasis on science teaching has shifted from teaching of science as a body
of established knowledge towards science as a human activity. Instead of
teaching students to think critically and independently; science teaching to a
large extent, has taught students to accept scientific knowledge without
questions, learn existing theories and present alternative explanations.
As such, home economics as a dynamic branch of science
is difficult to describe, thus, in learning basic technology, this should not
be taught as a series of formulas to be memorized and applied just for
“cultural” purposes but be taught as a dynamic branch of science which should
provide questions and explanations on how the world works (Jense, 1995).
It is against this background that the researchers
sees the subject matter of this research “problem and prospect of teaching and
learning home economics in secondary school level” as an issue worthy of
investigation.
1.2 STATEMENT
OF THE PROBLEM
A lot of studies shows the poor performance of
students in home economics this is attributed to the notion that home economics
is complex to learn thus making students to develop an unfavorable altitude
towards learning the subject. On the part of teachers, home economics is taught
as a series of formulas to be memorized and applied just for the sake of
learning as against teaching students to think critically and independently
instead of accepting such knowledge without questions. This issue has become a
serious concern to education planners and policy makers in Nigeria. As such the
subject matter of this research is considered an empirical problem worthy of
investigation.
1.3 PURPOSE OF
THE STUDY
The present study is to determine the problem and
prospect of teaching and learning home economics in secondary school level,
with a searchlight at federal government college Malali Kaduna, Kaduna state.
1.4 THE
OBJECTIVES OF THE STUDY
1. To find out
the prospect of teaching and learning of home economics in secondary school
level
2. To examine
the attitude and performance in home economics among secondary school students
3. To determine
the theories of learning that are applicable in teaching home economics in
secondary schools
4. To identify
the problems militating against teaching and learning home economicsin
secondary schools
1.5 RESEARCH
QUESTIONS
1. What are the
prospect of teaching and learning of home economics in secondary school level?
2. What is the
attitude of secondary school students in home economics and how do they perform
in the subject?
3. What kind of
theories of learning are applicable in teaching and learning of home economics
in secondary schools?
1.6 STATEMENT
OF THE HYPOTHESIS
1. Ho: There
is a negative attitude towards learning home economicsand poor performance in
home economics in secondary school
2. H1: There
is no negative attitude towards learning home economics and poor performance in
home economics in secondary school
1.7
SIGNIFICANCE OF THE STUDY
The
study will be beneficial to home economicsteachers in secondary schools who may
wish to utilize the findings of this study to improve their teaching method.
The study will also be beneficial to policy makers in education sector
especially as they utilize the findings of this study as a basis for policy
formulation concerning teaching and learning of basic technology. It should be
noted that the study will enhance existing knowledge about the problem and
prospect of teaching and learning home economicsin secondary school level. The
study can also be used as a springboard to carryout similar research as
incoming students can use it as a reference material.
1.8 ASSUMPTION
AND PROBLEMS
The assumptions of the study are that students
perceive home economicsas a complex subject to learn and thus show negative
attitude towards learning it, which in turn affect their performance.
Secondly, poor teaching method and the traditional
method of teaching home economics as a
subject to be memorized against proper assimilation and teaching students to
think critically and independently rather than accepting knowledge without
questioning.
1.9 SCOPE AND
LIMITATION OF THE STUDY
The study will cover an empirical examination of the
problem and prospect of teaching and learning home economicsin secondary school
level, as well as the examination of the attitude of students and their
performance in basic technology. The study will equally cover the examination
of the theories of learning that are applicable in teaching home economics in secondary
schools, as well as the problems militating against teaching and learning of
home economicsin secondary schools. Empirical data is collected only from
federal government college Kaduna, the time frame for this study covers a
period of five years (2006-2011).
The study is constraint from a problems arising from
the inability of the research to employ numerous research designs as well as
instrument to obtain research data as such it is not certain if the finding
obtained will be the same if other instrument as well as research designs were
used. The non-challant attitude of some
respondents also affected the validity of the findings. Other limitations
include the inability of the research to combined academic work with the
research work as ell as inadequate literatures on the subject matter.
Inadequate fund need to undertake this study also constitute a great limitation
to this study.
1.10
OPERATIONAL DEFINITION OF TERMS
Teaching basic technology: The ability to impact
knowledge in home economics to students
Learning basic technology: The ability to assimilate
home economics lessons by students
Attitude: The way students feel and behave towards
learning of basic technology
Perception: The way student think about basic
technology
Performance: How well or badly students learn home
economics in secondary school
Prospects: The success recorded in teaching and
learning of home economics in secondary schools
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