IMPACT OF HOME ECONOMICS LABORATORY FOR EFFECTIVE TEACHING AND LEARNING OF HOME ECONOMICS IN SENIOR SECONDARY SCHOOL IN OGBIA LOCAL GOVERNMENT AREA
This study examined the impact of home economics laboratory for effective teaching and learning of home economics in senior secondary school in Ogbia Local Government Area of Bayelsa State. The study was guided by three research objectives which are: to ascertain the impacts of the use of home economics laboratory on the senior secondary school students in Ogbia Local Government Area, to establish the prevalence of the use of home economics laboratory among the senior secondary school students in Ogbia Local Government Area and to investigate the reasons for the use of home economics laboratory among the senior secondary school students in Ogbia Local Government Area. A sample of two hundred students was selected and the data collected were subjected to analysis. The research came up with the recommendation that home economics teachers should use a home economics laboratory in teaching home economics Government should also establish a home economics laboratory in all schools like other science subjects’ laboratories and that home economics student teachers should be trained on the use of home economics laboratory.
TABLE OF CONTENTS
Table of Contents-------
CHAPTER ONE – INTRODUCTION
1.1Background of the Study-----
1.2Statement of the Problem----
1.3Objectives of the Study------
1.6Significance of the Study-----
1.7Scope of the Study------
1.8 Limitations of the Study - - - - -
1.9Definition of Terms------
CHAPTER TWO – REVIEW OF RELATED LITERATURE
2.4 Empirical Review - - - - - -
CHAPTER THREE – RESEARCH METHODOLOGY
3.3Population of Study------
3.4Sample size and Sampling Techniques---
3.5Method of Data Collection-----
3.6 Research Instrument
3.7Validity of the Instrument-----
3.8Reliability of the Instrument----
CHAPTER FOUR – DATA PRESENTATION AND ANALYSIS
4.2Data Presentation and Analysis----
CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATION
Appendix - - - - - - - -
1.1 Background to the Study
Home economics has an important place in our educational system in Nigeria. No other academic discipline incorporates in its curriculum as many pertinent life skills that will help students succeed independently of their chosen career paths. The knowledge obtained through home economics will prove valuable throughout the lifespan. The most important aspect of Home Economics is that students not only learn about subject matter that has relevance to their present lives but will constantly be of use as they continue to grow.
It obvious that home economics is a subject that serves as a foundation for skill development among students and proper attention must therefore be paid to its development to encourage students to always have a keen interest in the subject. The laboratories where practical classes are held must be fully equipped and properly funded. The Laboratory is seen as the focal point for the science-oriented course as Home Economics education. According to Awodi (2005), the realities of school laboratories in this country have been that there are either no laboratories or the few available are ill-equipped. This problem is also applicable to Home Economics education. Most tertiary institutions in Nigeria, particularly Bayelsa State that offers Home Economics have an acute shortage of laboratory. In some schools, there are no specified Home Economics Laboratories. All that one sees is a common classroom labeled as Home Economics laboratory. There is no specific laboratory assigned for Clothing and Textiles, Food and Nutrition, Home Management, and Child Development. Because of the inadequacy of lack of laboratories, in some schools, many of these institutions have problems with inadequate equipment and instructional materials. This is because if an institution lacks a laboratory for such a vocational course as Home Economics, how then would such challenged to equip the department, how and where would such equipment be installed for use and safety?
This fact corroborates with research carried out by Maduabum (1986), which showed that the realities of the situation of inadequate infrastructure range from no science laboratories at all to one microscopic science laboratory. He observed that what obtained was the existence of 'well-equipped laboratories', only on paper. Other researches by Soyibo (1986), Ezike (1986), and Olayiwola (1999) confirmed this shortage of laboratories in Nigerian secondary schools. Home Economics encourages ventilation for conducive practical in some schools. This affects the effective teaching and learning of Home HomeEconomicsin in Nigeria.
Consequently, in order to ensure better and improved learning, there is the need for educational infrastructure like classroom blocks, laboratories, etc in teaching and learning of a science-oriented course, as Home Economics cannot be over-emphasized. Undoubtedly, these facilities make learning and teaching easy, lively, and productive. They also, provide direct experience and content between the learners and the materials, ensuring a better grasp of the concept that is learned. Such a medium used for teaching/learning creates a lasting impression. Education infrastructure is an inevitable instrument in our educational process, if we must advance scientifically and technologically to meet up the challenges of the modern world. According to Eshiet (1996), laboratories are workhouses for scientific practices, for the search of new ideas and information. Edem (1987), states that whatever resources are available are not often utilized due to poor planning and maintenance. In-home Economics subjects, there should be an adequate supply of equipment, instructional materials, and professional teachers if the quality of education is to be maintained in the country. Ozigi (1977), supported this fact by saying that items of school equipment are essential aids to effective teaching and learning. They are the teachers1 trade tools. An institution that lacks essential equipment cannot reasonably expect to achieve its main objective in students' performance, hence poor performance.
1.2 Statement of the Problem
There has been significant interest in poor performance in home economics by secondary school students and this points to the fact that the most desired technological, scientific, and economic application of home economics cannot be sustained. This makes it paramount to seek a strategy for teaching home economics that aims at improving its understanding and performance by students. It is evident in the works of Srinivasa, (1978) and Ogunkunle (2000) that lack of mathematics laboratory and Mathematics teachers non-use of laboratory technique in teaching mathematics is one of the major factors that contribute to poor achievement in mathematics by secondary school students. The problem is not in mathematics alone but the same thing can also be said of home economics. Therefore the study is designed to find out the impact of home economics laboratory for effective teaching and learning of home economics in senior secondary school in Ogbia Local Government Area of Bayelsa State.
1.3 Research Questions
The following are some of the questions which this study intends to answer:
i) What are the impacts of the use of home economics laboratory on the senior secondary school students in the Ogbia Local Government Area?
ii) What is the prevalence of the use of home economics laboratory among the senior secondary school students in the Ogbia Local Government Area?
iii) What are the reasons for the use of a home economics laboratory among the senior secondary school students in the Ogbia Local Government Area?
1.4 Objectives of the Study
The broad objective of this study was to examine the impact of home economics laboratory for effective teaching and learning of home economics in senior secondary school in Ogbia Local Government Area of Bayelsa State. The specific objective included:
i) To ascertain the impacts of the use of home economics laboratory on the senior secondary school students in Ogbia Local Government Area.
ii) To establish the prevalence of the use of home economics laboratory among the senior secondary school students in the Ogbia Local Government Area.
iii) To investigate the reasons for the use of home economics laboratory among the senior secondary school students in the Ogbia Local Government Area.
1.5 Research Hypotheses
The research hypotheses to be tested include:
i) There is no significant relationship between the availability of laboratory and effective teaching of home economics among the teachers of the senior secondary school students in Ogbia Local Government Area.
ii) There is no significant correlation between the availability of laboratory and effective learning of home economics among the students of the senior secondary school in Ogbia Local Government Area.
1.6 Significance of the Study
Findings from this study would be beneficial to state and federal government on the need to provide adequate and well-equipped laboratories to secondary schools where they can learn and carry out their practices to enhance their academic performances. It will also help the students to be familiar with new technological equipment for better learning. 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 impact of home economics laboratory for effective teaching and learning of home economics in senior secondary school in Ogbia Local Government Area of Bayelsa State. Variables of interest include laboratory, effective teaching, and learning. While effective teaching and learning are dependent variables, the laboratory is the independent variable.
1.8 Limitation of the study
The researcher was constrained by the busy attitudes of the respondents but was still able to gather the intended data required for the successful completion of the project. However, the above limitation notwithstanding, the researcher is optimistic that the present study will be adequate to serve the purpose for which it is intended.
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: This 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
Laboratory: any place, situation, set of conditions, or the like, conducive to experimentation, investigation, observation, etc.; anything suggestive of a scientific laboratory.
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.
Teaching: the process of attending to people’s needs, experiences and feelings, and making specific interventions to help them learn particular things.
Awodi, N.O &Audu, M.O (2005).Biological sciences infrastructures: A veritable tool for
a scientific-technological breakthrough and national development. Paper presented at the 3rd annual national conference of the school of sciences, college of education, Oju 27- 29th April.
Edem, D.A. (1982). Introduction to educational administration in Nigeria Ibadan: Spectrum
Eshiet, I.T (1996). Improvisation in science teaching philosophy and practice. Abak: Belpot
Ezike, E.G. (1986).The student under-achievement in science, who is to blame? JSTAN 14,
Laurel, (2013).Home Economics and its Importance to Students’ Futures. Retrieved from
http//www.homefamilynet/2013/10/09/home-economics-and-its-importance-to-students-futures/. Accessed on the 6th of September, 2017
Maduabum MA, Odili GA (2006) Analysis of students’ performance in General Mathematics
at SSCE level in Nigeria 1991-2002. J. Res. curriculum teach. 1(1): 64-68.
Ogunkunle RA (2000). The teaching of mathematics in schools.The laboratory Approach. The
Nigeria Teacher Today, 8 (1,2): 180-184.
Olayiwola, M.A. (1999). Achieving effective science technology and mathematics (STM)
JSTAN 34.(1&2), 166-169
Ozigi, A.O (1977). A handbook on school administration and management: Lagos:
Macmillan publishers Ltd.
Soyiboi, K (1986). A critical review of some of the causes of students' poor performance in
science. JSTAN 34. (1)80-87
Srinivasa N (1978): A Laboratory for teaching mathematics. JSTAN 9(1): 22-24..