ABSTRACT

This study focused on teachers perception of challenges of effective teaching and learning of home economics. Specifically the study  determine how curriculum issues pose challenges to effective teaching and learning of Home Economics, examine the extent at which instructional materials constitute challenges to the effective teaching and learning Home Economics and assess the extent to which students contribute to the challenges of effective teaching and learning of Home Economics. The survey design was adopted for the study, while the population size comprise of  teachers of the selected secondary schools in Oredo LGA. The simple random sampling techniques were employed in this study, while the questionnaire was the instrument employed for data collection. A total of 147 copies of the questionnaire were administered, while 141 responses were validated from the survey. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Chi-square statistical tool.From the responses obtained and analyzed, the findings revealed that curriculum issues pose challenges to effective teaching and learning of Home Economics. The study also revealed that instructional materials does not constitute challenges to the effective teaching and learning Home Economics. Lastly, the study revealed that students does not contribute to the challenges of effective teaching and learning of Home Economics. Therefore, it was recommend that secondary school management should prioritize the development of well-equipped specialized rooms, including functional Home Economics laboratories, to facilitate hands-on 96 practical experiences. . Investing in infrastructure not only improves the teaching environment but also broadens the scope for practical demonstrations. Enhanced facilities will contribute to a more comprehensive and effective Home Economics curriculum. To mention a few.

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 (Akoka, 2021). 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. Osifeso (2021) 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 Akoka (2021) 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 Rabiu (2017) 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 secondary schools.

1.2 Statement of the problem

The effective teaching and learning of Home Economics in secondary schools face a multitude of challenges, significantly influenced by teachers' perceptions. These challenges span from inadequate instructional materials, insufficient professional development opportunities, and lack of practical engagement to broader systemic issues such as curriculum design and educational policy (Okpala, 2019). Understanding teachers' perceptions is crucial because their attitudes and beliefs directly impact their teaching methods and, consequently, students' learning outcomes (Aina, 2017). Teachers often report that the limited availability of resources severely hampers their ability to deliver comprehensive and engaging lessons in Home Economics. For instance, practical activities, which are essential for subjects like nutrition, textiles, and home management, are frequently underfunded or entirely neglected (Obiageli & Nwankwo, 2018). This lack of practical experience not only diminishes students' interest but also reduces the effectiveness of the learning process. Additionally, professional development for Home Economics teachers is often inadequate. Many educators feel unprepared to address the evolving needs of the curriculum and the diverse learning styles of students (Ogunlade & Ayodele, 2020). This gap in ongoing training and support further exacerbates the difficulties in delivering effective instruction. Moreover, the curriculum itself is often cited as a challenge. Teachers perceive it as outdated and not reflective of current societal needs and technological advancements. This disconnect between the curriculum and real-world applications can lead to disinterest and disengagement among students (Ibekwe, 2021). Hence, the study examine teachers perception of challenges of effective teaching and learning of home economics.

1.3 Objective of the study

The main focus of this study is to examine teachers perception of challenges of effective teaching and learning of home economics. Specifically the study seeks:

i. Determine how curriculum issues pose challenges to effective teaching and learning of Home Economics.

ii. Examine the extent at which instructional materials constitute challenges to the effective teaching and learning Home Economics

iii. Assess the extent to which students contribute to the challenges of effective teaching and learning of Home Economics.

1.4 Research Questions

The following questions have been prepared to guide the study

i. Does curriculum issues pose challenges to effective teaching and learning of Home Economics?

ii. Does instructional materials constitute challenges to the effective teaching and learning Home Economics?

iii. The extent to which students contribute to the challenges of effective teaching and learning of Home Economics is low.

1.5 Research hypotheses

The stated hypotheses have been formulated to further guide the study

H01: Curriculum issues does not pose challenges to effective teaching and learning of Home Economics.

H02: Instructional materials does not constitute challenges to the effective teaching and learning Home Economics

H03: Students does not contribute to the challenges of effective teaching and learning of Home Economics.

1.6 Significance of the study

The study will be of immense benefit to the entire Oredo 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.

1.7 Scope of the study

The study focus on teachers perception of challenges of effective teaching and learning of home economics. Empirically, the study will determine how curriculum issues pose challenges to effective teaching and learning of Home Economics, examine the extent at which instructional materials constitute challenges to the effective teaching and learning Home Economics and assess the extent to which students contribute to the challenges of effective teaching and learning of Home Economics.

The study is however delimited to selected secondary school in Oredo local government area in Edo State.

1.8 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).

1.9 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.

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