CHALLENGES OF TEACHING AND LEARNING HOME ECONOMICS IN SECONDARY SCHOOL IN BENIN CITY
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Abstract
This study investigated the challenges affecting the teaching and learning of Home Economics in secondary schools in Benin City. As a follow up, five research question were generated to guide the study. This study adopts a descriptive survey research design. The target population consists of all Home Economics teachers and students in public and private secondary schools in Benin
City. The sample was 190 respondents comprising teachers and students of Home Economics selected through a multi-stage sampling technique. The instrument for data collection was a two set-structured questionnaire comprising teachers and students’ questionnaire. The face and content validity of the research instrument (questionnaire) was ascertained by Home
Economics education experts and research supervisor. The internal consistency of the instruments was established with Cronbach’s alpha method which yields a reliability coefficient of 0.85 .The instrument was administered by the researcher and the data generated was analysed with Means and standard deviations utilizing SPSS (Statistical Package for Social Sciences) Version 22. The study revealed that the key challenges affecting the teaching and learning of home economics in secondary schools in Benin City include teaching-related, government-related and societal-related challenges. However, student related
challenges as perceived by the students do not constitute a challenge to the teaching and learning of home economics. Based on these findings, it was therefore recommended that the Nigerian governments including school owners should accord adequate support for Home Economics’ through provision of funds and infrastructures such as building Home Economics labouratory in all secondary schools offering the subject. Additionally, qualified teachers should be recruited and ensure only teachers trained in the subjects are allowed to teach it as well as sponsoring in services training for serving Home Economics teachers. Moreover, societal negative perception or stereotyping of the subject as women course should be dissuaded through public enlightenments
City. The sample was 190 respondents comprising teachers and students of Home Economics selected through a multi-stage sampling technique. The instrument for data collection was a two set-structured questionnaire comprising teachers and students’ questionnaire. The face and content validity of the research instrument (questionnaire) was ascertained by Home
Economics education experts and research supervisor. The internal consistency of the instruments was established with Cronbach’s alpha method which yields a reliability coefficient of 0.85 .The instrument was administered by the researcher and the data generated was analysed with Means and standard deviations utilizing SPSS (Statistical Package for Social Sciences) Version 22. The study revealed that the key challenges affecting the teaching and learning of home economics in secondary schools in Benin City include teaching-related, government-related and societal-related challenges. However, student related
challenges as perceived by the students do not constitute a challenge to the teaching and learning of home economics. Based on these findings, it was therefore recommended that the Nigerian governments including school owners should accord adequate support for Home Economics’ through provision of funds and infrastructures such as building Home Economics labouratory in all secondary schools offering the subject. Additionally, qualified teachers should be recruited and ensure only teachers trained in the subjects are allowed to teach it as well as sponsoring in services training for serving Home Economics teachers. Moreover, societal negative perception or stereotyping of the subject as women course should be dissuaded through public enlightenments
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