1.1 Introduction
The availability and utilization of laboratory facilities are critical components in the teaching and learning process of Home Economics in tertiary institutions. Laboratories provide a practical environment where theoretical knowledge can be applied, thus enhancing the overall educational experience and fostering a deeper understanding of the subject matter. The effective use of laboratory resources in Home Economics not only enriches the learning experience but also equips students with the necessary skills and competencies required in their future professional endeavors. Research has shown that hands-on learning experiences in well-equipped laboratories significantly contribute to student engagement and academic performance. According to Okoro (2016), the presence of adequate laboratory facilities is positively correlated with students' academic achievements in Home Economics.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The discipline of Home Economics encompasses a wide range of topics, including nutrition, family health, consumer education, and resource management. Given its practical nature, effective teaching and learning in Home Economics rely heavily on the use of laboratory facilities where students can apply theoretical knowledge through hands-on activities and experiments.
Historically, the integration of laboratory work in Home Economics education has been recognized as essential for developing students' practical skills and enhancing their understanding of complex concepts. The early 20th century saw the establishment of Home Economics laboratories in educational institutions, aimed at providing students with real-world experiences that complement classroom learning (Smith, 2017). These laboratories have since become a cornerstone of Home Economics education, facilitating experiential learning and skill acquisition.
Tertiary institutions offering Home Economics face enormous challenges. Teachers get frustrated because there are a few or unavailable facilities to teach and carry out practical’s. When this happens the products are found wanting when sent to the job market because they have not fully and confidently grasped the course content and course work effectively. Lack of facilities has really been a major problem and students have to buy most of these items by themselves.
In tertiary institutions, the role of laboratories in Home Economics has expanded to include advanced experimental work, research activities, and the development of innovative teaching methods. However, the effectiveness of these laboratories depends on their availability and proper utilization. According to Adeyemi (2015), well-equipped laboratories contribute significantly to student engagement and academic success, providing an environment where students can explore, experiment, and internalize theoretical knowledge.
Despite the recognized importance of laboratories, many tertiary institutions face challenges related to their availability and utilization. Inadequate funding, outdated equipment, and insufficient training for laboratory instructors are common issues that impede the effective use of these facilities (Nwachukwu & Agomuo, 2019). These challenges can result in suboptimal learning experiences for students and hinder their ability to acquire essential practical skills.
Furthermore, the utilization of laboratory facilities in Home Economics education is not solely dependent on physical resources. The integration of laboratory activities into the curriculum, the pedagogical strategies employed by instructors, and the overall institutional support for laboratory-based learning are critical factors that influence the effectiveness of these facilities. As highlighted by Akpan and Udoh (2020), a holistic approach that addresses both the availability and utilization of laboratory resources is necessary to improve educational outcomes in Home Economics.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the availability and utilization of laboratory in teaching and learning of home economics in tertiary institution.
1.3 Statement of the Problem
Investigation revealed that many tertiary institutions face severe budget constraints that limit their ability to equip and maintain Home Economics laboratories. The lack of sufficient funding often results in outdated or insufficient equipment, which hampers students' ability to perform modern, relevant experiments and practical activities. According to Nwankwo and Nwogu (2018), inadequate funding is a major barrier to the effective utilization of laboratory facilities in Home Economics education.
Additionally, the integration of laboratory activities into the Home Economics curriculum is essential for bridging the gap between theoretical knowledge and practical skills. However, many institutions struggle with effectively incorporating laboratory work into their curricula due to time constraints, lack of standardized practices, and insufficient institutional support. Akpan and Udoh (2020) argue that without a well-integrated curriculum, the potential benefits of laboratory-based learning are not fully realized.
Furthermore, maintaining laboratory facilities requires ongoing investment in terms of both financial resources and human capital. Institutions often face challenges related to the upkeep of laboratory equipment, the regular supply of consumables, and the management of laboratory spaces. These issues can lead to the deterioration of laboratory conditions over time, further complicating their effective utilization (Adeyemi, 2015). These problems collectively contribute to suboptimal educational outcomes in Home Economics. Hence, it is against this backdrop that this study aims to investigate the availability and utilization of laboratory in teaching and learning of home economics in tertiary institution.
1.4 Aim and Objectives of the Study
The aim of the study is to assess the availability and utilization of laboratory in teaching and learning of home economics in tertiary institution. In achieving this aim, the following specific objectives were laid out as follows:
- To identify the major challenges and barriers that hinder the effective utilization of laboratory facilities in Home Economics education;
- To investigate the integration of laboratory activities into the Home Economics curriculum and teaching practices;
- To analyze how frequently and effectively laboratory facilities are utilized in Home Economics education; and
- To suggest best practices for integrating laboratory activities into the curriculum and enhancing the training of educators.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What are the major challenges and barriers to the effective utilization of laboratory facilities in Home Economics education?
- To what extent are laboratory activities integrated into the Home Economics curriculum?
- What training and professional development opportunities are available for educators to effectively use laboratory facilities?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: The utilization of laboratory facilities does not significantly impact the practical skills acquisition of Home Economics students
- H1: The utilization of laboratory facilities significantly impacts the practical skills acquisition of Home Economics students
Hypothesis Two
- H0: There are no significant challenges that hinder the effective utilization of laboratory facilities in Home Economics education
- H1: There are significant challenges that hinder the effective utilization of laboratory facilities in Home Economics education
Hypothesis Three
- H0: The level of training and professional development for educators does not significantly affect the utilization of laboratory facilities in Home Economics
- H1: The level of training and professional development for educators significantly affects the utilization of laboratory facilities in Home Economics
1.7 Significance of Study
The study provides valuable insights into how laboratory facilities impact teaching methodologies and student engagement in Home Economics. Understanding these dynamics helps educators develop more effective teaching strategies and better integrate practical laboratory activities into their curriculum, ultimately enhancing student learning outcomes.
- Students: By identifying the strengths and weaknesses of current laboratory facilities, the study aims to improve the practical learning experiences of students. Enhanced laboratory resources and better integration of practical activities into the curriculum will enable students to acquire essential hands-on skills, making them more competent and prepared for professional challenges in their field.
- Policymakers: The findings will inform policymakers about the critical needs and challenges faced by tertiary institutions in maintaining and utilizing laboratory facilities. This knowledge is crucial for developing policies and allocating funding to support the improvement of these facilities, ensuring that educational institutions can provide high-quality practical education in Home Economics.
- Institutional Administrators: The study highlights the importance of adequate laboratory facilities and effective utilization in achieving educational goals. Institutional administrators can use this information to prioritize investments in laboratory infrastructure, seek additional funding, and implement best practices for maintaining and upgrading laboratory resources to support Home Economics education.
- Curriculum Developers: The research underscores the need for integrating practical laboratory activities into the Home Economics curriculum. Curriculum developers can use these insights to design more comprehensive and balanced curricula that emphasize both theoretical knowledge and practical skills, thus creating a more holistic educational experience for students.
1.8 Scope of the Study
The scope of this research is focused on Assessing the Availability and Utilization of Laboratory in Teaching and Learning of Home Economics in Tertiary Institution.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: 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).
1.10 Definition of Terms
Home Economics Education:
It refers to the academic discipline that encompasses the study of family and consumer sciences, including nutrition, textiles, child development, and resource management.
Citation: Based on definitions provided by educational standards organizations such as the American Association of Family and Consumer Sciences.
Availability of Laboratory Facilities:
It refers to the presence and accessibility of physical laboratory spaces, equipment, and resources within Home Economics departments in tertiary institutions.
Tertiary Institution:
It refers to higher education institutions offering undergraduate and postgraduate programs beyond secondary education, including universities and colleges.
Utilization of Laboratory Facilities:
It refers to the frequency, effectiveness, and appropriateness of use of laboratory spaces and equipment for practical teaching and learning activities in Home Economics education.
Curriculum Integration:
It refers to the intentional incorporation of laboratory activities and practical learning experiences into the structured educational curriculum of Home Economics programs.
