Effective Strategies for Teaching Home Economics in Senior Secondary Schools

1.1 Introduction

Home Economics is an interdisciplinary field of study that focuses on managing personal and family resources, with emphasis on practical skills such as cooking, nutrition, clothing, budgeting, and family relationships. It is often aimed at equipping students with the skills necessary for everyday living (UNESCO, 2009). It is a key subject in senior secondary school curricula that equips students with practical knowledge and skills to manage their home and personal lives effectively. It covers various areas such as food and nutrition, clothing and textiles, family relationships, and financial management, among others.

The teaching of Home Economics plays a crucial role in developing life skills, promoting responsible citizenship, and preparing students for both academic and practical challenges. As educational systems evolve, the strategies used in teaching Home Economics have also undergone significant transformations to meet the diverse needs of students and prepare them for the complexities of modern life.

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

In the 21st century, teaching strategies in Home Economics have undergone further transformation, influenced by advancements in technology, a growing emphasis on gender equality, and the increasing relevance of Home Economics in contemporary society. The focus has shifted from traditional domesticity to a more inclusive approach that prepares students for various professional fields. This includes integrating modern tools, such as computers and digital applications, into the teaching of topics like budgeting, nutrition, and family management (Omolewa & Alabi, 2019). As educational priorities continue to evolve, the teaching of Home Economics in senior secondary schools is expected to adapt further, emphasizing student-centered learning, practical application of skills, and the use of technology to meet the demands of contemporary life. The ongoing refinement of teaching strategies is crucial in ensuring that Home Economics remains relevant, practical, and empowering for students.

Home Economics has long been an essential component of secondary school curricula worldwide, providing students with skills and knowledge critical to managing everyday life. It encompasses diverse areas such as nutrition, food preparation, family management, textiles, and financial literacy. In many countries, including Nigeria, Home Economics plays a pivotal role in equipping students, especially young women, with the tools to manage both personal and professional aspects of their lives. Historically, the subject has been linked to women's traditional roles in the home; however, contemporary approaches have expanded its focus to empower both genders by teaching practical skills that are relevant to modern society (Uzoechina & Anazodo, 2018). The methods used to teach Home Economics have evolved significantly over the years. Early approaches focused heavily on lecture-based teaching and theoretical content, with limited hands-on or experiential learning. However, as educational philosophies shifted toward more student-centered and activity-based learning, new strategies emerged. These strategies incorporate interactive learning environments, project-based tasks, technology, and real-world applications, ensuring that students are not only absorbing information but also developing practical life skills. The importance of practical skills in Home Economics, such as cooking, budgeting, and decision-making, has become increasingly evident, as these competencies have significant implications for personal well-being and societal development (Omolewa & Alabi, 2019). Recent trends in education emphasize the need for teaching strategies that cater to diverse learning styles, foster critical thinking, and support the development of problem-solving abilities. In the case of Home Economics, this means creating a learning environment where students engage actively with the content, apply knowledge in practical settings, and use modern tools to enhance their learning experience.

Effective strategies in teaching Home Economics focus not only on theoretical knowledge but also on practical application, fostering critical thinking, problem-solving, and creativity. Traditional methods, such as lectures and textbook-based learning, have been supplemented with more interactive, hands-on approaches that encourage active participation. Incorporating technology, group work, and project-based learning are some of the modern strategies that have proven effective in engaging students and enhancing their understanding of the subject (Okafor, 2020). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Effective Strategies for Teaching Home Economics in Senior Secondary Schools.

1.3 Statement of Problems

Investigation revealed that the outdated teaching methods still prevalent in many schools, which focus heavily on rote learning and theoretical content, rather than engaging students in practical, hands-on experiences (Ogunyemi, 2018). In many schools, there is insufficient provision of modern equipment and tools that are necessary for the practical aspects of the curriculum, such as kitchen appliances for cooking or sewing machines for textiles. This lack of resources severely limits students' ability to gain the hands-on experience needed to master the skills being taught (Ibrahim & Abubakar, 2020).

Furthermore, societal perceptions of Home Economics as a subject primarily for female students contribute to a gendered bias that limits its appeal to male students. This stereotype not only reduces enrollment in the subject but also reinforces outdated notions about gender roles, preventing a more inclusive approach to teaching and learning (Omolewa & Alabi, 2019).

Lastly, there is a lack of strong integration between Home Economics education and real-world applications, such as entrepreneurship and employment opportunities. The curriculum often fails to adequately prepare students for careers or practical endeavors that require the skills learned in Home Economics, leaving graduates with a limited understanding of how to apply their knowledge in a rapidly changing job market (Akinmoladun, 2019).

1.4 Aim and Objectives of Study

The aim of the study is to investigate effective strategies for teaching Home Economics in senior secondary schools. The objectives of the study are to:

1. Identify the current teaching strategies employed in Home Economics education in senior secondary schools.
2. Examine the challenges faced by teachers in implementing effective teaching strategies in Home Economics.
3. Assess the role of practical, hands-on learning in the teaching of Home Economics and its impact on student learning outcomes.
4. Explore the availability of teaching resources and their influence on the quality of Home Economics education.
5. Investigate the training and professional development needs of Home Economics teachers to improve instructional quality.
6. Evaluate the gender dynamics in Home Economics education and suggest ways to promote inclusivity and diversity in the subject.
7. Propose strategies for integrating real-world applications and career opportunities into the Home Economics curriculum.

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:

• Are there current teaching strategies employed by Home Economics teachers in senior secondary schools?
• Does the integration of practical, hands-on learning in Home Economics affect student engagement and learning outcomes?
• How do gender perceptions impact student enrollment and participation in Home Economics in senior secondary schools?
• In what ways can real-world applications and career opportunities be incorporated into the Home Economics curriculum to enhance its relevance and effectiveness?
• To what extent do available teaching resources influence the quality of Home Economics education in senior secondary schools?
• What challenges do teachers face in implementing effective teaching strategies for Home Economics education?
• What are the professional development needs of Home Economics teachers in enhancing their teaching effectiveness?

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.

• H₀1: There is no significant relationship between the teaching strategies employed and the improvement in student engagement and learning outcomes in Home Economics education in senior secondary schools.
• H₀2: Effective teaching strategies, including practical, hands-on learning and the use of modern instructional resources, significantly improve student engagement and learning outcomes in Home Economics education in senior secondary schools.

1.7 Significance of Study

The findings will contribute to the development of more engaging, student-centered teaching methods, which will improve students' practical skills and learning outcomes. Furthermore, the study will highlight the professional development needs of Home Economics teachers, offering guidance on how to enhance their teaching effectiveness. It will also explore the role of gender perceptions in shaping student participation and will provide recommendations for promoting inclusivity and diversity in the subject.

Finally, the study will emphasize the importance of integrating real-world applications into the curriculum, which will better prepare students for careers in relevant fields such as hospitality, fashion, and nutrition.

1.8 Scope of Study

The scope of the research is focused on the Effective Strategies for Teaching Home Economics in Senior Secondary Schools using Surulere Local Government Area of Lagos State as a case study.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. There was a significant delay from respondents in completing surveys and providing feedback, which slowed down the overall progress of the study.
2. Financial constraints limited the scope of the research, restricting the ability to sample a larger number of schools or to access more comprehensive teaching materials.
3. Time constraints also affected the depth of the study, limiting the ability to conduct more in-depth interviews or focus group discussions with teachers and students.

1.10 Definition of Terms

Home Economics:

Home Economics is an interdisciplinary field of study that focuses on managing personal and family resources, with emphasis on practical skills such as cooking, nutrition, clothing, budgeting, and family relationships. It is often aimed at equipping students with the skills necessary for everyday living (UNESCO, 2009).

Senior Secondary Schools :

Senior secondary schools refer to the higher levels of secondary education typically attended by students aged 15 to 18, where they prepare for higher education or vocational careers. These schools provide specialized curricula based on various subject areas, including Home Economics (Federal Ministry of Education, 2013).

Curriculum: A curriculum is a structured set of learning experiences and materials that guide the teaching and learning process in a given subject area. In the context of Home Economics, the curriculum typically includes theoretical and practical lessons related to household management, nutrition, and personal development (Nigerian Educational Research and Development Council, 2012).

Student Engagement:

Student engagement refers to the level of attention, interest, and involvement that students demonstrate in their learning activities. High engagement is often linked to better academic performance and deeper learning (Fredricks, Blumenfeld, & Paris, 2004).

Practical Learning:

Practical learning refers to teaching methods that emphasize hands-on experience and real-world applications. In Home Economics, this might include activities such as cooking, sewing, and managing budgets to help students apply theoretical knowledge to real-life situations (Johnson, 2016).