1.1 Introduction
Home Economics is an educational discipline that focuses on equipping individuals with essential skills for managing personal, family, and community resources effectively. It encompasses areas such as nutrition, clothing, household management, and child development, aiming to prepare students for practical life challenges and promote self-reliance (Ogunleye, 2017). The subject is a core component of the senior secondary school curriculum in Nigeria, including Akwa Ibom State, where it is intended to develop both theoretical knowledge and practical competencies among students.
In many secondary schools in Akwa Ibom State, practical lessons are often hindered by the unavailability of modern equipment, insufficient classroom space, and a high student-teacher ratio, which reduces individual attention for students. Teachers may face challenges in balancing theoretical instruction with hands-on activities, which are essential for developing practical competence in Home Economics (Ogunyemi, 2018).
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
Home Economics is a practical and theoretical discipline that equips students with knowledge and skills necessary for managing personal and family resources effectively. According to Ogunleye (2017), Home Economics education is central to preparing students for both daily living and professional opportunities, as it integrates areas such as nutrition, clothing, child care, and household management. It is designed to foster self-reliance and develop competencies that are essential for individual and societal growth (Ogunleye, 2017).
Adebayo (2020) reported that students often perform poorly due to a combination of student-related and school-related factors. Student-related factors include lack of interest, poor study habits, low motivation, and insufficient engagement in practical lessons, which hinder the development of essential skills (Adebayo 2020). School-related factors also significantly affect performance. Ibrahim (2021) asserted that inadequate teaching resources, limited access to practical equipment, and insufficiently trained teachers impede the effective delivery of Home Economics lessons. Similarly, Udo and Ekanem (2019) stated that socio-economic and environmental conditions, such as parental support, school infrastructure, and availability of utilities like electricity and water for practical lessons, directly influence students' learning outcomes.
Challenges in instructional methods also contribute to poor performance. Ogunyemi (2018) affirmed that some teachers struggle to balance theoretical instruction with practical demonstrations, resulting in students failing to develop adequate hands-on skills. On the other hand, schools that are well-equipped and provide supportive learning environments report higher student achievement, indicating that resource availability and teacher competence are key determinants of academic performance (Adebayo, 2020). Educational stakeholders have consistently contended that understanding the factors affecting student performance is essential for improving outcomes and ensuring that Home Economics fulfills its objectives in senior secondary schools. The interplay of student characteristics, teaching quality, and environmental conditions highlights the complexity of addressing underperformance in this subject. This study is set against the backdrop of examining these factors in detail to identify the key determinants influencing the academic and practical performance of Home Economics students in senior secondary schools in Akwa Ibom State.
1.3 Statement of Problems
Investigation revealed that teachers are often faced with challenges in delivering both theoretical and practical lessons effectively, which is reflected in the students' academic results (Ogunyemi, 2018). Also, environmental and socio-economic factors, including parental support, availability of electricity and water for practical lessons, and school infrastructure, are significant determinants of students' ability to perform well in Home Economics (Udo & Ekanem, 2019).
Additionally, many students find practical tasks challenging due to insufficient guidance or exposure to hands-on activities, which is essential for mastering skills in this field (Adebayo, 2020). On the other hand, student-related factors such as low motivation, poor study habits, and limited interest in Home Economics also affect performance.
Furthermore, schools with well-equipped laboratories and supportive management tend to report better student performance, highlighting the gap between resource availability and student achievement. Teacher competence and pedagogical approaches are also central to student outcomes. Some teachers may lack specialized training in Home Economics, leading to ineffective lesson delivery and limited practical demonstrations (Ibrahim, 2021). It is against this backdrop that this study seeks to investigate the factors affecting the performance of Home Economics students in senior secondary schools in Akwa Ibom State.
1.4 Aim and Objectives of Study
The aim of this study is to examine the various factors influencing the performance of Home Economics students in senior secondary schools in Akwa Ibom State. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the role of socio-economic and environmental conditions in influencing student achievement.
- To assess the impact of student-related factors such as motivation, interest, and study habits on performance.
- To examine the effect of teacher competence and instructional methods on learning outcomes.
- To investigate the influence of teaching resources and school facilities on students' performance.
- To suggest strategies for improving student performance in Home Economics through effective intervention.
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:
- How does the availability of teaching resources and school facilities affect the performance of Home Economics students?
- In what ways does teacher competence and instructional methods influence student learning outcomes?
- What is the effect of students' motivation, interest, and study habits on their academic performance?
- How do socio-economic and environmental conditions impact the achievement of students in Home Economics?
- What strategies can be adopted to improve the performance of Home Economics students in senior secondary schools in Akwa Ibom State?
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.
- H0: There is no significant relationship between teaching resources, teacher competence, student-related factors, socio-economic conditions, and the performance of Home Economics students in senior secondary schools in Akwa Ibom State.
- H1: There is a significant relationship between teaching resources, teacher competence, student-related factors, socio-economic conditions, and the performance of Home Economics students in senior secondary schools in Akwa Ibom State.
1.7 Significance of Study
The outcome of this research will enhance teaching strategies, improve student engagement, and inform school administrators and policymakers about effective interventions. This study will also benefit students by accentuating the personal and environmental factors that influence their learning outcomes.
Furthermore, school administrators will be informed about resource allocation, infrastructural needs, and teacher training requirements. In addition, this research will help teachers identify the challenges that hinder effective teaching and learning in both theoretical and practical aspects of the subject.
Lastly, the study will contribute to the academic literature and serve as a reference for future research on practical and vocational education in Nigeria.
1.8 Scope of Study
The scope of the research is focused on the factors affecting the performance of home economics students in senior secondary schools in Akwa Ibom State.
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:
- 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).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Home Economics: According to Ogunleye (2017), Home Economics is an educational discipline that teaches students skills for managing family, personal, and community resources effectively.
Performance: Refers to the academic and practical achievement of students in Home Economics as measured by examinations, practical assessments, and class participation (Adebayo, 2020).
Student-related Factors: Includes individual characteristics such as motivation, study habits, interest, and engagement in learning activities (Udo & Ekanem, 2019).
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