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INFLUENCE OF PROBLEM STRATEGY ON PUPILS ACHIEVEMENT IN HOME ECONOMICS

    CHAPTER ONE

INTRODUCTION

Background of the Study

The importance of Education cannot be overemphasized, as it is the foundation of development at all spheres. Education is the bedrock for national development as it is vital to the pace of social, political and economic development of any nation (Mkpa, 2009).Quality education is achieved through effective teaching usually actualized through adopting appropriate methods of teaching.Good education is only established when educational goals are met. One of the determinants of the attainment of these goals isthe academic achivement  of pupils  and academic achivement  of pupils  may be enhanced or hindered by the teaching methods adopted by the teacher. Home Economics is a form of Education that is an embodiment of wealth creating vocations which is supposed to be well patronized to the point that poverty level can be reduced.

Teaching and guiding Home Economics learners is the primary function of aHome Economics teacher.The teacher‟s task entails giving instruction, imparting knowledge, facts, skills, attitudes, interests and aptitude. Home Economics teacher is expected to be a professional who consciously and deliberately utilizes experience, ideas, skills, competencies, interests, attitudes and mastery of the subject matter to facilitate learning and evaluate pupils .For learning to take place, the teaching methods adopted by the Home Economics teacher must be effective, otherwise, the purpose of education would be defeated and this could have gross consequences on the developmentof the learner and the nation (Okursoy, 2009).

Home Economics has the potential to play a major role in supporting young people to participate effectively in changing social, cultural and economic development. According toAnyakoha(2007),Home Economics is a field of study that is concerned with improving family life. It does this by finding out the needs of individuals and families, finding ways of meeting these needs, improving the goods and services which families use, preparing people for employment and family life.Home Economics Institute of Australia (HEIA) (2016) posits that the central focus of Home Economics education is the wellbeing of people within the context of their personal, family, community and work roles. Home Economics education is about becoming independent, connecting with others and taking action towards preferred futures that support individual and family wellbeing. Through Home Economics education, pupils  become empowered, active and informed members of the society. The method of teaching adopted in the teaching of Home Economics may have a significant role to play in the attainment of the set goals of Home Economics teachers.

The status of Home Economics  education in Nigeria schools in terms of scientific concepts and development methods of teaching, learners interest in the subject continues to dwindle (Adediwu and Tayo, 2007, Ugwuadu, 2011) several researcher reports indicate that learners perform poorly in Home Economics  subjects (Agbi, 2006. Hassan, 2010). Several factors have been identified as the objectives of Home Economics  instruction but the commonest factor documented by researchers is inappropriate and uninspiring teaching methods adopted by Home Economics  teachers (Aremu, 1999; Jimoh, 2003; Ezeoba, 2010). These researchers express their views that teachers shy away from inquiry method, discovery method, problem solving method, problem strategy and others, which are known to be effective and rely on teaching methods that easy to implement in the classroom but must time inadequate and inappropriate.

Problem-strategy has been an aspect of teaching and learning that has attracted the attention of educators. Problem-strategy has long been recognized as a skill that also foster a better understanding of Home Economics  concepts. It can be an excellent tool to encourage the learning process (Danjuma & Arshatu, 2010). Problem-solving is the highest form of learning (Babatunde, 2008). Oneshakepokaiye (2011) cited Kolawole and Oluwatayo (2005) that effective teaching implies productive, purposeful, result oriented, qualitative, meaningful and realistic teaching. The essence of being an effective teacher views on what to do to foster student learning. Home Economics  teachers should therefore adopt teaching methods that will enable the pupils  to understand whatever concepts topic or principles being taught.

Statement of the problem

Home Economics as a vocational subject is designed to impart certain competencies that are capable of making learners self-reliant and productive members of the society.An objective that can best be achieved only through appropriate teaching methods. The researcher observed that the majority of Home Economics teachers use lecture and demonstration methods in the delivery of the subject.In order to buttress this observation, the researcher further interacted with some Home Economics teachers in primary schools order to inquire about the methods they often use in the delivery of Home Economics lessons. It was confirmed that lecture method is usually used while demonstration method is sparingly used by the teachers. These methods seem not to be yielding good results based on the poor achivement  of Home Economics Pupils

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Step 1: make payment of N2,000 to the below bank details


NAME:                       TITUS AYANI SOLA
BANK:                       FIRST BANK PLC
ACCT NO:                  3111741042
ACCOUNT TYPE:       SAVINGS
AMOUNT:                  N2000

NAME:                       TITUS AYANI SOLA


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ACCT NO:                  0262412831
ACCOUNT TYPE:       SAVINGS

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Updated: 3rd July 2019 — 10:47 am

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