AN ANALYTICAL STUDY OF SENIOR SECONDARY STUDENTS PERFORMANCE IN HOME ECONOMICS FROM 2007 – 2010 IN EKET LOCAL GOVERNMENT AREA


AN ANALYTICAL STUDY OF SENIOR SECONDARY STUDENTS PERFORMANCE IN HOME ECONOMICS FROM 2007 – 2010 IN EKET LOCAL GOVERNMENT AREA    

ABSTRACT

This study examined the analytical study of senior secondary students’ performance in home economics from the year 2007-2010 in Eket Local Government Area of Akwa Ibom State, Nigeria. It is believed that various factors affect the secondary school students in this Local Government Area to perform well in this subject. The factors include: that change of school, family break up, teacher absence, parent illness, and death of a family member, student’s illness, learning disability caused by visual or hearing impairment, and student’s attitude towards learning as causes of poor academic performance. The survey, however, employed a field research design in carrying out this study. Questionnaires were distributed to the (SMEs) in this area and SPSS was used to analyze the data.

 TABLE OF CONTENTS

Title Page---------

Approval Page--------

Declaration--------

Dedication---------

Acknowledgement-------

Abstract---------

Table of Contents-------

CHAPTER ONE – INTRODUCTION

1.1Background of the Study-----

1.2Statement of the Problem----

1.3Objectives of the Study------

1.4Research Questions------

1.5Research Hypothesis------

1.6Significance of the Study-----

1.7Scope of the Study------

1.8 Limitations of the Study - - - - -

1.9Definition of Terms------

CHAPTER TWO – REVIEW OF RELATED LITERATURE

2.1Introduction-------

2.2Theoretical Framework-----

2.3Conceptual Framework-----

2.4 Empirical Review - - - - - -

CHAPTER THREE – RESEARCH METHODOLOGY

3.1Introduction-------

3.2Research Design------

3.3Population of Study------

3.4Sample size and Sampling Techniques---

3.5Method of Data Collection-----

3.6 Research Instrument

3.7Validity of the Instrument-----

3.8Reliability of the Instrument----

3.9Sampling Method------

CHAPTER FOUR – DATA PRESENTATION AND ANALYSIS

4.1Introduction-------

4.2Data Presentation and Analysis----

4.3Testing Hypothesis------

CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATION

5.1Summary--------

5.2Conclusion--------

5.3Recommendations------

References --------

Appendix - - - - - - - -

CHAPTER ONE

INTRODUCTION

1.1      Background to the Study

There are many factors that affecting the performance of students in education attainment and this is what has prompted the current study. In spite of the complex factors influencing students’ achievement, various studies are pointing to the evidence that institutional factors are associated with academic performance not only in home economics alone but also in other subjects. Home economics is a subject needed by every person irrespective of their profession. For anyone to be more productive, self-reliant, self-independent, and self-employed, the knowledge of home economics is important. Home Economics education, which is one of the arms of vocational and technical education, is a multi-disciplinary subject that embraces a very large area and draws from other disciplines such as arts and sciences in solving physical, social, economic, and political problems of families, individuals and society (Suara and Dairo 1997). It is, therefore, a very comprehensive and all-embracing discipline whose contributions to humanity and politics are unquantifiable.

However, students’ performance in the subject has not been encouraging especially at the secondary school level. The secondary school level is the intermediary level between the basic and tertiary level where systematic and organized education is offered. It is believed that at this level of education, desired attitude, skill, and knowledge could be obtained by the recipients. Academic performance according to Eze, Ezenwafor, and Obidile (2016) is the outcome of students’ effort in examinations. It was observed from the literature that students’ academic performance is determined by a number of factors. Several studies have revealed the various factors that are responsible for students’ academic performance (both negatively and positively). It was however revealed by Browny&Sunniya, (2002) that change of school, family break up, teacher absence, parent illness and death of a family member, student’s illness, learning disability caused by visual or hearing impairment, and student’s attitude towards learning as causes of poor academic performance.

Others include shortage of well-trained teachers, the inadequacy of teaching facilities, lack of funds to purchase necessary equipment, poor quality textbooks, large classes, poorly motivated teachers, lack of laboratories and libraries, poorly coordinated supervisory activities, interference of the school system by the civil service, incessant transfers of teachers and principals and automatic promotion of pupils (Vundla, 2012). Mbugua, Kibet, Muthaa, and Nkonke (2012) outlined the factors as understaffing, inadequate teaching and learning materials, lack of motivation, and poor attitude by both teachers and students as factors influencing the academic performance of students. Igwe and Ikatule (2011) attributed the poor academic performance of students to deficiency in teaching method(s) used by teachers. According to Tshabalala and Ncube (2013) lack of materials, bad teacher behavior, poor grounding in the subject area at lower levels, poor teaching methods as well as fear of the subject are factors affecting the academic performance of students. Enu, Agyman, and Nkum (2015) listed the causes of academic performance to include inadequate teaching and learning materials, method of instruction, teachers, and students’ self-motivation.

Consequently, academic performances of students in home economics are usually due to related factors such as the negative attitude of students towards home economics as a difficult subject, students’ academic aptitude, past, and present academic performances, insufficient effort, and poor motivation. Also, teachers’ qualifications and experience affect the academic performance of students in home economics. Poor application of teaching methods, lack of fund, inadequate teaching experience, lack of teaching aids, lack of qualified teachers, and wrong methods of teaching could influence students’ interest in home economics, unavailability of current text-books in home economics as one of the causes of poor academic performance of students in home economics. This study, therefore, sought to investigate the analytical study of senior secondary students’ performance in home economics from the year 2007-2010 in the Eket Local Government Area of Akwa Ibom State, Nigeria.

1.2   Statement of the Problem

There have been significant interests in the high rate of failure in Home economics in secondary schools shows that teaching and learning in these subjects have been teacher-centered instead of student-centered. Educators are seeking alternative ways to teach home economics so as to change the situation. The problem is how the inquiry method of teaching can improve students’ academic achievement in Home economics in secondary schools.

However, home economics education subjects ought to attract many students because of their laudable importance but the reverse has been the case. the reasons for this probably is due to people’s perception that it does not require specialized kind of training. The students have the feeling that even if one is at home at the requite skills needs to learn to have to cook, farm, etc can be acquired without formal training. People are ignorant of the importance of the vocational subjects which could help males and female students receive formation and to be able to work solution to problems. Also, it enables the students to acquire skills, abilities essential for independent life met up with personal and family needs more especially in this economic difficulties. This will focus on the analytical study of senior secondary students’ performance in home economics from the year 2007-2010 in Eket Local Government Area of Akwa Ibom State, Nigeria.

1.3   Research Questions

The following are some of the questions which this study intends to answer:

i)            What is the prevalence of senior secondary students’ performance in home economics from the year 2007-2010 in the Eket Local Government Area?

ii)          What are the attitudes of senior secondary students’ performance towards home economics from the year 2007-2010 in the Eket Local Government Area?

iii)        What are the attitudes of teachers toward effective teaching of home economics from the year 2007-2010 in the Eket Local Government Area?

1.4   Objectives of the Study

The broad objective of this study was to examine the analytical study of senior secondary students’ performance in home economics from the year 2007-2010 in the Eket Local Government Area of Akwa Ibom State, Nigeria. The specific objective included:

i)            To examine the prevalence of senior secondary students’ performance in home economics from the year 2007-2010 in Eket Local Government Area

ii)          To investigate the attitudes of senior secondary students’ performance towards home economics from the year 2007-2010 in Eket Local Government Area

iii)        To assess the attitudes of teachers toward effective teaching of home economics from the year 2007-2010 in Eket Local Government Area

1.5   Research Hypothesis

The research hypotheses to be tested include:

i)            There is no significant relationship between the attitude of students towards home economics and academic performance.

ii)          There is no significant correlation between the attitudes of teachers toward teaching home economics and the academic performance of students

1.6   Significance of the Study

This study is significant because home economics as a subject plays an important role in the skill, vocational and technical development of students to enable them to stand on their own. Home economics has an extremely important place in our educational system today. No other academic discipline incorporates in its curriculum as many pertinent life skills that will help students succeed independent of their chosen career paths. The knowledge obtained through home economics will prove valuable throughout the lifespan. Therefore it will be of great benefit to students, teachers, parents, and guardians. It will as well contribute to the body of knowledge in the areas of home economics, food, and nutrition.

1.7   Scope of the Study

The study focused on the analytical study of senior secondary students’ performance in home economics from the year 2007-2010 in Eket Local Government Area of Akwa Ibom State, Nigeria. Therefore, it shall be limited to only secondary school students who have offered this subject in their respective schools from the year 2007-2010 in Eket Local Government Area of Akwa Ibom State, Nigeria.

1.8   Limitation of the study

Time constraint was the major challenge of this study. The researcher was simultaneously engaged in this study with other academic work. This consequently cut down on the time devoted to the research work.

1.9   Definitions of Terms

The following terms were used in the course of this study:

Academic Performance: Scores attained in form one end-of-year examination.

Analytic: the discovery, interpretation, and communication of meaningful patterns in data.

Home economics: field of study that deals with the economics and management of the home and community. It deals with the relationship between individuals, families, communities, and the environment in which they live.

Secondary school is the next step up from primary school. Secondary schools are often called high schools in the United States. In Britain, secondary schools may be public schools, grammar schools, or comprehensive schools

Teachers: persons who help others to acquire knowledge, competencies, or values. Informally the role of teacher may be taken on by anyone

REFERENCES

Browny, E. B. &Sunniya, S. L. (2002). Social-emotional facts affecting achievement

outcomes using disadvantaged students: Closing the achievement gap. Educational Psychology, 15, 28-36.

Enu, J, Agyman, O. K., &Nkum D. (2015). Factors influencing students’ mathematics

performance in some selected colleges of education in Ghana. International Journal of Education Learning and Development, 3(3), 68-74.

Eze, Ezenwafor&Obidile (2016). Effects of problem-based teaching method on students

academic performance and retention in financial accounting in technical colleges in Anambra State. Online Scholars Journal of Arts, Humanities and Social Sciences, 4(6A), 634-639.

Igwe, A. U. &Ikatule, O. R. (2011). Effects of computer tutorial and drill (CTD) on senior

secondary school students’ achievement in basic electronics in Lagos State. Proceedings of Nigerian Association of Teachers of Technology.Umunze, 108-119.

Mbugua, Z. K., Kibet, K., G., Muthaa, G. M. &Nkonke, G. R. (2012). Factors contributing to

students’ poor performance in Mathematics at Kenya certificate of secondary education in Kenya: A Case of Baringo County, Kenya. American International Journal of Contemporary Research, 2(6), 5-10.

Suara, J.S &Daira, A.M (1997).Home economics methodology.Kaduna: Mafolayomi Press

Ltd.

Tshabalala, T. &Ncube, A. C. (2013). Causes of poor performance of ordinary level pupils in

mathematics in rural secondary schools in Nkayi District. Nova Journal of Medical and Biological Sciences, 1(1), 4-14.

Vundla, B. (2012). School Curriculum. Pretoria: North.

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AN ANALYTICAL STUDY OF SENIOR SECONDARY STUDENTS PERFORMANCE IN HOME ECONOMICS FROM 2007 – 2010 IN EKET LOCAL GOVERNMENT AREA



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