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COMPARATIVE STUDY INTO ACADEMIC FAILURE AMONG SCHOOLS AND COLLEGES IN HOME ECONOMICS

COMPARATIVE STUDY INTO ACADEMIC FAILURE AMONG SCHOOLS AND COLLEGES IN HOME ECONOMICS

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TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgement

Abstract

Table of Contents

 

CHAPTER ONE      –      INTRODUCTION

1.1  Background of the Study

1.2  Statement of the Problem

1.3  Purpose of the study

1.5  Significance of the study

 

1.6  Research Questions

1.7  Research Hypotheses

1.8  Limitation of the Study

1.9  Delimitation of the study

1.10 Operational Definition of Terms

CHAPTER TWO – REVIEW OF RELATED LITERATURE

CHAPTER THREE – RESEARCH DESIGN AND

METHODOLOGY

3.1  Research Design

3.2  Area of the Study

3.3  Population of the study

3.4  Sample and Sampling Procedure

 

3.5  Instrumentation

3.6  Validation of Instrument

3.7  Administration of Questionnaire

3.8  Scoring of Instrument

3.9  Method of Data Analysis

CHAPTER FOUR       –       DATA ANALYSIS AND DISCUSSION

OF FINDINGS

4.1  Summary of Findings

 

4.2  Discussion of Findings

CHAPTER FIVE     – SUMMARY, CONCLUSION AND

RECOMMENDATION

 

5.1  Introduction

5.2  Summary

5.3. Conclusion

5.4  Recommendation

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

In Nigeria, one of the ultimate importance of education is to impart every citizen with such knowledge, skills attitudes and values that will enable him derive desired benefits from his membership of society, have a fulfilling life and contribute towards the welfare and national development (FRN, 2014).

Without reservation, academic achievement of Nigerian students at secondary school level in almost all their subjects including Home Economics has been low and not encouraging over the years and this is posing a big threat to our educational system (Obika, 2015). This could be as a result of poor mastery of the subject matter which occurs as a result of poor method of teaching.

Retting and Canady (2022) reported that in schools where active learning methods prevail, the students demonstrated significantly higher achievement as measured by the National Assessment of educational progress. Hall (2020) stated that teachers in these schools offer students challenging, interesting activities and rich materials for learning that foster thinking, creativity and production.

Academic failure of students has been described as the low scores attained by students at a given moment. This scholastic standing could be explained in terms of the grades obtained in a course or groups of courses be it in secondary school or college of education (Daniels and Schoulen, 2020).

 

COMPARATIVE STUDY INTO ACADEMIC FAILURE AMONG SCHOOLS AND COLLEGES IN HOME ECONOMICS

Simkins (2011) commented on this scores attained and argued that performance is a measure of output and that the main outputs in education are expressed in terms of learning, that is, changes in knowledge, skills and attitudes of individuals as a result of their experiences within the school’s system.

Furthermore, noting this point, Al-Shorayye (2022) regarded a student’s failure or performance in an examination as being depended on his cumulative grade point average. In brief, his argument supported Entwistle and Wilson’s (2016) assertion that a student’s success or failure is largely judged by his/her performance in examination and the best criterion of performance or failure is the total of the student’s academic performance/failure in all the subjects offered including Home Economics. The comparative study into academic failure among schools and colleges in home economics.

As improvement in all other sectors of learning grows, problems arise as to the best approaches of instruction in dealing with teaching and learning of Home Economics in Nigerian schools such as secondary and Colleges of Education. Also, students’ academic problems arise from personal inadequacies such as low ability; negative self concept, anxiety, maladjustment, environmental influence such as poor classroom conditions, curricular inadequacies, peer groups and the lack of home support.

 

In addition, these arguments support OECD’s (2009) remarks that many young people do not learn much in developing countries. Some often leave school before the school leaving age while others are in the habit of attending school irregularly.

School certificate examinations, which determine the placement of Nigerian students in higher learning and/or employment, are concern. The public disparages the falling or fallen standard of education as evidenced by the lack of skills and personal integrity of many school leavers (Udor and Ubahakwe, 2014; Ololube, 2018).

 

Not surprisingly, the evaluation agencies that conduct the examinations are held liable by both universities/colleges and the public for education’s diminishing returns. Thus, 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 instructional factors are associated with academic performance not only in Home Economics alone but also in other subjects. In fact, Home Economics is a subject needed by every person irrespective of their profession. Moreover, for anyone to be more productive, self-reliant, self-independent and self-employed, the knowledge of Home Economics is important.

 

However, 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, 2015). It is therefore, a very comprehensive and all embracing discipline whose contribution to humanity and politics and unquantifiable. The comparative study into academic failure among schools and colleges in home economics.

The academic performance of students in Home Economics are usually due to related factors such as 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’ qualification and experience in secondary schools and Colleges of Education affect academic performance of students in Home Economics (Al-Methen and Wilkinson, 2012).

However, lack of funds, inadequate materials, lack of qualified teachers and unavailability of current text-books in Home Economics have been revealed as the causes of poor academic performance of students in Home Economics. However, this study focuses on a comparative study into academic failure among schools and colleges in Home Economics in Nigeria using Nsit Ibom Local Government Area as a case study.

 

1.2  Statement of the Problem

Home Economics education subjects ought to attract many students because of its laudable importance but reverse has been the case. The reason for this probably is due to people’s perception that it does not require specialized kind of training. Indeed, people are ignorant of the importance of the Home Economics not knowing that studying or taking courses in it can help male and female students receive formation which will help them work solution to problems.  Therefore, the performance of secondary schools and Colleges of Education students has been a subject of controversy.

Many people are of the opinions that the performances is improving while others are of the opinion that the performances of junior secondary school students have been woeful. The problem of this study, therefore, is to give a comparative study into academic failure among schools and colleges in Home Economics in Nigeria using Nsit Ibom Local Government Area as a case study.

 

1.3 Purpose of the Study

The main purpose of this study was a comparative study into academic failure among schools and colleges in Home Economics. In specific terms, the objectives of this study were to:

  1. compare the academic performance of students in Home Economics from secondary schools and Colleges of Education.
  2. compare the academic performance of male students in Home Economics from secondary schools and Colleges of Education.
  3. compare the academic performance of female students in Home Economics from secondary schools and Colleges of Education.

 

1.4 Research Questions

The following research questions were formulated to guide the study:

  1. How does the academic performance of students in Home Economics in secondary schools differ from that of Colleges of Education?
  2. To what extent does the academic performance of male students in Home Economics in secondary schools differs from that of Colleges of Education?
  3. How does the academic performance of female students in Home Economics in secondary schools differs from that of Colleges of Education?

 

1.5    Research Hypotheses

The following null hypotheses were formulated to guide the researcher in study:

  1. There is no significant difference between the academic performance of students in Home Economics from secondary schools and Colleges of Education.
  2. There is no significant difference between the academic performance of male students in Home Economics from secondary schools and Colleges of Education.
  3. There is no significant difference between the academic performance of female students in Home Economics from secondary schools and Colleges of Education.

 

1.6 Significance of the Study

The findings of this study will be beneficial to the students, teachers, school administrators and the government in understanding the significant contributions of Home Economics to the development of the country.

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. Indeed, the knowledge obtained through Home Economics will prove valuable throughout the lifespan. The comparative study into academic failure among schools and colleges in home economics.

This research will also serve as resource materials to other researchers interested in carrying out further research in this field. Subsequently, if the recommendations are applied, it will help provide new explanations to the topic.

 

Operational Definition of Terms

Home Economics: Is a field of study that provides the necessary knowledge for guiding human beings towards a more self-rewarding and fulfilled life, within the context of home management and family life.

Academic Failure: In brief, is the low score or poor performance of students in Home Economics and other school subjects in a course of study, represented in figures or letter grades.

 

Academic Performance: This refers to the achievement of students in secondary schools and Colleges of Education in test or examinations.

Secondary School: In brief, this refers to a school or learning environment responsible for the training of students from 10 to 18 years of age.

Colleges of Education: Is an institution of learning responsible for the training of teachers after secondary education.    

 

Conclusion

It is concluded that the students in the secondary schools learning Home Economics performed better than their counterparts in the College of Education. This therefore call for improvement in the public schools to enhance the learning opportunity of the vast majority of students learning the same subject in Colleges of Education and other higher institution of learning. To this end, the public schools be it secondary schools or higher institution of learning  must be adequately staffed, enough furniture provided and schools regularly inspected.

 

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Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email: admin@projectboss.com.ng

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