ABSTRACT

This study was designed to ascertain the challenges of improvising instructional materials by home economics teachers at the upper basic education level in Nigeria and as a result of identifying the strategies for enhancing improvisation. The study use survey research design based on two research questions. The sample was four hundred and thirty one home economics teachers in upper basic schools in Edo State of Nigeria. A structured questionnaire, designed on a 5-point scale was used to collect data findings indicated that some of the challenges faced by the teachers include how to improvise materials to arouse and sustain learners optimism and enthusiasm, access expert assistance and technical support stay informed of innovative developments have confidence to share ideas with other teachers, interpret research and statistical data. Diplomatically handle students resistance align improvised materials to carter for individual learners needs in overcrowded classrooms. Some strategies bothering on teachers self and group professional development, training and internet literacy were identified as capable of enhancing improvisation. These strategies if implemented might provide the teachers with opportunities to develop more improvisation insights for engaging young people in the highest quality learning activities.

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

The universal basic education (UBE) programme of Nigeria is designed among other things to facilitate the standard of literacy, and improve societal development, the UBE is a nine year programame that cover six years of primary education and three years of junior secondary schools. The three years of junior secondary school is known as upper basic (Basic 7-9). This upper basic level is aimed at preparing the youths for gainful employment or progression into the senior secondary level and subsequent admission into higher education (Federal Republic of Nigeria, 2004). Undoubtedly, these functions are very essential to the survival, enhancement and development of the Nigeria society. However, the extent to which the upper basic education level achieves the set aims is largely dependent on the various subjects in the curriculum and how they are taught in schools. Home economics is one of the vocational subject taught at the upper basic level of the Nigerian education system as a compulsory part of the curriculum.

It is taught as an integral core subject, which comprises food and nutrition, clothing and textile and home management. Home economics is an interdisciplinary field of study which helps families and individuals to understand and adopt to the effects of social economics, cultural, and technological changes. Archurst and Anyakoha (2004) described it as an applied science subject which is dependent on the integration of different academic disciplines such as the natural sciences i.e. biology, chemistry, physics, mathematics, and health science. The social sciences i.e. sociology, political science, economics, philosophy, psychology and art in solving problems of families and individuals. Home economics is a skill oriented field of study that is expected to equip learners with survival skills for self reliance/self employment and paid employment. The importance of exposing learners to home economics curriculum for individual and societal development has been widely acknowledge for instance, Her Majesty Inspectorate of Education (HMIE, 2009) stated that the knowledge and skills gained with home economics make a considerable contribution to young peoples personal and social development as well as prepare them for the world of work in a wide range of areas retarded to aspects the subject.

It provides learners with opportunities to develop knowledge and in both theoretical and practical aspects of livelihood (ministry of Education and Skills Development, 2012). The acquisition of such knowledge and skill has the capacity to argument, inspire productivity and further income generating life endeavors among people. A strong background in home economics curriculums is crucial for many careers and job opportunities in today’s increasingly technologically society. To accommodate the various multidisciplinary area and skills in home economics, and position it to prepare Nigerian students for global participation, the Nigerian Educational Research and Development Council (NERDC, 2008) reviewed and reoriented is curriculum to have a broad scope that covers virtually all aspects of human daily living. According to the NERDEC (2008), the reviewed upper basic home economics curriculum is built on the 9-year basic education philosophy that seeks to provide quality learning experiences and pay attention to the all around development of the individuals.