TABLE OF CONTENTS
TITLE PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENT v
TABLE OF CONTENT vii
LIST OF TABLES ix
APPENDICES x
ABSTRACT xi

CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 7
Purpose of the Study 8
Research Questions 9
Significance of the Study 9
Scope of the Study 11

CHAPTER TWO: REVIEW OF RELATED LITERTURE
Theoretical Framework 13
Concept of Teaching and Learning 15
Concept of Home Economics 19
Inadequate Instructional Materials and Teaching and Learning
of Home Economics 24
Skilled Personnel and Teaching and Learning of Home Economics 27
Insufficient Laboratories and Teaching and Learning of Home
Economics 32
Poor Interest and Teaching and Learning of Home Economics 33
Insufficient Funding and Teaching and Learning of Home Economics 35
Summary of Literature Reviewed 36

CHAPTER THREE: METHODOLOGY
Design of the Study 38
Population of the Study 39
Sample and Sampling Technique 40
Instrumentation 42
Validity of the Instrument 42
Reliability of the Instrument 43
Method of Data Collection 43
Method of Data Analysis 44

CHAPTER FOUR: PRESENTATION OF RESULTS AND DISCUSSION OF FINDINGS
Answers to the Research Questions 45
Discussion of Findings 54

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary 56
Conclusion 58
Recommendations 58
Suggestions for Further Studies 59
REFERENCES 60

LIST OF TABLES
Table 1:Sample population of home economics Junior secondary 41 School students in Egor Local Government Area

Table 2: Mean and standard deviation showing the influence 46
of inadequate Instructional materials in teaching and
learning of home economics in secondary schools

Table 3: Mean and standard deviation showing the influence of 48
skilled personnel on the teaching and learning of home
economics in secondary schools.

Table 4: Mean and standard deviation showing influence of lack 50
of laboratory on effective teaching and learning of
home economics in secondary schools.

Table 5: Mean and standard deviation showing influence of 52
poor Interest of students in teaching and learning of home
economics in secondary schools.

Table 6: Mean and standard deviation showing influence of 53
SIWES on acquisition of Interpersonal skills
among Business Education students

APPENDICES

APPENDIX A: Questionnaire Influence of Nutrition Knowledge 63
APPENDIX B: Reliability of the Study 66
APPENDIX C: Data output of the research problem 68

sABSTARCT
This study was meant to determine the factors affecting teaching and learning of home economics in secondary schools in Egor Local Government Area of Edo state. Five specific research questions were raised for the purpose of the study.
The study employed a descriptive survey research design. The population for the study consisted of 9528 junior secondary school students in Egor Local Government Area of Edo state. The sample size used for this study consists of 221 junior secondary school students in Egor Local Government Area of Edo state. The research instrument that was used to elicit opinions and facts from Home Economics students was structured questionnaire. It was however subjected to face validity by the researcher’s supervisor and two other experts in the Department of Vocational and Technical Education. The reliability was determined using 20 students who were randomly selected and were not part of the study. However, alpha value 0.68 was obtained. The data collected were analysed using mean (x), standard deviation (SD), and two sample independent t-test using Statistical Packages for the Social Science (SPSS).
The findings generally showed that the factors studied in the work influence the teaching and learning of home economics in secondary schools to a very high extent. Based on the findings of the study, it was recommended among others that the government should provide funds for provision of equipment and materials in secondary schools.
CHAPTER ONE
INTRODUCTION
Background to the Study
Home economics is a field of study that is taught at all levels of education from primary to tertiary institutions. Home economics is an aspect of Vocational and Technical Education which plays vital roles in the development of national economy through quality teaching and learning skills. It is a skill oriented subject and required the contribution of both human and material resources. Uko Aviomoh (2005) defined home economics as an entrepreneurial based and skill-oriented field that is expected to equip learners with saleable skills that make for self-reliance and paid employment. Anyakoha (2007) defined home economics as a skill-oriented subject that is expected to equip learners with survival skills for self-reliance and paid employment.
Home economics can be divided into three major groups namely food and nutrition, clothing and textile and home management. The above mentioned are the major groups of home economics. However, home economics can also be categorized into seven areas such as cooking, child development, sewing and textiles, budgeting and economics, health and hygiene. This makes home economics to be seen like an all-embracing subject because it combines every aspect of human livelihood.
Eze (2001) pointed out that home economics is capable of preparing youths and adults for entry into various areas of home economics occupations. This shows that as a vocational subject home economics contributes to man power development by equipping individuals with reliable occupational skills which lead to self-reliance.
According to NEEDS (2005) the objectives of home economics education is as follows:

To enable individuals to learn, explore and prepare for a job or trade.

Home economics also play a significant role in the achievement of goals of national economics and development strategy (NEEDS). These goals include wealth creation, employment generation, reduction of poverty, elimination of corruption and the general re orientation of values (NEEDS)

Home economics also help students prepare themselves for home and family living and provide certain experiences for professional home economics employment.

Home economics help to enlighten people on the safe storage, preparation and holding of food to prevent diseases.
For the above objectives to be translated into reality, factors affecting the teaching and learning of the subject must be reduced if not eradicated. In teaching home economics in secondary school teachers are faced with diverse factors some of which include; inadequate instructional materials, skilled personnel, inadequate laboratories, poor interest of students and insufficient funding.