Home / Home and rural economics / The challenges and prospects of teaching home economics in senior secondary schools (a case study of oru east l.g.a)

The challenges and prospects of teaching home economics in senior secondary schools (a case study of oru east l.g.a)

 

Table Of Contents


<p> </p><div><p>TiTle Page…………………………………………………………………………………………………………………………..i</p><p>Certification………………………………………………………………………………………………………………………ii</p><p>Dedication…………………………………………………………………………………..……………………………………iii</p><p>Acknowledgement…………………………………………………………………………………………………………..iv-v</p><p>Abstract……………………………………………………………………………………………………………………………vi</p><p>Table of content……………………………………………………………………………………………………………vii-x</p><p>

Chapter ONE

</p><p>INTRODUCTION</p><p>1.0 &nbsp; Introduction………………………………………………………………………………………………………………1</p><p>1.1 Theoretical Background……………………………………………………………………………………………..2</p><p>1.2 Statement of the problem………………………………………………………….……………………………..3</p><p>1.3 Aim and Objectives of the study…………………………………………………………………………………3</p><p>1.4 Significance of the study………………………………………………………………………………………….…4</p><p>1.5 Scope of the study……………………………………………………………………………………………………….4</p><p>1.6 Organisation of the Research……………………………………………………………………………………….4</p><p>1.7 Definition of Terms………………………………………………………………………………………………………5</p><p>

Chapter TWO

</p><p>LITERATURE REVIEW</p><p>2.0 Introduction……………………………………………………………………………………………………………………..6</p><p>2.1 Overview Of Educational In Nigeria………………………………………………………………………………6-8</p><p>2.1.1 Primary and Secondary Sechool……………………………………………………………………8-12</p><p>2.1.2 Technical and Vocational Education…………………………………………………………….12-13</p><p>2.1.3 Tertiary Education……………………………………………………………………………………………13</p><p>2.1.4 Admissions……………………………………………………………………………………………………14-15</p><p>2.3 Significance of Information Technology In Education……………………………………………………15-21</p><p>2.3 Course Registration System as a Data Application…………………………………………………………21-23</p><p>2.4 Features of a Data Management System……………………………………………………………………..23-24</p><p>

Chapter THREE

</p><p>SYSTEM ANALYSIS AND DESIGN</p><p>3.0 Introduction……………………………………………………………………………………………………………………….25</p><p>3.1 Research Methodology…….………………………………………………………………………………………………..25</p><p>3.2 System Analysis………………………………………………………………………………………………………………….26</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3.2.1 Analysis of the Existing System……………………………………………………………………………26</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3.2.2 Problem of the Existing System…………………………………………………………………………26</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3.2.3 Analysis of the proposed System…………………………………………………………………………26</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3.2.3.1 &nbsp; Advantages of the Proposed System…………………………………………………27</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3.2.3.2 Disadvantages of the Proposed System………………………………………………27</p><p>3.3 System Design…………………………………………………………………………………………………………………..27</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3.3.1 Input Design………………………………………………………………………………………………………28</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3.3.2 Program Flowchart………………………………………………………………………………………..29-33</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3.3.3 Output Design………………………………………………………………………………………………..…..34</p><p>

Chapter FOUR

</p><p>SYSTEM IMPLEMENTATION AND DOCUMENTATION</p><p>4.0 Introduction……………………………………………………………………………………………………………………….35</p><p>4.1 System Design Diagram………………………………………………………………………………………………………35</p><p>4.2 Choice of Programming Language………………………………………………………………………………………35</p><p>4.3 Analysis of Modules……………………………………………………………………………………………………………36</p><p>4.4 Programming Environment…………………………………………………………………………………………..……36</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4.4.1 Hardware Requirement………………………………………………………………………………………36</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4.4.2 Software Requirement……………………………………………………………………………………….37</p><p>4.5 Implementation………………………………………………………………………………………………………………….37</p><p>

Chapter FIVE

</p><p>SUMMARY, CONCLUSION AND RECOMMENDATIONS</p><p>5.0 Introduction……………………………………………………………………………………………………………………….38</p><p>5.1 Constraint of the study………………………………………………………………………………………………….…..38</p><p>5.2 Summary…………………………………………………………………………………………………………………………38</p><p>5.3 Conclusion……………………………………………………………………………………………………………………….39</p><p>5.4 Recommendation…………………………………………………………………………………………………………..…40</p><p><em>References</em>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<em>– &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; 41</em></p><p><em>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Appendix (A) &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp;42-48</em></p><p><em>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Appendix (B) &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; – &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; -49-51</em></p><p></p></div><h3></h3><br> <br><p></p>

Project Abstract

Abstract
Home economics education is a crucial subject that equips students with essential life skills needed to navigate various aspects of home management and family life. Despite its importance, the teaching of home economics in senior secondary schools faces several challenges that hinder its effective delivery. This study investigates the challenges and prospects of teaching home economics in senior secondary schools, with a focus on Oru East Local Government Area (L.G.A). The research employed a mixed-methods approach, combining surveys, interviews, and observations to gather data from home economics teachers, students, and school administrators in senior secondary schools within Oru East L.G.A. The findings reveal that inadequate funding for resources and materials, limited teacher training and professional development opportunities, as well as a lack of interest among students, are significant challenges faced in teaching home economics. Furthermore, the study identifies the outdated curriculum, overcrowded classrooms, and societal perception of home economics as a less important subject as additional barriers to effective teaching of the subject. Despite these challenges, there are prospects for improving the teaching of home economics in senior secondary schools. These include increasing government investment in education, providing regular and relevant teacher training programs, and updating the curriculum to align with current trends and demands in home management and family life. Moreover, enhancing the practical aspect of home economics education through the establishment of well-equipped practical rooms and collaboration with relevant stakeholders such as industries and community organizations can significantly improve the quality of teaching and learning in the subject. In conclusion, addressing the challenges faced in teaching home economics in senior secondary schools requires a concerted effort from various stakeholders, including government, school administrators, teachers, students, and the community. By investing in resources, providing adequate training for teachers, updating the curriculum, and promoting the importance of home economics education, the prospects for effective teaching of the subject can be enhanced, leading to better outcomes for students in Oru East L.G.A and beyond.

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