STUDENTS’ VIEWS ON THE SUBJECT OF SKILL ACQUISITION
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STUDENTS’ VIEWS ON THE SUBJECT OF SKILL ACQUISITION
ABSTRACT
Even though skill acquisition (Home economics) is beneficial, most students do not believe the subject is worthwhile. Most students believe that only female students require it, thus they pay little or no attention to the subject in the beginning.
As a result, the study attempted to analyse students’ perceptions of skill acquisition using four selected secondary schools in Kano, Kano State, Nigeria as case studies.The study aims to answer the following research questions: What are students’ attitudes regarding home economics as a skill acquisition subject?
What are the grounds for teaching and mastering home economics as a skill acquisition topic in Kano State secondary schools?What measures is the state government making to ensure successful teaching and learning of home economics as a skill acquisition topic in all Kano State secondary schools?
CHAPITRE ONE
INTRODUCTION
1.1 Background Of The Study
Today, skill acquisition is a priority in Nigeria’s educational system. No other academic field combines as many relevant life skills into its curriculum that will help students thrive regardless of their chosen professional pathways. The importance of skill acquisition is that students will not only learn about subjects that are relevant to their current life, but will also be valuable in all of their future aspirations.
According to a Japanese study, students’ own initiatives have a crucial part in deciding how they would react to changing job settings. The home economics programme exposes students to a wide range of potential job opportunities.
Those who are captivated by the course material begin to consider a career in that field. Individuals with knowledge of home economics education can now pursue careers in nutrition, social service, and hospitality management, among other fields.
Students are part of contexts such as their family, school, and the surroundings in which they live, all of which contribute to their learning, development, and life. Perception differs from one individual to the next. Many factors can influence perception, including attitudes, motives, interests, experience, expectations, time, social setting, and background.
Students’ perceptions of the importance of home economics can be influenced by their parents, gender, teacher, peer group, social image, and parental socioeconomic situation. The students’ incapacity to envisage their futures is exacerbated by their parents’ poor decision-making in selecting their separate careers for them.
Parents desire that their children pursue subjects such as Medicine, Engineering, Accounting, Law, and Pharmacy, as well as Home Economics.As a result, most male students dislike home economics because they believe it is a course for just girls and that it consists solely of cooking and sewing.
Most male students favour technical disciplines such as mathematics, technical drawing, and introductory technology over home economics. This makes it difficult for teachers to successfully teach their students.
Some teachers also do not hold the subject in high regard, resulting in a lack of self-esteem and desire for self-development, which results in poor teaching competence.
Peer groups help students examine themselves and their situations. Many people mistake home economics for a preparatory topic that assists in becoming good housewives because it deals with various food preparation, décor of the home and its surroundings, textile design, and the like.
However, I am convinced that home economics, as a skill acquisition subject, plays a critical role in our educational system today. No other academic field combines as many relevant life skills into its curriculum that will help students thrive regardless of their chosen professional pathways.
As a result, utilising four selected secondary schools in Kano, Kano State, Nigeria as case studies, this study investigates students’ perceptions of skill acquisition.
1.2 Statement Of The Problem
Enrollment in skill acquisition disciplines such as Home Economics, Food and Nutrition in the West Africa Examination Council (clothing and textiles, Home Management, and Clothing and Textiles) has been reduced to a bare minimum.
According to Uko-Aviomoh (2002) and Anene-Okeakwa (2005), students have lost interest in home economics as a subject in secondary schools and are becoming fewer in colleges of education, where teachers are trained as new teachers to train students in secondary schools in the area of Home Economics, hampered the subject’s future.
As a result, the problem statement in question form is “could the classroom learning environment in home economics be so discouraging that students are no longer encouraged to participate in home economics lessons?” This study, on the other hand, investigates students’ perceptions of skill acquisition using four selected secondary schools in Kano, Kano State, Nigeria as case studies.
1.3 Research Questions
The following are some of the questions that this research will attempt to answer:
i) What are students’ attitudes regarding home economics as a skill acquisition subject?
ii) What are the reasons for teaching and mastering home economics as a skill development topic in Kano State secondary schools?
iii) What efforts is the state government making to ensure excellent teaching and learning of home economics as a skill acquisition topic in all Kano State secondary schools?
1.4 Objectives Of The Study
The primary goal of this study is to look into students’ perceptions of skill acquisition utilising four secondary schools in Kano, Kano State, Nigeria as case studies. However, the study’s specific objectives are as follows:
i) To determine students’ attitudes towards home economics as a skill acquisition topic.
ii) To ascertain the reasons for teaching and learning home economics as a skill acquisition topic in Kano State secondary schools.
iii) To establish the state government’s efforts in ensuring excellent teaching and learning of home economics as a skill acquisition topic in all Kano State secondary schools.
1.5 Importance of the Research
The study’s findings will be useful to students, instructors, school administrators, and the state government since they will expose them to many challenges affecting our educational system and how they may address them.
This research will also contribute to academic understanding and act as a foundation for future research.
1.6 Scope Of The Study
The purpose of this study was to evaluate students’ perceptions on skill acquisition utilising four selected secondary schools in Kano, Kano State, Nigeria as case studies. As a result, the respondents included public secondary school students from four different secondary schools in Kano, Kano State, Nigeria.
1.7 Limitations Of The Study
This study has limitations that needed to be considered. Aside from the obvious time constraints and sensitive subject matter, there were issues that arose as a result of the study’s methodological choices. Some respondents were unwilling to provide accurate information required for the study’s validity.
1.8 Definitions Of Terms
During the course of this research, the following terms were used:
house economics is the study of the economics and administration of the house and community.It is concerned with the interaction of individuals, families, communities, and the environment in which they live.
Perception is defined as the ability to see, hear, or become aware of something via one’s senses.
Secondary school is the next level of education after primary school. In the United States, secondary schools are frequently referred to as high schools.
Secondary schools in the United Kingdom might be public, grammar, or comprehensive.
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