A study of the problem is encountered by teachers and pupils in the teaching and learning of home science practical lessons in the 8:4:4 system of education in Starehe Division, Nairobi

Abstract

A project submitted in partial fulfilment of the requirements for the degree of master of education (P.T.E.) of Kenyatta University. January, 1991. TX 290 .K4S4

Home Science education in primary school aims
 \
 at equipping pupils with basic knowledge, skills and
 attitudes essential for every day life and to be utilized
 for self-reliance, salaried employment or further education.
 To meet this objective, it is therefore necessary that
 pupils are exposed to the concepts and principles of the
 subject both theoretically and practically. Each
 individual child should put into practice whatever the
 syllabus rec?mmends to be practised. Practicals in all
 areas of Home Science namely, Clothing and Textiles
 (Needlework)," Food and Nutrition (Cookery), Care of the
 Home, Laundry and Child Care impart ~uch skills to
 enable pupils develop as useful members of the society.
 This study was therefore intended to find out the
 problems encountered by teachers and pupils in the
 teaching and learning of Home Science practical lessons
 in primary schools. The study concerned itself mainly on
 issues that dealt with shortages of qualified teachers,
 availability of equipment and facilities, materials and
 resources necessary for the teaching of the subject.
 Crowded classrooms, scope of the subject and the time
 factor were also examined.
 The sample was drawn from ten primary schools randomly
 selected in the Starehe Division of Nairobi. The sample
 (xv)
 consisted of Home Science teachers and standard seven
 pupils (both boys and girls).
 To solicit information from the respondents a
 questionnaire was administere~ to both teachers and
 pupils. A check-list was also used by the researcher who
 conducted a physical observation of equipment and facilities
 available for Home Science practicals in the primary
 schools under study. The data collected was then analysed
 and the results were presented as frequency and percentage
 distributions and tabulated appropriately.
 The findings of the study were:
 1. Teachers of Home Science were not prepared to teach
 practical lessons.
 2. Large classes were a major hindrance to the
 effective teaching of practical lessons.
 3. Les-sonsallocated to Home Science education were
 inadequate.
 4. Equipment and facilities for practical lessons
 were lacking.
 5. There was lack of teachers' guides for effective
 teaching of the subject.
 6. Materials for use in the practical lessons are
 provided for by the parents.
 (xvi)
 7. The involvement of pupils in practicals, in all
 areas of the subject, was inadequate/lacking.
 8. Practical continuous assessment grade was not
 entered into the final examination (K.C.P.E.).
 ~he researcher made a few suggestions that were
 expected to improve the teaching and learning of practicals
 in Horne Science. The researcher felt that there was
 need for:
 1. A vigorous in-service exercise and refresher
 courses for Home Science teachers to expose them to
 the content and the teaching skills of the new
 curriculum.
 2. The inspectorate to rind out the problems teachers
 have with regards to the area of content and
 teaching skills and then try to brief the teachers
 ~
 concerned on appropriate approaches to teaching.
 3. An adequate supply of teachers' guides to facilitate
 guidance to teachers.
 4. The P.T.A. to provide well equipped laboratories
 to enable teachers organize practical lessons
 effectively.
 5. The P.T.A. to avail finances for cookery practicals.
 (xvii)
 6. An increase in the number of Home Science lessons
 to facilitate adequate coverage of the syllabus and
 to ensure acquisition of skills in all areas of the
 discipline.
 7. The assessment of practicals in all the areas of the
 subject should be streamlined 'and the g-rades
 accumulated right from standard four. The final
 grade should be entered into the final examination
 (K.C.P.E.) . Alternatively pupils should be awarded
 a separate certificate.
 The suggestions listed above may not be entirely new
 but it is hoped that the current educators' efforts will
 be enhanced by a critical analysis of the new evidence
 highlighted by this study.
 Lastly, an effort was made to identify other areas
 of study for future scholars to venture into. Some of
 these include:
 1. A replica of this study using a wider sample.
 2. Actual observation of Home Science practicals in action.
 3. A similar research study to be carried out in other
 areas of the city and in the rural areas.
 4. A research on the attitudes of Home Science teachers
 on practical lessons.

Kenyatta University