ABSTRACT
The study investigated the effects of using discussion supplemented with music and animation on the interest and academic achievement of Home Economics pupils in Primary Schools in Abia State. The study was guided by six specific purposes. Six research questions were developed and answered and six null hypotheses formulated and tested for the study. The design of the study was a Quasi-experimental research design that involved experimental groups and control group. The population of the study comprised of ten thousand and forty five (10,045) Primary five (5) Pupils in all the Government owned Primary schools in Abia State. A sample size of one hundred and twenty (120) which consist of 38 pupils (17 males and 21 females) that was assigned to the experimental group I, 40 pupils (19 males and 22 females) that was assigned to experimental group II and 42 pupils (20 males and 22 females) that was assigned to the control group primary five drawn from the population of Umuahia education zone involving three intact classes using purposive sampling technique. The instrument used for this study was Home Economics Achievement Test (HEAT) and Measure of Home Economics Interest Scale (MHEIS). The instruments were subjected to face and content validation by three experts; two specialists from Home Economics and one from Measurement and Evaluation all from Michael Okpara University of Agriculture Umudike. The reliability of HEAT was determined using Kuder-Richardson 20, which yielded a correlation coefficient of 0.79 while Measure of Home Economics Interest Scale (MHEIS) had a reliability coefficient of 0.78 which was determined using Pearson’s Product Moment Correlation Coefficient (PPMCC) statistic. The researcher and research assistants administered the pre-test and post test to the pupils. The data collected through the administration of the instruments were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at .05 level of significance. The study revealed that Pupils taught with discussion supplemented with music and animation had more interest in Home economics than the pupils taught with lecture method, that there was a significant difference between the mean interest scores of pupils in Home economics when taught with music teaching methods and lecture method. It was also revealed that Music teaching method has relative effect on Pupils achievement in Home Economics, that there was a significant difference between the mean interest scores of pupils in Home economics when taught with animation teaching method and lecture method. Based on the finding, it was recommended among others that Home Economics teachers should make music and animation teaching methods fundamental part of their teaching.
TABLE OF CONTENTS
Cover page
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
List of Tables ix
List of appendices x
Abstract xi
CHAPTER 1: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement
of the Problem 10
1.3 Purpose of the Study 11
1.4 Research Questions 12
1.5 Hypotheses 13
1.6 Significance of Study 14
1.7 Scope of the Study 16
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 17
2.1.1 Primary education 17
2.1.2 Home economics and its role to national
development 19
2.1.3 Trend of pupils interest in home economics
over the years 20
2.1.4 Academic achievement and academic
achievement of pupils inhome
economics
over the years 22
2.1.5 Factors that influences pupils’ interest and
academic achievement 25
2.1.6 Methods of teaching home economics 28
2.1.7 Music teaching methods 29
2.1.8 Animation methods 30
2.2 Theoretical
Framework 36
2.2.1 Constructivism theory of learning 37
2.2.2 Dual coding theory (DCT) 37
2.2.3 Theory of social cognitive development 39
2.3 Empirical Studies 40
2.4 Summary of Review of
Related Literature 51
CHAPTER 3 METHODOLOGY
3.1 Design of the Study 53
3.2 Area of the Study 53
3.3 Population of the Study 54
3.4 Sample and Sampling Techniques 54
3.5 Instrument for Data Collection 55
3.5.1 Home economics achievement test 55
3.5.1.2
Measure of home economics interest scale 56
3.6 Validation of the Instrument 56
3.7 Reliability of the Instrument 57
3.8 Method of Data Collection 58
3.8.1 Development of instructional programmes 58
3.8.2 Control of extraneous variables 62
3.9 Method of Data Analysis 63
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Results 64
4.2 Summary of Major Findings 76
4.3 Discussion of Findings 79
CHAPTER 5: SUMMARY CONCLUSION AND RECOMMENDATIONS
5.1 Summary 84
5.2 Conclusion 87
5.3 Recommendations 88
5.4 Educational Implications of the Study 89
5.5 Limitations of the Study 91
5.6 Suggestion for Further Research 92
References 93 Appendices 101
LIST OF TABLES
4.1: Mean academic achievement of pupils
in home economics
when
taught with music teaching and lecture method 64
4.2: Analysis of covariance (ANCOVA) for
the mean
achievement score of pupils in home economics when taught
with music teaching and lecture methods 65
4.3: Mean
interest scores of pupils in home economics when
taught with music teaching method and lecture method 66
4.4: Analysis of covariance (ANCOVA) for
the mean interest
scores of pupils in home economics when taught with music
teaching methods and lecture method 67
4.5: Mean academic achievement of pupils
in home economics
when taught with animation teaching method and
Lecture Method 68
4.6: Analysis of covariance (ANCOVA) for
the academic
achievements of pupils in home economics when taught with
animation teaching and lecture methods 69
4.7 Mean interest scores of pupils in
home economics when
taught with animation teaching method and lecture method 70
4.8: Analysis of covariance (ANCOVA) for
the mean interest
scores of pupils in home economics when taught with
animation teaching method and lecture method 71
4.9: Mean influence of gender on the
academic achievement
of pupils in home economics when taught with music
teaching methods 72
4.10: Analysis of covariance (ANCOVA) for
the academic
achievements of male and female pupils in home
economics when taught with music teaching methods 73
4.11: Mean influence of gender on the
academic achievement
of pupils in home economics when taught with animation
teaching methods 74
4.12: Analysis of covariance on the mean
retention score of
upper basic ii pupils taught English studies using
guided discovery teaching method 75
LIST OF APPENDICES
1 : Test
blue print for home economics achievement test (heat) for basic 5 100
2: Measures of home economics interest
scale for basic 5 pupils 101
3: Computation of reliability coefficient for
HEAT using K-R20 102
4: Stability for measure of home economics
interest scale 104
5: Home economics achievement test (HEAT) 105
6: Lesson plan for the control group 112
7: Lesson plan for the experimental group 127
8: A representation of quasi-experimental research design by best and kahn (1986) 134
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Primary education is the education given to
children within the aged of 6-12 years. The objectives of primary education in
National Policy on Education ( FRN, 2013) are to: inculcate permanent literacy,
numeracy and ability to communicate effectively, lay a sound basis for
scientific critical and reflective thinking, promote patriotisms fairness
understanding and national unity, instill social moral norms and values in the
child, develop in the child the ability to adapt to the changing environment
and provide opportunities for the child to develop life manipulative skills
that will enable child function effectively in the society within the limits of
the child capability.
A look at the
objectives of the primary education enumerated above, makes it obvious that it
is an educational level that is very imperative and plays a prominent role
towards training the pupils with the basics needed for rapid human development
for national development. Hence in pursuance of these objectives, many subjects
are offered such as English Studies, One Nigerian language,
Mathematics, Basic Sciences and Technology(Basic Sciences, Basic Technology,
Information Technology and Physical Health Education), Religion and National
Values(Christian Religious Knowledge, Islamic studies, Civic Education, Social
Studies and Security Education), Pre-vocation(Agricultural Science/Home Economics)
French, Cultural and Creative Arts and Arabic(optional) (Federal Republic of
Nigeria, FRN, 2013). For the nation to produce the manpower needed to drive the
economy of the nation, such nation must be equipped with the prevocational
subjects which includes the Agricultural Science/Home Economics. For the
purpose of the present study, the focus is on Home Economics. Home Economics is
a prevocational subject which pupils at the primary school are expected to
offer. Anyakoha in Okoro(2013) defines Home Economics as a field of study that
is concerned with improving family life. It does this by finding out the needs
of individuals and families, finding ways of meeting these needs, improving the
goods and services which families use, preparing people for employment and
family life. Home Economics is concerned mostly with Foods and Nutrition, Clothing
and Textile, Home Management, Consumer Education, Housing and Interior
Decoration, child Development and Family Living. Home Economics is a functional
subject because is both technical and vocational in form and style.
Home Economics is very important to human and
national development as it makes use of the knowledge of the arts by making
living more creative. The design and construction of a garment or craft product
in Home Economics promotes creativity and help in developing essential
manipulative skills. International Federation for Home Economics (IFHE, 2018)
suggests that Home Economics is a field of study that draws knowledge from a
range of disciplines to achieve optimal and sustainable living for individuals,
families and communities. Anyakoha (2019) stated that the subject is addressing
the practical, real world problems of everyday life in socially responsible
ways. This importance gave rise to the objectives of Home Economics as
stipulated in the Home Economics Curriculum to include, to educate youth for
family living, educate youth for the
role of future home-makers, intelligent consumers and producers of goods,
prepare young people for living a full well-rounded life in the home, community
and nation, improve the services and goods used by the families, construct
research to discover and meet the changing needs of individuals and families,
to advance the community, national and world condition.
The extent of achievement of the objectives
of the study is reflected in the interest and academic achievement of the
pupils in the subject.
Pupils’ interest and
academic achievement can be the determinants to achieving the objectives of the
Home Economics. Interest of pupils in a particular subject is developed first which
then motivates the pupils to perform well academically. As Telia, Adika and Toyoba (2018) assert that
interest of pupils towards the learning of particular subject will influence
his/her academic achievement in that subject. In other words interest comes
first before academic achievement; hence interest stimulates pupils academic
achievement in particular subject. Interest is a motivational variable that refers
to an individual’s engagement with particular classes of objects and
activities. Interest is described as the things that one likes, the tendencies
to like, to seek and to engage in certain kinds of activities (Telia, Adika
& Toyoba, 2018). Interest opens gateways to the mind and usually makes a
person more receptive and eager to learn which will enhance their academic
achievement. Interest helps to establish channels of communication with others
towards effective learning. Based on this, interest of pupils in Home Economics
has not really helped to increase pupils academic achievement as it has been
declining. Recently it has been observed
that interest of pupils in prevocational courses especially Home Economics have
been declining as pupils no longer show interest in the learning of
prevocational courses like this.
Findings from Nnubia (2013) show that pupils interest in studying
prevocational courses especially Home Economics are on the decline and this has
affected the academic achievement of the pupils. Based on this, interest of
pupils in a particular subject is a strong determinant of their level of academic achievement.
Academic achievement is the extent to which pupils have achieved
their short or long-term educational goals. According to Egunsola (2014),
academic achievement is defined as the level of accomplishment or proficiency
one has in academic area as opposed to one’s potential. In relation to this
study, academic achievement can be regarded as an observable and measurable
behavior of students in Home Economics. This academic achievement obtained
through the administration of achievement test which could either be teacher
made test or standardized achievement test.
However, for the purpose of this study, the teacher made testwill be used.
To this end, the academic achievement of pupils in Home Economics becomes very
important parameter to know how well the teacher teaches the subject to the
pupils.
Good academic
achievement of pupils in Home Economics will prepare a solid foundation of the
pupils to the study of vocational subjects as they progress from the primary
school to the secondary as wells as from the secondary to the tertiary
institutions. Hence, improved and enhanced academic achievements are expected
of the pupils. However, pupils academic achievement in Home Economics over the years
has not been encouraging (Ngoka, 2013). This is evident as the number of pupils
passing the subject is not encouraging both at the internal and external examination.
This poor academic achievement of pupils in Home Economics at both the internal
and external examination could be attributed to a lot of factors such as lack
of conducive environment, poor teaching methods, teachers attitude to their
job, lack of interest of pupils in learning the subject, students time
management amongst others. To this extent, Okoye (2013) believes that the
falling level of academic performance of students in Home Economics is
attributable to teachers’ non-use of verbal reinforcement strategy, as Adeyemi
(2011) also found that the attitude of some teachers to their job, poor
teaching methods, teachers qualification and interest influence pupils’
academic achievement in the subject. In a similar vein,Hussein (2016) have
established the fact that certain factors such as teachers method of teaching Home Economics
could influence the pupils interest and achievement in Home Economics.Okoye
(2013) stated that the decline in the interest of pupils towards the study of the subject and poor academic achievement of pupils in our
schools queries the methodology of instruction and therefore called for an in
depth investigation with a view of establishing the effect of different
relationship teaching methods on pupils
interest and pupils achievement
in Home Economics.
Teaching is regarded
as the art of imparting skills and attitude in a person in order to bring about
a desired change in behaviour that is relatively permanent. According to Sequeira
(2012) teaching can be seen as the process of carrying out these activities
that experiences have shown to be effective in getting pupils to learn. From
his perspective, Omeh (2010) described teaching as an articulated attempted to
better their worth in life. This means that the Home Economics teacher’s task
is to create or influence desirable positive changes in interest of pupils
towards the study of Home Economics and their academic achievement and this can
only be achieved when effective teaching methods are utilized in the teaching
of the pupils.
Teaching methods are
a variety of teaching methodologies that can be employed by the teachers to
enhance teaching and learning which in turn will improve the pupils’ interest
towards the study of the subject as well as improving the academic achievement
of the pupils in the subject. The most common teaching strategies employ in our
school system in the teaching and learning process are usually the conventional
method of teaching. However, one of the most innovational methods of teaching in
the primary school is discussion methods supplementary with music and animation.
Discussion methods are a variety of forums
for open-ended, collaborative exchange of ideas among a teacher and students or
among students for the purpose of furthering students thinking, learning,
problem solving, understanding, or literary appreciation. Participants present
multiple points of view, respond to the ideas of others, and reflect on their
own ideas in an effort to build their knowledge, understanding, or
interpretation of the matter at hand. Discussions may occur among members of a
dyad, small group, or whole class and be teacher-led or student-led. They
frequently involve discussion of a written text, though discussion can also
focus on a problem, issue, or topic that has its basis in a “text” in the
larger sense of the term (e.g., a discipline, the media, a societal norm).
Other terms for discussions used for pedagogical purposes are instructional
conversations and substantive conversations (Newmann, 2010). A defining feature
of discussion is that students have considerable agency in the construction of
knowledge, understanding, or interpretation. In other words, they have
considerable “interpretive authority” for evaluating the plausibility or
validity of participants responses. In addition, music can be an essential
and effective tool to achieve active learners’ participation in Home Economics
when used appropriately in the classroom (Demorest & Morrison, 2010).
Music not only engages pupils but it also
moves their brains. The part of the brain that processes sound has frequency
specific neurons that turn on and turn off based upon what sound the person is
experiencing. Eventually these frequency neurons form groups of similar cells,
and these results in a sound map in the brain (Demorest & Morrison, 2010).
Music also has the ability to increase spatial reasoning and stimulate thought
processes, which are both necessary components for academic achievement
(Demorest & Morrison, 2010). McCammon (2018) agrees and further suggests
that teachers should talk less to pupils and have them sing more. McCammon
postulates that having pupils sing promotes active involvement and engagement
in the curriculum.
It has been observed
that pupils are involved in the world of music outside the classroom McCammon (2018)
and Hussein (2016); therefore, it is evident that most pupils grow up with
music as a large part of their cultural identities. In the classroom, this
process consists of teachers implementing music-centered lessons where songs
are used to teach content and pupils interact with the music in the classroom
in a number of ways. The method requires the teacher doing more than the pupils
listening to the music, but does not require any musical skill, as the method
is not dependent on music training. The teacher either composes or downloads
the music from the internet; and either gives the pupils the pre-recorded music
to listen to before or during the lesson. However, the music method has yielded
significant effect on the interest and academic achievement of the students, as
findings from Akpoghol, Ezeudu, Adzape and Otor, (2016) revealed that pupils
taught using the music method had higher achievement scores than those taught
with other methods. Another teaching method the present study sought to explore
its effects on pupils interest and academic achievement in Home Economics is
the animation teaching method.
Animation is a
process of developing a motion picture using different types of drawings,
computer graphics, and photographs of objects. It is a technique of
photographing successive drawings or positions of puppets or models to create
an illusion of movement when the film is shown as a sequence. Pilling in Salihu
(2015) defined Animation as a way of making a instructional movie by using a
series of drawings, computer graphics, cartoons or photographs of objects that
are slightly different from one another and that when viewed quickly one after
another create the appearance of movement.
Animation is moving something that cannot move by itself. It is the
technique of photographing successive drawings or positions of puppets or
models to create an illusion of movement when the film is shown as a sequence
(Mayer & Moreno, 2012). The scholars further refer animation as a simulated
motion picture depicting movement of drawn (or simulated) objects or as an
image in motion. Animation capable features are innovations that can enliven
the learning experience.
In educational terms, animations can be viewed
as a technique of visualization. According to Sanchez Canas and Novak (2010),
educational animations are animations produced for the specific purpose of
fostering learning. The popularity of using animations to help pupils
understand and remember information has greatly increased since the advent of
powerful graphics-oriented computers. Animation teaching could be in form of
lesson presentation, in that, still pictures; text, graphics, motion picture,
background sound as well as some narrations are synchronized or combined at the
same time in order to enhance learners’ understanding of concepts. It also
includes the use of interactive elements such as graphics, text, video, sound
and cartoon teaching(Ige, 2011; Kakkar, 2014).The use of animated materials
such as cartoon instruction reduces the learning task and time; it creates room
for consistency and learning mastery by increasing retention, safety and
motivation. Learners enjoy interactive learning through cartoon teaching since
it is efficient, effective and flexible. It facilitates communication and
appeals to senses of sight and hearing at the same time, it provides concrete
basis for the comprehension of abstract concepts and makes for a more
meaningful and permanent learning(Kakkar, 2014). Hence, animation teaching
strategy can be said to enhance high academic achievement and interest of
pupils in teaching and learning process. To this extent, separate findings from
Ishiaku (2015) revealed that animation teaching has significant positive effect
on the pupils’ interest and academic achievements in science subjects. Thus
based on this, the present study sought to determine the effect of animation
teaching on the pupils interest and academic achievement in Home Economics.
The study considered another
factor which can influence pupils’ interest and academic achievement such as
gender as it will serve as a comprehensive approach in determining the effects
of discussion supplemented with music and animation teaching methods. Gender is
a strong influential factor in Home Economics in primary schools as gender
specific topics taught in the subject like care of the home, food preparation,
home management etc. make the male pupils think it’s a subject made for the
female pupils.
Gender in this study
can be referred to as the grouping of pupils into males and females in the
cause of the teaching and learning process.
Gender, according to Okeke (2018), is the social or cultural characteristics,
roles or behavior which males and females are known for by society. Gender as a
factor in science academic achievement has for sometimes generated a lot of
concern for science educators. Thus this dominance of male pupils in Sciences could be attributed to
their high interest and achievement in Sciences. To this extent,
Ekeh (2013) observed that male students had higher achievement score than
female students in sciences when taught using the meta-cognitive teaching
strategy. However,
Okoye (2013) found that females achieve better than males in prevocational
subjects as the female students have better interest in Home Economics than
their male counterparts. This is because male pupils often assume that Home Economics
for instance is a subject for the females as most topics taught in it are
gender specific even though this is not so in the actual sense. Consequently,
gender differentiations that exist in some science related subjects, which lead
to variation in academic achievement of male and female pupils remain an issue
of concern to researchers. It is therefore on these bases,
that an investigation of gender influence as intended in the present study
would shed further light on the issue concerning the influences of gender on
pupils’ interest and academic achievement in Home Economics when taught using music
and animation teaching methods. However, to the best of the researcher’s
knowledge no empirical studies have investigated the effect of music teaching
methods on the pupils’ interest and academic achievement in Home Economics. Also in a similar way, no
empirical studies have investigated the effect of music and animation on the pupils’
interest and academic achievement in Home Economics with gender factor as moderating
variables. Thus, it is against this background that the present study seeks to
fill this gap by investigating through empirical study the effect of music and
animation on the pupils’ interest and academic achievement of pupils in Home Economics and
how gender of pupils moderates the effect of music and animation on the pupils’
interest and academic achievement of pupils in Home Economics in Abia State.
1.2 STATEMENT OF THE PROBLEM
Home
Economics is one of the prevocational subjects taught in the primary school
level. It is an applied science subject that draws knowledge from many other
subjects such as Biology, Chemistry, Physics, Mathematics, Economics,
Sociology, History, Agriculture, Psychology, Geography, Fine and Applied Arts
and it unifies the knowledge drawn and uses it to form its own body of
knowledge. This quality alone made the subject to become very important to
human and national development as well as making living more creative. Home Economics
is expected to inculcate in the pupils the important skills for living within a
family and in the society, knowledge of the use of Home Economics as a
profession, healthy living, nutrition and cooking, textiles and so on.However, for
these pupils to imbibe the objectives of this subject, they need to be taught
with effective teaching methods that will stimulate their interest and academic
achievement.
Regrettably,
in the primary school which is the bedrock for a productive and functional
educational system, an observation by the researcher shows that Home Economicsis
mostly taught in the primary schools with teaching methods that rarely enhance
pupils’interest and academic achievement which intermittently affects the
pupils daily lives. The pupils may lack interest in learning Home Economics
which may contribute to their achievements.
This
situation have caused the interest of pupils learning the subject to be on the
decline as many pupil in the primary schools are usually not interested in
learning the subject while many also see it as a subject carved out for only
the females. This is because the ability of pupils to develop positive interest
in the learning of Home Economics largely depends on the type of the teaching
methods used in teaching them and this also forms the solid foundation for
studying this vocational subject by the students in their secondary schools and
institutions of higher learning.
This
decline of pupils’ interest in this subject has resulted to perpetual poor
academic achievement in the subject as evident by the pupils poor performance
in the subject over the years. Based on the foregoing, the problem of this
study was to investigate the effect of using discussions supplemented with music
and animation on the pupils interest and academic achievement in Home Economics
and how gender of the pupils as moderating variables influencethe pupils
interest and academic achievement.
1.3 PURPOSE OF
THE STUDY
The purpose of the study is to investigate the
effects of using discussions supplemented with music and
animation on the interest and academic achievement of pupils in Home
Economicsin Abia
State. Specifically the study sought to:
1.
determine the effect of discussions
supplemented with music teaching method on the interest level of pupils in Home Economics.
2.
determine the effect of discussions
supplemented with music teaching method on the
academic achievement of pupils
in Home Economics.
3.
Ascertain the effect of discussions
supplemented with animation teaching method on the interest level of pupils in
Home Economics.
4.
examine the effect of discussions
supplemented with animation teaching method on the academic achievement of pupils in Home Economics.
5.
determine the effect of
gender on the academic achievement of pupils in Home Economicswhen taught with discussions
supplemented with music teaching method
6.
Ascertain the effect of
gender on the academic achievement of pupils in Home Economicswhen taught with discussions
supplemented with animation teaching method.
1.4 RESEARCH
QUESTIONS
The following research
questions were answered by the study.
1.
What are the interest mean
scores of pupils in Home Economics when taught usingdiscussions supplemented
with music teaching method and discussions method?
2.
What is the academic achievement of pupils in Home Economics when taught
using discussions supplemented with music teaching and discussions Method?
3.
What are the mean interest
scores of pupils in Home Economics when taught using discussions supplemented
with animation teaching method and discussions method?
4.
What is the academic
achievement of pupils in Home Economics when taught using discussions supplemented
with animation teaching method and discussions method?
5.
What is the influence of
gender on the academic achievement of pupils in Home Economics when taught using
discussions supplemented with music teaching methods?
6.
What is the influence of
gender on the academic achievement of pupils in Home Economics when taught using
discussions supplemented with animation teaching methods?
1.5 HYPOTHESES
The following null hypotheses were tested at
0.05 level of significance.
Ho1: There is no significant difference
between the mean interest scores of pupils in
Home Economics when taught using discussions supplemented
with music
teaching methods and discussions method.
Ho2: There is no significant difference
between the academic achievements of pupils
in Home Economics when taught using discussions
supplemented with music
teaching method and discussions methods.
Ho3: There
is no significant difference between the mean interest scores of pupils in
Home Economics when taught using discussions supplemented
with
animation teaching method and discussions method.
Ho4: There is no significant difference between the
academic achievements of pupils
in Home Economics when
taught using discussions supplemented with
animation teaching and discussions
methods.
Ho5: There is no significant difference
between the academic achievements of male
and female pupils in Home Economics when taught using
discussions
supplemented with music teaching methods.
Ho6: There is no significant difference between the
academic achievements of male
and female pupils in Home Economics
when taught using discussions
supplemented with animation teaching methods.
1.6 SIGNIFICANCE
OF STUDY
The findings of this study when published
would be of immense benefit to the pupils, Home Economicsteachers, school
supervisors, policy makers and researchers.
The findings of the study would be beneficial
to pupils, as it may provide the pupils opportunity of remedial instruction as
it may enable the pupils to know the effect ofusing
the discussions supplemented with music and animation on their interest and academic achievement in
Home Economics. The findings of the study wouldhelp the pupils with below
average Intelligence Quotient (IQ) to develop their self-confidence in
prevocational subjects as they are trained to learn Home Economics through music
and animation towards
understanding Home Economics and developing interest in Home Economics which
will improve their academic achievement in Home Economics. These the pupils
will benefit through the teachers instructions using music and animation on how
to develop their interest in learning Home Economics and enhancing their
academic achievement in Home Economics.
To the teachers, the findings of the study wouldbe
beneficial to them as it may help them to know that the teachers teaching may
be insufficient in enhancing pupils interest and academic achievement in Home Economics,
as the findings of the study would enable the teachers to know whether to adopt
discussions supplemented with music and animation or not in the teaching and learning of Home Economics
towards enhancing their interest and academic achievement in Home Economics.
The findings would also enable the teachers to know gender differences and
school location differences in interest and academic achievement in Home Economics
when exposed to discussions supplemented with music and
animation. This they
can achieve through the findings of the study which would made available to
them through conferences, seminars and workshop on teaching strategies that can
stimulate pupils interest in mathematics and enhance their academic
achievement.
To the school administrators, the findings of
the study would enable them to know the effect of the using
the discussions supplemented with music and animation on the Pupils interest and academic
achievement in Home Economics, as it would avail them the opportunity to always
ensure that the Home Economics teachers adopts the teaching strategy that can stimulate students interest and
improve their academic achievement in Home Economics This they can achieve
through the findings of the study which would be made available to them through
conferences, seminars and workshop on teaching strategies that can stimulate
pupils interest in Home Economics and enhance their academic achievement.
To the policy makers, the findings of the
study would benefit them as it enable them to know how using
the discussions supplemented with music and animation method would influence the pupils interest
and academic achievement in using the discussions
supplemented with music and animation thereby taking a decision on whether or not to
incorporate the using the discussions supplemented with music
and animation teaching
strategy compulsorily in the teaching and learning of HomeEconomics. Through
the findings of this study, homeEconomics teachers (as well as other subject
teacher educators) would be aware of the best teaching strategy that would
enhance pupils achievement and interest, and then build such strategy in the
teacher education programme for the training of mathematics teachers and other
subject teachers. These the policy makers can achieve through the findings of
the study which made available to them through conferences, seminars and
workshop on teaching strategies that can stimulate pupils interest in
mathematics and enhance their academic achievement.
To intending researchers, the findings would
also be of significance to intending researchers who may carry out studies
similar to this study, as it would provide them with adequate reference
materials for their study and an adequate justification for further study. It
may also avail them adequate opportunity to appraise and constructively criticize
the study with a view to finding gaps which their study intends to fill.
1.7 SCOPE OF THE STUDY
The study was delimited to investigating
effects of the discussions supplemented with music and animation teaching strategies on the pupils interest
and academic achievement in Home Economics and how gender(male and female) of
pupils influence the effect of using the discussions
supplemented with music and animation on the pupils interest and academic achievement in Home Economics.
The subject scope was delimited to meal planning, clothing and textile,
preservation and storage, permanent stitches, health living, hygiene,
cleanliness, skins and clothes making. The study would be carried out in public
primary schools in three Education Zones of Aba, Ohafia and Umuahia in Abia
State.
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