senior high sample research title in home economics

100+ Good Quantitative Research Topics For Home Economics Students

Are you a Home Economics student wondering about Quantitative Research Topics? Well, here’s a simple guide just for you! Quantitative Research Topics for Home Economics Students involve studying measurable data related to household management, economics, and various aspects of home life. But what does that really mean?

Generally, Quantitative research is all about measurements and numbers. For Home Economics students, it means exploring topics like consumer behavior, budgeting, nutrition, or even the impact of technology on household duties—using numbers to understand trends, behaviors, or outcomes.

For instance, let’s say you’re curious about the relationship between family income and healthy eating habits. A quantitative study might involve surveying families about their income levels and comparing that data with their food choices. This helps in understanding how income influences the food preferences and nutritional habits of households.

Other fascinating topics could be analyzing the effectiveness of various cooking methods on food nutrition, investigating the correlation between household expenses and savings, or even examining the influence of social media on consumer buying patterns for household items.

So, Quantitative Research Topics for Home Economics Students are basically opportunities to explore and understand different aspects of home life using numbers and data. It’s like solving puzzles with information!

You May Also Like: Qualitative Research Topics for High School Students

Table of Contents

What Is Quantitative Research In Home Economics?

Quantitative research in Home Economics involves using numerical data and statistical analysis to investigate and understand various aspects of household management, economics, and related areas. It focuses on collecting measurable information and using mathematical or statistical methods to draw conclusions about specific phenomena within the realm of home and family life.

In this field, quantitative research often involves gathering data through surveys, experiments, or observations that can be quantified, such as household budgets, nutritional intake, consumer spending patterns, time management in household tasks, or technological advancements affecting domestic activities. Researchers then use statistical tools to analyze this data, identifying patterns, correlations, and trends.

For example, a quantitative study in Home Economics might analyze the relationship between family income levels and the types of food purchased, examining how economic factors influence dietary choices. Researchers might collect data on income brackets and survey families about their grocery shopping habits to draw conclusions about spending patterns related to nutrition.

How To Choose Quantitative Research Topics For Home Economics Students

Here are five easy steps to help Home Economics students choose quantitative research topics:

1. Identify Your Interests

Start by exploring your personal interests in Home Economics. Consider topics that intrigue you, such as budgeting, nutrition, consumer behavior, time management, or technology’s impact on household tasks. Choose areas that you find fascinating and want to learn more about.

2. Conduct Preliminary Research

Look for existing studies, articles, or resources related to Home Economics. This exploration can help you discover popular topics, gaps in research, or emerging trends. Check reliable websites, academic journals, or books to get ideas and understand what topics have sufficient data for quantitative analysis.

3. Narrow Down Your Focus

Once you have a list of potential topics, narrow them down based on relevance, feasibility, and available data. Consider the scope of your research – it should be specific enough for in-depth analysis but broad enough to find ample information for quantitative investigation.

4. Consider Data Availability

Ensure that your chosen topic has accessible data or means to collect measurable information. Think about the methods you might use—surveys, experiments, or data sets—to gather quantitative data. The availability of data will significantly impact the feasibility and success of your research.

5. Assess Significance and Impact

Evaluate the importance and relevance of your chosen topic within the field of Home Economics. Consider the potential impact of your research—how it can contribute to understanding household management, inform practical solutions, or address relevant issues within domestic life.

Why Do Students Need Home Economics Research

Students need Home Economics research because it:

• Equips with Practical Life Skills: Teaches essential skills like budgeting, cooking, and time management for everyday life.
• Understands Household Dynamics: Explores family relationships, socio-economic influences, and decision-making within homes.
• Improves Quality of Life: Enhances living standards by promoting healthy habits and efficient home management.
• Develops Financial Literacy: Educates about budgeting, savings, and making informed financial decisions.
• Promotes Health and Well-being: Focuses on nutrition, healthy lifestyles, and hygiene practices for better health.
• Enhances Consumer Awareness: Educates about responsible consumption, consumer rights, and environmental impact.
• Prepares for Careers: Provides a foundation for various professions like nutritionists, chefs, counselors, or analysts in related fields.

List of 100+ Good Quantitative Research Topics For Home Economics Students

Here’s a list of quantitative research topics for Home Economics students across different fields:

Nutrition and Food Science

• The correlation between household income and dietary habits.
• Analyzing the nutritional content of different cooking oils.
• The impact of food labeling on consumer choices.
• Assessing the effectiveness of nutritional education programs in schools.
• Examining the relationship between food allergies and household meal planning.

Budgeting and Financial Management

• Analyzing the impact of advertising on household spending habits.
• The effectiveness of budgeting apps in managing household finances.
• Investigating the correlation between financial literacy and savings rates.
• Assessing the impact of inflation on household purchasing power.
• Analyzing the factors influencing consumer debt in different socio-economic groups.

Consumer Behavior and Decision-Making

• The influence of social media on purchasing decisions for household items.
• Analyzing trends in online versus in-store shopping for home products.
• Examining the impact of brand loyalty on consumer choices within households.
• Investigating the factors influencing sustainable and eco-friendly product purchases.
• The psychology behind impulse buying behavior in household shopping.

Family Dynamics and Relationships

• Analyzing the division of household chores based on gender roles.
• The impact of parenting styles on children’s dietary habits.
• Investigating the correlation between family communication and financial management.
• Examining the effects of family structure on budgeting and expenditure.
• Analyzing the impact of technology use on family interactions and bonding.

Time Management and Home Organization

• Assessing the effectiveness of time management techniques in household tasks.
• Analyzing the impact of decluttering on mental well-being within households.
• Investigating time allocation for meal preparation in dual-income households.
• The correlation between home organization and stress levels.
• Analyzing the use of technology in optimizing household routines and organization.

Home Economics Education and Curriculum

• Assessing the effectiveness of Home Economics education in high schools.
• Investigating the impact of practical cooking classes on students’ dietary choices.
• Analyzing the inclusion of financial literacy in Home Economics curricula.
• Examining the role of Home Economics in promoting sustainable living practices.
• Investigating student attitudes towards Home Economics as a subject.

Technology and Home Management

• Analyzing the impact of smart home devices on energy consumption.
• Investigating the use of meal-planning apps in managing household nutrition.
• The correlation between technology adoption and efficient home management.
• Assessing the impact of technology on time-saving in household tasks.
• Analyzing the digital divide and its effects on access to technology for home management.

Health and Wellness in Home Settings

• Investigating the relationship between mental health and household environments.
• Analyzing the correlation between home cooking and overall family health.
• Assessing the impact of home gardening on dietary choices and nutrition.
• The effectiveness of home-based exercise programs on family fitness levels.
• Analyzing the role of sleep quality in household productivity and well-being.

Sustainable Living and Environmental Impact

• Investigating household recycling habits and their environmental impact.
• Analyzing the adoption of sustainable practices in household cleaning routines.
• The correlation between eco-friendly product usage and household budgets.
• Assessing attitudes towards sustainable food choices within households.
• Investigating the impact of transportation choices on household carbon footprint.

Cultural Influences on Home Economics

• Analyzing cultural variations in traditional family recipes and cooking methods.
• Investigating the impact of cultural heritage on household traditions and practices.
• The correlation between cultural values and financial decision-making within households.
• Assessing the influence of cultural norms on home organization and cleanliness.
• Analyzing cultural differences in clothing and fashion expenditure within households.

Aging and Home Management

• Investigating the challenges of aging populations in managing household tasks.
• Analyzing the impact of home modifications on elderly independence.
• Assessing the use of technology for elderly-friendly home management.
• The correlation between nutrition and health in elderly household members.
• Investigating caregiving dynamics and stress levels in multigenerational households.

Gender Studies in Home Economics

• Analyzing gender-based disparities in financial decision-making within households.
• Investigating the impact of gender roles on time allocation for household tasks.
• Assessing the influence of gender stereotypes on consumer choices within families.
• The correlation between gender equality and household economic stability.
• Analyzing the role of education in challenging gender norms in home management.

Housing and Real Estate Economics

• Analyzing the correlation between homeownership and financial stability.
• Investigating the impact of housing market trends on household expenses.
• Assessing the influence of location on housing-related expenses within households.
• The effectiveness of housing subsidies in improving family well-being.
• Analyzing the impact of housing affordability on family budgeting.

Workplace and Home Life Balance

• Investigating the impact of remote work on household dynamics and time management.
• Analyzing the correlation between work hours and family spending habits.
• Assessing the effectiveness of strategies to balance work and home responsibilities.
• The influence of job flexibility on household organization and stress levels.
• Investigating the correlation between work-related stress and household relationships.

Fashion and Textiles in Home Economics

• Analyzing consumer preferences in purchasing sustainable and ethically-made clothing for the family.
• Investigating the impact of fashion trends on household clothing budgets.
• Assessing the correlation between textile waste and household consumption habits.
• The influence of cultural heritage on textile choices within households.
• Analyzing the role of fashion influencers on household clothing purchases.

Community and Social Impact of Home Economics

• Investigating the role of community-based initiatives in promoting household sustainability.
• Analyzing the impact of Home Economics education on community health and nutrition.
• Assessing the correlation between household practices and community environmental impact.
• The influence of community support systems on managing family finances.
• Investigating the impact of household volunteering on community well-being.

Media Influence on Home Economics

• Analyzing the impact of advertising on household product preferences.
• Investigating the role of social media influencers in promoting home management products.
• Assessing the correlation between media exposure and consumer behaviors within households.
• The influence of reality TV shows on household spending and lifestyle choices.
• Analyzing the portrayal of home economics topics in mainstream media and its effect on perceptions.

Mental Health and Household Management

• Investigating the correlation between home organization and mental well-being.
• Analyzing the impact of stress-reduction techniques on household dynamics.
• Assessing the influence of a peaceful home environment on family mental health.
• The relationship between mindfulness practices and efficient household management.
• Investigating the role of home-based therapies in supporting mental health within families.

Technology Adoption and Elderly Home Management

• Analyzing the use of technology for elderly-friendly home organization and safety.
• Investigating the correlation between technology adoption and cognitive health in elderly households.
• Assessing the influence of digital tools on elderly financial management within homes.
• The impact of technology on social connections and mental well-being among the elderly.
• Analyzing the effectiveness of technological innovations for aging-in-place strategies.

Social Media and Family Communication

• Investigating the impact of social media on family communication patterns.
• Analyzing the correlation between social media usage and family bonding activities.
• Assessing the influence of digital communication on conflict resolution within households.
• The relationship between online interactions and decision-making processes in families.
• Investigating the role of social media in shaping family values and traditions.

What Are The Problems Encountered By Home Economics Students?

Home Economics students may encounter various challenges during their studies, including:

1. Perception and Stereotypes

Misconceptions or societal stereotypes may undermine the importance of Home Economics, leading to a lack of recognition for the field’s relevance and significance.

2. Resource Limitations

Limited access to necessary resources like updated textbooks, kitchen equipment, or technology can hinder practical learning experiences.

3. Complexity of Topics

Some subjects within Home Economics, such as nutrition or financial management, might involve complex theories or technicalities that could be challenging for students to grasp easily.

4. Practical Application

Balancing theoretical knowledge with practical application can be difficult, especially if there’s insufficient hands-on experience or opportunities for real-life simulations.

5. Diverse Subject Matter

Home Economics covers a broad range of topics, from cooking to financial planning, which might overwhelm students who have varying interests and strengths in different areas.

6. Changing Family Dynamics

With evolving family structures and dynamics, understanding traditional and modern family roles and responsibilities may become challenging for students.

7. Technological Advancements

Keeping up with the rapid advancements in technology relevant to Home Economics (e.g., cooking gadgets, budgeting apps) might pose a challenge if students lack access or familiarity with these tools.

8. Limited Curriculum Emphasis

In some educational systems, the Home Economics curriculum might lack comprehensive coverage of crucial topics like sustainable living practices, cultural diversity, or current societal trends.

9. Career Recognition

Limited awareness or recognition of career opportunities within Home Economics fields might discourage students from pursuing related professions due to societal expectations or perceptions.

10. Integration with Core Subjects

Difficulty in integrating Home Economics with other core subjects like science, mathematics, or social studies could affect interdisciplinary learning opportunities for students.

Quantitative Research Topics For Home Economics Students Pdf

Here are the quantitative research topics for home economics students pdf.

Quantitative Research Topics For Home Economics Students In The Philippines

Here’s a table format presenting the top 10 quantitative research topics for Home Economics students in the Philippines:

Research Title About Home Economics Cookery

Here’s a table showcasing research titles specifically related to Home Economics Cookery:

Thesis Title About Home Economics In The Philippines

• “Empowering Filipino Families: Enhancing Financial Literacy Through Home Economics Education.”
• “Promoting Sustainable Household Practices: The Role of Home Economics in Urban and Rural Filipino Communities.”
• “Nourishing Filipino Homes: A Study on the Impact of Home Economics on Nutrition and Health.”

Example Of Quantitative Research About Home Economics

• “Analyzing Household Budget Allocation for Nutritious Food in Different Income Groups in the Philippines.”
• “The Effect of Home Economics Education on Budgeting and Saving Behaviors in Filipino Families.”
• “Measuring the Influence of Media on Consumer Behavior in Filipino Households: A Quantitative Study.”

Research Title About Home Economics With Author

• “Sustainable Living Through Home Economics: A Study on Filipino Household Expenditure ” by Juan Dela Cruz.
• “Technology Integration in Home Management: An Analysis of Its Impact on Filipino Homes” by Andrea Gomez.

What Is A Good Research Title For Home Economics?

Here’s a table providing a few examples of good research titles for Home Economics:

Quantitative research topics for Home Economics students offer a diverse landscape ripe for exploration and discovery. These topics provide a gateway to understanding and addressing pertinent issues within households, emphasizing numerical analysis and empirical study. Delving into areas such as nutrition, budgeting, consumer behavior, family dynamics, and technological integration, these research avenues offer a lens through which to comprehend the intricacies of domestic life.

By analyzing spending patterns, nutritional habits, or the influence of technology on household management, students can unravel the complex tapestry of factors shaping modern family life. Understanding the impact of cultural heritage on cooking practices, the dynamics of family communication, or the effects of financial literacy interventions enables a comprehensive comprehension of Home Economics.

These research topics aren’t merely academic pursuits; they hold practical significance. They pave the way for strategies to enhance household well-being, foster sustainable practices, and empower families with valuable skills. Through empirical investigations and data-driven insights, Home Economics students can contribute meaningfully to improving lifestyles, promoting health, and strengthening the economic fabric of households in the Philippines and beyond.

Frequently Asked Questions

Why is home economics not taught in schools anymore.

Home economics is less commonly taught due to curriculum shifts towards STEM subjects, budget cuts, and changing educational priorities emphasizing other skill sets.

What Are The Three Basic Economic Problems In The Study Of Economics?

The three basic economic problems in the study of economics are scarcity, choice, and opportunity cost.

What Is A Research Topic That Is Related To Home Economics Strand Quantitative?

A quantitative research topic related to the Home Economics strand could be: “Analyzing the Impact of Nutrition Education Programs on Improving Dietary Habits Among Adolescents: A Quantitative Study.”

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Home > ALEC > AGLECDISS > 74

Department of Agricultural Leadership, Education, and Communication

Department of agricultural leadership, education and communication: dissertations, theses, and student scholarship, high school home economics students’ perceptions of subject matter needs in home economics curriculum.

Dixie J. Torres

Date of this Version

Spring 5-1989

A THESIS Presented to the Faculty of Graduate College in the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Science Major: Interdepartmental Area of Home Economics Under the Supervision of Julie M. Johnson

The purpose of this research was to identify subject matter areas and specific concepts in home economics which senior high school home economics students consider important. Comparisons were first made between students' perceptions and the perceptions of parents, both economically disadvantaged and non-economically disadvantaged. In addition, comparisons were made between students' perceptions of subject matter and specific concepts needed and what home economics teachers perceive is emphasized in their teaching. Questionnaires were mailed to home economics teachers in 22 schools from the six class sizes of schools in economically depressed Nebraska counties. The questionnaire was completed by 174 home economics students. Respondents were asked to indicate the extent to which 136 concepts in eight subject matter areas were important for students. Data were analyzed using frequencies, means, analysis of variance, and £ tests, with Tukey-(HSD) follow-up procedures. Significant differences (~<.05) among students of various school sizes existed between Class A and Class C schools in the subject matter areas of Child Development/ Parenting and Basic Employability. Overall conceptual means of subject matter areas indicated that students perceived Child Development/Parenting, Basic Employability, and Family Relationships to be most important to students. Management and Other Processes, Housing/Home Furnishings, Consumer Education, Food and Nutrition, and Clothing and Textiles followed in order of importance for students. These data were compared with data from Johnson's (1986) study of parents' and data from Vance's (1987) study of home economics teachers. Significant differences at the ~<.05 level were found to exist between students and all other groups in the subject matter area of Management and other Processes. Six of the remaining subject matter areas showed significant differences between students and one or more of the other groups. Significant differences between students and one or both groups of parents were found in 89 (65%) of the 136 concepts. Differences between students and teachers occurred in 82 (60%) of the concepts. Teachers, educators and curriculum developers should evaluate curriculum content by considering the perceptions of all groups to better meet the needs of students.

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THE PERFORMANCE AND ATTITUDE OF HOME ECONOMICS LEARNERS TO THEIR LABORATORY PERFORMANCES concept20191016 55956 1rsgad9

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Food Education and Food Technology in School Curricula pp 123–136 Cite as

Home Economics Education in Secondary School Settings: Lessons from Education Policy on the Island of Ireland

• Amanda McCloat 6 &
• Martin Caraher 7  
• First Online: 08 April 2020

568 Accesses

1 Citations

Part of the book series: Contemporary Issues in Technology Education ((CITE))

Home Economics education aims to provide a comprehensive, applied and practical experiential learning environment for studying food education. This chapter will discuss Home Economics secondary school education in two jurisdictions on the Island of Ireland—the Republic of Ireland and Northern Ireland. The educational rationale, aims and underlying pedagogical approaches to teaching Home Economics in educational policy in both jurisdictions will be explored and comparative case study similarities and differences highlighted. The Home Economics curricula at secondary schools vary between jurisdictions and this provides the basis of the analysis. The chapter concludes by detailing how Home Economics education can contribute to the systematic development and practical application of food skills, knowledge and competencies.

• Home economics
• Food education
• Island of Ireland

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McCloat, A., Caraher, M. (2020). Home Economics Education in Secondary School Settings: Lessons from Education Policy on the Island of Ireland. In: Rutland, M., Turner, A. (eds) Food Education and Food Technology in School Curricula. Contemporary Issues in Technology Education. Springer, Cham. https://doi.org/10.1007/978-3-030-39339-7_8

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INTRODUCTION

Home economics education is an important aspect of education in Ghana that aims to equip learners with practical skills and knowledge to manage their homes and families effectively. The subject encompasses a range of areas, including food and nutrition, clothing and textiles, housing, and family development. Teaching and learning home economics in Ghana face numerous challenges, including the lack of qualified teachers, inadequate resources and facilities, lack of relevance, and language barrier. These challenges have a significant impact on the quality of teaching and learning in the subject. This paper explores the current state of teaching and learning home economics in Ghana, highlighting the challenges faced and proposing strategies for improvement.

Home Economics is one of the vocational subjects of Basic Design and Technology taught in Ghana Education Service and it is designed to provide sufficient practical skills to prepare learners for subsequent training or entry into the world of work. Home Economics as a skill-oriented, decision-making subject, that equips learners with skills and knowledge which will help them to be self- employed and at the same time, contribute effectively to the socio-economic development of the family and society. It comprises of Sewing and catering and taught at the JHS level of the Basic School of Ghana.

The teaching of Home Economics as a practical subject is crucial if the needed skills, knowledge, values and attitudes are to be imparted in the learners. It is critical that teachers have the professional competencies necessary to impart knowledge, skills and attitudes to learners.

As a teacher teaching Home Economics, I observed that there is poor performance of students in Home Economics subject. I reflected more and more on what could be the cause of this situation and I ultimately began to question the effectiveness of the quality of teaching and pedagogy. I sought answers, but I could not come up with factors leading to poor performance of student’s teachers in Home Economics. Therefore, I decided to explore this phenomenon in depth to answer the questions above.

Home economics teachers in Ghana face several challenges that hinder effective teaching. Firstly, many teachers lack the necessary training and qualifications to teach the subject effectively (Akyeampong, 2017). This problem is compounded by the fact that home economics is not a popular subject among teacher trainees, and many teachers are posted to teach the subject without the requisite training and preparation (Akyeampong et al., 2013).

Secondly, the lack of resources and facilities is a significant challenge, particularly in rural areas, where access to kitchens, sewing machines, and other equipment is limited (Adu-Gyamfi et al., 2019). These challenges affect the quality of teaching and the ability of teachers to provide practical training to their students.

Students face several challenges in learning home economics in Ghana, including the lack of relevance of the subject to their lives and the language barrier. Many students view home economics as irrelevant to their future careers and struggle to see the practical application of the concepts they learn in class (Ataa-Nyarko, 2014). Additionally, English is the language of instruction in Ghana, and many students who come from non-English speaking backgrounds find it difficult to understand the subject (Generoso & Arbon, 2020). These challenges affect students’ motivation to learn and their ability to apply the concepts taught in class.

When students perform poorly, the implication is that adequate teaching and learning has not taken place in basic schools (Bizimana et al., 2021; Otieno, 2010). According to the UNESCO Institute for Statistics, globally, about 617 million children and adolescents are not achieving minimum proficiency levels in reading and mathematics. This suggests that there is a significant learning crisis in many countries, particularly in low- and middle-income countries. The COVID-19 pandemic has exacerbated this crisis, with many students experiencing extended school closures, remote learning challenges, and disrupted education systems (UNESCO, 2017). In Ghana, for example, the latest national assessment of basic school students’ performance, the National Education Assessment (NEA) conducted in 2019, showed that only about 14% of pupils in primary 6 and 18% in JHS 3 achieved proficiency in mathematics, while only about 33% of pupils in primary 6 and 49% in JHS 3 achieved proficiency in English Language. These results indicate that there is a significant gap between expected and actual learning outcomes in basic schools, which may be attributed, in part, to inadequate teaching and learning (Nugba et al., 2021).

It is against this backdrop that the study investigates the challenges of teaching and learning of Home Economics in Ebuom M/A JHS.

The purpose of this study is to explore challenges of teaching and learning of Home Economics in Ebuom M/A JHS.

The following research questions were formulated to guide the study:

• How does the school environment contribute to challenges of teaching and learning of Home Economics in Ebuom M/A JHS?

How does students contribute to the challenges of teaching and learning of Home Economics in Ebuom M/A JHS?

Home economics education is an essential aspect of education that equips learners with the knowledge and skills necessary to manage their homes and families effectively. Home economics education in Ghana covers a range of subjects, including food and nutrition, clothing and textiles, housing, and family development. Despite its importance, there are several challenges associated with teaching and learning home economics in Ghana that need to be addressed. This study discusses the challenges of teaching and learning home economics in Ghana and provides recommendations for addressing these challenges. The findings of this study will be significant to a number of relevant stakeholders. They include the parents, pupils and the government of Ghana.

LITERATURE REVIEW

Home economics is a discipline that deals with the management of household activities and its components, including food, nutrition, clothing, housing, family development, consumerism, and finance. It is an important aspect of life, and the teaching and learning of home economics provide students with the necessary knowledge, skills, and values to manage their homes and families effectively. However, there are several challenges associated with teaching and learning home economics that need to be addressed. According to Owolabi (1987), Home economics in secondary schools faces several challenges, including inadequate laboratory space, lack of equipment and funding, and a shortage of qualified teachers. However, a potential solution to these issues is the development of collaborative curricula and local cooperative initiatives, which could help address resource shortages in specific areas. This literature review discusses the challenges of teaching and learning home economics and suggests ways to overcome these challenges.

School Environment and Teaching and Learning of Home Economics

Clare (2018) examined that the school is a fundamental determinant in the behavior and motives of the students because it is a center of learning and socialization. The school characteristics particularly the resource factors, directly impact on the easiness of learning and this translates into attitude formation by the students.

Clare (2018) identified school factors such as the classroom environment, resource availability and the focus of the study of students for example participatory nature of the laboratory work as key in influencing the student’s motivation towards the subjects. He concluded that the participation of the students in practical lessons may produce more positive attitude toward the study of students and consequently lead to better performance. Students with facilitating environment (with available resources, motivating teachers) enable students to develop a positive attitude towards the subject in focus unlike those with no laboratories. The situations in

Ormrod (2006)observed that in addition to providing support for academics, the libraries also help students with personal development. He further identified that several-affective outcomes, including self-confidence, self-sufficiency, an increased sense of responsibility and broaden world view each associated in some way with the overall positive impact of the library.

Marshall (2004) investigated the relationship between characteristics of schools, such as the physical structure of a school building and the interactions between students and teachers and students’ performance. He noted that teacher’s school characteristics are to diverse factors that both affect and help to define the intricate relationship between the school environment and students’ performance. School environment has been researched for many years and continues to be examined and defined as a result of its significant influences on educational outcomes

Challenges of Teaching Home Economics:

One of the major challenges of teaching home economics is the lack of qualified and competent teachers. Many home economics teachers are not adequately trained in the subject area, and this affects the quality of teaching and learning. A study by Mupfumira (2011) found that many home economics teachers in Zimbabwe lacked the necessary qualifications and training to teach the subject effectively. This problem is not limited to Zimbabwe; similar findings have been reported in other countries, such as Nigeria (Adeyemi, 2019) and Pakistan (Rashid & Asghar, 2016).

Another challenge of teaching home economics is the lack of resources and facilities. Home economics is a practical subject that requires access to adequate facilities and resources, such as kitchens, sewing machines, and other equipment. However, many schools lack these resources, making it difficult for teachers to provide practical training to their students (Paas & Palojoki, 2019).

A third challenge of teaching home economics is the negative perception of the subject. Many people perceive home economics as a low-status subject that is only suitable for girls. This perception discourages students, particularly boys, from taking the subject seriously, and this affects the quality of teaching and learning. A study by Gudyanga et al. (2019) found that many students in Zimbabwe viewed home economics as a subject for girls and lacked interest in the subject.

Challenges of Learning Home Economics:

One of the major challenges of learning home economics is the abstract nature of the subject. Home economics deals with abstract concepts such as nutrition, family development, and consumerism, which can be difficult for students to understand. This challenge is compounded by the lack of practical training and hands-on experience, which makes it difficult for students to apply the concepts they learn in class (Brown, 1979).

Another challenge of learning home economics is the lack of relevance of the subject to students’ lives. Many students view home economics as irrelevant to their lives and future careers, and this affects their motivation to learn (Pendergast, 2009). A study by Azubuike (2011) found that many students in Nigeria did not see the relevance of home economics to their future careers and lacked motivation to learn the subject.

A third challenge of learning home economics is the language barrier. Home economics is a subject that requires a good command of the English language, and this poses a challenge for students who are not proficient in English. This challenge is particularly acute in countries where English is not the primary language of instruction, such as Nigeria Ogunyemi (2015)

Students’ contribution to the challenges of teaching and learning of home economics

In any school setting, significant among the environmental factors is that of the peers. At adolescent’s age, student’s attitude; motivation and learning behavior are greatly influence by the peers (Hanushek et al., 2003). When most of the students have poor attitude towards the subject or the teacher, others jump in and follow their peers. Individual motivation is also affected by the motivation of the peers. Peer traits may be correlated with behavioral changes that influence achievement and may account for group differences in motivation for a given subject as well as academic achievement in that subject.

               Aaronson et al. (2007) argue that it is difficult to place a causal interpretation on the peer measures but agree to the fact that there is a statistical association between a student’s performance and that of her peers. The debate on peer influence has had negative focus say on negative behavior. It is important that this study focused on the contribution of the peers towards positive aspects of motivation and performance.

Teaching and learning home economics in Ghana face several challenges that need to be addressed to improve the quality of education in the subject. Addressing these challenges requires a concerted effort by policymakers, educators, and stakeholders. Strategies to improve teaching and learning include providing in-service training and professional development programs for teachers, improving access to resources and facilities, integrating practical components of home economics education into the curriculum, encouraging the study of home economics as a viable career option for students, and providing language support for students who come from non-English speaking backgrounds. By implementing these strategies, home economics education in Ghana can be improved, and students can be better equipped to manage their homes and families effectively.

METHODOLOGY

Research design

The research design used was a case study. Case studies are designs of inquiry found in many fields, especially evaluation, in which the researcher develops an in-depth analysis of a case, often a program, event, activity, process, or one or more individuals (Stake, 1995; Yin, 2009a, 2009b).

Ebuom M/A is a school located in Ejura West Circuit of the Ejura Sekyeredumase District of the Ashanti Region of the Republic of Ghana. The school has an enrolment of 190 pupils comprising of 88 boys and 102 girls. The school has a teacher population of 15 teachers comprising 9 males and 6 females. The target population of the study consist of all pupils in the school. The accessible population consists of all JHS 2 pupils in the school.

A sample of 9 participants comprising of 6 pupils, 2 career technology teachers and the headteacher of Ebuom M/A JHS. The selection was not random but rather purposive or judgmental sampling. The six pupils in the sample may have been selected based on their age, grade level, academic performance, or behavior. As primary stakeholders in the basic school setting, they can provide insights into their experiences, needs, and expectations regarding the curriculum, teaching methods, school facilities, and extracurricular activities. Their opinions can also reflect the views of their parents or guardians, who are important secondary stakeholders.

The two career technology teachers in the sample may have been chosen because of their expertise in vocational education, which is a key component of the basic school curriculum. They can share their knowledge and experiences in teaching various skills and competencies, as well as their perceptions of the strengths and weaknesses of the current curriculum and resources. They can also provide suggestions for improving the teaching and learning process and preparing students for the job market or further education.

The headmaster of the basic school is likely included in the sample because of their administrative role and leadership position. They can provide a broader perspective on the school’s goals, policies, and challenges, as well as their vision for the school’s future. They can also offer insights into the school’s relationships with other stakeholders, such as the education ministry, the school board, the local community, and the media.

Inclusion criteria:

• Age range (e.g., 10-18 years for pupils)
• Grade level (e.g., from a specific class or year)
• Program of study (e.g., vocational education)
• Job title or role (e.g., headmaster, teacher)
• Years of experience (e.g., at least 2 years as a teacher)
• Consent to participate in the study

Exclusion criteria:

• Inability to communicate effectively in the research language (e.g., due to language barriers, disabilities, or cognitive impairments)
• Conflicts of interest (e.g., being a close relative or friend of the researcher or having a financial or personal stake in the research topic)
• Refusal to participate in the study.

Sampling technique

Non probability sampling technique was used in selecting the sample size of 9 participants. Purposive sampling technique was used to select the 6 pupils based on their performance in home economics. Purposive sampling technique was used to select the 2 teachers who were home economics teachers in the school and also the headteacher of the school.

Research instrument

I adopted these research instruments to collect data for this study. They are semi-structured interview, observation and document analysis. Semi-structured interview was used to collect data from the 6 pupils, 2 teachers and the headteacher. Sample of interview guide is Appendix A. Observation as a data collection instrument was used to collect data on the school environment which the interview data could not provide. Sample of Observation checklist is Appendix B. Document analysis was used in analysis documents such as past Basic Education Certificate Examination (BECE) statement of results, exercise books, school-based assessment books.

Data collection procedure

I conducted interviews using my mobile phone as the recording medium on the 6 pupils, 2 teachers and the headteacher. Interview sessions lasted for two minutes per participant. Also, observation was conducted and very salient points about the school and home economics lessons was taking. I analyzed results of the school’s past BECE results and the school-based assessment of JHS 2 students.

Data Analysis

The data gathered from the field through the use of semi-structured interview was analyzed qualitatively using thematic analysis. Thematic analysis is a highly qualitative data analysis method (Dawson, 2002). The analysis started with the transcription of the audio-tape recordings. The researcher listened to each of the audio tapes repeatedly as he wrote down exactly what the respondents’ said. The researcher then determined the analytical themes that were used for the analysis. The determination of the themes was guided by the research questions. Related data was categorized accordingly. The responses made were not attached to individual names but rather they were attached to codes already assigned to them by the researcher. The researcher used relevant quotations from the field and the literature to support respondents’ views. This was done for all the research questions. Data from observation and document analysis was presented in tables using frequencies and percentages. Researchers seek ethical approval from relevant institutional review boards or ethics committees before conducting research involving human participants. Researchers ensured that the data collected from participants are kept confidential and that participants’ privacy is respected. Participants were fully informed about the research project, its purpose, methods, risks, and benefits. They were also given the opportunity to ask questions and provide their consent to participate voluntarily. Researchers respected the dignity, rights, and autonomy of participants, including their cultural, religious, and social backgrounds. Researchers should ensure that participants are not coerced, manipulated, or exploited for the sake of research.

RESULTS AND DISCUSSION

The respondents in the study were nine. This comprised of six pupils and three teachers from Ebuom M/A JHS in the Ejura Sekyeredumase District. The following codes were used for the analysis. T for teacher and P for pupils/student.

Demographic Features of Respondents

The sample comprises nine individuals, including six pupils, two career technology teachers, and the headmaster of the basic school. The demography of the participants is divided into three sections that provide information on the gender and qualifications of the participants.

In terms of gender, the majority of the pupils (66.67%) are male, while the remaining are female (33.33%). Among the teachers, two-thirds (66.67%) are female, while one-third (33.33%) are male. These gender ratios suggest that the study has a slightly higher representation of females than males, which may have implications for the research findings.

Regarding the qualifications of the teachers, two-thirds (66.67%) of the teachers hold Bachelor’s degrees, while one-third (33.33%) have a Diploma. This suggests that the teachers have varying levels of education, which may impact their teaching practices and approaches. We therefore provided basic overview of the demographic characteristics of the participants in table 1 below.

Table 1: Demographic Features of Respondents

Source: Field Work, January, 2022

How does the school environment contribute to challenges to the teaching and learning of Home Economics in Ebuom M/A JHS ?

When teachers were asked whether they get In Service Training from school authorities, all the teachers responded that their school do organize In Service Training for them. T1 and T2 have this to say;

“We do have PLC every week to discuss about our methods adopted in teaching.”

When the pupils were asked whether they have interest in home economics as a subject, four of the pupils/students responded that they have interest in home economics as a subject. P1, P2 and P5 have this to say;

“We have interest in the subject.

It has taught me a lot concerning things we do in the house.

I have leant so many things.

Now I can do things on my own especially mending torn buttons.”

This implies that teachers adopt best methods of teaching home economics Clare (2018) the participation of the students in practical lessons may produce more positive attitude toward the study of students and consequently lead to better performance. Students with facilitating environment (with available resources, motivating teachers) enable students to develop a positive attitude towards the subject in focus unlike those with no laboratories.

When teachers were asked whether they have equipment for teaching home economics, all the teachers confirmed that they have equipment for teaching home economics. Equipment like saucepans, coal pots, ovens, cutlery sets etc. T2 have this to say;

“ We have some equipment used for practical works.

They are coal pots, tin oven, saucepans etc.”

When learners were asked about the materials and equipment used for home economics practical, all learners confirmed that some equipment like, sewing machine, coal pot, tin oven and other were in the school. P2 has this to say;

“We have coal pots, frying pan, sauce pans and sewing machines.”

This implies that Ebuom M/A JHS have equipment used in teaching Home Economics. Clare (2018) identified school factors such as the classroom environment, resource availability and the focus of the study of students for example participatory nature of the laboratory work as key in influencing the student’s motivation towards the subjects.

When teachers were asked of who supports their practical lessons, they all said parents and at times old students. T1 has this to say;

“The parents of the learners and old students do provide for practical lessons.”

When pupils were asked who supports their practical lessons, all the learners confirmed that their parents and old students support their practical lessons. P2 for example had this to say;

“Our parents pay for our practical lessons and at times the old students too”.

This implies that practical lessons are being catered for by parents and old students. School environment has been researched for many years and continues to be examined and defined as a result of its significant influences on educational outcomes(Marshall, 2004).

When teachers were asked how boys perceive home economics as a subject, all the teachers, claimed boys perceive the subject as feminine. They further asserted that the boys claimed the subject is for girls. T2 had this to say;

“Boys perceive the subject to be for females.

They prefer technical skills to it”.

When learners were asked how boys perceive the subject, all of them stated that home economics were for girls but not boys. P2 has this to say;

“The subject is for girls not us”.

This implies that learners of Ebuom M/A JHS perceive home economics as subject for girls. Peer traits may be correlated with behavioral changes that influence achievement and may account for group differences in motivation for a given subject as well as academic achievement in that subject (Hanushek et al., 2003).

When teachers were asked if learners perceive home economics as expensive subject, all the teachers stated that the cost of practical lessons make the learners perceive the subject as expensive. T3 has this to say;

“The cost of practical makes the learners perceive the subject as expensive.”

When learners were asked if they perceive home economics as expensive subject, all of them stated yes and further explained that the cost they pay for practical lessons make them perceive the subject as expensive. P4 has this to say;

“We pay for practical that make it expensive. The cost of one practical burdens us.”

This implies that learners perceive home economics as expensive subject. Peer traits may be correlated with behavioral changes that influence achievement and may account for group differences in motivation for a given subject as well as academic achievement in that subject (Hanushek et al., 2003).

When teachers were asked whether learners access equipment and materials for practical all of them stated yes. They further stated that during practical lessons instructions are given and learners follow these instructions. T3 has this to say;

“The follow instructions to perform practical lessons.”

When learners were asked if they access materials used for home economics practical, all of them said yes. P3 has this to say;

“We are allowed to access practical materials.”

This implies that learners are allowed to access practical materials. Marshall (2004)investigated the relationship between characteristics of schools, such as the physical structure of a school building and the interactions between students and teachers and students’ performance. He noted that teacher’s school characteristics are to diverse factors that both affect and help to define the intricate relationship between the school environment and students’ performance. School environment has been researched for many years and continues to be examined and defined as a result of its significant influences on educational outcomes.

CONCLUSION AND RECOMMENDATIONS

The study was sought to explore challenges of teaching and learning of Home Economics in the Ebuom M/A JHS in the Ejura Sekyeredumase District of the Ashanti Region of the Republic of Ghana. The study made use of case study.

The population for the study was basic school pupils in Ebuom M/A JHS in Ejura Sekyeredumase District. A sample of 9 respondents was used comprising 6 pupils and their respective 3 teachers. The researcher made use convenience and purposive sampling techniques to obtain the schools and pupils.

The researcher made use of interview as the instrument for the study. Data obtained was analyzed qualitatively using thematic approach.

The environment of Ebuom M/A JHS contributed to the challenges in teaching home economics. In Service Training was organized, tools and equipment for practical lessons were available, etc. from this finding, it can be concluded that school environment should be made friendly by school authorities to enable home economics lessons to be attractive. Also, materials and equipment for practical lessons should be provided. Rooms for practical lessons should be made available for schools.

Students contributed negatively to the challenges of teaching and learning home economics. Boys in Ebuom M/A JHS attributed home economics to girls, learners also see the subject as expensive because their parents pay for practical lessons. In conclusion students should be made aware that home economics is for all students.

Teaching and learning home economics is associated with several challenges, including the lack of qualified teachers, resources, and facilities, negative perception of the subject, abstract nature of the subject, lack of relevance, and language barrier. To overcome these challenges, there is a need for concerted efforts by policymakers, educators, and stakeholders. The following recommendations were drawn based on our findings

• The Ghana education service directorate in the Ejura Sekyeredumase District should provide more tools and equipment to schools to improve learning of Home Economics.
• Teachers should be encouraged to partake career development programmes to enable them teach the subject effectively.
• Parents should support their children through payment of fees for practical lessons.
• Improving the training and qualifications of home economics teachers through in-service training and professional development programs.
• Providing adequate resources and facilities for home economics education, particularly in rural areas.
• Integrating practical components of home economics education into the curriculum to make the subject more relevant and engaging to students.
• Encouraging the study of home economics as a viable career option for students.
• Providing language support for students who come from non-English speaking backgrounds to enable them to understand and apply the concepts taught in class.
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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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