Ten Reasons Showing the Relationship of Mathematics to Home Economics

10 (Ten) Reasons Showing the Relationship of Mathematics to Home Economics

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Home Economics deals with subjects connected with daily activities of the home maker such as food, clothing, shelter, finance, health, child care, home beautification, community service etc. Religion, culture art and music from its integral parts. To understand the various aspects of home living, knowledge of the basic science and arts subjects are essential. Such knowledge enriches life in the home. Above all, it enables women to live within their means and give satisfaction and joy to all the members of the family.

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On the strong foundation of the basic science and arts subjects and their application, different branches of Home Science are. Food and Nutrition, Clothing and Textiles, Home Management, Housing, Health and Hygiene, Child Care and Child development. Home nursing and First Aid and Human Relationships. An understanding of the interrelationship of each of these Home Science subjects and factors help families develop richer, fuller and happier lives.

Home Economics is one of the compulsory vocational education subjects taught in junior secondary school level of education in Nigeria. According to Uko-Aviomoh (2005), home economics is a skill-oriented field of study that is expected to equip the learners with skills that will make for their self-reliance and employment. It is a skill-oriented subject that can equip an individual with the basic skill and knowledge that will enable one to be self-employed and so contributes effectively to the socio-economic development of the family and the society.

Eze (2001) pointed out that Home Economics is capable of preparing youths and adult for entry into various areas of home economics occupations. This shows that  as a vocational subject, home economics contributes to man power development by equipping individuals with reliable occupational skill, which lead to self-reliance. Occupational skills are best understood as competency on resourceful skills capable of steering an individual to be self-reliance, independent and productive in meeting life challenges.

Ten relationship of mathematics to home economics

  • The importance of cross-curricular teaching is frequently discussed in everyday pedagogical practice. The integration of the topics from mathematics into home economic courses which helped us a lot in the study preparation phase.
  • It exposes home economics teachers and students to the methods which are typically used in science teaching and learning.
  • To understand the reactions or natural phenomena which occur during operations in Home Economics dealings, students need some root knowledge in the basic mathematics and sciences.
  • Home Economics equipped home economics teachers/students with competent understanding of the basic laws of science as well as mathematics to be able to integrate these subjects into home economics courses.
  • It enlightened home economics students with a better knowledge of subject combination and the important role of combining mathematics with home economics.

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  • Mathematics in Home Economic enhances supportive of student-centered learning and building critical thinking skills.
  • Mathematics in Home Economics serves the purpose of describing home economics as both an academic discipline and a science.
  • Mathematics in Home economics exposes our students to the fundamental principles of budgeting and financial management, home and resource management

Concept of Home Economics                                                                      

Home Economics has grown from a subject that was taught as domestic science to a multifaceted interdisciplinary course. Domestic science of the colonial days includes simple training in cooker, laundry, sewing and child care (Olubajo and Olaija 1998).

Home Economics is one of the approved vocational subjects taught in junior secondary schools as a viable course in national development. The Federal Republic of Nigeria (FRN), (2004) viewed Home  Economics as a comprehensive involving in addition to general education, the study of technologies and related sciences, and the acquisition of practical skills, attitude, understanding and knowledge related to occupations in various sectors of economics and social life. Home Economics today is recognize as an important school subject. It is a skilled oriented field of study noted for its capability of equipping learners with skills. Home Economics has distinct areas namely: food and nutrition, home management, clothing and textile, child care and family development. These areas are however presented in an integrated curriculum for the junior secondary schools (Iloje, 1999).

Home Economics as a professional field attempts to serve society through efforts to solve and mediate family problems, and problems of the larger society which impinge on the family (Thrown 2000). Home Economics is a course that promote a healthier home and society. Thindan (2001) defines Home Economics as the art and science, of home management including household budget, purchase of food and clothing, childcare, cooking and nutrition.

Afala (2002) perceives Home Economics as the study of the relationship of people and aspects of their environment such as clothing, housing and finance. In effect, Home Economics is a subject that focuses on the welfare of individuals, families and society. It is a skill-oriented field of study that is expected to equip learners with saleable skills that make for self-reliance, self-employed and paid employment. Anyakoho (1993), in his observation of Home Economics, viewed it as a vocational subject that is responsible for the societal changes with emerging demands that affect both individuals and the society. The primary aim of Home Economics according to Fleck (2003) is to make individual self-reliant, thereby living a useful life. Eze (2001) pointed out that Home Economics is capable of preparing youths and adults for entry into various areas of occupations. This shows that Home Economics subjects contribute to manpower development by equipping individuals with reliable occupational skills, which lead to self-reliance.

Vividly, this statement is in line with the notion of Texas (1998), who stated that the most important aspect of Home Economics is education is that students not only learn about the subject matter, that has relevance to their present lives but consistently be of great value in the future.

Students Perception and the Teaching of Home Economics

In this study, perception is viewed as a process, whereby an individual becomes aware of the environment. According to James (2003), perception is the process of attaining awareness or understanding of the environment by organizing and interpreting sensory information, since the sense organs are the instruments of gaining the desired awareness in the environment. Thus it seems clear that perception involves what our sense can immediately interpret. This perception consequently, influences the behaviour achievement and performance of students offering Home Economic subject.

(1)        Positive Perception: When students see Home Economics subject as a subject that worth offered. It also involves “self concept that is, whether the subject is simple for both male and female, and that if offered will make good grades.

(2)        Negative Perception: When students perceive the subject as being too difficult, and solely for female students alone.

According to Murray (1996), effective teaching and learning of Home Economics is dependent on students views of their abilities and the value they attach to the subject at itself. Students in most school stereotype Home Economics subject a female only subject, which has nothing or less to do with the males. In line with above statement, Globle (1998) stated that student’s perception of the subject also affect the way students view their teacher. To him, positive perception of the teacher occurred when students see their Home Economics teacher as intelligent, experienced, highly qualified, and worth emulating.

On the other hand, negative perception occurred when students see their Home Economics teacher as naive, old fashioned, wretched, unfriendly, unapproachable, not dedicated to duty or exhibiting poor attitude and nagging. Such children would not like to attend classes when it’s time, look down on the teacher and his or her interest deteriorated, if positively perceived, behaviour and attitude towards the teacher will be positive. This shows that perception should not be taken for granted, if an effective teaching of Home Economics is to be achieved.

Teachers’ Teaching Methods and the Teaching of Home Economics

Teachers teaching method has to do with the strategies employed by a teacher in an effort to impart knowledge on the learners, for the purpose of attaining educational goals (Umoren, 2001; Osokoye, 1996) sees teaching method as the strategy or plan that teachers intend to take, in order to achieve the desirable objectives. It involves the way the teacher organizes and uses techniques of subject matter, teaching tools, and teaching materials to meet teaching objectives. Sometimes when a teacher teaches and at the end of the lesson, evaluation is carried out and it is discovered that students are unable to carry out the behavioural or instructional objectives, what the teacher needs to do is to examine his teaching methods rather than looking at students as the causes.

Thus, the ability of the teacher to do so depends greatly on the method he applies during the teaching learning process. Where the method is defective negatively and in most cases, students stand to lose as they hardly benefit from the lesson (Umoren, 2001). Therefore, teachers planning according to the European Journal of social services, (2010) should include:

            (1)        Choice of appropriate teaching method;

            (2)        Choice of appropriate teaching material.

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Methods teachers apply in teaching Home Economics has impact on the students. Teachers are expected to know how students learn and how to teach them effectively, the content to teach etc. In the words of Umoren (2001), the methods to be taken into consideration when making lesson plan are lecture, discussion, demonstration, project, fieldtrips, discovery, inquiry and questioning. Accordingly, Home Economics teacher should be able to choose one or two method among the alternative that best described his or her lesson, for effective teaching-learning process.

Furthermore, Frobes (1979) suggested demonstration method, role play and group work discussion, in the teaching of Home Economics. For example, in clothing and textile lesson, a teacher have to test and utilize a variety of methods of holding fabrics together, making simple household articles of fabric, choosing suitable material object to make clothes like cement paper and applying knowledge of colours, shapes and texture.

Nowadays, teachers do not care about all this method. All what  they know is to cover the course contents, not taking into cognizance that Home Economics is a practical subject that requires variety of practical methods.  In most Nigerian schools today, a teacher may decide an effective teaching method to use but experience lack of equipment and facilities for practical, thus thwarting the effectiveness of such method. Vividly, there are two chain classification of teacher teaching method as claimed by Carter and Long (2000).

Teacher-centered and Students-centered: Teacher-centered and students-centered teaching methods looked at teachers preferred teaching mode in the classroom. On one hand, in a students-centered class, teachers are more facilitators and students do not take on discussion role. This teaching method promotes active participation of students in classroom activities in any subject, even in Home Economics. Students are required to interpret what the teacher says and then suitably, and this method have been proven effective for teaching-learning process.

Well, since we have no outstanding method of teaching Home Economics, it is left for the teacher to decide the method suitable for his/her lesson, among the alternatives methods. This is because as Pinsent (1902) puts it, “teaching method” is the beckon for effective teaching-learning process. Ovule (2002) recommended the excursion and field trips as method of teaching Home Economics in all levels.

Ten Reasons Showing the Relationship of Mathematics to Home Economics

Ten Reasons Showing the Relationship of Mathematics to Home Economics

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