| Abstract: | The purpose of this study was to identify the curricula emphases in home economics in Oyo state secondary schools and to describe selected aspects of teaching and the teacher. Sixty-two home economics teachers in Oyo state responded to a mailed survey indicating the degree of emphasis given to 50 topics in five subject-matter areas of home economics: (i) clothing and textiles, (ii) foods and nutrition, (iii) home management and family economics, (iv) housing, and (v) human development and the family. The most taught subject-matter areas (in order) are foods and nutrition, home management and family economics and clothing and textiles while human development and the family and housing were the least taught subject-matter areas. A similar response was given for teacher's reported level of competence and subject-matter preference. Scores on the topics within each subject-matter area, however, indicated that all the five subject-matter areas were moderately emphasized in the curriculum. These three philosophical views of home economics exist concurrently in Oyo state secondary schools: (i) home economics as home-making education, (ii) home economics as household management, and (iii) home economics as cooking and sewing. Suggestions for improving and strengthening the current home economics programmes are discussed. This research was conducted during 1987–1988 in the Faculty of Education, University of British Columbia, Vancouver, Canada. |
