Performance trend in Home Economics Education at the Junior Certificate Examination (JCE) Level in Botswana (2000-2007).

Saved in:

Bibliographic Details
Title:	Performance trend in Home Economics Education at the Junior Certificate Examination (JCE) Level in Botswana (2000-2007).
Authors:	Ogwu, E. N.¹, Nenty, J. H.², Adeyinka, A. A.³
Source:	National Teacher Education Journal. Winter2012, Vol. 5 Issue 1, p121-127. 7p. 3 Charts, 1 Graph.
Subject Terms:	Home economics, Community-school relationships, Consumer education, Higher education
Geographic Terms:	Botswana
Abstract:	Quality in education is highly determined from the output of teaching and learning as well as the viability of the subject. Over the years, Home Economics Education (HEE) has experienced a dwindling decline in performance at the Junior Certificate Education (JCE) level in Botswana. The study therefore, assesses the trend in performance in Home Economics (HE) at JCE level in Botswana from year 2000-2007 to determine how students have performed over time, and to capture the challenges influencing teaching and learning of HE at the same level. Document analysis was collected from statistics office Ministry of Education (MoE) skills and development; also, an exploratory survey was carried out using 144 Form 3 HE students and 24 HE teachers from 24 Community Government Junior Secondary Schools (CJSS). Sample was purposively chosen among students and JSS HE teacher using individualised and a focused grouped interview for data collection. Analysis was descriptively carried out using Microsoft Excel. Findings revealed that performance trend in HE has been on a consistent decline irrespective of gender, which is an indication of weakness in instruction. This was attributed mostly to material and human factors among others from both learners and teachers perspectives. Recommendations were directed to the government, teacher educators, teachers, students, curriculum developers, school authority, and monitoring team. [ABSTRACT FROM AUTHOR]
	Copyright of National Teacher Education Journal is the property of National Teacher Education Journal and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Quality in education is highly determined from the output of teaching and learning as well as the viability of the subject. Over the years, Home Economics Education (HEE) has experienced a dwindling decline in performance at the Junior Certificate Education (JCE) level in Botswana. The study therefore, assesses the trend in performance in Home Economics (HE) at JCE level in Botswana from year 2000-2007 to determine how students have performed over time, and to capture the challenges influencing teaching and learning of HE at the same level. Document analysis was collected from statistics office Ministry of Education (MoE) skills and development; also, an exploratory survey was carried out using 144 Form 3 HE students and 24 HE teachers from 24 Community Government Junior Secondary Schools (CJSS). Sample was purposively chosen among students and JSS HE teacher using individualised and a focused grouped interview for data collection. Analysis was descriptively carried out using Microsoft Excel. Findings revealed that performance trend in HE has been on a consistent decline irrespective of gender, which is an indication of weakness in instruction. This was attributed mostly to material and human factors among others from both learners and teachers perspectives. Recommendations were directed to the government, teacher educators, teachers, students, curriculum developers, school authority, and monitoring team. [ABSTRACT FROM AUTHOR]
ISSN:	21570590