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Teachers’ Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery: Challenges and Strategies

Teachers’ Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery: Challenges and Strategies
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Author(s): Eyiuche Ifeoma Olibie (Department of Educational Foundations, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria), Chinyere Nwabunwanne (Department of Home Economics, Federal College of Education (Technical), Umunze, Anambra State, Nigeria) and Dorothy Nkem Ezenwanne (Department of Home Economics, Nwafor Orizu College of Education, Nsugbe, Anambra State, Nigeria)
Copyright: 2013
Volume: 4
Issue: 4
Pages: 10
Source title: International Journal of Adult Vocational Education and Technology (IJAVET)
Editor(s)-in-Chief: Victor X. Wang (Grand Canyon University, USA), Lyle Yorks (Columbia University, USA) and John A. Henschke (Lindenwood University, USA)
DOI: 10.4018/ijavet.2013100105

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Abstract

This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home Economics teachers in Upper Basic schools in Anambra State of Nigeria. A structured questionnaire, designed on a 5-point scale, was used to collect data. Findings indicated that some of the challenges faced by the teachers include how to: improvise materials to arouse and sustain learners’ optimism and enthusiasm; access expert assistance and technical support; stay informed of innovative developments; have confidence to share ideas with other teachers; interpret research and statistical data; diplomatically handle students’ resistance; align improvised materials with curriculum guidelines and timelines; and develop materials to cater for individual learner’s needs in overcrowded classrooms. Some strategies bothering on teachers’ self and group professional development, training, and Internet literacy were identified as capable of enhancing improvisation. These strategies if implemented might provide the teachers with opportunities to develop more improvisation insights for engaging young people in the highest quality learning activities.

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