This study, EFFECT OF CURRENT TRENDS IN CLOTHING AND TEXTILE EDUCATION ON HOME ECONOMICS TEACHERS IN SECONDARY SCHOOL contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.
The aim of this study was to examine the problems of teaching and learning of clothing and textile as perceived by senior secondary schools in Abeokuta. The study was guided but 15 research questions. A sample of clothing and textile teachers were randomly selected for the study. Data was collected through a questionnaire and analyses using simple percentage. The findings revealed that in the both student and teacher, the problems of teaching and learning of clothing and textiles include negative attitudes and lack of confidence among the curriculum and instructional impediments ranging from inadequate topics and tests, inappropriate methods in the curriculum, to lack of teaching skills among teachers and lack of funds and failure of teachers to improvise and utilize instructional time and materials as well as effective teaching of the subject. High quality stimulating materials such as computers should be provided and clothing and textiles teachers should regularly be sponsored to seminars and workshops.
TABLE OF CONTENT
1.1 Background of the Study
1.2 Objective of the Study
1.3 Purpose of the Study
1.4 Research Question
1.5 Scope of the Study
1.7 Limitation of the Study
1.8 Definition of Terms
2.0 LITERATURE REVIEW
2.1 A Brief History of Clothing and Textiles Education in
2.2 Effect of Teaching and Learning of Clothing and Textile
2.3 Important of TeachingClothing and Textile in Secondary School
2.4 Attitudes of Student in Clothing and Textile
2.5 Problems Facing Student in Clothing and Textiles
2.6 Challenges Facing Teachers in Teaching and Learning
2.7 Implementation of Teaching and Learning Clothing and Textiles
2.8 Clothing and Textiles
2.9 The Strategies for Enhancing Student Performance in Clothing And Textiles
2.10 What is Home Economics?
2.11 Methodology of Teaching Home Economics
2.12 Use of Instructional Materials
2.13 Specific Qualities of a Good Home Economic Teacher
2.14 Importance of Clothing and Textile
2.15 The Importance of the Study of Clothing and Textile include:
3.1 Research Design
3.2 Population of the Study
3.3 Sample and Sampling Techniques
3.4 Research Instrument
3.5 Validation of the Instrucment
3.6 Method of Data Collection
3.7 Techniques of the Data Analysis
4.0 DEMOGRAPHIC DATA
4.1 Demographic Data Responses of Schools
4.2 Age Rangee of Respondents
4.3 Year of Experience in Teaching Clothing and Textile
5.0 SUMMARY OF KEY FINDING, RECOMMENDATION
Clothing in its oldest sense includes a great range of materials that man wears or applies to his body. In addition to garment made of woven fabrics. Clothing is made from such varied materials as body point, for feathers and jewels.
The exact time we began to wear clothing is not known because perishable materials that early man used for clothing had not survived for archaelogist to study. At some point in man evolution however, he began to adorn himself with flowers, seeds, bones and other objects as done by some primitive tribes today. The art of textiles making began to develop in the old stone age (the period before 900 B.C) the first textile fabric was probably crude felt, made by compressing loose clumps of fleece from wild sheep later prehistoric people discovered that they could make a coarse yarn by rolling plant or animal fibres between the palms of the heads. The earliest known textiles made from yarn were fishing nets. The art of weaving yarn into fabric probably developed from the art of weaving strips of materials into mat and basket. People in the middle east began to weave cloth in simple 100mg.
Babatunde (2000) define textiles as the art of producing textiles materials using element of dsign like colour and motif to form theme of design pattern on the fabric materials.
The use of textile become profound by the prehistoric man when back of tress were beaten into reasonable soft pliable materials from raffia leaves to animal skin and hair clothing metamorphosed into gorgeous and elegant necessity.
Eyito (2011) discussing textiles, explain that textiles deals with beauty of the life which the end product is aesthetic through weaving, knitting, and dyeing through various approaches.
According to Rubbin (2012) clothing became an integral part of living and interior decoration than as other utilitarian materials. Thus textiles became useful for all state of the society workmen, labourers, sportsmen, ladies children, and distinguished, royal ties.
Textiles for clothing are not recent in Nigeria cotton, the commonest traditional materials for cloths weaving was used in Benin in the 13th century A.D. one of the Tsoede bronze the jebba bowman does not only were tailors dress like another Tsoedebrorro in a similar style but the elongated standing figure Tada’s garment was obvious made of traditional narrowship weaving, tailored dress must have existed in Nigeria for about six or more centuries by Adepegba (2009).
The precise origins of cloth production in africa are lost in time but archaelogical findings indicate some of the earliest sties, drawing of 100ms can be seen in the tombs of ancient Egypt, dating back to at least 2000 B.C.E. Archaologist have found linen reminants in ancient Egypt as well as fifth century cotton cloth remnants in Meoro in Northern Sudan (Jane O, and A, Simmonds, eds 1971) West African, woven fibre pieces dating back to the ninth century have been recovered in Mali. Traditions of cloth production and design and design bark cloth, or cloth made from tree back pre dates the development of woven textile in most part of African (Spencer J. Clothing in African).
Today it is rarely used for day to day clothing, but some societies use it for ceremonial costumes, early clothing in African was also made from treated animal hides furs weave cloth from locally grown cotton. On northern Africa and the Sahel woven also spin and weave camel and sheep wool, other sources of fibre includes the raffia palm in central and western jute and flax in west Africa and Madagascar and silk in Nigeria.
The two main types of textile 100ms in Africa are the double heddle 100m used for narrow strips of cloth and the single heddle 100m used for wide pieces (Jane O. 1971 origin of cloth).
The narrow stripes are typically sewn together then cut into patterns of clothing. The double heddle 100m is generally used by male weaves, who use it to weave in coloured threads and create richly textured fabrics. African weavers produce a wide variety of patterned, coloured. The cloth can either be used “as in” for daily wear around the house or it can be decorated. Common fabrics are a donkra, kente and gogolon are becoming increasingly well known also aso-oke and Adire are equally wonderful.
Decorating techniques include appliqué designs, sewn in contrasting fabrics embroidery with brightly coloured thread and dyeing and textile production in other words is not only highly varied from place to but its also influenced by societal and technological change. Among Yoruba and Yoruba related such as Igbomina, Yagba and Brunu, there was relatively little of the male narrow strip Aso-oke weaving.
A review of the professional literature regarding clothing and textile instruction in secondary home economics teacher indicated that differences may exist between the recommendations of experts and actual course content. A better understanding of the concerns and practices of the selected classroom teachers would give insight into the beliefs and opinions of some of the current teachers in secondary school.
The purpose of this research work is to investigate the current trends in clothing and textiles education and how they have affected in secondary home economics teachers in Odeda Local Government Ogun State.
The questions used as a guide for this research were developed to achieve the purpose of exploring the trend away from teaching sewing as a part of the clothing and textiles curriculum. The researcher was also interested in the teachers apparent knowledge of this trend and their individual reactions to it.
The study covered some Secondary Schools in Odeda Local Government area of Ogun State.
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