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University of Nigeria Research Publications

OLAOSEBIKAN, Victoria B

Aut

hor

PG/M.ED/98/24831

Title

Mechanism for Motivating Students in Developing Interest in Learning Clothing and Textiles in Colleges of Education in

North-Eastern States of Nigeria

Facu

lty

Education

Dep

artm

ent

Vocational Teacher Education (Home Economics Education)

Dat

e

February, 2002

Sign

atur

e

b7

MECHANISM FOR MOTIVATING STUDENTS IN DEVELOPING INTEREST IN LEARNING CLOTHING AND

TEXTILES IN COLLEGES OF EDUCATION IN NORTH-EASTERN STATES OF NIGERIA

A THESIS PRESENTED TO THE DEPARTMENT OF VOCATIONAL TEACHER EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTERS DEGREE IN HOME ECONOMICS

EDUCATION

OLAOSEBIKAN, VICTORIA BOLA (MRS) PG/M.ED/98/S/24831

FEBRUARY, 2.007

U I Y I V ~ K S I I Y ut NIUCKIH, ~ a u n n ~ FACULTY OF EDUCATION

MECHANISM FOR MOTIVATING STUDENTS IN DEVELOPING INTEREST IN LEARNING CLOTHING AND TEXTILES IN COLLEGES OF EDUCATION

IN NORTH-EASTERN STATES OF NIGERIA

OLAOSEBIKAN, VICTORIA BOLA (MRS) PGIM.ED1981S124831

A THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL 'TEACHER EDUCATION, IN PARTIAL FULFILLMENT OF THE

REQUIREMENT FOR TH'E AWARD OF MASTERS DEGREE IN HOME ECONOMICS EDUCATION.

APPROVED:

- PROF. S.O. OLAITAN

PROF. (MRS) E.U. ANYAKOHA HEAD OF DEPARTMENT

FEBRUARY, 2002

CERTIFICATION

Olaosebikan, Victoria Bola a postgraduate student in the department of

Vocational Teacher Education, with registration Number PGIM.ED/981S/24831,

has satisfactorily completed the requirements for course and research work

for the degree of Master of Education in Home economics Education. The

work embodied in this thesis is original and has not been submitted in part of

in full for any diploma or degree of this or any other University.

................................................ PROF. S.O. OLAITAN THESIS SUPERVISOR

P%V4&. ........ ...... X,. .., ............. PROF.(MRS~E.U. ANYAKOHA

HEAD OF DEPARTMENT

DEDICATION

This thesis is dedicated to my children Oluranti, Olubankole and

Oladapo Olaosebikan.

ACKNOWLEDGEMENTS

Thanks be to God Almighty for the protection and provision throughout

this research work. The researcher is sincerely grateful to her supervisor,

Professor S.O. Olaitan for the expert advice given during the research and for

his encouraging words and earnest prayers. I am also grateful to Mr.

Benjamin Moda Ndomi whose inputs during the work are remarkable.

To my sponsor and employer, Federal College of Education

(Technical), Potiskum Yobe State, I am saying thank you for the training

opportunity granted and financial assistance during the study. I remain

appreciative of all the various assistance rendered by Mr. D.O. Lawani

during this work. 1 am also thankful to Malam ldriss Haruna for his

constructive criticisms and inputs in various ways that helped greatly in the

work. My sincere gratitude goes to Mr O.N. lreogbu for the various ways he

assisted during the study.

I am grateful to all the ileads of Home economics department and their

staff members in the area of study who assisted in administering and

completing the questionnaire. To my students who helped in taking some of

the questionnaire to the respondents, I am grateful.

Page

COVER PAGE ..

TITLE PAGE . .

APPROVAL PAGE . . . . . .

CERTIFICATION: .. . . . . . .

DEDICATION: .. . . . . . .

ACKNOWLEDGEMENTS: . , . .

LIST OF TABLES .. . . . . . .

ABSTRACT: . .

CHAPTER ONE INTRODUCTlON . . . . . . ..

Background of the Study: . . . . . .

Statement of the Pfobiem . . . . . .

Purpose of the Study: .. . . . . , .

Significance of the Study: . . . . . .

Research Questions: . .

Hypothesis: . . . .

Scope of the Study:

Assumption:

i.

ii.

iii.

iv.

v-vi

xi

xi i

CHAPTER TWO LITERATURE REVIEW ..

Theoretical Framework: .. . . . . . .

Concept and Application of interest .. . .

Concept and Application of Motivation: . .

Clothing and Textiles: .. . . . . . .

Summary of Literature Review: . . . .

CHAPTER THREE METHODOLOGY:

Design of the Study:

Area of the Study:

Population of the Study: .. . . . . . .

Instrument for Data Collection: . . . . . .

Validation of the Instrument: .. . . . .

Reliability of the Instrument: .. . . . . . . . .

Administration and Collection of the Instrument: . . . .

Method of Data Analysis: . . . . . . . . . .

Decision Rule: . . . .

CHAPTER FOUR PRESENTATION AND ANALYSIS OF DATA: .... 36

Research Questions I

Research Questions 2:



Hypothesis 1 : . .

Hypothesis 2: . .

Findings of the Study:

Discussion on Findings:

CHAPTER FIVE SUMMARY. CONCLUSION AND RECOMMENDATIONS:

Re-statement of the Problem: ..

Summary of Procedures Used: ..

Principal Findings of the Study: ..

Conclusion: .. . . . . . .

Implications of the Study: . .

Recommendations: . . . .

Limitations of the Study: .. . .

Suggestions for Further Study: . .

REFERENCES: .. . . . . . . . . . . 66

APPENDICES .. . . . . . . . . . . 71

Appendix A: The Questionnaire: . . . . . . . . . . 71

Appendix B: Spearman Rank Order Correlation Coefficient Formula: 76

Appendix C: Spearman Brown Prophecy Formula : . . . . 77

Table

LIST OF TABLES

Page

Population of Home economics Education Teacher in North-Eastern States of Nigeria. . . . . . . . . . . 38

Mean Ratings of Responses on Factors Hindering lnterest of Students in Learning Clothing and Textiles .. . . . . 43

Mean Ratings of Responses of ways for Improving the lnterest of Home lnterest Home Economics Students

In the Learning of Clothing and Textiles. . . . . . . 45

t-test Analysis of the Mean of Responses of Factors Hindering lnterest of Students in Learning Clothing and Textiles. .. . . , . . . . . . . . . . . 48

t-test Analysis of the Mean of Responses of ways for Improving lnterest of Students in Learning Clothing and Textiles. . . . . . . . . . . . . 51

/.('

\ ,," ABSTRACT ..,

Clothing and Textiles is one of the five areas of Home economics taught at

NCE level. Clothing and textiles is very indispensable in every household. It

is also offered at all levels in the educational system in Nigeria. Despite this

position and attention given to this aspect of Home economics, it is evident

that teachers and students are not interested in teaching and learning it as

compared to other areas of Home economics. Hence this study was

designed to determine the hindrances to interest of students in learning

clothing and textiles. The study also sought to examine ways that can be

employed to improve interest of students in learning clothing and textiles at

NCE level in the area of study. To carry out this study, two research

questions and two null hypothesis ,were formulated. A survey research

design was used for the study covering a population of 42 teachers in

Colleges of Education in North-eastern States of Nigeria. Literature reviewed

were organized under six headings. A 42 item structured questionnaire was

developed, validated, tested for reliability and administered on the entire

population and t-test was used to analyse the data. The hypothesis were

tested at.05 level of significance. The study revealed that 22 out of the 24

factors presented in the questionnaire as hindering interest of students in the

learning of clothing and textiles were rated as hindrances. All 18 suggested

... Y l l l

0 ways for improving interest of students in the learning of clothing and textiles

were rated as required. It w ~ s also found that both the teachers and students

need to be motivated to enhance their performance and learning respectively.

The motivation could be a combination of provision of adequate funds,

training facilities and equipment, training and retraining of Home economics

teachers and provision of practical materials for the students among others.

The study revealed that there was no significant difference between the

mean ratings of the responses of experienced Home economics teachers

and those without experience on 22 of the 24 items presented on factors

hindering interest of students in learning clothing and textiles. It also revealed

that there was no significant difference between the mean ratings of the

responses of experienced Home economics teachers and those without

experience on 17 out of the 18 items listed as ways for improving interest of

students in learning clothing and textiles in Colleges of Education. The

implications of the findings were highlighted and seven recommendations

were made based on the findings.

CHAPTER I

INTRODUCTION '

Background of the Study

Motivation is an act of stimulating ones motive towards a particular

thing. Mukherjee (1 978) explained motivation as the phenomena involved in

the operation of drives, incentives and motives. According to him motive is

an affective-connective which operates in determining the direction of an

individual behaviour towards an end or goals, consciously. Motivation is

therefore a behaviour that arises out of thoughtful action and considerable

planning. For example all normal human beings are motivated to seek for at

least one of the followings: food, socialization, wealth, academic

achievements and prestige in a job or profession. Therefore, to attain a

knowledgeable position in Home economics education, one has to be

conversant with most of the areas of the field of study which includes

clothing and textiles.

Clothing and textiles is one of the major areas of Home economics

education. It equips individual with saleable skills in fashions and designs;

using fibres and fabrics; the process of turning fashion sketches into clothing;

buying clothing and household textiles for a superstore; industries related to

textiles, fibre production, spinning, weaving and dyeing; clothing accessories;

grooming and poise; laundry and laundry products.. The other major areas of

Home economics according to Quigley (1974) are Foods and Nutrition;

Family economics and Home management; Family relation and Child

development; and Home economics methodology and curriculum

development. The above areas constituted what was called Domestic

Science which developed into what is now called Home economics as

reported by Okaru (1 977).

Home economics as a field of study started in Nigeria in 1873 by the

Missionaries (Agwasim and Yaroson (1985). The early form of Home

economics include organized sewing classes for girls, embroidery, childcare

and cookery. The Catholic, Methodist, Presbyterian, and the Church

Missionary Society (C.M.S) pioneered the offering of Home Economics

Education in Nigeria.

Okaru (1977) recorded that Queens College , Lagos became the first

government school to offer Domestic Science as a school subject in Nigeria,

in the year 1927. By 1930, female British education officers were appointed

to cater for Domestic Science and women education in Nigeria. In the

Northern region the offering of Domestic Science in schools was delayed

because of political, religious and some cultural reasons. It was in 1933 that

Mission schools in Northern Nigeria first mounted up programme in Domestic

Science for girls.

Molokwu (1 987) stated that Domestic Science grade II, special level

course was introduced in Nigeria in 1956. This included higher level courses

in food and nutrition and needle work in two teacher institutions, namely

Women's Training College, llesha and Occupational College, Abeokuta. The

products of these programmes were highly skilled and they taught Science in

Secondary Modern schools and Teacher's Grade II Colleges. In the same

year two Vocational Home Economics courses were established and taught

to two categories of people at the Women Training Centre Idi-Aba

(Abeokuta). They are:-

i) The House -KeeperlMatrons course for people who want to run

boarding houses,

ii) The clothing and textiles course for those who want to work in

fashion and clothing establishments or set up their own clothing

business.

The change in name from Domestic Science was the influence of the

American Home Economics Association (AHEA) who helped to establish the

post secondary programmes. It was only after independence that Nigeria

experience Home Economics at post secondary schools. The National

Curriculum Conference of 1969 which led to the birth of National Policy on

Education in 1976 gave a face lift to vocational education in the formal

education sector. Home economics was then being offered at all levels of

Nigerian Education; primary, secondary and tertiary levels. One arm of tertiary

institutions where Home economics is being offered is the Colleges of

Education. The courses offered under Home economics in this institution

centred around five major areas.

i) Foods and Nutrition;

ii) Clothing and Textiles;

iii) Family Relationship and Child Development;

iv) Family Economics and Home Management; and

v) Home Economics Methodology and Curriculum Development

The National Commission for Colleges of Education (NCCE, 1990)

curriculum for Home Economics specifies those five major areas, which

includes clothing and textiles. But the teaching and learning of this aspect of

Home economics has been handled with different levels of enthusiasm.

Olaosebikan (1994) reported that both teachers and students have created

dislike for clothing and textiles in secondary schools. It appears that this

finding extends to Colleges of Education.

Clothing and Textiles is a very vital area of Home economics to

mankind. lnspite of this many learners and teachers do not develop serious

interest in it. According to Olaitan (2001) clothing is the second basic need of

human beings, ranking after air. In his view human beings are in contact with

clothing at every time of their lives. Clothing are used for covering the body

both in the day and night and even when a corpse is prepared for burial.

Hardly do most Nigerians wears are made in Nigeria. This should not be so,

hence the situation called for need for clothing and textiles.

Statement of the Problem

The importance of the clothing and textiles can not be over-stressed,

hence it is offered at all levels of education in Nigeria. Maigida (1998)

observed that the Home economics teachers do handle the teaching of

clothing and textiles aspect with laxity thereby lowering interest of students in

learning it. This calls for the need to evolve strategies that will make the

students to develop interest in learning clothing and textiles in the Colleges of

Education for sustainable occupation for living.

At the College of Education level, the Home economics students are

prepared as teachers at the primary and JSS levels. But these students do

not demonstrate great interest in the clothing textiles aspect of their

programme. For instance in survey carried out by Olaosebikan (2001)

among NCE Ill Home economics students in Federal College of Education

(Technical), Potiskum on career choice in Home economics subject areas,

only five out of 32 students have the propensity and interest to study clothing

and textiles. Also, Olaitan (1988) noted that the clothing and textiles aspect

is hardly taught by most Home economics teachers in schools especially in

the Colleges of Education. The Home economics teachers in Colleges of

Education hardly do accept to teach this aspect, which eventually make the

students to be less interested in it. This study therefore intends to seek ways

of motivating the students to develop interest in the learning of clothing and

textiles in Colleges of Education in North-Eastern States of Nigeria.

Purpose of the Study

The main purpose of this study was to come up with suitable

approaches for motivating interest of students in learning clothing and textiles

in Colleges of Education in the North Eastern States of Nigeria.

Specifically the study was to:

1. Find out the factors hindering interest of students in learning in

Colleges of Education;

2. Identify ways for improving interest of student in learning clothing

and textiles in Colleges of Education.

Significance of the Study

This study will be of great benefit to the students, teachers, educational

administrators and supervisors of Home economics education in Colleges of

Education in Nigeria.

The outcome of this study will assist the teachers in the selection of

appropriate approaches to stimulate the students' interest in learning

clothing and textiles. To the educational administrators and planners,

findings from the study will provide them with priority areas for the purpose of

funding and supervision.

It is also hoped that findings from this study will highlight the factors

militating against students' interest in clothing and textiles. The findings

therefore will equip the guidance counselor/teacher with appropriate

guidance and counseling approaches that will help to motivate and increase

students' interest in clothing and textiles.

This study will also be of benefit to the teacher as it will help to identify

areas of weaknesses in the teacher's approach to the teaching of clothing

and textiles and how such weaknesses can be remedied.

It is hoped that findings from this study will provide some improved

teachingllearning strategies. These will be of benefit to the teachers and

2. There is no significant difference between the mean ratings of

responses by experienced Home economics teachers and non

experienced Home economics teachers on the ways for

improving interest of students in learning clothing and textiles in

the Colleges of Education

Scope of the Study

This study covered all the Colleges of Education offering Home

economics education programme and the number is eight. This study also

covered the factors hindering interest of students in learning clothing and

textiles and factors for motivating their interest in clothing and textiles.

Assumption of the Study

In this study, it was assumed that:

Clothing and textiles teachers are trained in the subject and hence there are

competent to respond to the instrument for this study. Though the students

are the primary target of this study but they are not involved in collecting data

because it was assumed that lack of experience in clothing and textiles of the

students and lack of specialization until final year and the negligible number

of students in interested in clothing and textiles it might not be possible to get

unbiased responses from the students.

CHAPTER II

REVIEW OF LITERATURE

This chapter reviewed literature related to the study. The review was

organized under the following headings:-

1. Theoretical Frame Work

2. Concept and Application of Interest.

3. Concept and Application of Motivation

4. Clothing and Textiles

5. Previous Related work:

Factors Hindering the motivation of students;

Approaches for motivating interest of students.

6. Summary of Literature

Theoretical Frame Work

Motivation as explained by Mukherjee (1978) is a behaviour that arises

out of thoughtful action and considerable planning. Also Oladele (1994) said

motivation is a process by which learner's internal energies are directed

towards various goals in his environment.

This study research work is based on the theoretical frame work that

motivation is an urge which emanates from a stimulus or push, the stimulus

may be internal or external. The learning based theory of motivation

emanates from stimulus response learning theory and cognitive field theory.

According to the S-R theory, man is governed by principles and motivations

of behaviour emanating from physiological drive. This theory also states that

the behaviour of an organization can be predicted on the basis of cause-

effect relationship. While the cognitive field theory states that motivation

emerges from psychological situation in an organism and his behaviour is

directed towards a goal as dictated by the psychological situation. It further

stated that when the individuals moves towards a goal he is thwarted by a

barrier. This barrier creates a tension which the individuals tries to remove.

The release of tension by proceeding towards such a goal is referred to as

motivation.

This theory sees motivation as emerging from psychological situation

which is created by dis-equilibrium in life time of the individual. It believes

that success or failure can also act as motivation (Chauhan 1983). The score

awarded by a teacher for an assignment or test can stimulate the student to

work harder in a bid to improve on it. The theory also states that if a student

successfully complete a task this will motivate himlher for further task.

This research work is based on the theoretical frame work that sees

motivation as an urge which emanated from a stimulus or push, the stimulus

may be internal or external. This is the view of the learning based theories of

motivation. Hence the theory believes that if a student successfully complete

a task this will motivate himher for further task.

This research work is based on the premise that a reward in clothing

and textiles will energise the student to work harder for a good product.

While the reward on the product would serve as an impetus for further work.

The learning based theories therefore, is believed to be a good bases for the

"Approaches for motivating interest of students in clothing and textiles".

Concept and Application of Interest

People usually use inward and outward expression to show like or

dislike for a thing, place, event, programme or occupation. This expression

by man is described as interest. According to Leona (1971) interest is to

make a difference as to why an organism tends to favour some situations and

then come to react to them in a very selective manner. He further records

that interest in adolescents play an important role in the development of their

behaviour and personalities. In their own opinion, Crowther, Kavunah, and

Ashby (1995) saw interest as a state of wanting to learn or know about

something, curiosity or concern for something or somebody.

lreogbu (1988) stated that there are three major interpretations of

interest. They are expression, manifestation and inventories. He noted that

the expressed interest is verbal pronouncement of interest for object, activity,

task or an occupation, otherwise called specific interest. Manifested interest

according to him is synonymous with participation in a task, activity or

occupation. Inventory interest measures experimentally, the factors of

interest using questionnaire. Interest therefore bears direct relationship to

drives, or need, attitudes, values, aptitudes, orientation and performance.

The concept of interest is often applied in the field of education, career

counseling, vocational and occupational choice. Learners are grouped

according to their interest in courses, programmes and vocation, where it is

hoped they will perform better. Hence Brown (1977) proposed activities that

can help develop innate interest in learners. His proposed activities are:

i) Organizing formal and informal social functions;

ii) Arranging excursions, field trips, games;

iii) Arranging debates and seminars.

In support of this Osuala (1988: 11 1) provided strategies that could be

adopted to motivate students interest in vocational competences as follows:

Describing the programme to students;

Working with guidance personnel;

Providing occup?tional information;

Counselling students about entering a programme;

Gathering information on students' socio-economic background;

Programming and scheduling;

Helping learners with career placing.

Interest of students in a subject depends on the pedagogical

approach. Abalage (1996) stressed that students interest can be stimulated

in subjects where there is provision of adequate instructional and learning

facilities augmented with field trips and subject based extra curricular

activities. To further arouse learners' interest, Chikwelu (1 997) advised that

Home economics teachers should encourage Home economics' students to

form Home economics clubs and set out a day in every term as Home

economics day in which Home economics activities would be arranged to

create awareness in the students.

The students interest on subject and vocational choice is influenced by

many factors. Olaitan (1 996) gave some of these factors as:

- Physical development of the learners,

- Sex differences,

- Environmental, social and economics status of learners,

- Intelligence of learners,

- Father's occupation,

- Play and reading interest.

In addition to the factors militating against interest, measurement of

interest is equally a difficult task. Anaestesia (1988) pointed out that

measurement of interest ip students is affected by instability of learner

overtime, faking of data, maturity of the learner, parents occupation and low

ability on the task. Anaestesia provided the following remedies to some of

the problems of measuring interest:

(i) Use of projective technique such as Rorschach In Blot Test or

Thematic appearception Test (TAT) to eliminate faking response,

(ii) Use of naturistic observation and role playing,

(iii) Prompt use of information collected in students placement of

occupational choice.

There are many types of interest. These are social interest, personal

interest and vocational interest. Summative of these determine the students

personality, choice of career or occupation and performance.

Some strategies have been advanced which could enhance vocational

interest in students. Ugbe (1997) enumerated some of these as provision of

vocational training centers, infrastructures and trained personnel.

Concept and Application of Motivation

In teachingllearning process the teacher is faced with learners'

individual differences in behaviour. The teacher is also faced with the

behaviour of learners' towards a purposeful goal. This task posses some

questions to the teacher such as:

i) How will the teacher direct the behaviour of the learner towards

approved norms, values and attitudes?

ii) What activities must occur to facilitate the desired behaviours, skills

or knowledge?

iii) How will the teacher measure the expected outcome?

In the process of this judgements, educational psychologists use concepts

such as motivation, motivational factors, motivation theories, and

measurement of interest and their application to solving educational

problems.

Mukherjee (1978) described motivation as a:

(a) Process of arousing or initiating behaviour'

(b) Process of sustaining an activity into a given course,

(c) Process of channeling activity into a given course,

(d)Theory which takes behaviour as an independent variable and other

variable like environmental factors as dependent variable.

From the above it is clear that motivation is all activities which are

designed to arouse, sustain and direct behaviour. In the same vein

Aneastesia (1988) described motivation as a process by which internal

energies are directed towards various goals in the learners1 environment.

This is similar to the opinion of Oladele (1994) that motivation is a process

by which learner's internal energies are directed towards various goals in his

environment; while Okeke (1999) contended that motivation are complex

forces drive or motive of a psychological condition that direct behaviour or

actions of an organism and maintain the voluntary activities to achieve

personal goal.

Also, Lovell (1 983) presupposed that motivation answers the question

why human beings do certain things. He equally sees it as a psychological

internal process initiated by some needs or drive which lead to gratifying

activities. Needs according to Uba (1980) are of two types, primary and

secondary needs. The primary needs according to him are food, appetite,

water, air, rest, protection, excretion, escape from pains, release of anxiety

and emotion; while the secondary needs are affection, autonomy,

aggression, dominance and security. While Chauhan (1 983) postulated that

the major sources of motivation are pain avoidance, pleasure seeking and

tension reduction, Nwachukwu (1992) explained that motivations are those

factors that energise and direct behaviour.

The educational psychologists whose interest have been focused on

motivation, investigated motivation for the purpose of classroom

teachingllearning process. Hence, the need to examine to the application

of motivation in the teachingllearning process, generally and

teachingllearning process of clothing and textiles in particular.

Applying motivation to solving educational and individual problems,

Lawani (1997) suggested that Maslow Hierarchy of needs can be adopted.

According to him, Maslows Hierarchy of needs is centered on the essential

needs of human beings. Maslow believes that individuals pass through

series of stages from one lower need to a higher or more complex ones.

1 7

Maslow's hierarchy of needs states that the lower needs are pre-

requisites to the higher needs hence the lower needs have to be adequately

satisfied before the next higher needs. This would prevent an imbalance that

lead to misjudgements. Teachers are therefore expected to ensure that

learners are assisted to meet their needs according to the hierarchical order

since these needs are directly related to learners motivation and educational

attainments.

The needs are classified by Maslow thus:-

Physiological needs (food, shelter and sex)

Security and safety needs (physical safety and financial security)

Social affiliation needs (love, belongingness and acceptance)

Esteem needs (self esteem and recognition)

Self-actualization (autonomy, development and self-direction).

Motivation can be used to solve learning problems in vocational

education. Osuala (1987) explained vocational education as a systematic

learning experience which are designed to fix individual for gainful

employment in recognized occupations as semi-skilled workers or

technicians or professional. There is no doubt that vocational education

ran1 I ~ T P C adan1 1st~ mntivatinn

The relevance of motivation in vocational and technical education

cannot be underscored. Ndomi (2001) is of the opinion that motivation is a

management function whereby all components for motivating students

interest in vocationalltechnical subjects must come from the prefects,

teachers, principals and governments. He cited Oladele (1 994:f 07) to

present a seven point list on how to increase classroom motivation for each

subject thus:-

Focus the learner's attention on the learning outcome i.e. practically

of the subject in real life.

Make extensive use of incentives that would intensify learning

activities (prizes privileges, praises and rewards).

Give symbolic reward like books, equipment trophy for performance.

Organise and set learning task that are appropriate to each

learner's ability level.

Set up realistic goals, evaluate their progress and provide feedback

Take account of developmental changes and individual differences

in motivational pattern.

In the same vein, Olaitan, Nwachukwu, Igbo, Onyemachi and Ekong

(1999:32) proposed the following techniques of achieving effectiveness and

motivation for vocational and technical education :

(i) Good planning of programmes,

(ii) Preparation for teaching,

(iii) Organisation of facilities,

(iv) Arrangement of facilities,

(v) Sequential learning

(vi) Impart knowledge before skills

(vii) Provision of industrial work experiencelfield trips,

(viii) Related teaching to work situation,

(ix) Provision of evaluation and review of programmes based on

feed back information.

Most of the authors reviewed stressed the importance of interest in

learning. Many of them also suggested ways of motivating both teachers'

and students' interest in learning.

Clothing and Textiles

Clothing is one of the basic necessities of life. The value of clothing

and textiles to man has been varlously stressed undisputedly and

unequivocally.

Clothing is the general term for the various coverings design to protect

and adore the human body. It may be woven, knitted, felted or made by

other methods of making cloth. It could be made from natural or man made

fibres. Oladebo (1987) pointed out that clothing is all forms of body

ornamentation and portable articres which are worn of carried by a person. It

also includes ornaments, decorations such as body adornment and body

painting. Clothing as defined by Usman (1997) is apparel worn by men and

women or set for covering the body such as clothes and accessories. She

explains further that clothing can be influential in meeting psychological

needs. It contributes to the need for self reliance. Clothing and textiles is a

subject that deals with the outward appearance of the individual and the

home.

Clothing along with food and shelter, has been recognized as a primary

need of mankind. In view of this, Horn (1975) stated that there is probably no

sphere of human activities in which our values and life styles are reflected

more vividly than they are in the clothes we choose to wear. He explains

further that the dress an individual wears is a kind of sign language that

communicates a complex set of information and usually has basis on which

immediate impression are formed. Craig (1973) is of the opinion that clothing

like food, housing, religion and arts is an important expression of every

culture and that taboos, religion, belief, geographical location and

technological progress have all influenced clothing. He went further to explain

that man wears clothe for protection against weather, insects bites and

human economics, modesty, and adornment. He also stated that man w a r s

clothe for ceremonial use, group identity, sex attraction or self expression.

In CESAC (1980) fabric are expressed as very essential to our daily

lives. They are used for personal clothing, household linen , soft furnishing,

needle work and dress making. There is need to acquire the right clothing to

protect the body from heat and cold and prevent unnecessary loss of heat

and moisture from the body. The above fact was also buttressed by

Barrowman and Barrowman (1973) as they confirmed that clothes may serve

the demands of protection and comfort, decorative purposes or to be used to

attract the opposite sex.

Needle craft in clothing and textiles brings out the creativity and novelty

in an individual. Hill (1976) supported this idea when she said that needle

work enables the individual to express himself freely and encourages

originality of ideas. It arouses love for self creativity and encourages

students to have interest in clothing and textiles. Furthermore, she points out

that that clothing can activate a sense of colour decoration, build up

character, and develop manipulative skills needed for garment construction

and also activate the spirit of cooperation and enthusiasm for work.

No matter how good mass-produced and machine made things are,

there is a special satisfaction in making something with hands. Sewing as

opined by Richman (1976) is a creative craft and gives scope to individual

tastes and skills whether in producing beautiful and unusual things for the

house or in making clothes for oneself and the family members. Ryan (1976)

stipulated that man's first adoption of clothing was rooted in their theories of

motivation such as instinct, needs drives and psycho-analytical theories.

Gilles (1978) reported that needle craft in clothing and textiles is a fascinating

and satisfying craft, while being at the same time a most useful and essential

one. He explains further that in this machine age, there is still great scope for

skill in handwork as well as in the use of the many machines now in the

market. Great pleasure he added can be derived from making clothes. In his

opinion, needle craft is the craft every person should learn without regretting

the time spent in acquiring the skills derived from it.

In teaching of clothing and textiles there are many approaches

employed by teachers which make their lessons interesting, clear,

purposeful and meaningful to the learners. It is doubtful if any subject lends

itself to a greater variety of approaches than clothing and textiles. If properly

handled, the subject matter becomes exciting and stimulating. The process

of teaching and learning ip clothing and textiles begins with rudimentary

needle work to more complex form of the tie and dye, pattern making,

garment constructions and designs. According to Standfield (1970) the

purpose of needle work in education is to help the learner to think and

develop creative abilities. It develops muscle control in the learners and

teaches them appreciation of good workmanship and also gives them

pleasure. Basic skills in clothing and textiles as explained by her are not

merely manuals, but involves intellectual reasoning , problem solving,

managing and communication.

Erwin and Kinchen (1970) are of the view that sewing and construction

of clothing in schools; and c~lleges give one first hand experience in creating

designs, handling materials and appreciating various qualities in fabrics.

They state that learning to sew in a group is stimulating because as more

problems arise, more possible solutions are presented and one becomes

more aware of thinking procedures. Uzoka (1971) remarked that a well

planned clothing curriculum is concerned with a wide range of activities of

importance to the learners. An individual learner she further suggests should

be able to differentiate between types of fabrics, choose suitable materials

for different seasons and occasions, and know how to handle the chosen

materials.

Teaching of clothing and textiles involves sharing of facilities so that

learners learn to appreciate the importance of social attitudes. According to

Perkins (1972) ideally the work should be planned to give learners feelings

for the craft disciplines and an understanding of the tools of the trade. This

she explained will involve them in the aesthetic awareness of colour, texture

and shapes. She further explains that experimental work by students will

help reveal the principles underlying the choice of the fabric for clothing and

the home; and awareness of the importance of dress as a social and

psychological factor in modern times. In her own view, there is nothing

revolutionary in the ideas of teaching clothing and textiles skills to boys. She

stated that there is a long tradition of masculine skills in the field of tailoring.

She reported that soldiers and sailors always have managed to sew for

themselves while the latter during voyage adopt a most creative attitude

towards knitting, netting, knitting and patch work, a hobby shared with old

soldiers.

Fleck (1974) shared the same view with Perkins (1972) that clothing

generally help people to work together through group projects, team work

and joint reports. She explained that students in schools can as well be

enlightened on clothing creativity, a rich environment for students to explore

can be provided. Students, she states, can be given the chance to

experiment with many methods, fabrics, colours and tools in clothing

construction. The environment for learning as suggested by her can include

attractive surroundings, suitable materials and very good equipment. In

support of learning of clothing and textiles for boys, Mc-Jimsey (1976)

mentioned some names of fashion leaders in the world and majority of them

were males. Some examples include Charles Worth who after working as a

sailor opened his own business in designing, and Cristobal Ballenciages who

learned dress making from his mother and became the greatest tailor in

Madrid.

Through the study of clothing and textiles, the learner can gain

experiences in budgeting, purchasing of clothing and textiles materials and

confidence that comes from being well dressed and groomed. Skills acquired

may bring satisfaction for an immediate, useful and personal end (Kaka

1980). In her opinion the task of the teachers is to encourage work, so that

steady and progressive development of quality work is ensured. A learner

she stated may develop a sense of imagination, creativity, observation and

concentrate in things that interest himlher. She further explained that

education of the child is the responsibility of the teacher. It becomes

necessary therefore, that the teacher listens to ideas suggested by the

students or questions during the course of their work in the classroom.

These she is of the view that should be welcomed and discussed as they

may solve some major problems of the learners.

In view of the vital role of the teacher in the learning of clothing and

textiles, the teaching of the subject should be handled by the professionally

qualified teachers because such teachers have the ability to select the

appropriate teaching strategies that can help in accomplishing the task. She

suggested above all that, any approach used for teaching clothing and

textiles should be geared towards developing the various domains of

knowledge that is cognitive, affective and psychomotor domains of the

individual learner.

Development in education has made available great resources for

teaching in schools. Oliver (1971) supported this idea when she states that

educational advances have combined to produce abundant materials for the

teaching of clothing and textiles in schools. She pointed out that ,

resourceful teachers will take advantage of these opportunities and try

various types of audio-visual aids that could enhance their teaching aids and

materials is the starting point of clothing and textiles. She is of the opinion

that by nature clothing and textiles is a subject which can make valuable use

of nearly endless lists of printed visual aids and community resources in

instruction. But this depends largely on the teachers manipulative ability.

Report by Agwasim and Yaroson (1 985) stipulated that instructional

materials possess the characteristics of appropriateness and relatedness.

They suggested that the instructional materials should be related to the .

curriculum of study, daily lesson and appropriate for a particular age and

level of study. To them this means that instructional materials for the

teaching of clothing and textiles should be appropriate and related to the

content of the curriculum. It should also be suitable for the age and level of

the students.

It is a known fact that the various fields of knowledge do not exist in

isolation. Therefore no subject can be treated in isolation from others.

clothing and textiles as a subject should be seen as an integral part of the

curriculum for the complete development of the individual. In view of this,

Standfield (1970) suggested that clothing and textiles should be linked with

other subjects. For example, during primary science lessons the students

can collect different leaves for printing on paper and on fabrics. Students

can arrange seeds, pets, pretty shells, and flower petals which they have

collected to produce attractive designs and colour.

In the view of Cott (1970) craft activities can be connected clearly with

other subjects. In a classroom shop, fabrics of different colours 'and designs

could be sold to the students to choose their materials, measure the required

length and work out the cost. Sociology and social studies could also be

correlated with clothing and textiles in the study of different costumes mode

of dressing and cultural assimilation

The relationship between needle work with Arts and Crafts is obvious.

There is endless creative work in the tie and dye, using variety of materials

and creating individual design fabric printing and simple weaving and

spinning can be explored as they are closely related to clothing and textiles

(Machugh, 1974). Hence there are elements of arts in Home economics,

especially in area of the tie and dye.

Previous Related Works

Many Home economics educationists have conducted various

researches related to this work. Olaosebikan (1988) conducted a research

on factors responsible for students not offering clothing and textiles subject.

The survey revealed that most Home economics teachers don't want to

teach this aspect , students preferred foods and nutrition and home

management to clothing and textiles; and both teachers and students find

these other two areas easier than clothing and textiles. The study equally

revealed that the schools had adequate facilities for teaching and learning

clothing and textiles. Similarly the research carried out by Oladebo (1988)

among the Home economics teachers in Kaduna state on factors militating

against the teaching of clothing and textiles in the secondary schools

revealed that Home economics teachers lack reference materials like

textbooks, film and films slides on clothing and textiles. They also lack

adequate instructional materials e.g. cloth, brown papers, needles and

threads for teaching practicals in clothing and textiles. The findings also

revealed that there was no special allowance for clothing and textiles

teachers and that training and retraining programme opportunities for Home

economics teachers in clothing and textiles are lacking.

The research carried out by Olabanji (1996) on factors militating

against students' interest in learning clothing and textiles in some selected

secondary schools in Kwara State revealed that only 5% of the respondents

had interest in learning clothing and textiles; 30% for home management and

65% were for foods and nutrition. The result of this work clearly indicates that

students prefer other aspects of Home economics to clothing and textiles.

Also a research conducted by Chikwelu (1997) on strategies for increasing

the interest of youths in Home economics education in Benue State indicates

that students had interest in writing Home economics courses at SSCE

examination but could not because of financial constraints. This financial

constraints bothers on the inability of the students to buy materials like cloth,

sewing thread and tools, knitting wool, foods stuff, cleaning agents and

materials etc. Similarly, the schools lack equipment and facilities for teaching

and learning Home economics. Along with this finding is the poor image of

Home economics education which could be attributed to the wrong notion

that many Nigerians have, that vocationalftechnical education is for the

academically backward and handicapped people (Olaitain 1986). Along side

with this, is the poor image of teaching profession. Hence Ajayi (1998) stated

that teaching since the ages has been an occupation that enjoys the

unpleasant appellation of an "ungrateful trade" or a profession for the "never-

do-well".

Haruna (1995) conducted a study on factors affecting the

implementation of National Commission for Colleges of Education (NCCE)

Minimum standard for NCE Agriculture. In the study he observed that there

are inadequate qualified teaching and non-teaching staff in most areas of

Agriculture including specialist in soil science and agricultural engineering.

An experiment conducted by Kinder (1971) shows the significance of

the use of audio-visual aids in teaching all the subjects. He emphasized the

need for audio-visual materials as an integral part of our instructional system

because the whole concept of the school is changing with the changing

society and technology. He therefore suggested that to make teaching and

learning meaningful and understandable, we should bring in audio-visual aids

so that students can get full, real and purposeful experiences which will

enable them live and above all, stimulates genuine interest among the

students.

The importance of clothing and textiles materials to nation and

individual health is of paramount importance. This importance accounts for

the call made to the Federal Government to ban second hand clothing and

textiles materials popularly called Tokurnbo or Okrika cloth (Fasusi, 2001 :20).

In addition to the health aspect of the second hand clothing, the ban will

create job opportunities for Nigerian and may also stimulate interest in

clothing and textiles education.

Summary of Literature Review

The review of related literature was organized under six main sub-

headings. From the reviews, it was gathered that motivation is used in the

field of education to stimulate students' interest in learning , direct their

innate potentials towards a desired end or goal and guide their abilities

towards the choice of a career to which they are best suited. It was also

observed from the reviews that teachers employ various motivational

strategies to accommodate varying individual differences observed in

learners during teachingllearning processes. The review summed up that the

Maslow hierarchy of needs, can be adopted as effective motivational theory

in solving most of the problems and matters arising from our educational

system, particularly those of clothing and textiles.

In vocational and technical education programmes, individual student

tends to favour one type of programme or career than other according to their

abilities and interest. It was 3bserved that this expression in individuals can

be verbally expressed or observed in his participation in tasks, activities or

occupation peculiar to his interest or could be measured using series of

organized tests and questionnaire. The review also presented strategies that

could be adopted to motivate students interest in vocational competencies.

The clothing and textiles aspect of Home economics education as a

career was also reviewed. In the review, it was noted that clothing and

textiles rank among the first in the basic necessities of life. The historical

antecedence of clothing and textiles education was reviewed from the

rudimentary or simple needle craft education to tie and dye, fabrics,

embroidery design and pattern making. Fundamental usage of clothing and

textiles materials was discussed, including clothing selection for different

occasions by different people. In the review, learners favour the choice of

other aspects of Home economics education even though there are many

environmental and institutional problems affecting the study of clothing and

textiles.

The question of selection of appropriate approaches to ensure

effective teaching and learning of clothing and textiles education was

reviewed including career guidance approaches. The review of related

literature also showed that clothing and textiles subjects have direct

relationship with other vocational, science and social science subjects. It

follows therefore that these related courses should be adequately taught to

ensure good understanding and development of appropriate skills in clothing

and textiles.

Also, some previous empirical studies related to this study were

reviewed. In the review it was noted that gender difference does not

significantly determine the career choice of students into science and

vocational based subjects but widely affected by socio-economic background

of the students. Emperical findings from the review also showed that

students have poor interest to study clothing and textiles aspect of Home

economics because of their teachers' low practical skills and poor teaching

and learning facilities.

The review of related literatures also unveiled a call made to the

Federal Government on the importation, sales and usage of imported

second-hand clothing and textiles materials, Tokunmbo and Okrika clothes.

The call made is from the point of view that importation of these clothing and

textiles materials has impact on the local industries and foreign exchange

earnings of the government.

CHAPTER Ill

METHODOLOGY

This chapter focused on the following: research design, area of study,

population of the study; instruments for data collection; validation of the

instrument; reliability of the instrument; administration and collection of the

instrument, method of data analysis ; and decision rule.

Research Design

The design for this study is survey. A survey research design

according to Nworgu (1991) is one in which a group of people or items is

studied by collecting and analyzing data from only a few people or items

considered to be representative of the entire group. It was adopted to collect

data from the Home economics teachers on approaches to make students

develop interest in learning clothing and textiles in the area of study.

Area of Study

The area of study was the six North-Eastern States of Nigeria. The states

are: Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe State. All the

Colleges of Education offering Home economics education in these States

were involved in this study.

Population of the Study

There are 42 Home economics teachers in the Colleges of Education

in the area of study. This number made up the population. The distribution

of the population per college is presented in table 1.

Table 1.

Population of Home Economics Education Teachers in North-Eastern States in Nigeria.

STATE

Adamawa

Adamawa

Bauchi

Borno

Borno

Gombe

Taraba

Yobe

TOTAL

COLLEGES OF EDUCATION

COE, Hong

FCE, Yola

COE, Azare

COE, Maiduguri

COE, Waka-Biu

FCE(T), Gombe

COE, Jalingo

FCE(T), Potiskum

08

NO. OF HOME ECONOMICS TEACHERS

Source: Olaosebikan, (2001)

Instrument for Data Collection

A structure questionnaire was developed by the researcher for

collecting data from teachers of Home economics education in the Colleges

of Education. The questionnaire consisted of 42 items. It was in three

sections:

Section A contained three items that sought for general information

about the respondents.

Section B consisted of 24 items on the factors hindering interest of

Home economics education students in the learning of clothing and textiles in

the Colleges of Education This section was structured in a four point rating

scale.

The response categories of the instrument were assigned values as

follows:

Strongly Agree (SA) = 4 points

Agree (A) = 3 points

Disagree (D) = 2 points

Strongly Disagree (SD) = 1 point

Section C consisted of 18 items for obtaining information from the

respondents on ways for improving the interest of Home economics

education students in the learning of clothing and textiles in Colleges of

Education. The response categories were similar to that of section B.

Validation of the Instrument

The instrument was subjected to face validation by experts in Home

economics education from the Department of Vocational Teacher Education,

University of Nigeria, Nsukka. Their suggestions and observations were used

to improve the questionnaire items.

Reliability of the lnstrument

The instrument for this study was subjected to test-retest reliability. It

was administered to 10 Home economics education teachers, 5 each from

State College of Education Kumbotso, Kano and Federal College of

Education Zaria, which are outside the area of study. The instrument was

administered on the same people twice, at the interval of three weeks, and

the Spearman Rank Order Correlation Formula (Appendix B) was used to

establish the error variance of the instrument after which the Spearman

Brown Prophecy Formula (Appendix C) was used to obtain the reliability

co-efficient. A reliability co-efficient of 0.88 was obtained as this is relatively

high when compared to Crambach Alfa 0.79 relative standard.

Administration and Collection of the Instrument

Copies of the instrument for this study were sent to each Head of

Department of Home economics education programme in the area of study

who assisted in administering and retrieving of the completed instrument.

The collection was done physically after three weeks intervals. This ensured

the recovery of the copies of questionnaire administered to the respondents.

A11 42 copies of the questionnaire were duly completed and returned. .

Method of Data Analysis

Data collected for this study was analysed using the mean, standard

deviation and t-test of independent samples. The mean and standard

deviation were used to answer the research questions, while the hypotheses

were tested using t-test statistics. The t-test formula used was:

Where,

S D ~ ~ = square of standard deviation (variance) for group 1

S D ~ ~ = square of standard deviation (variance) for group 2

X = mean score af group 1

x 2 = mean score of group 2

N1 = number of respondents in group I

N2 = number of respondents in group 2

(Source: Ogbazi & Okpata, 7994)

Decision Rule

The cut off point for decision making in answering the research

questions was 2.5 and above. This was also considered as agreed. The

decision to accept or reject tc7e null hypotheses formulated for this study was

based on the calculated t value and the table value. If the value of t-

calculated is greater than or equals to t - table at probability of .05 level of

significance the null hypothesis will be rejected; but If otherwise it will be

accepted.

CHAPTER lV

PRESENTATION AND ANALYSIS OF DATA

This chapter presents the data collected for this study. The data were

analysed using appropriate statistical tools to answer the research questions

and to test the hypotheses formulated for the study.

Research Question 1

What are the factors hindering interest of Home economics education

students in learning clothing and textiles in the Colleges of Education?

Data used to answer this research question are presented in Table 2

Table 2.

Factors Hindering Interest of Home Economics Students in Learning Clothing and Textiles

l terns

The poor background of the students in clothing and textiles.

The students' previous experience in clothing and textiles in post primary scilool.

Lack of proper vocational guidance.

Poor intellectual capacity of the students in science subjects.

Poor psychomotor ability of the students.

Poor financial stand of the individual students.

The clothing and textiles aspct in the NCE curriculum is very vast.

Lack of readily available reference materials (textbooks) on clothing and textiles in libraries.

Too many practical in clothing and

N = 4 2 Remarks

Agreed

Agreed

Agreed

Disagreed

Agreed

Agreed

Disagreed

Agreed

extiles.

-ack of sufficient tirnelperiods for both :lass practices and individual practices.

iome economlcs is relatively new subject area compared to other subjects.

Zareer prospects of Home economics y-aduate is not bright.

;ex stereotypes {gender).

qegative attitudes of the public towards dome economics profession.

nadequate facilities for teaching clothing and textiles in the Colleges of Education

nsufficient number of clothing and textiles eacher.

ncompetence of the Home economics eachers in handling the clothing textiles aspect.

'oar methad used in teaching clothing and textiles by the Home economics .exhers.

reachers' lack of interest in teaching the :lothing and textiles aspect of the :urriculum

reachers' inadequate preparation for :eaching clothing and textiles.

'oar Psychomotor ability of the teachers n clothing and textiles.

Insufficient training materials for learning clothing and textiles.

Home economics teachers did no1 specialized in clothing and textiles therefore poorly teach it.

Home economics teachers find it more difficult teach clothing and textiles aspeci in comparison to other areas of Home economics

lisagreed

3isagreed

lisagreed

lisagreed

4greed

4greed

4g reed

4greed

lisagreed

4greed

4greed

4g reed

Agreed

Strongly Agreed

Strongly Agreed

Table 2 reveals two that out of the 24 items were rated as strongly

agreed; their means range between 3.61 and 3.80; while 14 of the items

were rated as agreed with their means range between 2.52 and 3.42 and the

other eight items were rated as disagreed with their means range between

1 .I 9 and 2.45. This signifies that most of the factors listed hinder the interest

of Home economics education students in learning clothing and textiles in the

College of Education.

The values of the Standard Deviation (SD) ranged from 0.39 to 0.94

showing that the respondents were very close in their rating of each item.

Research Question 2

What are the ways for improving the interest of Home economics

education students in the learning of clothing and textiles in the Colleges of

Education?

Students to independently carry out practical works in clothing and textiles when required.

Table 3. Ways fo r Improving the Interest of Home Economics Educat ion Students in the Learning of Clothing and Textiles

N = 42

Encouraging process product evaluation of students' practical in clothing and textiles.

SIN

25

26

27

28

Making the clothing and textiles curriculum relevant to contemporary needs of the society.

Providing adequate infrastructure like laboratories, classrooms and storage places for teaching and learning clothing and textiles.

Items

Encouraging field trip to industries, organizations, shops and factories dealing in clothing and textiles.

Giving regular practical assignment to students in clothing and textiles when justified.

Encouraging group practical assignments for students in clothing and textiles when justified. Providing individualized instructions to the students.

Providing adequate raw materials like cloth, wool and brown papers for teaching and learning clothing and textiles.

Converting finished products of students' practicals into commercial value will improve motivation.

- X

Using vocational guidance and counseling to improve interest in the area

Agreed

SD

Agreed

Remarks

Strongly Agreed

Strongly Agreed

Strongly Agreed

Strongly Agreed

Strongly Agreed

Strongly Agreed

Agreed

Agreed

3.64 0.48

3.52

3.12

3.17

0.59

0.83

0.34

Table presents the means

of clothing and textiles.

Providing special training and retraining programme for Home economics teachers in the area of clothing and textiles.

Employing skilled personnel to handle the various aspects of clothing and textiles e.g embroidery, knitting, crocheting and weaving.

Providing adequate facilities like sewing machine, tables, stools and scissors for teachingllearning clothing and textiles Admitting qualified students for Home economics education programme.

Providing special allowance to clothing and textiles students.

Encouraging the use of team teaching in clothing and textiles by Home economics teachers.

Encouraging the Home economics departments to engage in consultancy work like for sewing academics gowns, curtainslblinds and table cloths to motivate students and enable them to improve their skills in practical works.

of responses for ways

Strongly Agreed

Strongly Agreed

Agreed

Strongly Agreed Strongly Agreed

Agreed

Agreed

Agreed L to improve the

interest of Home economics education students in the learning of clothing

and textiles in the College of Education.

Ten of the 18 items, were rated as strongly agreed, while the remaining

eight items were rated agreed. The strongly agreed means range

between 3.52 -3.81. This means all the items listed are required for

improving interest of Home economics education students in learning

clothing and textiles in the College of education.

The values of the Standard the Deviation (SD) ranged from 0.34 to

0.83 showing that the respondents very close in their rating of each item.

'f 0

Hypothesis I

There is no significant difference between the mean ratings of

responses by experienced Home economics teachers and non experienced

Home economics teachers on factors that hinder interest of students in

learning clothing and textiles in the Colleges of Education.

Data used to test this research hypothesis are presented in table 4.

Table 4.

t-test Analysis of Factors Hindering Interest of Students in Learning

Clothing and Textiles

Factors

The poor backgrounds of the students in clothing and textiles

The students previous experience in clothing and textiles in post primary school.


Poor intellectual capacity of the students in the science subjects.

Poor psychomotor ability of the students.


The clothing and textiles aspect of NCE curriculum is very vast.

Decision

Lack of readily available reference materials (text books) on clothing and textiles in bookshops.

Too many practical in :lothing and textiles.

Lack of sufficient [imelperiods for both :lass practices and ndividual practices

Home economics is relatively new subject area compared to ~ the r subjects.

2areer prospects (job) 3 f Home economics jraduates is not right.

Sex stereotypes :gender)

Vegative attitudes of :he public towards dome economics xofession.

nadequate facilities 'or teaching clothing and textiles in the 2ollege of Education.

nsufficient number of :lothing and textiles :eachers.

ncompetence of dome economics :eachers in handling :he clothing and iextiles aspect.

Poor method used in teaching clothing and textiles by the Home economics teachers.

reachers' lack of nterest in teaching and textiles aspect of :he curriculum

Teachers' inadequate xeparation for :eaching clothing and textiles.

Poor psychomotor ability of the teachers In clothing and textiles.


Home economics teacher did not specialize in clothing and textiles therefore poorly teach it.

Home economics teachers find it more difficult to teach clothing and textiles aspect in comparison to other areas of Home economics

N 1 = 19 (Number of experienced Home economics teachers)

N2 = 23 (Number of non experienced Home economics teachers.)

t-Table value = 2.02 at .05 level of significance, and df = 40.

t-Cal = Calculated t values of each item

NS = not significant

S = Significant

J I

Table 4 reveals that the value of the calculated t for 22 of the 24

factors hindering the interest of the students in learning clothing and textiles

were less than table values 2.02 at -05 level of significance. While calculated

t for two of the 24 factors were greater than the t-table, consequently, the null

hypothesis (HOI) was rejected for the two factors. The null hypothesis for the

22 factors which hinder interest of students in the learning of clothing and

textile with the calculated t values less than the t-table value were accepted.

This indicates that the two categories of respondents have the same opinion

in most of the items listed as hindrances to interest of students in learning

clothing textiles in the Colleges of Education.

Hypothesis 2

There is no significant difference between the means of rating of

responses by experienced Home economics teachers and non experienced

Home economics teachers on ways for improving the interest of students in

the learning of clothing and textiles in the Colleges of Education.

Data used to test this research hypothesis are presented in table 5.

Table 5.

t-test Analysis of Ways for Improving Interest of Students in Learning Clothing and Textiles SIN[ Factors -

x1

3.57

25 Encouraging f~eld trip to

- x2

3.65

~ndustries, organizations, shops and factories dealing in

and textiles.

SD,

0.50

SD2

0.48

t-Cal

-0.52

Decision

NS

Giving regular practical assignment to students in clothing and textiles when justified

Encouraging group practical assignments for students in clothing and textiles when justified.

Providing individualized instructions to the students.

Students to independently carried out practical works in clothing and textiles when required.

Encouraging process product evaluation of students' practical in clothing and textiles.

Making the clothing and textiles curriculum relevant to contemporary needs of the society.

Providing adequate mfrastructure like laboratories, classroom and storage places for teaching and learning clothing and textiles.

Providing adequate raw materials like cloth, wool and brown papers for teaching and learning clothing and textiles.

Converting of finished products of students' practical into commercial finished value will improve motivation.

Using vocational guidance and counseling to improve interest in the area of clothing and textiles.

Providing special training and retraining programme for Home economics teachers in the area of clothing and textiles.

Employing skilled personnel to handle the various aspects of clothing and textiles e.g. embroidery, knitting, crocheting and weaving.

Providing adequate facilities like sewing machines, table, stools, and scissors for teaching clothing and textiles

Admittifig qualified student for Home economics education programme.

Providing special allowance to clothing and textiles students

Encouraging the use of team teaching in clothing and textiles by Home economics teachers

Encouraging the Home economics departments to engage in consultancy works like for sewing academic gowns, curtainibl~nds and table cloths to motivate students and enable them to Improve thelr skills in practical works

N, = 19 (Number of experienced Home economics teachers) NZ = 23 (Number of non experienced Home economics teachers)

t- Table value = 2.02 at .05 level of significance, and df = 40.

t- cal = calculated t values of each item

NS = not significant

S = significant

Table 5 reveals that the value of the calculated t for 17 of the ways

listed for improving the interest of Home economics students in clothing and

textiles are less than the table value of 2.02 at .05 level of significance.

Hence the null hypothesis for each of these 17 items was accepted.

Conversely, one of the items has the calculated t greater than t-table value

and hence the null hypothesis (H02) for this item was rejected. This implies

that the two groups of respondents have the same view on almost all the

items listed as ways for improving the interest of Home economics students

in learning clothing and textiles.

Findings of the Study

The findings from the analysis of data are presented in the order as

which the data for the study were presented.

A. Factors Hindering the Interest of Home Economic Students in

Learning Clothing and Textiles in Colleges of Education

The findings of this study showed that the following factors hinder the

interest of Home economics students in learning clothing and textiles in

Colleges of Education in the area of study.

The hindrances are arranged in the order of magnitude of the mean

ratings in a descending order.

Home economics teachers find it more difficult to teach clothing

and textiles aspect in comparison to other areas of Home

economics.

Home economics teachers did not specialise in clothing and

textiles therefore poorly teach it.

The poor background of the students in clothing and textiles.

The students' previous experience in clothing and textiles in post

primary school.

Negative attitudes of the public towards Home economics

profession.


Insufficient number of clothing and textiles teachers.



Teachers' inadequate preparation for teaching clothing and

textiles.

Lack of readily available reference materials (text books) on

clothing and textiles in libraries.

d"

Sex stereotypes (gender).

Inadequate facilities for teaching clothing and textiles in the

Colleges of Education.

Poor Psychomotor abilities of the students.

Teachers' lack of interest in teaching the clothing and textiles

aspect of the curriculum.

Poor Psychomotor ability of the teachers in clothing and textiles.

However, the following factors do not hinder interest of Home

economic students in learning clothing and textiles in Colleges of Education

in the area of study:

1. Ircompetence of the Home economics teachers in handling the

clothing and textiles aspect.

2. Home economics is relatively new subject area compared to

other subjects.

3. Poor method used in teaching clothing and textiles by the Home

economics teachers.

4. Poor intellectual capacity of the students in science subjects.

5. Too many practicals in clothing and textiles.

6. Career prospects of Home economics graduates is not bright.

7. The clothing and textiles aspect in the NCE Curriculum is

very vast.

8. Lack of sufficient time i periods for both class practices and

individual practices.

6. Ways for Improving the Interest of Students in the Learning of

Clothing and Textiles in the Colleges of Education.

From the study, it was found that the following listed ways can be

used to improve the interest of students in learning clothing and textiles in

Colleges of Education in the area of study.

The list is arranged below in the order of magnitude of mean

ratings in a descending order.

1. Using vocational guidance and counseling to improve

interest in the aspect of clothing and textiles.

2. Providing adequate facilities like sewing machines, tables,

stools and scissors for teaching 1 learning clothing and

textiles.

3. Providing adequate raw materials like cloth, wool and brown

papers for teaching and learning clothing and textiles.

4. Encouraging field trips to industries, organisations, shops

and factories dealing in clothing and textiles.

Students to independently carry out practical works in clothing

and textiles when required.

Admitting qualified students for Home economics education

programme.

Providing adequate infrastructure like laboratories, class-rooms

and storage places for teaching and learning clothing and

textiles.

Providing special training and re-training programme for Home

economics teachers in the area of clothing and textile.

Giving regular practical assignments to students in clothing and

textiles when justified.

Making the clothing and textiles curriculum relevant to

contemporary needs of the society.

Converting finished products of students' practicals into

commercial value will improve motivation.

Employing skilled personnel to handle the various aspects of

clothing and textiles e.g. embroidery, knitting, crocheting and

weaving.

Encouraging the use of team teaching in clothing and textiles by

the Home economics teachers.

14. Students to independently carry out practical works in clothing

and textiles when required.

15. Encouraging process product evaluation of students' practicals in


16. Encouraging the Home economics departments to engage in

constlltancy work like for sewing academic gowns, curtains /

blinds and table cloths to motivate students and enable them to

improve their skills in practical works.

17. Providing individualised instruction to the students.

18. Encouraging group practical assignments for students in clothing

and textiles when justified.

C. Significant Difference in the Mean Ratings

The analysis of the hypotheses tested in this study reveals that:-

I. There was no significant difference between the mean ratings of the


experience on 22 of the 24 items on factors hindering the interest of

students in learning clothing and textiles. However, significant differences

existed in two of the items.

2. There was no significant difference between the mean ratings of the


experience on 17 of the 18 items on ways for improving interest of

students in learning clothing and textiles. However, significant difference

existed in one of the items.

Discussion on Findings

The findings of this study are discussed below in the same order which

the research questions and hypothesis were arranged.

Factors Hindering the Interest of Students in Learning Clothing and Textiles in Colleges of Education

Findings of this study show that out of the 24 factors listed as hindering

the interest of students in learning clothing and textiles 16 were rated as

hindrance to interest of students in learning clothing and textiles by the

respondents while the remaining eight were rated as factors not hindering the

interest of students in learning clothing and textiles. This findings confirmed

the observed general attitude of students to learning clothing and textiles vis-

a-vis other aspects of Home economics (Olaitan, 1996). From the findings,

factors such as Home economics teacher's difficulty in teaching clothing and

textiles aspects in comparison to other areas of the curriculum, lack of

specialisation in clothing and textile by the Home economics teachers, poor

background of the students in clothing and textiles, students' previous

experience in clothing and textiles, negative attitudes of the public towards

Home economics profession, insufficient number of clothing and textiles

teachers, poor financial stand of the individual students, lack of proper

vocational guidance, lack of readily available reference materials (textbooks)

on clothing and textiles in libraries, poor psychomotor ability of the students

and teachers' lack of interest in teaching the clothing and textiles aspect of

the curriculum rank prominent as hindrances.

The findings is in consonance with Olaosebikan (1988) who she

revealed that most teachers of Home economics do not have interest in

teaching the aspects of clothing and textiles. Oladebo (1 988) also noted that

lack of reference materials (text books) on clothing and textiles and

inadequate instructional materials are hindrances to learning clothing and

textiles. Olabanji (1996) confirmed the lack of interest of students in learning

clothing and textiles when she found out that only 5% of the respondents

have preference for clothing and textiles.

Ways for improving interest of Students in Learning Clothing and Textiles in Colleges of Education

18 factors were presented for improving interest of students in learning

clothing and textiles in Colleges of Education. All the factors were rated

above 2.50, hence they are necessary for improving interest of students in

learning clothing and textiles.

From the findings, respondents agreed that to improve interest of

students in learning clothing and textiles, the use of vocational guidance and

counseling, provision of adequate facilities like sewing machines, tables,

stools and scissors for teaching I learning clothing and textiles, provision of

adequate raw materials like cloth, wool and brown papers for teaching and

learning clothing and textiles, adequate qualified teachers should be provided

in schools. Also approaches such as team teaching, practicals, field trips

etc, and adequate evaluation should be adopted in teaching clothing and

textiles. This should be backed up with provision of adequate instructional

materials. Rewards for students' efforts should be emphasized to encourage

students to greater efforts.

There is no doubt that numerous works had been carried out on

improvement of pedagogies in education. Abalega (1996) stated that

teachers are expected to use variety of teaching aids, such as pictures,

diagram, film, slides and field trips to enrich their teaching. Baraka (1 996)

also contended that competeot vocational teachers are vital in every dynamic

and successful educational programme. He noted that facilities, instructional

materials and equipment are needed in adequate proportion. This argument

can be sustained in the popular saying that no educational system can rise

above the quality of its teachers.

Hypothesis I

This hypothesis compared the mean ratings of experienced Home

economics teachers and those of the non experienced on the factors that

hinder the interest of students in learning clothing and textiles in the Colleges

of Education. The t-test analysis reveals that there is no significant difference

between the mean ratings of the two groups for 22 items out of the 24 items

presented.

The meaning of this finding is that both groups of teachers see the 22

factors that hinder interest of students in learning clothing and textiles in the

same perspective..

Hypothesis 2

Hypothesis 2 was to find out if significant difference existed between

the mean ratings of experienced Home economics teachers and those

without experience on ways for improving interest of students in learning

clothing and textiles. The t- test analysis shows that there was no significant

difference in the mean ratings of the two groups on 17 out of the 18 items

presented.

The interpretation of this finding is that both groups of respondents see

the 17 items for improving the interest of students in learning clothing and

textiles in the same perspecti-de.

CHAPTER V

SUMMARY, CONCLUSlON AND RECOMMENDATIONS

This chapter presents a summary of the statement of the problem, the

major findings, conclusions based an the findings, the implications of the

study, recommendations and suggestions for further studies.

Re-statement of the Problem

Colleges of Education offer courses in Vocational and Technical

Education leading to the award of Nigeria Certificate in Education (NCE)

following the curriculum provided by the National Commission for Colleges

of Education (NCCE). One of the vocational education courses offered at

NCE level is Home economics which has some major components. Clothing

and textiles is one of the components of Home economics. Despite the

importance of clothing and textiles to every house and every individual, the

teachers and students are not interested in its teaching and learning

compared to other aspects of Home economics.

Motivation is a process of arousing or initiating behaviour, a process of

channeling activity into a given course and sustaining it. Motivation can be

used to stimulate interest of students and teachers in learning and teaching

clothing and textiles. The study therefore focused on finding out factors that

hinder interest of students in learning clothing and textiles and to fashion out

motivational strategies for arousing interest of the students.

Summary of Procedures Used

This study was a survey design which sought relevant information on

motivational factors in pedagogical approach to teaching and learning

clothing and textiles in Colleges of Education.

The specific purposes of the study were to:

I Find out the factors hindering the interest of students in

learning chthing and textiles in Colleges of Education;

2, Identify ways for improving the interest of students in

learning clothing and textiles in Colleges of Education.

Based on these specific objectives, two research questions and two null

hypotheses were formulated to guide the study.

Literatures related to the study were reviewed from which the items on the

survey instrument were generated. The instrument was in three sections (A-

C). The instrument was validated, tested for its reliability and was

consequently used to obtain information from a11 42 respondents drawn from

all the eight Colleges of Education in the North-Eastern States that offer

Home economics..

Data was collected using questionnaire, analysed using means, standard

deviation and the t-test. The means were used to answer the research

questions while the t test was used to test the null hypotheses.

Principal Findings of the Study

The following were the principal findings of this study:

1. Twenty two out of the twenty four factors presented in the

questionnaire as hindrances to interest of students in learning

clothing and textiles were considered as hindrances.

2. Eighteen suggested ways for improving interest of students in

learning clothing and textiles were rated as required.

3. There was no significant difference in the mean ratings of

responses of the experienced Home economics teachers and those

without experience on twenty two out of twenty four items presented

on factors hindering interest of students in learning clothing and

textiles. This consistency of responses buttresses a reliability of the

responses.

4. There was no significant difference in the mean of ratings of

responses of the experienced Home economics teachers and those

without experience on 17 of the 18 items listed as ways for

improving interest of students in learning clothing and textiles.

Conclusion

The study investigated the role and suitable approaches for improving

interest of students in the learning of clothing and textiles in Colleges of

Education in the North-Eastern States of Nigeria. From the study it was

discovered that motivation plays an important role in learning and the need to

improve interest of students in the learning of clothing and textiles was

important for a proper teachingllearning of clothing and textiles. The teachers

too needs motivation. Several factors hindering the proper teachingllearning

of clothing and textiles were identified. To overcome these hindrances,

certain motivational strategies are imperative. These motivational strategies

will no doubt improve the interest of both teachers and students in

teachingllearning clothing and textiles.

Implications of the Study

This study has some educational implications. The study reveals that

many factors hinder interest of the students in learning clothing and textiles.

The irnplicatio~s of these findings affect the funding agents of the Colleges of

Education, Home economics teachers, College administration and the

employers.

Emphasis should be placed on the teachingllearning of clothing and

textiles in Secondary Schools to provide students with basic knowledge in

clothing and textiles before entering the Colleges of Education.

Another implication of the study is that the authorities of the Colleges of

Education have not been encouraging the offering of clothing and textiles in

their institutions. It further implies that they should ensure that the factors for

motivating the interest of students like field trips to clothing and textiles

related industries, and production of saleable clothing items during their

practicals are put in place if not the situation will remain unchanged.

Also, the findings of the study implies that there are no sufficient

reference materials on clothing and textiles locally. This further implies that

the Home economics teachers in Nigeria need to write books to facilitate

equipping colleges libraries with the materials.

The study has an implication to Nigerian Universities where the Home

economics teachers in Colleges of Education are trained. The Universities

need to train more teachers in Home economics with specialisation in


Recommendations

Based on the finding 1s of thi

70

s study and their implications, the following

recommendations were made:

More emphasis should be accorded to the teaching of clothing and

textiles.

The Colleges of Education in the area of study should provide

working materials for the individual practices of the students.

College authority should increase the level of funding of clothing

and textiles.

The college library should be equipped with clothing and textiles

reference materials to improve both the teachers and students in

the teaching and learning of clothing and textiles.

The Colleges of Education should send the clothing and textiles

teachers for re-training programme to help them teach better and

improve skills.

The Colleges of Education in the area of study should improve the

level of provision of facilities and materials for teaching clothing and

textiles.

7. The Home economics students in the Colleges of Education should

be encouraged to exhibit their finish products to public to see and

those that did well be rewarded.

Limitations of the Study

One major limitation of this study is the insufficient reference materials

on clothing and textiles at the disposal of the researcher. This could be as a

result of the low level of studies carried out in this area. Also some of the

Colleges of Education in the area of study have few number of Home

economics teachers. This may have affected the varieties of opinions

obtained in such colleges.

Suggestions for Further Studies

The following suggestions are made by the researcher for further

research:

1. A research should be conducted to investigate the effect of

teacher's qualification and experience on the motivation of interest

of students in learning clothing and textiles in Colleges of

Education.

2. Research should be conducted on the source of funding of clothing

and textiles in Colleges of Education. 1.- -- - - p- . . - . T~

C .<- +-. - - - 7

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Barrowman, A.C. and Barrowman, E.M. ( I 973) Advanced step by step sewing. New York: Macmillan.

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C.E.S.A.C. (1 980). Clothing and textiles-Nigeria : Comparative educational study and adaptation centre, University of Lagos.

Chauhan, S.S. (1 983). Advanced educational psychology . New Delhi: Vikas Publishing House Ltd.

Chikwelu, J. (1997). Strategies for increasing the interest of youth in home economics education in Benue State. Bichi journal of education BIJE, 1 (2), 62-72. -

Cott, V.S. (1970). It's so new easy. (2nd ed.). Minneapolis: Burges Publishing Company.

Craig, H.T. (1 973). Clothing: A comprehensive study. Philadelphia, U.S.A.: Lippincott Company.

Crowther, J., Kavunagh, K. and Ashby, M (Eds.). (1995). Advanced learner dictionary. London: Oxford University Press.

Ewin, PA and Kinchen, L. (1970). Clofhing for Moderns. London: Machuttan.

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Gilles, R.P. (1978). Fabric for Needle work. London: Methuen Educational Ltd.

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Kaka, H.J. (1 980). Guidance on the teaching of clothing and textiles in the secondary schools with the view to satisfying the needs of the Nigerian child. A paper presented at a workshop organized by Federal Ministry of Education for Home economi~s officers. Lagos. 1 7 ' ~ 2 0 ' ~ u g u s t .

Lawani, D.O. (1997). Abraham maslow hierarchy of needs: Theory and its applicability in Nigerian schools. Journal of technical teacher education . (JOTTED) . 2 (I), 16-20.

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Olabanji, V. (1996). Factors militating against students' interest in learning clothing and textiles and some selected secondary schools in Kwara State. Unpublsihed bachelor of education degree in home economics' project. Zaria: Ahmadu Bello University.

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APPENDIX A

THE QUESTIONNAIRE

Department of Vocational Teachers Education, University of Nigeria, Nsukka.

Dear SirlMadam,

REQUEST TO RESPOND TO A QUESTIONNAIRE

This questionnaire is for a study designed to come up with appropriate

approaches for motivating interest of students in leaning clothing and textiles

in Colleges of Education in North-Eastern States of Nigeria.

In order to achieve this objective, the researcher is soliciting your

assistance in supplying the information required herein, to the best of your

knowledge. Please be as frank as possible as your responses will be treated

confidentially and would be used for academic purposes only

Yours faithfully,

SGD.

Oiaosebikan Victoria Bola (Mrs.)

SECTION A: GENERAL INFORMATION

............................................................ 1. Name of your Institution:

..................................................................................... 2. State:

3. Years of teaching experience

(a) 0-5 years ( )

(b) More than 5 years ( )

SECTION 6.

Please indicate by ticking (4 ) the at which you agree with each of the

following factors as constituting a hindrance to the students in developing

interest in learning clothing and textiles.

The response categories are Strongly Agree (SA), Agree (A), Disagree

(D) and Strongly Disagree (SD).

textiles. The students previous experience in clothing and textiles in Post Primary school. -

The poor background of the students in clothing and SA A - ~ sDP-

Lack of proper vocational guidance. Poor int~tllectual capacity of the students in science

Poor psychomotor ability of the students. Poor financial stand of the individual students.

and textiles aspect in the NCE curriculum is very vast. Lack of readily available reference materials (Textbooks) on clothing and textiles in libraries. Too many practicals in clothing and textiles.

10 ) Lack of sufficient timelperiods for both class practice practices.

is relatively new subject area compared to other subjects.

(job) of Home economics graduates is not bright. Sex stereotypes (gender). Negative attitudes of the public towards Home economics profession. Inadequate facilities for teaching clothing and textiles in the Colleges of Education. lnsuffic~ent number of clothing and textiles teachers. Incompetence of the Home economics teachers in handlirg the clothing and textiles aspect.

18 1 Poor method used in teaching clothing and textile by

textiles aspect of the curriculum Teachers inadequate preparation for teaching

the Home economics teachers -

Teachers' lack interest in teaching the clothing and

clothing and textiles. Poor psychomotor ability of the teachers in clothing and textiles. Insuffic~ent training materials for teaching clothing

I

and textiles Home economics teachers (graduates ) did not specialize in clothing and textiles and therefore poorly teach it. Home economics teachers find it more difficult to teach clothing and textiles aspect in comparison to other areas of Home economics.

SECTION C:

Please indicate (4 ) the level of a which your are accept each of the

following ways for improving the interest of student in learning clothing and

textiles in Colleges of Education.

The levels of acceptance are Strongly Agree (SA) , Agree (A),

Disagree (D), Strongly Disagree (SD).

SIN 25

26

27

2 8 29

30

3 1

32

33

34

35

36

37

38 -

and factories dealing in clothing and textiles. Giving reaular practical assignments to students in

ITEMS Encouraging field trips to industries, organizations, shops

clothing a i d textiles when justified. Encouraging group practical assignments for students in clothing and textiles. Providing ~ndividualized instructions to the students. Students to independently carryout practical work in

SA

clothing and textiles when reqiired.' Encouraging process product evaluation of students practicals inclothing and textiles. Making the clothing and textiles curriculum relevant to contemporary - needs of the society. Providing of adequate infrastructure like laboratories,

SD A

classrooms and storage places for teaching and learning clothing and textiles. Providing of adequate raw materials like cloth, wool and

D

brown papers for teaching and learning clothing and textiles. Converting finished products of students' practicals into commercial values will improve motivation. Using vocational guidance and counseling to improve interest in -he area of clothing and textiles. Provide sp2cial training and retraining programme for Home economics teachers in the area of clothing and 1 I I I I

and weaving. - Providing adequate facilities like sewing machines, tables,

textiles. Employing skilled personnel to handle the various aspects of clothing and textiles e.g. embroidery, knitting, crocheting '

education programme . Providing special allowance to clothing and textiles

39 stools and scissors for learning clothing and textiles. Admitting qualified students for Home economics

41

42

students. - Encouraging the use of team teaching in clothing and textiles by Home economics teachers in lines with area of interest. Encouraging the Home economics department to engage in consultancy work like for sewing academic gowns, curtainslblinds and table cloths to motivate students and enable them to improve their skills in practical work.

APPENDIX B -

Spearman Rank Order Correlation Coefficient Formula for calculating

the error variance of the instrument.

Where p = the rank order correlation coefficient

C = summation sign

d = the differences between the ranking of a pair of scores in the

series

N = numbers of pairs, (Akuezuilo, 1993).

The Spearman Brown Prophecy Formula for calculating the reliability

of the total test (the questionnaire).

Where,

y = reliability of total test

p = correlation coefficient

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