|dc.description.abstract||This study was a survey of how teaching aids
are acquired and used in the teaching of Home
Science education in secondary schools in Nairobi
The main objectives of this study were to
find out the types of teaching aids used in Home
Science in secondary schools' and how they are
acquired and used for the teaching of the subject.
Data was collected by means of teachers'
and students' questionnaires, headteachers'
interview schedule and classroom observation
schedule for Home Science teachers. The population
for the study consisted of secondary schools
offering Home Science in the 8-4-4 System of
Education in Nairobi Province. A sample of ten
maintained and assisted secondary schools were
randomly selected from the province. Twenty
five form one students and the same numbers of
form three students in each school, responded
to the students' questionnaire. In all, 410
students participated in this study. Two
teachers from each school responded to the
teachers' questionnaire and were also observed
in the use of teaching aids. Eight headteachers
and two deputy headteachers were interviewed.
De~criptive statistics mainly tables and percentages
were used in data analysis and presentation.
According to' the findings, all the Home
Science' teachers were females of high academic
and professional calibre. Despite their
qualifications, these teachers did not use as
many teaching aids as had been expected.
Many teaching aids such as projectors were
missing in most of the schools. Schools had
few teacher-made and student-made teaching aids.
The Ministry of Education supplied very few teaching
aids to schools. Most teaching aids were purchased
by tne schools.
While cost, durability and simplicity were
given priority when choosing teaching aids,
attractiveness and size were not considered by
most Home Science teachers. Results revealed
that the teaching aids that teachers used most
were textbooks, diagrams, chalkboards and pens.
Among other recommendations, the researcher
suggested regular in-service training for Home
Science teachers so that new knowledge in preparation
and use of teaching aids could be made available
to teachers. Regular appraisal of teaching aids
is therefore necessary. Alternative sources
especially community-based materials should be
sought. The establishment of resource centres
was recommended so that a cluster of schools
could be served by such centres. There is also
need for further" research in areas related to
teaching aids in Home Science,for example, teachers'
attitudes towards preparation and use of teaching