Factors affecting effective aquisation of practical skills in home science in Kenyan primary schools of Nairobi and Kajiado districts

Abstract

This study was to find out if pupils in primary schools are acquiring sufficient practical skills in home science for self-reliance. A descriptive study was carried out in Langata division in Nairobi and Ngong division in Kajiado district. Data was collected using a questionnaire, classroom observation schedule, Likert Attitude measuring scale and a checklist. Stratified sampling technique was used to select schools and pupils, while random sampling was used for home science teachers.

The findings of this study show that since the introduction of cost-sharing in structural adjustment programmes (SAPs) the community support to primary schools has sharply declined, consequently affecting the teaching of home science. Data also revealed that there was endemic lack of adequate teaching, and learning resources in both rural and urban primary schools coupled with inefficiency in their management by both headteachers and home science teachers. In-servicing teachers was inadequate.

Gender of pupils is affecting the acquisition of femanine skills in home science while boys do not have role models in learning the subject. However the age of the pupils emerged as a factor affecting acquisition of skills as the older pupils have higher aspirations of using these skills after primary school than younger pupils.

In conclusion the pupils are only getting tips and fragments of home science practical skills. These are not adequate to make primary leavers self-reliant.