Exploring effective teaching pedagogies used in home economics form 3 classes

Abstract

The purpose of the study was to investigate the different pedagogies being used in Home Economics Form 3 classes and to discover if the teachers are using effective approaches for today's students. Through an ethnographic approach the researcher could uncover the reasons for opting for such pedagogies. The research question was tackled through three different research methods. Each research method contributed to the attainment of the different aims and objectives set. Non-participant observations were carried out in three different Secondary Schools while 6 semi-structured interviews were conducted to get first hand information from teachers on which and why particular pedagogies are implemented. 6 record of work journals were also distributed to other teachers in order to record the most common pedagogies implemented during 6 double lessons. Record of work journals also provided comments on why pedagogies implemented were appropriate for the particular topic. The findings illustrate that while the participating sample of Home Economics teachers are already implementing student-centred pedagogies such as collaboration, problem solving and brainstorming sessions; resources such as handouts are still amongst the most commonly used. Also technology is not being used as effectively as possible especially the IWB which is being used mostly as a projector rather than a tool which enhances interactive activities. After evaluating the data a set of 8 lesson plans were developed on the nutrient topics in the Form 3 syllabus using innovative, constructivist and active pedagogies through the use of technology which is very appealing for today's students.