Teaching Home Economics by a Problem solving Approach in Sudanese Secondary Schools for Girls

Journal of In-Service Education ISSN: 0305-7631 (Print) (Online) Journal homepage: http://www.tandfonline.com/loi/rjie18 Teaching Home Economics by a Problem solving Approach in Sudanese Secondary Schools for Girls Mahasin I. Shommo To cite this article: Mahasin I. Shommo (1995) Teaching Home Economics by a Problem solving Approach in Sudanese Secondary Schools for Girls, Journal of In-Service Education, 21:3, 319-330, DOI: 10.1080/0305763950210308 To link to this article: https://doi.org/10.1080/0305763950210308 Published online: 12 Sep 2006. Submit your article to this journal Article views: 10812 View related articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalinformation?journalcode=rjie20

British Journal of In-service Education, Vol. 21, No. 3, 1995 Teaching Home Economics by a Problem-solving Approach in Sudanese Secondary Schools for Girls MAHASIN I. SHOMMO University of Hull, United Kingdom ABSTRACT This study investigated a practical problem in Sudanese secondary female home economics education, namely, the lack of involvement of methods of teaching critical thinking skills, which is believed to be a major defect in teaching/learning of home economics. Also, there is a complete omission of provision of any INSET programme for secondary home economics teachers regarding the improvement of their methods of teaching. This paper presents an account of an INSET course in teaching problem-solving conducted in Sudan in summer 1992 for secondary home economics teachers of Omdurman. Using both semi-structured interviews and self-report Likert questionnaire, teachers' views about teaching problem-solving in the context of home economics were investigated. Respondents views were solicited on several areas. The results showed teachers' positive attitudes towards the INSET and the use of problem-solving methods. As INSET of Sudanese home economics teachers has been consistently ignored, the findings of this study confirm the positive impact of problem-solving for both students and teachers. Also, the findings confirm that there is an urgent need for INSET for large groups of home economics teachers. This paper suggests various means for a large-scale engagement of home economics teachers in similar courses. Background Nearly all teachers of secondary home economics in Sudan fall into one of three categories (Shommo, 1986, p. 102). The first includes those who learned this subject in its traditional form (mostly cooking and sewing). In essence, this group has no professional qualification in the field. They have not been exposed to the necessary faculties and expertise, or even had any formal teacher training. Those teachers simply rely on their talent, skill, and their enthusiasm and ambition to promote the subject. The second category is of those who were originally not home 319

MAHASIN I. SHOMMO economists, having majored in other subjects, but began to teach home economics because of the shortage of specialised teachers. It is assumed by the Sudanese educational authority that any female teacher, irrespective of her training and educational background can easily teach home economics without any constraints. The third and smallest group is that of recruited teachers. This group includes those who have graduated from home economics departments in the higher educational institutions. These graduate teachers are, however, not in large enough supply to satisfy the demand for home economics in the whole country. They tend to take assignments in the central part of Sudan. Generally, many Sudanese home economics teachers still subscribe to the prevention of traditional methods of teaching. These methods have never been updated or even thought of with deep insight. In short, it does not seem possible that the teaching of critical thinking skills can be implemented unless teachers have full professional preparation in this area. It is essential to challenge the present widely-accepted marginal role of home economics teacher education at the secondary level, if equality of school subject is to be achieved and if home economics is to be used as a mechanism for Sudanese families' well-being. The Problem-solving (PS) Approach m Identification of the Problem Interpretation of the Problem rn Consideration of Possible Alternatives Selection of the Solution I rr Implementation of the Decision Evaluation of the Result Figure 1. The model of problem-solving. 320

TEACHING HOME ECONOMICS The problem-solving approach used is advocated by two American home economics educationists, namely, Dewald-Link & Wallace (1983, pp. 215-217). This approach consists of the following stages: 1. Identifying the problem. 2. Interpreting the problem. 3. Listing the alternatives. 4. Selecting the best solution. 5. Implementing the decision. 6. Evaluating the consequences. The authors suggested that using this approach significantly helps students in learning both basic home economics and critical thinking skills. They contended that the elements of problem-solving models of teaching are applicable for all areas of home economics and at all levels of the educational process. The approach is summarised in Figure 1. Current System of INSET of Sudanese Secondary School Teachers The general pattern of INSET consists of two kinds. In one of these, teachers are brought from their regions to the centre to be trained by the lecturers of the different departments in the Faculty of Education, University of Khartoum (1990, pp. 187-200). In the other less common kind, lecturers are sent to train teachers in their own regions. It can be seen from the above description that the large majority of home economics teachers have never been professionally trained. Even the graduate teachers have never been involved in any INSET programme. Whereas other subject teachers are offered annual training opportunities provided by the Faculty of Education at the University of Khartoum, as well as the Ministry of Education, there is not a single INSET programme specifically available for home economics teachers, so far, even though funds for training home economics teachers are equally available. The problem is simply that no one has tried to develop INSET programmes for home economics, perhaps because of the worldwide accepted influence of gender assumption associated with home economics. It is therefore possible to claim that the omission of home economics teachers from involvement in INSET programmes is one of the reasons why the teaching of home economics has not developed beyond the traditional methods. This is particularly true for the traditional teachers who have had no training qualification in progressive methods of teaching or, perhaps, no home economics educational background. It is, therefore, equally plausible to suppose that we are faced rather with a dual problem of training which has not been made available yet, and training which has lost esteem through down-grading of the subject. This suggests that any radical reform of Sudanese secondary home economics education will have to involve the development of INSET as one of its priorities. 321

MAHASIN I. SHOMMO Research Strategy The present study investigated the teaching of problem-solving in the Sudanese secondary home economics curriculum. A four-day INSET course in teaching home economics through problem-solving was conducted for secondary home economics teachers of Omdurman. Before the course, negotiations were carried out with teachers regarding the topics selected for the study. These topics were taught and tested according to traditional methods to 234 students. During the course, teachers planned the same home economics topics according to the problem-solving style. After the course, the planned lessons were taught and tested. The results of the two tests were compared. The research strategy (quasi-experimental design) is summarised in Figure 2. Class 1 Topic A Traditional Test - TR A Topic B PS Test - PS B In-service course Test C Class 2 Topic B Traditional Test - TR B Topic A PS Test - PS A Teaching Testing Teaching Testing Figure 2. Research strategy (quasi-experimental design). Data were collected from classes by means of achievement tests and teachers' diaries. Teachers' views about having participated in the INSET course in teaching problem-solving and their experience of teaching problem-solving in their own home economics classes, were collected by means of questionnaires and interviews. Each tool was designed to obtain particular data. Overview of the INSET Course The INSET course aimed to train Sudanese secondary home economics teachers in teaching problem-solving. The emphasis was put on fostering positive approaches to teaching problem-solving rather than simply eliminating the traditional methods. To this extent, the sixteen teachers were trained in the planning and implementation of the method of teaching problem-solving. The course included four sessions, each of which focused on specific activities. In the first session, the emphasis was put on introducing teachers to the global movement of teaching critical thinking skills in general and problem-solving in particular. Teachers were also introduced to the purpose and importance of the study. Moreover, participants were involved with problem-solving as a method of teaching critical thinking skills in the context of home economics. The second session was focused 322

TEACHING HOME ECONOMICS on engaging teachers with a home economics lesson that had been developed and presented by the present author. The third session provided the opportunity for the participants to develop their own problem-solving lesson plans and tests. In the final session, teachers were given an opportunity for ample discussion in presenting their new-style lesson plans and tests. The teachers' reactions to the INSET revealed that good communication and cooperation between teachers and the researcher had been established. The Interviews The objective of the interviews was to provide an immediate feedback on the course and to help full understanding and interpretation of teachers' responses. Accordingly, teachers' views were sought on different aspects including: (1) their enjoyment of problem-solving; (2) the impact on problem-solving on the way they will teach home economics in the future; (3) necessity and the role of teaching problem-solving in home economics; (4) participation of problem-solving input in planning home economics lessons and in solving Sudanese family problems associated with home economics; and (5) effectiveness of problem-solving in the students' learning. Findings of the Interviews One of the main findings of the interviews was that all teachers indicated that they had greatly enjoyed the INSET course and the teaching of home economics using problem-solving method, giving comments such as: The problem-solving method provided a good opportunity for discussion, sharing different viewpoints and debate. The course on teaching problem-solving was useful because of the excellent planning and implementation. It was helpful to have a break of the routine of being in schools continuously since recruitment and discuss issues of common concern. Deep thinking about lesson planning and test construction was encouraged. There are positive implications for students in the classrooms. Also, participants expressed their strong intention to develop the teaching of home economics courses in their schools. The respondents agreed that the whole course needed to be longer in order to identify more problems in home economics; practice more problem-solving; listen to more viewpoints; and learn more methods similar to problem-solving. All the teachers indicated that they favoured teaching problem-solving to a great extent because it is an ideal method for teaching home economics. It will enhance students' learning of home economics and a problem-solving approach discloses the daily life problems of students, as well as those of teachers. The interviewees expressed their firm intention to continue using problem-solving in teaching home economics. They explained that 323

MAHASIN I. SHOMMO their satisfaction pertained to teaching problem-solving in the classroom, students' learning of problem-solving, the development of lesson planning and procedure of assessment, teachers' ability of teaching problem-solving and the positive implications of teaching problem-solving in the Sudanese society. Teachers argued that problem-solving is necessary for teaching home economics, providing the following major arguments: Problem-solving is necessary for generating discussion about problems and searching for alternatives. Teaching problem-solving in home economics deals with the realities of Sudanese families. Problem-solving is necessary for the development of the secondary home economics curriculum. Problem-solving skills can be transferred into other contexts or subjects. Teaching problem-solving in home economics is necessary because it provides thinking and understanding of this subject. All the participants answered that teaching problem-solving should play a central role in the development of current secondary home economics curriculum. The interviewees believed that teaching problem-solving could make a turning point in the history of secondary home economics education in the country. They suggested that problem-solving approaches should be the cornerstone of the home economics curriculum reform. The answers pertaining to the role of teaching problem-solving were represented by the following areas: It would link the curriculum with the community. The aim of teaching problem-solving should be the improvement of students' thinking and learning skills. Problem-solving would improve teaching methods as well as teacher training. The image of home economics curriculum would be enhanced. Students' assessment and curriculum evaluation would be developed. In responding to what should be the role of problem-solving skills in the planning of home economics lessons, the answers were categorised into four groups which concerned the prerequisites for lesson planning; teachers' behaviour in the classroom; involvement of social problems and local family needs; the development of students' skills and knowledge. During the conversation respondents indicated that the effect of teaching problem-solving in home economics would be positive for Sudanese families in terms of the development of family awareness and understanding; solutions to many problems of Sudanese families; improvement of the image of home economics among its peer subjects. The interviewees agreed that the effect of problem-solving on students' learning was certainly positive in relation to the understanding of home economics and problem-solving; classroom activities; the implementation of problem-solving; the development of students' skills 324

TEACHING HOME ECONOMICS and abilities. It was found that two graduate teachers had heard about problem-solving as a general method, but they had never used it before this INSET course. In short, the interviewees indicated that the development of problem-solving skills is necessary for teaching and learning of home economics and there is need for this skill in the Sudanese society. Teachers' Comment on the Interviews The general comments offered by the teacher-interviewees were processed and the number of respondents (n), who gave similar comments are indicated. Examples of the comments provided were: I found that the in-service course was marvellous because.the format provided for teaching problem-solving was clear (n = 12). I found that the strategies of teaching critical thinking skills that were given as handouts during the course were helpful in developing lesson plans (n = 12). Although the in-service course was short, it covered many important issues regarding the teaching of problem-solving in home economics (n=13). I believe that the construction of the tests, that included all levels of thinking, was excellent. Thus, my suggestion to my colleagues is to continue developing this type of test (n = 11). We need regular in-service training similar to the one that we had in teaching problem-solving (n = 16). I suggest the training of all home economics teachers in Sudan in teaching problem-solving (n = 7). Being trained in teaching problem-solving in home economics helped me to discover that the weakness of home economics education is not merely the fragmented curriculum, but also the method of teaching this subject (n = 4). My Comment The general impressions provided by teachers were subsumed in three major points. The first one is that teachers were satisfied with their experience with teaching problem-solving in the INSET course, as well as in their classes. The second one is that the teachers expressed their strong desire for further training. The third point is that the interviewees indicated their urgent need for a well-developed curriculum. The Questionnaire Survey The questionnaire consisted of 48 items, plus questions seeking demographic data about teachers. An opportunity for comments was also provided for the respondents. The questionnaire booklets were administered by the researcher immediately on completion of the 325

MAHASIN I. SHOMMO interviews. All the booklets were returned and all the responses were usable. The questionnaire consisted of four different sub-scales. They were: 1. Teachers' reaction to the INSET course and to the challenges of preparing and teaching problem-solving. 2. The success of the new-style lessons. 3. Students' reaction to the problem-solving lessons. 4. The need for further teacher training. Findings of the Questionnaires A major finding of the questionnaire study is the confirmation that not all the disciplines included in the curriculum are being taught in schools. Instructional Responsibility No. % Sewing and needlework Cooking and food preparation Nutrition education Childhood and motherhood Textiles and clothing construction Home management Arts and handicrafts First aid Family education Health education 10 11 15 9 6 8 0 3 3 2 62.5 68.8 93.8 56.3 37.5 50-0 18.8 18.8 12.5 Table I. Instructional responsibility of the teachers' sample. Degree No! %~ BSc in home economics education and social work Bachelor of Nutrition and Dietetics Diploma of Higher Teachers' Training Institute Ahfad Diploma of Family Sciences Afhad Bachelor of Family Sciences General Diploma in Education Others 3 1 3 2 1 5 1 18.3 6.3 18.3 12.5 6.3 30.8 Table II. Teachers' academic qualification in home economics. The data in the teachers' instructional responsibility shown in Table I also confirmed that topics selected for tests' study - nutrition (93.8%); cooking 326 6.3

TEACHING HOME ECONOMICS and food preparation (68.8%); and sewing and needlework (62.5%) - were the most commonly taught across the schools. Another fundamental finding shown in Table II is that the majority of teachers (30%) had no home economics educational qualification. As regards teaching experience, Table III shows that a heterogeneous group of teachers (2-19 years) was included in the questionnaire study. Teaching experience (years) 2-7 &-13 14-19 19+ No. (n = 6) 6 2 6 2 % 37.5 12.5 37.5 12.5 Table III. Home economics teaching experience of the teachers' sample. The comments provided by all the respondents were grouped according to their similarity under five headings. Teachers'Reaction to the INSET Course The comments indicated that 75% of the teachers were satisfied with their participation in the INSET course and they wished to have further training. Teaching Problem-solving in Home Economics Classes In general, the comments provided under this heading offered a wide range of views regarding teaching problem-solving lessons. This variety of opinions will be valuable in developing further research on the development of home economics education. The Students' Learning Outcome As each comment from this group was given by at least 50% of the respondents, these results suggest that the outcome of teaching problem-solving on the teachers' perceptions of students' learning of home economics was positive. Development of the Home Economics Curriculum Once again, this comment confirms that, as well as INSET in using methods of teaching home economics, teachers need to have a better planned curriculum. This comment fully supports the answer given in the interviews, in which teachers expressed the view that the aim of teaching 327

MAHASIN I. SHOMMO problem-solving should be the improvement of the image of the home economics curriculum. The Influence of the Problem-solving Input in Home Economics Lesson Planning The comments given on this matter clearly reflect the extent to which teachers considered that pre-lesson preparation determined the success of their problem-solving lesson. Discussion The findings of the interviews suggest that the issue of INSET development should be given consideration by Sudanese educational authorities. This is particularly important since teachers had emphasised in their conversation the positive effect of the new method on students' learning, providing evidence of high gain in their students' learning of home economics lessons taught by problem-solving. Among many other reasons, for the sake of community development and the need of Sudanese people, the author believes that problem-solving should be a fundamental part of Sudanese home economics education development. A teaching method need not be new in order to be effective, but it must be suited for what it is designed to accomplish. The lack of the involvement of home economics teacher-trainees in investigative methods of teaching in their initial training suggests that more emphasis should be initiated. This finding has implication for home economics departments that provide initial teacher training courses. The questionnaire study confirmed that not all the home economics disciplines included in the curriculum are being taught in schools. This suggests that if radical development of the curriculum is to be achieved, all branches should be taught in the home economics courses. Also, it indicated that only a few teachers had home economics educational qualifications. The researcher believes that this finding, in particular, aggravates the problem of methods of teaching home economics, since teachers had no adequate experience. Moreover, this finding highlights the need for the development of INSET education for the teachers. Generally, the comments provided in the two studies were found to be positive, sound and constructive. The agreement of the comments in both studies indicates that the teachers felt under no pressure to bias their responses. In short, the most important resource in the development of secondary home economics education remains to be the teacher in the classroom. In fact, the crucial role of the teacher places a major responsibility on the quality of her training. This suggests that both initial teacher training and INSET must be given greater consideration. We would welcome mutual approaches between initial and INSET education. However, we still must find a way to expand their benefits to all 328

TEACHING HOME ECONOMICS teachers; otherwise, improvements for the few who are trained in the centre, will further degrade the status of the untrained majority and weaken their job prospects. Suggestions for Development of INSET for Sudanese Secondary Home Economics Teachers Owing to the difficult circumstances currently prevailing in the Sudan, the idea of in-service training of all secondary home economics teachers in teaching critical thinking skills would be faced by several obstacles. One of the most important of these problems is the difficulty of transport to bring all teachers together in one place to train them. Another potential obstacle is the pressure that would be put on the Ministry of Education in providing accommodation, food and other expenses, if teachers were brought to the centre. Therefore, if teachers of home economics are to be trained in teaching critical thinking skills, they should be trained in their regions. The author suggests that master trainers should be used to train teachers in their areas. This involves selecting and then training a few persons from each region who are capable of doing this job successfully. This idea, if implemented, would overcome constraints of time, effort and economic resources, and would present significant development in the process of Sudanese INSET of secondary school teachers. Another alternative is the development of models of teaching critical thinking skills in the form of workbooks for teachers to use. This is of considerable importance for home economics teachers in rural regions, as it would be difficult either to bring them to the centre or to send them master trainers. Similarly, self-study, pamphlets and other written materials on teaching critical thinking skills for teachers to use in order to improve their teaching methods could be no less important than attending INSET courses. Correspondence Dr Mahasin I. Shommo, School of Education, University of Hull, Hull HU6 7RX, United Kingdom. References Dewald-Link, M. & Wallace, S. (1983) Help students face tomorrow: use problem solving approaches in your classroom today, Clearing House, 69, pp. 214-217. Shommo, M. (1986) Developing thinking skills in the secondary HE classroom, M.Sc. Thesis, University of Nebraska, Lincoln, p. 102. University of Khartoum (1990) Faculty of Education: systems, regulations and curricula. Khartoum: Khartoum University Press. 329

Educational Action Research an international journal First Annual Conference, 1996 Title Professional Development, Accountability and the Pursuit of Social Justice - Purpose To celebrate the Journal, and act as a forum to make more visible issues of social Justice as they affect the work of practitioners in education, social services, health and other settings. Keynote Speaker Melanie Walker, University of the Western Cape, South Africa Venue, Date and Fee Royal Society of Arts, London, 5 June 1996. 65.00 Benefits The opportunity to hear a different perspective on the theme The opportunity to meet and exchange views, experiences and ideas with colleagues from associated disciplines The opportunity to debate key ethical issues in the development of education through action research Draft Programme 10.30-11.00 am Coffee 11.00-11.15am Welcome from Journal Editors and Briefing 11.15-12 noon Keynote 12.00-12.45 pm Seminar Groups 1 (Issue raising, prioritising afternoon agenda) 12.45-1.45 pm Lunch 1.45-2.30 pm Seminar Groups 2 (Developing the issues through dialogue) 2.30-3.15 pm Plenary (Sharing the issues) 3.15-3.45 pm Keynote Speaker's response ("What I Have Learned Today') Contact for Further Information Dr Bridget Somekh Scottish Council for Research in Education 15 St John Street Edinburgh EH8 8JR United Kingdom Tel: +44 (0)131 557 2944 Fax:+44 (0)131 556 9454 Email: scre@edinburgh.ac.uk