MIDDLE SCHOOL STUDENTS, THEIR PARENTS AND THEIR SCHOOL ADMINISTRATORS: PERCEPTIONS OF THE USEFULNESS OF THE MIDDLE SCHOOL HOME ECONOMICS CURRICULUM

Abstract

The purposes of the study were to determine what the perceptions are of the middle school home economics course, what or who may have influenced the development of these perceptions, and what subject matter is most useful for middle school home economics students. The research questions were: (1) How do middle school students, their parents, and their school administrators perceive the usefulness of the home economics curriculum? (2) What or who may have influenced the formulating of these perceptions? (3) What home economics subject matter do middle school students, their parents, and their school administrators perceive to be useful? The population for the study consisted of all middle school students, parents of middle school students, and middle school administrators (Principal, vice principal(s), and guidance counselor(s)), in Frederick County, Maryland. The sample consisted of 321 middle school students, 165 middle school parents, and 23 middle school administrators. The survey was given out to the students and collected during their fifth period Social Studies class. Social Studies teachers were randomly chosen to administer the survey to avoid researcher bias. Parents of middle school students had their surveys hand-delivered to them by their son or daughter who had Social Studies during period six. The parents were given five days to complete the survey, and return it to the social studies teacher via their son/daughter. Middle school administrators had their survey sent to them via the courier mail service. They also were given five days to complete the survey and return it to the researcher via the courier mail. Confidentiality was assured in all surveys, among the three groups. A questionnaire was developed by the researcher as the instrument for data collection. Its validity was pilot tested by using a group of sixth grade students enrolled in the middle school where the researcher teaches. The return rate of completed surveys for each of the three groups administrators - 67%. Techniques was: students - 97%, parents - 53%, and used in the statistical analysis were frequency distributions, percentages, and cross-tabulations. The data collected enabled the researcher to compile an overall perception of middle school home economics, what or who may have influenced the formulation of these perceptions, and a ranking of middle school Home Economics subject matter, from most useful to least. The cross-tabulations allowed the researcher to narrow these perceptions by gender in all three groups. The results of the study indicate that the participants, in general, overwhelmingly support the middle school home economics program, and it is now seen by the majority of middle school students, their parents, and their school administrators as an important course in general education. The data suggest that the negative perceptions that have been associated with home economics in the past, are now actually positive since there is a high correlation between the skills presently taught in home economics and those perceived as most useful. Skills that are relevant today, and needed in the near future, are what middle school home economics educators must focus on. Thus these results also suggest many promising directions for curriculum innovation and development.