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Poor Reading Attitude

Pupils have a poor reading attitude towards home economics, viewing it as vocational tasks that require memorization rather than understanding. They think the subject is complex and difficult, only for the talented who read home economics books. This leads to a psychological switch-off where pupils make no effort to understand activities or read notes from teachers. Pupils believe trying to understand is a vain effort and completely switch off, making even carefully presented materials unsuccessful.

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Idongesit Williams
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44 views1 page

Poor Reading Attitude

Pupils have a poor reading attitude towards home economics, viewing it as vocational tasks that require memorization rather than understanding. They think the subject is complex and difficult, only for the talented who read home economics books. This leads to a psychological switch-off where pupils make no effort to understand activities or read notes from teachers. Pupils believe trying to understand is a vain effort and completely switch off, making even carefully presented materials unsuccessful.

Uploaded by

Idongesit Williams
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Poor reading attitude and Pupils Academic Performance in Home Economics

Home Economics is viewed by most pupils as a series of vocational subject that require
the application of some domestic tasks that needs to be memorized. They start to think that
Home Economics is complex and not understandable except for those who are talented and often
read home economics books. This results in psychological switch- off and pupils make no effort
to understand and carry out activities as assigned by the subject teachers. They refuse to read
their home economics notes as prepared and given to them by their teachers. The pupils’ gives
up what he believes to be a vain effort and switches off completely to an extent that even the
most carefully presented materials may prove unsuccessful (Macnab & Cummine, 1996).

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