Abstract provided by author:
Using the case study method and purposeful sampling procedures, data were collected through observation schedules and questionnaires from seven female Home Economics teachers in selected schools in the Windhoek region. The study found that Home Economics teachers used a variety of learner-centred methods of teaching that included group work, discussions and the question and answer method. The study also revealed that Home Economics teachers engaged in learner-centred practices that promoted active participation of learners in the teaching and learning process. Such practices included allowing students to evaluate their own work, encouraging students to work in groups, and providing students with opportunities to respond to other students' contributions. However, the teachers preferred those learner-centred methods of teaching and practices that enabled them to retain control over the teaching and learning process. Further, the study showed that Home Economics teachers have positive attitudes towards the use of various leamer-centred methods. In addition, it was found that they had adequate teaching and learning materials and equipment, but lacked textbooks
In light of the above findings, the study recommends that the Home Economics teachers should use all the different learner-centred methods of teaching which include group work, discussions, question and answer method, project work, independent inquiry, dramatisation, role playing and simulations, in order to cater for individual needs and to maximize learner participation in the teaching/learning process. The study also recommends that the Home Economics teachers be given adequate textbooks. This could encourage them to adopt various learner-centred methods of teaching
