Exploring Effective Strategies to Enhance Teaching and Learning of Home Economics and Clothing Textiles in the Disintegrated Malawian Secondary School Curriculum

Abstract

The growing acknowledgement of the importance of Home Economics (HEC) and Clothing and Textiles (CT) in developing essential skills for a dynamic economy underscores the need for thorough research on their teaching practices in Malawi. This study addresses the gaps in the disintegrated implementation of HEC and CT curricula in Malawian secondary schools. This study employs a mixed-methods design based on the interpretive paradigm and Dewey's (2009) constructivist learning theory to examine the gap. The research primarily assessed how the teaching and learning environment, alongside educational policies, affect the effectiveness of knowledge and skill acquisition in these subjects. The study specifically investigated the strategies employed to teach HEC and CT in their disintegrated form, as well as the challenges encountered. Furthermore, an empirical conceptual model of the proposed methods to improve teaching practices in Malawian secondary schools has been developed. The findings indicated that students have limited knowledge and skills due to an overemphasis on theory that reduces practical application. The current challenges include inadequate resources, outdated teaching methods, insufficient time allocation, ineffective instructional strategies, and minimal integration of information and communication technology (ICT). To address these issues, the study recommends adopting innovative teaching strategies, such as incorporating Information and Communication Technology (ICT), providing hands-on learning experiences, and enhancing teacher training programs. Additionally, revising the curriculum to integrate modern practices, such as computer-aided design, is crucial for improving educational outcomes in HEC and CT, ultimately preparing students for successful careers in the economy.