CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual Frame Work
Clothing and textiles rank with food and shelter in
the survival of man in his environment. Clothing is the general term for
various coverings designed to protect or adorn the human body, while textile is
the large umbrella that covers all things called fibre (Falanc 2004). Fibre on
the other hand refers to a unit of matter characterized by flexibility and
fineness with a high ration of length to thickness.
It is the fundamental unit sued in
measuring or making textile yarns and fabrics.
Clothing and textile education is a
branches of Home Economics education, education that is concerned with the
acquisition and development of practical skills by beneficiaries.
Ossai (2001) stated that clothing
and textile is one of the courses offered in secondary schools and tertiary
institution.
Lemechi (2001) stated that one of
the objective of Nigeria education is to produce skilled person who are able to
play affective roles in national economics and technological growth and
development. Clothing and textile as a skill-oriented course help to equip
individuals with saleable skills needed for self-reliance. Anyakaoha (2002)
stated that clothing and textile equip individual for enormous employment
opportunities in occupations relating to clothing and textile namely.
Dressmaking or clothes construction, designing, dry-cleaning and landering
services, tie and dying, beautcare, and hair dressing, fashion merchandising
and pattern illustration or drafting.
Realization of the objective of
clothing and textile education depends largely on the implementation strategies
employed for students to be able to perform adequately in clothing and textiles.
Anozie (2003) indicated that the
extent to which the rate of learning among students generally can be
accelerated depends often on the teacher and teaching devices available at his
disposal. Nwaokaomah (2010) stated that the strategies to improve entrepreneurship
in clothing and textile include: allowing for flexibility in the thoughts of an
individual student in terms of reception of new concepts, ideas, materials and
approaches to clothing and textile, and that teachers should respect their
students ideas and questions in order to foster creative thinks in them.
Arubayi and Obunadike (2011)
identified the strategies for include: strategies to change the negative
attitude and lack of confidence among the curriculum and instructional impediments
ranging from inadequate topics and tests inappropriate methods in curriculum,
strategies to improve pedagogical skills among teachers, strategies to enhance
availability of funds and strategies to ensure that teachers do not fail to
improvise and utilize instructional materials. They are of the view that the
strategies have the capacity to solve the problems of stunts attitude and
perception of clothing and textiles, inadequate and qualitative teachers,
sufficient instructional time and materials as well as effective teaching of
clothing and textiles as subject.
Iyere (2000) and Asuguo (2007)
emphasized training and retaining of teachers as strategy to update and enhance
their teaching clothing and textile in schools. They stated that teachers
should update their knowledge through further training programmes especially in
areas of technological advancements in clothing and textiles. There is need for
teacher to update their knowledge in the use of emerging trends in equipments
and machines. They also pointed out part of the strategies requires that
schools need to carryout regular maintenance on existing equipment and machines
so as to keep them in a continuous working condition for effective use. Ozioko
(2006) identified the strategies to enhance students performance in clothing
and textiles to includes the following: that government modify the educational
curriculum in such a way that students are taught to be creative at an earlier
stage that creativity strategies should be inculcated in the individual students
by allowing students discover new ways of using existing resources and
materials to produce completely new of changed revisions of existing foods and
services in clothing and textiles, and that the third strategy requires teacher
to teach students how to be self-reliant through various tasks and skills in
clothing and textiles programmes.
It is expected that these strategies
would enhance students performance in clothing and textile. Uwameiye and Osho
(2011) identified strategies to change attitude and motivation as strategies to
enhance students interest in clothing and textiles. They argue that motivation
as a psychological term are positively related to academic achievement.
Exhumiun (2004) stated that students with low motivation and poor attitude performance
poorly in their academic work than those with higher motivational attitude to
studies. Therefore motivation and attitudinal change strategies are important
enhancing students performance in clothing and textiles.
Empirical Review
Uwameiye and Osho (2011) carried a study on attitude
and motivation as predictors of academic achievement of students clothing and
textiles. The study used simple random sampling technique to select the sample
for the study. Clothing and textile attitude scale, clothing and textile
motivation scale and clothing and achievements to gather data the study finds
that attitude is capable of predicting academic achievement of students in
clothing and textiles. The implication of the study is that attitude and
motivation are predictors of academic achievement. The stud recommended that
teachers should encourage students to develop the rights attitude and create
right atmosphere in teacher that will motivate students to learn.
Arubayi and Obunadike (2011) carried
out a study on problems of teaching and learning of clothing and textiles in
senior school in Anambra State. The sample for the study was selected using
simple random sampling techniques. Data were collected through questionnaires
and analyzed using mean scores and standard deviation. The study finds that the
problem of teaching and learning of clothing and textiles include negative
attitudes and lack of confidence in curriculum and instructional impediments,
lack of pedagogical skills among teachers lack of funds, and failure of teachers to improvise
and utilize instructional materials.
Nwaoka Omah (2010) studied the
strategies for promoting entrepreneurship opportunities in clothing and textile
education. The study identified the opportunities to include dry cleaning and
laundering, designing, dress making or clothes construction, modeling, beauty
care and hair dressing, fashion. The study identified lack of equipments in the
clothing and textile laboratories and improper finding of the courses as the
challenges to entrepreneurship development in clothing and textiles.
Arubayi (2009) carried out a study
on appraisal of instructional materials and evaluation strategies in the
teaching of clothing and textiles. The adopted ex-post factor research design
and simple random sampling technique, questionnaire was administered to
generate data while simple means, standard deviation and one analysis of
variance (ANOVA0 was used in data analysis the study finds that student gave
satisfactory appraisal to the adequacy of instructional materials and the
evaluation strategies used by teachers. Arubayi (2010) studied teaching of
clothing and textiles in tertiary institutions.
An appraisal of course objectives and
contents. The study used simple random sampling technique to determine the
sample size. Ex-post facto research design was used while the instrument for
collection of data was a structured questionnaire titled (HESAIQ) the data
collected was analyzed using simple means, standard deviations and one way
analysis of variance. The study finds that students apprised the course
objectives and contents as very satisfactory irrespective of institution of
enrolment. The study also finds that difference in means of students in
different school were not significant.