Graduate Thesis Or Dissertation
 

Former homemaking students' beliefs concerning their homemaking activities and secondary school homemaking education

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  • This study was to prove or disprove the null hypothesis that the present feelings about the homemaking activities of young women who had two or more years of homemaking education and who graduated from high school six years ago were not influenced by secondary school homemaking class experiences. A questionnaire was prepared which listed 71 homemaking activities and asked five questions about each of these activities designed to determine whether the respondents performed the activities, whether they enjoyed the activities, whether they learned the activities in homemaking classes, whether their feelings about the activities were influenced by their homemaking class experiences, and whether they believed the activities should be taught in homemaking classes. The questionnaires were mailed to 395 young women whose names and addresses were provided by 56 Oregon high school homemaking teachers. Seventy-eight could not be delivered because the addresses were insufficient, having been taken from high school files and being the addresses of the parents at the time the young women were in school. Eighty-three questionnaires were answered and returned. Of these, only 75 were usable because five of the young women had only had one year of homemaking, two did not follow directions and one questionnaire arrived too late to be included in the study. The fact that only 24 percent of the 317 questionnaires which were apparently delivered to the addressees were usable makes it necessary to emphasize that the results are valid only for the respondents who answered the questionnaires and for the time at which they answered the questionnaires. Over two-thirds of the respondents reported that they performed 57 of the 71 homemaking activities listed on the questionnaire, enjoyed 38 of them, learned nine in homemaking classes and believed their homemaking classes to have influenced their feelings about none of them. These results would appear to indicate that the null hypothesis was proved. Conclusions were based on the activities the highest percentages of respondents believed should be taught in homemaking classes. It was assumed that they had based their opinions on the experiences they had had in homemaking classes. Over two-thirds of the respondents believed that 65 of the homemaking activities listed on the questionnaire should be taught in homemaking classes. The 15 homemaking activities which over 90 percent of the respondents believed should be taught in homemaking classes were the following: 1. Selecting appropriate clothing and accessories for yourself. 2. Selecting fabrics with consideration for use and care as well as attractiveness. 3. Considering the advantages and disadvantages of making and buying clothing. 4. Shopping skillfully for clothing. 5. Making clothing in order to save money. 6. Keeping clothing in good repair. 7. Improving grooming and posture. 8. Planning family meals based on the Basic 4 food groups. 9. Planning for variety in texture, color, flavor and temperature in meals. 10. Shopping skillfully for food. 11. Preparing and serving family meals with a minimum expenditure of time and energy and a maximum of family enjoyment. 12. Planning basic home decoration. 13. Maintaining standards of cleanliness and safety (in relation to your family and your values). 14. Using information on labels to make purchases and care for articles after purchase. 15. Developing a plan for spending.
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file details MathesonEdithE1968_Redacted.pdf 2017-08-07 Pubblico Scaricare