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.
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