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Usefulness of Consumer Education Concepts as Perceived by Current and Former Homemaking Students
Author(s) -
Bell Camille G.,
Durr Gloria E.
Publication year - 1983
Publication title -
home economics research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 0046-7774
DOI - 10.1177/1077727x8301100302
Subject(s) - respondent , family and consumer science , consumer education , consumer economics , subject (documents) , psychology , economics education , perception , sample (material) , argument (complex analysis) , scale (ratio) , consumer behaviour , marketing , mathematics education , social psychology , medicine , primary education , political science , business , computer science , geography , cartography , chemistry , chromatography , neuroscience , library science , law
Current and former students enrolled in Consumer and Homemaking Education were investigated to determine how they perceived the usefulness of consumer education concepts taught in all home economics subject areas. The sample included 912 students from various sized schools throughout Texas. Data were gathered by a rating‐scale questionnaire. Findings indicated that current and former students’perceptions of the usefulness of consumer education concepts taught in a specialized course and in the subject areas differed significantly at the 0.01 level with the exception of the areas of child development and family living. Further, both current and former students perceived consumer education concepts in home economics subject areas as more useful than consumer education concepts taught in consumer education alone. Significance of background variables was determined by using multiple classification analysis of variance statistical procedure. Variables which were significant included: enrollment status, community size, number of home economics courses taken, and sex of the respondent. However, the significant interaction of specific variables was not uniform for all the consumer education concepts. This means a variety of motivational strategies and learning experiences for males and females with varying backgrounds will need to be used to determine the best results for teaching the consumer education concepts perceived by students to be less useful. The authors concluded that for best results, basic consumer education concepts should be interfaced with home economics subject areas. This makes a strong argument for consumer education to be taught in all aspects of Consumer and Homemaking Education.