Abstract:
This thesis is an interpretive analysis of knowledge and skill acquisition in Home Economics in the integrated Science and Technology curriculum in the Teachers’ Training Colleges in Malawi. The study was situated within the interpretive paradigm and constructivism theory. The research design which guided this study was mixed method but bias to qualitative with the critical research question as: How has the introduction of the Integrated Science and Technology curriculum affected the acquisition of knowledge and skills in Home Economics?
Five methods were used to collect data which include: document analysis, questionnaires, classroom observations, face- face interviews and FGDs. The research sites were the two TTCs Kasungu and Lilongwe. The sites had a sample of ten lecturers and twenty students currently teaching and learning integrated Science and Technology
The results have revealed that there is less knowledge and skill acquisition in Home Economics while integrated in Science and Technology curriculum among learners. What was observed was theoretical teaching and assessment without or with few resources. Less challenging activities were carried out which were attributed to lack of subject substantive dimensions from lecturers. These were attributed to: background factors as a result of inadequate training at the university colleges as well as teaching colleges in inform of CPDs and Curriculum structure factors.
The study proposes that teaching of Home Economics can be improved if subject integration starts right away from university colleges. Home Economics to be taught as a separate subject and the lecturers should receive enough financial and administrative support.
