ESIOWU, AFOMA PRISCILLA PG/Ph.D/07/48119 DEVELOPMENT OF HAIRDRESSING CURRICULUM FOR INTEGRATION INTO HOME ECONOMICS EDUCATION PROGRAMME OF UNIVERSITIES FACULTY OF EDUCATION DEPARTMENT OF VOCATIONAL TEACHER EDUCATION (HOME ECONOMICS UNIT) Ebere Omeje Digitally Signed by: Content manager’s Name DN : CN = Webmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
ESIOWU, AFOMA PRISCILLA PG/Ph.D/07/48119
DEVELOPMENT OF HAIRDRESSING CURRICULUM FOR INTEGRATION INTO HOME ECONOMICS EDUCATION
PROGRAMME OF UNIVERSITIES
FACULTY OF EDUCATION
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION (HOME ECONOMICS UNIT)
Ebere Omeje Digitally Signed by: Content manager’s Name DN : CN = Webmaster’s name O= University of Nigeria, Nsukka OU = Innovation Centre
ii
DEVELOPMENT OF HAIRDRESSING CURRICULUM
FOR INTEGRATION INTO HOME ECONOMICS EDUCATION PROGRAMME OF UNIVERSITIES
IN THE SOUTH-EAST, NIGERIA
BY
ESIOWU, AFOMA PRISCILLA PG/Ph.D/07/48119
DEPARTMENT OF VOCATIONAL TEACHER EDUCATION (HOME ECONOMICS UNIT) FACULTY OF EDUCATION
UNIVERSITY OF NIGERIA, NSUKKA
iii
FEBRUARY, 2015
1
TITLE PAGE
DEVELOPMENT OF HAIRDRESSING CURRICULUM FOR INTEGRATION INTO HOME ECONOMICS EDUCATION PROGRAMME OF UNIVERSITIES
IN THE SOUTH-EAST, NIGERIA
BY
ESIOWU, AFOMA PRISCILLA PG/Ph.D/07/48119
A Ph.D THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL TEACHER EDUCATION (HOME ECONOMICS UNIT), FACULTY OF EDUCATION,
UNIVERSITY OF NIGERIA, NSUKKA.
IN FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DOCTOR OF PHILOSOPHY (Ph.D) IN
HOME ECONOMICS EDUCATION
SUPERVISOR: PROF. C. A. IGBO
FEBRUARY, 2015
2
APPROVAL PAGE
This thesis has been approved for the Department of Vocational Teacher Education,
University of Nigeria, Nsukka
BY
______________________ ______________________ Professor C. A. Igbo Supervisor Internal Examiner
______________________ ________________________ External Examiner Prof. C. A. Igbo Head of Department
____________________________ Prof. U. J. Umoh
Dean, Faculty Of Education
3
CERTIFICATION
ESIOWU, AFOMA PRISCILLA, a postgraduate student in the Department of
Vocational Teacher Education, with Registration Number: PG/Ph.D/07/48119, has
satisfactorily completed the requirement for the degree of Doctor of Philosophy in Home
Economics Education.
The work embodied in this thesis is original and has not been submitted in part or
full for any other diploma or degree in this or any other university.
She expresses her heartfelt gratitude to her husband, Mr. Iyke Esiowu, and children
for their encouragement and steady support, both financially and morally through the
duration of this study. Her special gratitude also goes to Pastor Joshua, Mr. Duru Felix,
Umeh Juliet and other relations too numerous to mention for their prayers.
Finally, the researcher is grateful for the management of Federal Government Girls’
College, Gboko for their assistance and invaluable advice.
ESIOWU, A. P.
6
TABLE OF CONTENTS
Title Page i
Approval Page ii
Certification iii
Dedication iv
Acknowledgement v
Table of Contents vi
List of Table ix
List of Figures x
Abstract xi
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 5
Purpose of the Study 6
Significance of the Study 6
Research Questions 8
Hypotheses 8
Scope of the Study 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE 10
Conceptual Framework 10
Theoretical Framework 69
Empirical Studies 72
Summary of Literature Review 78
CHAPTER THREE: METHODOLOGY 80
Design of the Study 80
Area of the Study 81
Population of the Study 82
Sample and Sampling Technique 83
7
Instrument for Data Collection 84
Validation of the Instrument 85
Reliability of the Instrument 85
Method of Data Collection 86
Method of Data Analysis 87
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 8 8
Research Question 1 88
Hypothesis 1 90
Research Question 2 92
Hypothesis 2 95
Research Question 3 97
Hypothesis 3 99
Research Question 4 100
Hypothesis 4 101
Research Question 5 102
Hypothesis 5 104
Research Question 6 105
Findings of the Study 107
Discussion of Findings 113
CHAPTER FIVE: SUMMARY, CONCLUSION
AND RECOMMENDATIONS 118
Re-statement of the Problem 118
Summary of Procedures used in the Study 119
Summary of Major Findings 119
Conclusion 121
Implications of the Study 121
Recommendations for Action 122
Suggestions for Further Research 123
REFERENCES 124
8
APPENDICES 141
Appendix A: Development of Hair Dressing Curriculum questionnaire 142
Appendix B: Hypothesis 1 150
Appendix C: Hypothesis 2 154
Appendix D: Hypothesis 3 160
Appendix E: Hypothesis 4 162
Appendix F: Hypothesis 5 164
APPENDIX G Analysis of ANCOVA for Research Question 6 167
Appendix H: Hairdressing Curriculum HDC 168
Appendix I: Suggestions Made on the Original Instrument of HDQ 172
Appendix J: Suggestion Made on the Original HDC 173
Appendix K: Hairdressing Test (HDT) 175
Appendix L: Hairdressing Curriculum for Integration into Home Economics
Education Programme 179
Appendix M: Computation of Reliability for the Instrument 193
Appendix N: Oneway ANOVA for Hypothesis 1 196
Appendix O: Oneway ANOVA for Hypothesis 2 200
Appendix P: Oneway ANOVA for Hypothesis 3 207
Appendix Q: Oneway ANOVA for Hypothesis 4 210
Appendix R: Oneway ANOVA for Hypothesis 5 213
Appendix S: Analysis of Covariance Hypothesis 6 216
Appendix T: Validation of Instrument 217
Appendix U: Conceptual Framework of Hairdressing Curriculum 218
Appendix V: Table of Specification 219
Appendix W: Hairdressing Questions 222
9
LIST OF TABLES
Table No
1 Mean responses of Home Economics lecturers, Hairdressers and Final Year Home Economics Students on the objectives of Hairdressing Curriculum to be integrated into Home Economics Education programme
88 2 Summary of ANOVA on the mean rating of hairdressers, final year
Home Economics students, and Home Economics lecturers on the instructional objectives of HDC
90 3 Mean responses of hairdressers, final year Home Economics students
and Home Economics lecturers on the content (knowledge, skills and attitudes) of HDC
92
4 Summary of ANOVA on the mean rating of hairdressers, final year Home Economics students and Home Economics lecturers on the content (knowledge, skills and attitudes) in hairdressing to be integrated into Home Economic programme
95 5 Mean responses of hairdressers, final year Home Economics students
and Home Economics lecturers on the instructional methods for achieving HDC.
98 6 Summary of ANOVA on the mean ratings of the three groups of
respondents on the instructional methods that could be utilized in teaching of hairdressing
99
7 Mean responses of hairdressers, final year Home Economic students and Home Economic lecturers on materials/media related delivery systems of HDC.
100 8 Summary of ANOVA on the mean ratings of respondents on the
instructional materials/media to be utilized in teaching hairdressing
101 9 Mean responses of hairdressers, final year Home Economic students
and Home Economic lecturers on the evaluation activities of HDC that are appropriate for assessing the attainment of hairdressing objectives.
102 10 Summary of ANOVA on the mean ratings of hairdressers, final year
Home Economic students and Home Economic lecturers on the evaluation activities of hairdressing curriculum that could be employed for assessing the attainment of hairdressing objectives
104 11 Mean and standard deviation of students treated with and without HDC
curriculum
106 12 ANCOVA table for student treated with and without HDC
106
10
LIST OF FIGURES
Figure No
1 Conceptual Framework of Hairdressing Curriculum. 11
2 Categories of Educational Materials/Media 66
3 Tyler’s Curriculum Model 69
4 Wheeler’s Curriculum Model 70
5 Kerr’s Curriculum Model. 71
11
ABSTRACT
The major purpose of this study was to develop hairdressing curriculum for integration into Home Economics Education programme of universities in the South-East, Nigeria. Specifically, the study determined the: instructional objectives to be integrated; content (knowledge, skills and attitudes) in hairdressing; instructional methods that could be adopted in teaching; instructional materials/media to be utilized in teaching hairdressing; evaluation activities that could be employed in teaching hairdressing; developed a draft hairdressing curriculum (HDC), validated the draft HDC, revised the hairdressing curriculum based on the inputs from the validates and determined how effectiveness of the developed hairdressing curriculum. The study adopted the research and development design (R & D). It was carried out into five major phases: phase I – collection of data using hairdressing questionnaire (HDQ), phase II – development of hairdressing curriculum based on the objectives, content, delivery systems and evaluation activities, phase III – validation of the draft of hairdressing curriculum by experts, phase IV – assessment of the draft hairdressing curriculum using hairdressing test (HDT) and phase V: revision of HDC based on information from phase III and IV. The population was made up of 5057 hairdressing respondents comprising of 32 Home Economics lecturers, 4900 hairdressers and 125 final year Home Economics students. 400 hairdressers were purposively selected. No sample for final year Home Economics students and Home Economics lecturers. Four sets of instruments were utilized for data collection. HDQ was face validated by three experts from University of Nigeria, Nsukka. HDQ was tried out and the result obtained was used for the computation of reliability coefficient using Cronbach alpha. The following coefficients were obtained for each of the clusters: cluster B = 0.95, cluster C = 0.97, cluster D =0.93, cluster D(m/m) = 0.88 and cluster E = 0.94. The draft of HDC developed was validated by experts namely: three hairdressers, three Home Economics lecturers and three curriculum experts. Mean was used to analyze research questions 1 to 5, ANOVA was used to analyze hypotheses 1 to 5 while ANCOVA was used to analyze research question 6. The findings included 34 objectives, 68 item content (knowledge, skills and attitudes), 45 delivery systems (23 instructional methods and 22 instructional materials/media) and 29 evaluation activities for assessing the attainment of HDC. There were no significant differences in the mean responses of hairdressers, final year Home Economics students and Home Economics lecturers on the hypotheses tested. Based on the findings, it was recommended among others that (1) Home Economics students should be adequately exposed to learning experiences identified in this study to enable them to be self employed; (2) Curriculum planners should utilize the objectives, content, instructional methods, instructional materials/media and evaluation activities identified in this study for reviewing and re-planning the curriculum; (3) Textbooks and other instructional materials should be developed and made available to further assist the students understanding; (4) There is the need that hairdressing curriculum be included into Home Economics education because of the new reforms in education and (5) students should form saving habit while in school for starting up hairdressing business units after graduation.
12
CHAPTER ONE
INTRODUCTION
Background of the Study
Human body, apart from the palms of the hands and soles of the feet, is covered in
follicles which produce thick terminal and fine vellus hair. The hair is one of the greatest
assets of an individual. Jackson (1990) views it as a marvelous tool with which an individual
can express her sexuality and how she feels about herself. The hair is an outgrowth of
filamentous cells, containing keratin that grows from the follicles found in the dermis. The
development of hair begins in the third month of full fetal life and is started by the down
growth of thickened cells of the epidermis into the underlying dermis and connective tissue.
According to Ross and Wilson (2001), the hair is as a result of a multiplication of cells that
clump together to produce a papilla at the base of the follicle. Constantly dividing, these
cells push upwards towards the surface, becoming impregnated with the protein keratin, to
form the hair shaft. Jablonski (2006) informed that the hair shaft in cross-section can be
divided roughly into three zones under the cuticle, cortex and medulla. The cuticle protects
the inner structure of the hair which consists of several layers of flat, thin cells laid out like
roof singles. The cortex is responsible for providing hair its structure which contains the
keratin bundles in cell structures that remain roughly rod like. The medulla is for hair
elasticity and open area at the fibre centre.
Apart from the structure of the hair, it is imperative to know how it functions. Hair
performs various functions. Hair is for physical and psychological protection, adornment,
modesty and immodesty reasons. Physically, just as eyelashes keep dirt and grit out of the
eyes and eyebrows also prevent perspiration from entering the eyes, so do hair on the head
protects the scalp from the sun, prevents direct knocks on the head and helps to retain body
heat (Winden, 2010). Body heat is lost through the scalp and wearing hair can help reduce
this loss, particularly in very cold weather. Hair is equally arranged for personal adornment.
Hair is kept for beauty sake. Hair tension released from the head transfers to the face,
making one uglier (Daniel, 2010). Hair allows one to express his/her unique personality. A
moderate and well-styled hair to the nape of the neck, trimmed to flatter the shape of the
head enhances ones modest look. Hair is also kept to show immodesty. Certain individuals
wear revealing hairstyles as bobbed hair, long flowing jocks, bears, afro-like, chest or
shoulder hairs for sexual attraction and wild looking extremes.
The knowledge of the hair help to understand what care one should always give to
the hair. The hair must be properly cared for to maintain a healthy living. Olaitan and Mbah
1
13
(1998) believe that one is very beautiful when his/her hair is well cared for. A lot of care is
needed for one’s hair to be healthy, silky and lustrous. Sarojini (2006) opines that to
maintain the hair, good nutrition, rest, right sleep and other details of healthy living should
be maintained. Cobb (2001) also explains that for hair to be well cared for, a healthy supply
of fruits and vegetables, whole grain and foods rich in calcium and protein are not only
appealing but also highly nutritious. Taking care of ones hair, restores colour, increases hair
density, regains elasticity of the scalp, increases self-confidence of people and this can be
done through dressing the hair appropriately.
Hairdressing is the art of arranging the hair to modify its natural state (Jablonski,
2006). It is an important part of dressing up. Dressing of the hair can be considered as an
aspect of personal grooming, cosmetics and fashion. Personal grooming involves
shampooing the hair to dissolve grease and dirt. It involves taking good care of the body to
be healthy. Jablonski (2006) states that personal grooming depends on how the body is
operating internally, the vitamin and mineral levels, low toxicity and general dietary
efficiency. Cosmetics/hairstyling products are products for styling hair. According to
Jablonski (2006), these styling products can create major changes in the hair volume. They
transform the hair vigorously from frizzy to flat, coarse to soft, thin to thick. The common
styling products that are widely used are shampoos, conditioners, gel, hairsprays, mousse,
lotion, hair colour, wax/pomade/creams among others. Many factors can influence the
methods of dressing or styling the hair and these are personality/lifestyle, face shapes,
overall body proportions, head shapes, hair density and hair type.
Hairdressing is a very lucrative business that enables one to be self employed . This
is because it involves a lot of skills that sustain one for life. Skill is the ability of an
individual to use knowledge effectively and readily in performance at different activities
(Ohwovriole, 2004). It also involves the ability to transform knowledge into action.
Therefore, certain skills must be possessed by hairdressers to enable them stand out as hair
stylists in the labour market. According to Okorie (2000) hairdressing skills include the
ability to determine: the right hair texture, right relaxer, the time to relax the hair, various
hairstyles and manipulation of the hair dryer and other equipment for adorning the hair.
Other skills include:
- Carrying out washing of the hair with suitable shampoo and conditioner
- Fixing suitable hair attachments
- Cleaning and restyling of wigs
- Selecting correct hair combs and brushes
14
- Dividing the hair into sections and rough plaiting it.
- Adding ornaments to the hair
- Handling complaints with empathy, tact, poise, among others.
Hairdressing is usually carried out by hairdressers. Hairdressers are those who style
hair to earn a living. They apply different methods and utilize different materials/equipment
in dressing the hair. The hairdressing methods include treatment of hair, brushing and
combing, plaiting and braiding. Other methods of hairdressing according to David (2004)
are hair washing and drying, barbing (hair cutting), hair braiding, perming, hair
weaving/extensions, colouring, permanent relaxing, curling and any other form of styling or
texturing. Barbing (haircutting) is intended to trim uneven end of the hair to a uniform
length to completely shaving head. Hair braiding aims at keeping the braids up without
pulling at the hair roots. Perming (temporary or permanent) creates a style in the existing
hair which reforms hair into its new, curlier shape. Hair weaving/extensions is the process of
attaching normal human hair with additional synthetic or human extensions. Colouring hair
is used to achieve a natural effect on hair and to overcome the negative image of aging.
Permanent relaxing or hair straightening leaves the hair fibre in a high degree of twisting,
and a slightly wavy look. Curling hair simply means permanent waving or perming to
reduce the chances of weakening hair. All the methods require the use of materials and
equipment.
However, basic hairdressing materials include combs, brushes, mirrors, towels,
plaiting thread (Olaitan and Mbah, 1998). It also includes functional and decorative
ornaments (ribbons, headbands, beads, rubber bands). Other complex hairstyling
equipments according to Dalton (1995) include hair irons (including flat, curling and
crimping irons), hairdryers and hair rollers. Hairdryer generates heat as the current passes
through it to dry wet hair. It also contains a safety device that stops fire from occurring.
These tools/equipments need a lot of skills in handling them and these must be taught the
Home Economics students if they are to be properly trained.
Presently, there are new reforms in Nigerian education where trade subjects like
cosmetology have just been introduced. Hair dressing is included in the trade subject
Cosmetology which is a new subject in the Senior Secondary School curriculum at the West
African Senior Secondary Certificate Examination (WASSCE) and National Examination
Council (NECO). In order to prepare teachers to teach this area of Home Economics,
adequate training should be carried out at the university level where teachers for secondary
schools are trained. There is no curriculum to teach this trade subject.
15
Curriculum is an educational tool for achieving the desired objective. Thus, it aims
at the total educational development of the individual through the acquisition of skills,
knowledge and attitudes. One basic view is that curriculum is “what is taught” (Squires,
1990). Eneogwe (1996) refers to curriculum as a consciously planned programmes of and
for the school, for the education of the child. Curriculum therefore embraces all the
activities experienced by an individual under the supervision of a school. Tyler (1971)
materials/media, instructional methods and evaluation guide (see Appendix L).
Phase III: Validation of the draft of Hairdressing Curriculum (HDC) – Validation of the
draft hairdressing curriculum was carried out using a form developed by the
researcher. It was carried out by nine validates, namely – three Home Economics
lecturers, three hairdressers and three curriculum experts. They vetted the
developed curriculum in terms of clarity, appropriateness, utility, objectivity,
format, originality, and adequacy of content for use in teaching Home
Economics students hairdressing. Their comments and suggestions were
integrated into the final copy of the Hairdressing curriculum.
Phase IV: Assessment of the draft of Hairdressing Curriculum For the test on effectiveness
of hairdressing curriculum, it was tried out through pre-test and post-test using a
hairdressing test (HDT). Control and experimental groups were used for this
section. A group were taught same hairdressing concepts with the new
developed curriculum and a group taught without the HDC. The test questions
were on hairdressing. A table of specification was utilized for the test (see
Appendix V).
Phase V: Revision of HDC – This was based on the analysis of the information from the
HDC validates made up of three Home Economics lecturers, three hairdressers
and three curriculum experts. Their comments and suggestions were integrated
into the final copy of the HDC.
97
Method of Data Analysis
Mean was used to answer questions 1-5. A mean of 3.50 and above was accepted
while any with a mean of 3.49 and below was rejected. ANOVA was used to analyze the
hypotheses 1-5 at 0.05 level of significance while ANCOVA was used to analyze research
question 6 involving the pre-test and the post-test.
98
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter addresses the presentation and analysis of data obtained in this study.
The data presentation and analysis were based on the research questions and hypotheses
formulated for the study. Each research question and hypothesis was approached with
statistical analysis of the data.
Research Question 1
What are the instructional objectives of hairdressing curriculum to be integrated into Home
Economics education programme of Universities in the South-East, Nigeria? Answer to this
question is in Table 1.
Table 1: Mean responses of Home Economics lecturers, Hairdressers and Final Year Home Economics Students on the objectives of Hairdressing Curriculum to be integrated into Home Economics Education programme. N = 557
S/N Objectives of hairdressing curriculum (HDC) are
X 1 SD1 X 2
SD2 X 3 SD3 X g
SD RMK
At the end of HDC, students should be able to:
1 Explain the concept of haircut, hairstyle and hairdo as clothing features 4.45 0.57 4.62 0.69 4.47 0.83 4.51 0.77
Agree
2 Describe the characteristic of hair 4.30 0.69 4.56 0.73 4.48 0.71 4.48 0.71
Agree
3 Mention different styles of hair 4.38 0.62 4.61 0.72 4.62 0.60 4.59 0.64 Agree 4 Outline how to colour hair 4.38 0.56 4.34 0.88 4.26 0.85 4.29 0.83 Agree 5 State how to add hair accessories
6 Describe how to trim hair evenly and remove cut particles 4.25 0.61 4.41 0.81 4.45 0.75 4.42 0.75
Agree
7 Explain how to carry out practices with hairdressing tools 4.32 0.54 4.52 0.81 4.48 0.74 4.48 0.74
Agree
8 Describe how to assemble the tools 4.09 0.55 4.41 0.80 4.38 0.80 4.36 0.78
Agree
9 Explain how to take care of the tools 4.18 0.58 4.61 0.69 4.54 0.65 4.52 0.66
Agree
10 Outline how to ensure for its safe operation of the tool 4.09 0.69 4.54 0.73 4.34 0.83 4.37 0.80
Agree
11 Identify the warning labels attached to the cords as required by the consumer product safety commission guidelines 4.13 0.57 4.46 0.75 4.18 0.94 4.25 0.87
Agree
12 State how to set hair to suit face shape 4.23 0.74 4.56 0.69 4.54 0.77 4.51 0.75
Agree
13 Describe how to replace dry, curly and frizzy hair with flowing straight hair 4.18
0.72 4.34 0.88 4.35 0.86 4.33 0.85
Agree
88
99
14 Compare human hair with synthetic hair fiber 4.09 0.75 4.40 0.90 4.19 0.92 4.23 0.91
Agree
15 Appreciate the role of a permanent hair dresser to be familiar with one’s hair 4.13 0.83 4.39 0.84 4.24 0.93 4.27 0.90
Agree
16 Enumerate the advantages of choosing less expensive fad items 4.13 0.76 4.41 0.77 4.18 0.93 4.24 0.88
Agree
17 Explain the details of face shapes 4.21 0.71 4.28 0.99 4.21 0.97 4.23 0.95 Agree 18 Give instruction for latest
X 1 = Mean of Home Economics lecturers, SD1 = standard deviation of Home economics lecturers, X 2= mean of final
year Home Economics students, SD2 = standard deviation of final year Home Economics students, X 3 = mean of
hairdressers, SD3 = standard deviation of hairdressers, X g = grand mean, SD = standard deviation.
Table 1 shows instructional objectives to be integrated into hairdressing curriculum.
It presents the mean and standard deviation of the respondents who answered Strongly
100
Agree, Agree, Undecided, Disagree and Strongly Disagree. Out of thirty-five objectives
items, all were considered as possible objectives for HDC by the three groups of
respondents: Home Economics Lecturers, Final Year Home Economics students and
Hairdressers. The thirty-five objectives each has a mean rating ranging from 4.08 to 4.59.
That shows that they had their mean greater than 3.50, indicating that they are objectives of
Hairdressing Curriculum for integration into Home Economics Education programme of
universities in the South-East, Nigeria. Therefore, the values of the standard deviation added
some validity to the mean values.
Hypothesis 1
There is no significant difference in the mean ratings of hairdressers, lecturers and students
on the instructional objectives of hairdressing curriculum to be integrated into Home
Economics Education Programme of the Universities in Southeast, Nigeria.
The answer to Ho1 is in table 2.
Table 2: Summary of ANOVA on the mean rating of hairdressers, final year Home Economics students, and Home Economics lecturers on the instructional objectives of HDC
S/N Objectives of hairdressing curriculum (HDC) are
X 1 SD1 X 2
SD2 X 3 SD3 Fcal Sig.
of F RMK
At the end of HDC, students should be able to:
1 Explain the concept of haircut, hairstyle and hairdo as clothing features 4.45 0.57 4.62 0.69 4.47 0.83
2.057
.129
NS
2 Describe the characteristic of hair 4.30 0.69 4.56 0.73 4.48 0.71
2.605
.075
NS
3 Mention different styles of hair 4.38 0.62 4.61 0.72 4.62 0.60 3.684 .026 S 4 Outline how to colour hair 4.38 0.56 4.34 0.88 4.26 0.85 .754 .471 NS 5 State how to add hair accessories
to adorn hair 4.14 0.55 4.50 0.79 4.42 0.79
4.454
.012 S
6 Describe how to trim hair evenly and remove cut particles 4.25 0.61 4.41 0.81 4.45 0.75
1.746
.175
NS
7 Explain how to carry out practices with hairdressing tools 4.32 0.54 4.52 0.81 4.48 0.74
1.518
.220
NS
8 Describe how to assemble the tools 4.09 0.55 4.41 0.80 4.38 0.80
3.844
.022
S
9 Explain how to take care of the tools 4.18 0.58 4.61 0.69 4.54 0.65
8.940
.000
S
10 Outline how to ensure for its safe operation 4.09 0.69 4.54 0.73 4.34 0.83
6.976
.001
S
11 Identify the warning labels attached to the cords as required by the consumer product safety commission guidelines 4.13 0.57 4.46 0.75 4.18 0.94
5.750
.003
S
12 State how to set hair to suit face 4.23 0.74 4.56 0.69 4.54 0.77
101
shape 4.520 .011 S 13 Describe how to replace dry,
curly and frizzy hair with flowing straight hair 4.18 0.72 4.34 0.88 4.35 0.86
.987
.373
NS
14 Compare human hair with synthetic hair fiber 4.09 0.75 4.40 0.90 4.19 0.92
3.633
.027
S
15 Appreciate the role of a permanent hair dresser to be familiar with one’s hair 4.13 0.83 4.39 0.84 4.24 0.93
2.115
.122
NS
16 Enumerate the advantages of choosing less expensive fad items 4.13 0.76 4.41 0.77 4.18 0.93
4.176
.016
S
17 Explain the details of face shapes 4.21 0.71 4.28 0.99 4.21 0.97 .244 .784 NS 18 Give instruction for latest
X 1 = Mean of Home Economics lecturers, SD1 = standard deviation of Home economics lecturers, X 2= mean of final
year Home Economics students, SD2 = standard deviation of final year Home Economics students, X 3 = mean of hairdressers, SD3 = standard deviation of hairdressers, F-cal =F-calculated , Sig = Significance.
These items obtained significance values above the alpha level of 0.05. Thus, the
null hypotheses which state that there is no significant difference in the mean responses of
102
Home Economics lecturers, final year Home Economics students and hairdressers on
objectives of HDP was accepted.
Research Question 2
What are the content (necessary knowledge, skills and attitudes) needed in hairdressing to
be integrated into Home Economics education programme of universities in the South-East,
Nigeria?
Table 3: Mean responses of hairdressers, final year Home Economics students and
Home Economics lecturers on the content (knowledge, skills and attitudes) of HDC
N = 557 S/N Contents (knowledge, skills
and attitudes) needed in HDC integration are
X 1 SD1 X 2
SD2 X 3 SD3 X g
SD RMK
1 The structure of the hair 4.55 0.74 4.70 0.58 4.63 0.69 4.64 0.67 Agree 2 The physical and chemical
property of the hair 4.23 0.74 4.57 0.72 4.40 0.80 4.43 0.78 Agree
3 Studying different types of hair 4.38 0.78 4.68 0.62 4.58 0.67 4.59 0.68 Agree 4 Fixing suitable hair attachments 4.41 0.65 4.52 0.76 4.48 0.75 4.48 0.74 Agree 5 Teasing out the brushing of curls 4.11 0.87 4.37 0.82 4.22 0.84 4.25 0.84 Agree 6 Arranging hair for the
X 1 = Mean of Home Economics lecturers, SD1 = standard deviation of Home economics lecturers, X 2= mean of final
year Home Economics students, SD2 = standard deviation of final year Home Economics students, X 3 = mean of hairdressers, SD3 = standard deviation of hairdressers, F-cal =F-calculated , Sig = Significance.
Table 4 shows that there is no significant difference in the mean responses of Home
Economics lecturers, final year Home Economics students and Hairdressers on the con tent
(knowledge, skills and attitudes) in hairdressing. Therefore, these items had significant
levels above 0.05.
Research Question 3
What are the instructional methods that could be utilized in the teaching of hairdressing in
universities in the South-East, Nigeria?
Summary of data in research question 3 are presented in tables 5 below.
108
Table 5: Mean responses of hairdressers, final year Home Economics students and
Home Economics lecturers on the instructional methods for achieving HDC.
X 1 = Mean of Home Economics lecturers, SD1 = standard deviation of Home economics lecturers, X 2= mean of final
year Home Economics students, SD2 = standard deviation of final year Home Economics students, X 3 = mean of hairdressers, SD3 = standard deviation of hairdressers, F-cal =F-calculated , Sig = Significance.
Table 6 shows no significant difference on the instructional methods that could be
utilized in teaching hairdressing. Therefore, the null hypothesis which states that there is no
significant differences in the mean responses of the three groups of respondents was upheld
in all the items.
Research Question 4
What are the materials/media that could be utilized in the teaching of hairdressing in
universities in the South-East, Nigeria?
Summary of data in research question 3 are presented in tables 7 below.
Table 7: Mean responses of hairdressers, final year Home Economic students and
Home Economic lecturers on materials/media related delivery systems of HDC. N = 557
S/N Instructional Materials/Media that could be utilized are
X 1 SD1 X 2
SD2 X 3 SD3 X g
SD RMK
1 Text book for hair literature 4.25 1.01 4.56 0.82 4.44 0.95 4.45 0.93 Agree 2 Handouts in nutritional guidelines
19 Posters of face shapes 4.32 0.99 4.46 0.86 4.50 0.75 1.199 .302 NS 20 Pictures of hair styles 4.45 0.93 4.41 0.97 4.45 0.80 .111 .895 NS 21 Video films for hair styles 4.14 1.09 4.37 0.86 4.28 0.96 1.154 .316 NS 22 Others, please specify 4.04 1.25 4.45 0.84 4.29 0.93 3.940 .020 NS
X 1 = Mean of Home Economics lecturers, SD1 = standard deviation of Home economics lecturers, X 2= mean of final
year Home Economics students, SD2 = standard deviation of final year Home Economics students, X 3 = mean of hairdressers, SD3 = standard deviation of hairdressers, F-cal =F-calculated , Sig = Significance.
Table 8 shows that there was no significant difference in the mean responses of the
respondents on all the 22 instructional materials/media. These had significant levels above
0.05.
Research Question 5
What are the evaluation activities that could be employed for assessing the attainment of
hairdressing objectives of universities in the South-East, Nigeria?
Table 9: Mean responses of hairdressers, final year Home Economic students and Home Economic lecturers on the evaluation activities of HDC that are appropriate for assessing the attainment of hairdressing objectives.
S/N Evaluation Activities X 1 SD1 X 2
SD2 X 3 SD3 X g
SD RMK
1 Define the concept of hairstyle 4.25 0.77 4.43 0.77 4.49 0.75 4.45 0.76 Agree 2 Enumerate different types of hair 4.18 0.83 4.40 0.84 4.36 0.80 4.35 0.81 Agree 3 Discuss the right product usage
that can prevent the hair from damage 4.20 0.77 4.48 0.81 4.38 0.83 4.39 0.82
Agree
4 Explain how care products promise texture, shine, curl or volume to hair 4.39 0.65 4.34 0.85 4.36 0.81 4.36 0.81
Agree
5 Recommend the use of good quality shampoos that have enough moisturizing and nourishment properties 4.21 0.73 4.46 0.80 4.40 0.79 4.40 0.79
Agree
6 Discuss how styling products transform the hair 4.21 0.71 4.38 0.80 4.21 0.89 4.26 0.85
Agree
7 State two ways nutritional 4.25 0.77 4.30 0.87 4.36 0.87 4.33 0.86
113
guidelines can transform hair Agree 8 Respond to questionnaire items
State two causes of hair breakage 4.25 0.77 4.43 0.77 4.49 0.75
2.372
.094
NS
12 Discuss two different face shapes and styles 4.18 0.83 4.40 0.84 4.36 0.80
1.533
.217
NS
13 Discuss two effects of chemicals on hair 4.20 0.77 4.48 0.81 4.38 0.83
2.544
.079
NS
14 Discuss three factors that influence choice of hair oil 4.39 0.65 4.34 0.85 4.36 0.81
.073
.930
NS
15 Propose the type of cosmetics likely to groom hair with the 4.21 0.73 4.46 0.80 4.40 0.79
115
latest hair styles 1.933 .146 NS 16 Brainstorm on the manipulation
of equipment 4.21 0.71 4.38 0.80 4.21 0.89
2.067
.128 NS
17 Outline various ways to care for hair dressing equipment 4.25 0.77 4.30 0.87 4.36 0.87
.499
.607
NS
18 Compile a list of hair dressing product that hair dressers need 4.25 0.81 4.38 0.81 4.39 0.77
.776
.461
NS
19 Summarize the washing process and styling of hair 4.46 0.66 4.32 0.80 4.45 0.75
1.557
.212
NS
20 State four ways a hairdresser ensures personal cleanliness 4.46 0.66 4.32 0.88 4.44 0.75
1.367
.256
NS
21 Give five reasons for maintaining good posture 4.25 0.77 4.43 0.77 4.49 0.75
.424
.654
NS
22 Discuss three various ways of dealing with clients complaints 4.18 0.83 4.40 0.84 4.36 0.80
2.053
.129
NS
23 Outline two ways of examining hair 4.20 0.77 4.48 0.81 4.38 0.83
3.220
.041
S
24 State two massage techniques of the hair 4.39 0.65 4.34 0.85 4.36 0.81
.673
.511
NS
25 List three types of hair conditioners 4.21 0.73 4.46 0.80 4.40 0.79
1.259
.285
NS
26 Discuss two factors that influence hairstyles 4.21 0.71 4.38 0.80 4.21 0.89
1.569
.209
NS
27 Explain salon temperature 4.25 0.77 4.30 0.87 4.36 0.87 .638 .529 NS 28 State the procedures for relaxing
hair 4.25 0.81 4.38 0.81 4.39 0.77
2.774
.063 NS
29 How often should relaxing be applied? 4.46 0.66 4.32 0.80 4.45 0.75
.013
.987
NS
X 1 = Mean of Home Economics lecturers, SD1 = standard deviation of Home economics lecturers, X 2= mean of final
year Home Economics students, SD2 = standard deviation of final year Home Economics students, X 3 = mean of hairdressers, SD3 = standard deviation of hairdressers, F-cal =F-calculated , Sig = Significance.
Table 10 shows no significant difference in the mean responses of the three
respondents on 29 evaluation activities of hairdressing. This means that the null hypothesis
was upheld for all these 29 items.
Research Question 6
How effective is the hairdressing curriculum?
116
Table 11: Mean and standard deviation of students treated with and without HDC curriculum
(e) Assessed hairdressing curriculum HDC of universities in the South-East, Nigeria.
Notably, the students trained with hairdressing curriculum HDC performed better
than the students who are not trained in the curriculum.
Most variables indicated no significant differences:
(i) There was no significant difference in the mean rating of
hairdressers, Home Economics lecturers and final year Home Economics students on
the instructional objectives in hairdressing curriculum HDC to be integrated into
Home Economics Education Programme of the universities in the South-East,
Nigeria. Therefore, the hypothesis of no significant difference in the opinion of the
three groups of respondents was upheld for all the items.
(ii) There was no significant difference in the mean rating of
hair dressers, Home Economics lecturers and final year Home Economics students on
the content (knowledge, skills and attitudes) in hair dressing to be integrated into the
Home Economics Education programme of the universities in the South-East,
Nigeria. Therefore, the hypothesis of no significant difference in the opinion of the
three groups of respondents was upheld for all the items.
(iii) These was no significant difference in the mean rating of
hair dressers, Home Economics lecturers and final year Home Economics students on
the instructional methods that could be adopted in the teaching of hair dressing in
universities in the South-East, Nigeria. Therefore, the hypothesis of no significant
difference in the opinion of the three groups of respondents was upheld for all the
items.
(iv) These was no significant difference in the mean rating of
hair dressers, Home Economics lecturers and final year Home Economics students on
the instructional materials/media that could be utilized in the teaching of hair
dressing in universities in the South-East, Nigeria. Therefore, the hypothesis of no
significant difference in the opinion of the three groups of respondents was upheld
for all the items.
(v) There was no significant difference in the mean rating of
hair dressers, Home Economics lecturers and final year Home Economics students on
the evaluation activities of Hairdressing Curriculum (HDC) that could be employed
for assessing the attainment of hair dressing objectives of the universities in the
131
South-East, Nigeria. Therefore, the hypothesis of no significant difference in the
opinion of the three groups of respondents was upheld for all the items.
(vi) There was no significant difference in the mean rating of
the students trained with HDC and those students who were not trained with HDC.
Therefore, the hypothesis of no significant difference in the mean rating of the two
groups was not accepted.
Conclusion
The development of hairdressing curriculum (HDC) for integration into Home
Economics education programme which were involved in this study represented what
hairdressers, curriculum experts and Home Economics lecturers considered as adequate for
teaching hairdressing in universities in the South-East, Nigeria and to prepare them for self-
employment. Furthermore, unless the objectives of hairdressing are clearly understood by
the teacher, unless she is familiar with content (knowledge, attitudes and skills) that can be
used to attain these objectives, and unless she is able to guide learners to get these
experiences through the use of appropriate instructional methods, materials/media and
evaluation techniques, the curriculum will not be an effective instrument for graduates
regarding self-employment.
It is expected that the implementation of this study will adequately prepare Home
Economics graduates for self-employment in the South-East, Nigeria. This will drastically
reduce unemployment among youths. It will also prepare them for today’s and tomorrow’s
Nigeria.
Implications of the Study
The findings of this study have far-reaching implications for Home Economics
students, curriculum planners, Home Economics lecturers and hairdressers. The findings
also have implication for reducing unemployment of Home Economics graduates. The
findings have implication to Home Economics students as they have the desire to become
self-employed upon graduation, but have never had an idea of how to go into hairdressing
business. This is the opportunity to fulfill their dreams.
In addition, the findings of this study have implications for curriculum planners.
These findings will assist them to review the curriculum ready for integration. After the
132
review the curriculum will be more effective. The findings have implication for Home
Economics lecturers. It will afford them proper direction with regards to objectives, content,
instructional methods, instructional materials/media and evaluation techniques adopted for
the study in the process of developing the curriculum.
Furthermore, the findings have implication to hairdressers as they will critically
examine themselves with regards to competence necessary in imparting knowledge to their
clients.
Finally, the findings of the study will help in determining the objectives, content,
instructional methods, instructional materials/media and evaluation procedure for
integration into Home Economics Education programme. HDC could be utilized to fill the
existing gap in skill transfer in the Home Economics programmes when the findings are
integrated in the Home Economics curriculum.
Recommendations for Action
(i) The Home Economics students should be adequately exposed to learning
experiences identified in this study. It will help them to successfully establish and
operate self-employment upon graduation.
(ii) Curriculum planners should utilize the objectives, content, instructional methods,
instructional materials/media and evaluation techniques which were identified by
this study for reviewing and re-planning the curriculum for Home Economics
education programme.
(iii) Professional bodies like HERAN and HETAN, among others should organize
conferences, seminars, and workshops for Home Economics lecturers and students
with the aim of developing a hairdressing curriculum as the main theme and
whereby the findings of this study will be communicated to participants for effective
planning and implementation.
(iv) Students should form saving habit while in school for starting up hairdressing
business after graduation.
(v) Home Economics courses should include hairdressing curriculum because of the
ongoing reforms.
(vi) Textbooks and other instructional materials should be developed and made available
to further assist them in understanding the course.
133
Suggestions for Further Research
Based on the study, it is recommended that future research maybe conducted in the
following areas:
(i) Assessment of hairdressing and dermatological services in the South-East,
Nigeria.
(ii) Instructional challenges in the implementation of HDC in the South-East,
Nigeria.
(iii) Instructors needs of hairdressing curriculum in the South-East, Nigeria.
(iv) Health and safety regulation of hairdressing practices in the South-East, Nigeria.
(v) Reception security of hairdresser’s salon in the South-East.
134
REFERENCES
Abdulazeez, A.O. (2001). “Importance of Skill Demonstrations in Teaching Home Economics Practical.” Workshop Proceedings of the 3rd Annual STAN Conference for Home Economics, Oshogbo.
Abiogu, G.C. (2004). Curriculum Issues and Instructional Material Production and
Utilization for Universal Basic Education (UBE) in Nigeria: Philosophical Implications. Journal of CUDIMAC. University of Nigeria Nsukka 267-274.
Abiogu, G.C. (2004). Education and Employment in Nigeria: A Philosophical View.
Journal of Education Foundations (JEF), 1(1):7-11. Adelakin, F. (1992). “SAP, Women and Environment”. In The Challenge of Sustainable
Development in Nigeria (NEST), 181-182 Adewoyin, J.A. (1991). Introduction to Educational Technology. Lagos: Johns Lad
Publishers Limited. Agba, P.C. (2005). Media Technology and the Enlarging World of Distance Education in
Nigeria. International Journal of Communication. 2. Agbo, C.I. (2005). Problems of Medium Small Scale Business. Enugu: Ejikeme International
Publisher 11, 78-80 Agwasim, B.J. and Agwasim, M.C. (1995). Teaching Vocational Home Economics in
Colleges of Education and Universities. Zaria: Institute of Education, Ahmadu Bello University.
Ajala, J.A (2002). Reconceptualizing the Home Economics curriculum in J. A Ajala (ed):
Designing Content of Curriculum. A Guide to Practice (176-185). Ibadan: May Best Publication
Ajayi, T. (2004). “The Role of Government in Establishing a Foundation Level for Support
and Sustainability of Education in Nigeria” Paper presented at the Animal Conference of the Nigerian Association for Educational Administration and Planning (NAEAP) Jos.
Akinrinade, G.O. (2006). “Entrepreneurship in preschool education for needs”: being a
paper presented at the 2nd National Conference of Vocational and Teacher Education; Zaria.
Akintayo, O. (2010). Hair and Hairstyle. Vanguard, Saturday November 27; 35. Ako Ojoma (2008). Hair Styles 2008. Sunday Trust October 5, 2008 p.30.
124
135
Akoma, M.O.E. and Amadi (eds) (1990). Fundamentals of Curriculum Design. Onitsha: Summer Educational Publishers Ltd
Akunyili, P.N (2004). “Longevity and Quality of Life” : a Challenge for Home Economics.
Keynote address at Annual Conference of Home Economics Council of Nigeria (HECON).
Akintuyo, O. (2010), Hair and Hairstyle. Saturday Vanguard, November 27 2010, p 35. Ali, A. (1994). Traditional Tools and Equipments. Paper Presented during FAC/UNDP
Publications. Amodu, A. (2005). Expanding the Role of Home Economics in Improving Living
Conditions: a Task for Developing Policies. A key note address for HETAN at 34” National Conference, Lagos
Anioke, B. O. (1999). “Coping with Poverty in Nigerian Homes in a Depressed Economy:
The Role of Women” Journal of Women in Colleges of Education. (3), 150-152. Anyakoha, E.U and Eluwa, M. (1999). Home Management for Schools and Colleges.
Onitsha: Africana FEP Publishers Ltd Anyakoha, E.U. and Ukwe, U.C. (2008). Towards Incorporating Environmental Education
into Nigerian College of Education (NCE) Home Economics Curriculum. In Anyakoha, E.U (2010). Journal of Home Economics Research Vol. 9
Anyakoha, E.U. (1994). Towards enhancing the Entrepreneurial Skills of Operators of
Home Economics Related Business: Implication for Entrepreneurship Education. Paper Presented at the National Conference of the Nigerian Vocational Association (NVA). Federal College of Education (T), Umunze. (April 20-22nd)
Anyakoha, E.U. (1997). Entrepreneurship and Vocational Technical: Contemporary
Challenges and the Way Forward. in P.N. Esemonu (ed.) Entrepreneurship Practices in Education, pp.26-42. Umunze: Research and Publications Unit of the Federal College of Education (Technical). Umunze.
Anyakoha, E.U. (2001). Research Imperatives and Challenges for Home Economics in
Nigeria. Nsukka: Dicway Printing Co. Anyakoha, E.U. (2002). An Unpublished Welcome Address Delivered at the 3rd National
Conference of HERAN held at Princess Alexandra Unity Hall, UNN, 4ht – 7th September. General Office Journal.
Anyakoha, E. U. (2005). Home Economic for Junior Secondary Schools (year 1-3). Onitsha:
African FEP Publishers Ltd
136
Anyakoha, E.U. (2009). “An Overview of Research Process”: Home Economics Research
Association of Nigeria. Nsukka; Great AP Express Publishers Ltd. Anyakoha, E.U. (2009). New Entrepreneurship Education and wealth creation strategies:
Practical Tips for Economic Empowerment and Survival. Nsukka: Great AP Express Publishers Ltd.
Anyakoha, E.U. and Igboeli, C.C. (1998). Economic Incentives/ Disincentives for the
Reduction of Family Size in Taraba, Adamawa and Benue State of Nigeria, Research Report. Population Research Fund (PRF) Nigerian Institute of Social and Economic Research (NISER).
Anyanwu, K. (2008). Looking Chic in a Dress. Nigerian Tribune, Wednesday 17 December,
p.28. Anyanwu, R.I. (2009). Creating your PIG’S to Launch you into Financial Freedom. Zaria:
Anyoray Concepts Publications. Arkhurst, A.E. (2001). Grooming of the University Student, in University of Nigeria
Nsukka Postgraduate Students Year Book. A Publication of the Postgraduate Students’ Union. Enugu: Pearl Functions Limited.
Azeez, K. (2009). Global Meltdown Raises Demand for Cheap Handset. Financial
Standard. July 20, 2009, p.17 Babalola, V.O. (2002). Home Economics in Practice Skill Acquisition. Home Economics
Teacher Association of Nigeria (HETAN). Babbie, E. (1986). The Practice of Social Research. California: Wadsworth Publishing Co. Bala, F.T., Ogheneabor, U.O., Unogu, Clara, N., Abdullahi, Halima, I. and Akande, M.
(2004). STAN Home Economics for Junior Secondary Schools: Student’s Book one. Ibadan: Evans Brothers Limited.
Beane, J.A. (1997). Curriculum Integration: Designing the Care of Democratic Education.
New York: Teachers College Press. Blain, G. (2010). Hair Grooming Tips for Men and Women.
Brooks, L. (1995). Ethnic Dress. Great Britain: Reed International Books Limited. Bubolza, M.M. (1991). Reflections on Human Ecology Past, Present and Future. Paper
Presented at the College of Human Ecology Spring meeting May 31 Michigan State University
137
Chamberlain, V. and Kelly J.M. (1981). Creative Home Economics Instrument. McGraw Hill
Chantal, B. Jerry S. (2001). “Hair Care Products: Waving, Straightening, Conditioning and Colouring”. Clinics in Dermatology; 19. 431-436. http://www.hairdressing.com/hair-cleansing-and-conditioning/hair-conditioners.shtml .retrived on 20/7/2010
Claude, B. (2006). ‘Shampoos’, Clinic in Dermatology 14:113-121. http://www.hair-dressing.com/hait-cleansing-and-conditioning/hair-loss-shampoos.shtml 20/7/2010
Cobb, J.N. (2001). The Child: Infants, Children, and Adolescents. California: Mayfield
Publishing Company Curzon, .L.B. (1990). Principles and Practice of Technical Education. London: Cassed Ltd. Curriculum Corporation (1996). Home Economics in Secondary Schools, p.3 Dalton, J.W. (1995). The Professional Cosmetology. New York: West Publishing Company Daniel, C.L. (2000). “Learning Resources for Developing Reading Culture in Nigerian
Schools.” Paper presented at the UNESCO and FCDA seminar/workshop on libraries and promotion of reading culture on 22-23, August 2000.
Daniel, L. (2010). Hair and Fur. http://www.daniellaberge.com/ grooming/hair/htm. retrived
Oxford University Press. 10-ISBN 0-199-25190-8:13 –ISBN 978-0- 199-25190-2. Retrieved from Error! Hyperlink reference not valid. categories: hair dressing/ hairstyles. 05/12/09
Ebo, E.C. (1998). Social and Economics Research: Principles and Methods. Lagos:
Academic Publication and Development Resources Ltd. Ebo, E.C. (2000). “Social Science Research and Sustainable Development” in E.E.
Anugwom, V.I. Okeke, R.C Asogwa, I.N. Obasi eds, The Social Science: Issues and Perspective. Nsukka: Fullandu Publishing Company.
Ebo, E.C. (2009). “Developing Conceptual Framework for Empirical Research.” Journal of
Home Economics Research Association of Nigeria. Nsukka: Great AP Express Publishing Ltd. 21-37
Egbemode, F. (2009). Nigeria’s Precious Food Security Status. Sunday Sun Newspaper,
June 28. p.6 (editional) Ene-Obong, H.N. challenges of entrepreneurship in Home Economics and enhancement
strategies, in Anyakoha, E.U (2006). Entrepreneurship education and wealth creation strategies. Nsukka: Great AP Express Publishers Ltd
138
Eneogwe, U.N. (1996). The Curriculum Process in Ogwo B.A (ed). Curriculum Development and Educational Technology p 24-65. Makurdi: Onaivi Printing and Publishing Co. Ltd
Eraut, M.R. (1991). Defining Education Objective in a Lewy (ed). The International
Encyclopedia of Curriculum pp 306-316. New York: Pergamon Press Eraut, M.R. (1991). Defining Education Objective in a Lewy (ed). The International
Encyclopedia of Curriculum. New York: Pergamon Press Eze, N.M. (2001). Strategies for improving male enrolment in Home Economics at NCE
programme in Nigeria. Home economics research association of Nigeria (HERAN) conference proceedings.
Ezechi, N.C. (2003). Safety in Electrical Services in the home. Journal of Home Economics.
5:2:51-55 Guidelines: Household appliances. File://c:Document and setting COWE/mydocuments Household Appliances.
Ezenwa, C. (2009). The Garment Industry: Bemourning its Glory. Financial Standard, July
20, 2009 Ezeilo, J.N. (2001), Women’s Socio Economic and Legal Rights Enugu: Women’s Aid
Collectives (WACOL). Famoroti, B. (May 2004). Don’t Blame Employers over Half-baked Professionals. Punch
P.33. Faux, S. and Davis, P. (1999). Wardrobe: Develop your Style and Confidence. London:
Judy Piatkins Publishers Ltd Federal Republic of Nigeria (1999). Constitution of Federal Republic of Nigeria (1999).
Lagos: Federal Press. Federal Ministry of Education (2000). Education today, 8(2). Abuja Government Press. Federal Ministry of Education (2000). Implementation Guidelines for the Universal Basic
Education (UBE) programmes. Abuja Federal Government Press. Federal Ministry of Education (2000). Implementation Guidelines for the Universal Basic
Education (UBE) programmes. Abuja. Federal Government Press. Federal Office of Statistics (FOS) (1997). Social Statistics in Nigeria (1995-1996). Abuja:
Federal Office of Statistics. Federal Republic of Nigeria (FRN) (2004). Policy on Education. Lagos: NERDC Press.
139
Gall, M.D., Gall, J.P., and Borg, W.R. (2007). Educational Research: An Introduction 8th Edition. United States: Pearson Education, Inc. 589-596.
Gall, M.D., Gall, J.P., and Borg, W.R. (2003). Educational Research: An Introduction, 8th
Edition, Perason Education Inc. U.S.A. Gay, G. (1991). Curriculum Development. In A Lewy (Ed) The International Encyclopedia
of Curriculum (pp.293-302). New York: Pergamon Press. Gbamanja, S.P.T. (2002). Essentials of Curriculum and Instruction. Theory and Practice
(3rd ed). Port-Harcourt: Paragraphics. Guzman, A.B. (2003). The Dynamics of Educational Reforms in the Philippine and Higher
Basic Education Sectors. Asia Pacific Educational Review 4(1), 39-50. Retrieved 13th June, 2006 from http.//www.Google.com.
Hesselbein, F., Marshall, G. and S. Drymerville, I.R. (2002). Leading for Innovation: And
Organizing for Result. Jossey-Bass. Heyzer, F. (19997). The Motivation to Work (3rd ed.). New York: John Wiley and Sons. Hodges, B. (2007). Evaluation update Access in the Kitchen: An update on home appliances
AFB access world (online) 8 (1) [Accessed 28/08/07]. Home Economics Association for African (HEAA), (1993). Reorienting Home Economics
in Africa. Nairobi: HEAA Home Economics for Empowerment and Development: Implications for
Reconceptualization. Uganda: HEAA Ibam, E. (2006). Computer Science and Economic Reliance. The Journal of Academics. (1)
2. 162-168 Ibigbami, D.B.O. (2000). The Roles of Technical and Vocational Education for Successful
Implementation of Universal Basic Education Conference paper on “UBE and Vision 2010” delivered at F.C.E, Lagos.
Ihindan, D.M. (1995). Home Economics in Nigeria: Trends and Prospects. Journal of Home
Economic Research, (1) 1. 67-71 Ikeoji, C.N., Agubike, C.C. and Disi, J.O. (2007b). Perceptions of head Agricultural Science
Teachers Regarding Problems and Challenges of Vocational Agriculture Delivery in Secondary Schools in Delta State. Electronic Journal of Science Education, 112(2), 6-18.
Imariegbe, K.O. (1992). “Vocational Education: Issues and Challenges” Journal of
Technical Teacher Education (2) 1. Jablonski N.G. (2006). Skin: a Natural History. Berkley: University of California Press
140
Jackson, C. (1990). Colour Me Beautiful: Discover your Natural Beauty through Colour
Washington: Acropolis Books Ltd. James, M.B. (2004). Utilizing Home Economics Education for Nation Building: A Key note
address presented in Gombe in the 33rd National Conference/ Workshop of Home Economics Teachers Association of Nigeria (HETAN) 22nd -28th August, 2004.
John, G. (2001). Hair Care and Hair Care Products. Clinics in Dermatology, 19: 227-236,
http://www.hair-dressing.com/hair-styling/setting-hair.shtml retrieved on 20/7/2010 Johnson, D.H. (1997). Hair and their Care. London: CRC Press. Johnson. J.G. and Foster. A.G. (1990). Clothing: Clothing Impact Cincinnati. Ohio: South-
Western Publishing Co. Jumai, H.M. (2000). “Indigenous Food Presentation in Borno and Yobe states: Implication
for Home Economics.” Journal of Issues of Technical Teacher Education. Federal College of Education (T) Potiskum, (1) 2.
Kerr, (1968). The Making of Curriculum Theory, Process and Evaluation. Chicago:
University Press. Ker, B. (2006). The Role of Educational Psychology in Teacher Education. Defining a new
Agenda, Being lead paper Presented at the National Conference of the Nigerian Council of Educational Psydrologists, University of Nigeria, Nsukka.
Kim, J. and Farwell-Beck, J. (2003). Application of apparel design process into many design
courses. ITAA Proceedings No 60, TEA 30. Laabs, J. (1995). Does image matter? Personal Journal December, http://programs.
chemeketa.edu/ITCN/try it/clothing and appearance paper oc. January 22, 2005 Laloo. B.T. (2002). Information Needs, Information Seeking Behavior and Users. New
Delhi; Ess publication Lau, S. and Lau, W. (1996). Outlook on life: How adolescents and children view the
lifestyle of parents, adults and self. Journal of Adolescence, (19) 6. pp293-276. Leboeuf, M. (2002). The Millionaist in you; New York Grown Business, New York. Leena, K. (2010). Long Hair is a Symbol of Feminity What Type of Hairstyle You Want?
http://www.articlesnatch.com/article/hairgrooming-tips-for-men-and-women-/128.......retrived on 20/07/2010
Lemchi, S.N.S (2001). The Perception of Home Economics Educators Regarding the Need
for Entrepreneurship Education in the Tertiary Home Economics Curriculum. Journal of Home Economics Research (111), 82-90
141
Lemchi, S.N. (2004). Integrating entrepreneurship Education into the Nigerian Certificate in
Education (NCE). Home Economics Programe. Unpublished Ph.D Thesis. Department of Vocational Teacher Education, University of Nigeria, Nsukka.
Leo, P. and HABIA (2003). Hairdressing: The Foundations (4th edition). United States:
Macmillan Press Ltd. Lueke, R. and Ralph, K. (2003). Managing creation and Innovation. Boston: Harvard
Business School Press. Maduewesi, E.J. (2005). Benchmarks Global Trends in Education. Benin City: Baslyva
Influence Enterprises. Mallum, J.O. (2005). Innovations in Home Economics. Being a lead paper at the home
economics workshop organized by university of agriculture, 4-5 August, 2005 Mamman, M.G. (2000). Teacher education and teacher effectiveness. Journal of Teachers
and Teaching, (2), 25-29. Mbakwem, J.N. (2004). Curriculum Development and Implementation in Environmental
Education for Sustainable Development in Nigeria. Ughelli: Eddy Joe Publisher. Meludu, N.T. (1998). Home Economics Entrepreneurship in Clothing and Fashion
Merchandizing of Entrepreneurship Education in Technology, Science and Art. Ossai, R.U. (2001). Strategies for improving public image of Home Economics in Nigerian. Journal of Home Economics Research 111, 51-56.
Merriam-Webstar Online. http://.wikipeida.orgf/wiki/merriam-webstar Midrid, M.J. and Gracia, E.A. (1999). Students Dress Code.
http://www.mordrall.com/artcles-12html. Mohammed, A. (2000). Meeting the Employment Challenges of the Global Financial and
Economic Crisis in Nigeria: the Perspective of Social Partners’ a Paper Presented at the National Employment Summit in Abuja (2009)
Molokwu, N. (2001). Research Imperative and Challenges in Home Economics Education.
In Anyakoha E.U. (2001). Research Imperatives and Challenges for Home Economics in Nigeria Nsukka: Home Economics Research Association of Nigeria National Economic Empowerment and Development Strategy. Abuja: National Planning Commission
Molokwu, N. (1996). Sustaining Family Life in Contemporary Nigeria: A Need for Family
Resource Management in Engberg L.E et al (ed). Family Resource Management Issues IFHE, Thailand.
142
Mudukuti, A.E. and Engberg, L.E. (2000). Recognition of challengers and comparison of Directions Taken by Home Economics Educators in Zimbabwe and Canada for the 21st Century. Paper presented at the 19th Congress of IFHE in University of Ghana 23rd-29th July.
Nation Economic Empowerment and Development Strategy (NEEDS) (2004). Abuja,
National Planning Commission, 20 Nafiu, T. (2001). “Home Economics Education as a Weapon for improving the Prospects of
our Generation.” Workshop Proceedings at Annual STAN Conference for Home Economics. Osogbo.
NERDC (2007). Federal Ministry of Education Senior Secondary School Curriculum
Clothing and Textiles: Abuja NERDC. Nixon, A.J. (2006). The microanatomy, cell replication, and kertain gene expression of hair
follicles during a photo period-induced growth cycle in sheep. Journal of Human Evolution, Ohio (14) 28-32.
Njoku, H.A. (2003). Alleviating poverty through the inculcation of home economics based
life (surviva) skills in rural women in Nigeria. Research issues in Home Economics Njoku, H.A. (2002). Alleviating Poverty through the Inculcation of Home Economics Based
Life (survival) Skills in Rural Women in Nigeria. Research Issues in Home Economics
Nuhu, O.Y. (2006). The Place of NCE Programme in the Educational Development of Nigeria. Unpublished Convocation Lecture delivered at FCE, Okene. February 24
Nwagbo and Onyegegbu (2009). Incorporating Entrepreneurial Skills into Science laboratory Technology (SLT) curricular for Nigeria Polytechnics.
Nwaiwu, M.M. (1988). A Handbook for the Teaching of Home Economics. Owerri: Assumputa Press Ltd
Nwangwu (1987). The place of Home Economics in the 6-3-3-4 System of Education .Journal of ANCOPSS, (3)
Nwankwo , J.N. (2004). An introduction to Home Economics Education Ughelli: Eddy Joe publishers Nigeria
Nworgu, B.G. (2007). Optimization of Service Delivery in the Education Sector: Issues and Strategies: University Trust Publishers.
Nworgu, B.G. (2009). “Research Design and Data Analysis Techniques” in Anyakoha.
143
Nworgu, B.G. (2009). Research Design and Data Analysis Techniques. In Anyakoha, E.U (2009). Developing Research skills and conceptual framework. Nsukka: Great AP Express Publishers Ltd.
Nzewi, U.M, Okpara, E.N, Akudolu, L.R, Anyakoha, F.N Curriculum Theory and Planning.
Nsukka: University Trust Publishers. Nzurumike, I.N. (1990). Evaluation. In M.O.E Akoma, and R.N. Amadi (eds.).
Fundamentals of Curriculum Design. Onitsha: Summer Educational. Obaji, C.N. (2006). Reforming the Educational System. Being the Text Presented at the 15th
Convocation Lecture of Olabisi Onabanjo University on Friday, February, 10, 2006 Obeta, A.O. (2010). Perception of Good dress sense among female students of Higher
Institutions in Abia State. Nigeria Journal of home Economics Research Association of Nigeria, (12) 52-61.
Obi, C.I. (2005). A critique of Vocational Agricultural Education in Nigerian Secondary
Schools. Journal of Home Economics Research, (6) 2, 57-61. Ochiagha, C. (1995). Theory and Practice of Career Development. Enugu: Snap Press Ltd. Ochu, A. (1991). Notes on Health Education for Schools and College. Onitsha: Pacific
Publishers Ltd Ode, M.O. and Anyakoha, E.U. (2001). Learning Experiences for Enhancing Students’ Skill
Acquisition in Home Management Practicum in Colleges of Education in the Northern and Southern States of Nigeria. In Anyakoha E.U (2001). Research Imperatives and Challenges for Home Economics in Nigeria. Nsukka: Home Economics Research Association of Nigeria 116-125.
Ode, M.O. (2000). Identification of learning experiences and guidelines for enhancing
students skills acquisition in Home Management practicum in colleges of Education in the Northern and South-East of Nigeria. Unpublished ph.D Thesis. Department of Vocational Teacher Education, University of Nigeria Nsukka.
Oduma , C.O. (1995). “Vocational Primary Education” A Conscious Step towards
Indigenizing Technological Development in Nigeria. A Paper Presented at the Annual Conference on Technical Educations FCE (T) Gusau, September, 22-25
Offorma, G.C. (1994). Curriculum Theory and Planning. Enugu: Uni-world Educational
Publisher (Nig) Ltd.
144
Offorma, G.C. (1997). Curriculum Theory and Planning. Onitsha: Uni –world Educational Publishers
Ogbazi, N.J. and Okpala, J. (1994). Writing Research report: Guide for Researchers in
Education, the Social Sciences and the Humanities. Enugu: Prime Time. Ogbene A.E. (2006). Home Economics for Self Reliance in a Depressed Economy. An
Entrepreneurship Initiative. Journal of Home Economics Research, (7), pp. 101-112 Ogundowole, E.K. (2007), Inexhaustibility of self-reliance. An Inaugural Lecture, Delivered
at the university of Lagos Main Auditiorum on Wednesday, Mach 7. Ogunleye, A.O. (2000). Science Education in Nigeria. Lagos: Sunshine International
Publications Nigeria Ltd. Ogwo, B.A. (1996). Curriculum Development and Educational Technology. Makurdi:
Onaivi Printing and Publishing Co. Ltd Ohwovriole, P.I. (2004). Types of Life Skills and their Importance to Home Economists. A
Seminar Paper Presented at Delta State University, Abraka Okafor, G.I. (2002). Strategies for incorporating Gender Concepts into Home Economics
Curriculum of Colleges of Education in the South-Eaststates of Nigeria. Unpublished Master’s Thesis. Department of Vocational Teacher Education; University of Nigeria, Nsukka.
Okai, D.J. (2003). Examination Malpractice and Academic Standards: A Challenge to
Educational Administration in the Millennium. The Registrar: A Journal of Conference of Registrar of College of Education in Nigeria. 1(1) 36-46.
Okeke, S.U.N. (1992). Manpower Development in Nigeria: The Place of Home Economics
Vocational/Technical Education and Manpower Development. Nsukka: NVA publications. 75-81.
Okeke, S.C. (1997). Development and Preliminary Validation of an Instrument for the
Identification of Mathematically gifted pupils in Ebonyi State. Unpublished Doctorate Degree Thesis. Department of Science Education, University Nigeria, Nsukka.
White House Okoro, O.M. (1991). Programme Evaluation in Education. Obosi: Pacific Publishers. Okoro, O.M. (2004). Problems Facing Technical Education in Nigeria, Unpublished Thesis.
Department of Vocational and Teacher Education, University of Nigeria Nsukka
145
Okpara, E.N. (1990). Organization of Learning Experiences and Content. In M.O.E, Akoma and R,N.Amadi; (eds). Fundamentals of Curriculum Design. Onitsha: Summer Educational Publishers Ltd.
Olaitan and Agusiobo (1991). Issues on Vocational and Technical Education for Self
Reliant. Onitsha: Cape Publishers International Ltd. Olaitan S.O. (1991). WABP Junior Secondary Home Economics. Lagos: West African Book
Publishers Ltd Academy Press Plc. Olaitan, S.O. and Ali, A. (1997). The Making of Curriculum (Theory, Process, Product and
Evaluation). Onitsha Nigeria: Cape Publishers International Ltd. Olaitan, S.O. and Mbah, C.O. (1998). WABP Junior Secondary Home Economics, Book 1.
Lagos: West African Book Publishers Ltd. Olaitan, S.O. (1996). Vocational and Technical Education in Nigeria: Issues and Analysis.
Onitsha: Wobble Graphics press. Olaitan, S.O. (1997). Pre-vocational and vocational Education in Nigerian secondary
Schools: A paper presented at the International Conference on crucial issues on Nigerian/African Education. University of Nigeria, Nsukka. 15-18 April.
Olaitan, S.O. (2003). Understanding Curriculum. Nsukka: Ndudim Press. Onomadu, E.O. (1997). “Vocational Education in Colleges of Education; An Appraisal of
its Qualities” Journal of studies in General Education, (1) 1. Onwunedo, G.O. (2006). Development of An intervention programme for improving on the
hygienic practices of fast food Industries in Anambra State. Ph.D Thesis, Department of Vocational Teacher Education UNN 405-428.
Oreh, C.I (2006). Entrepreneurship and Human Resource Development, the place of
education, Journal of RBCs research Published by Home Economics Research Association of Nigeria (HERAN) (7) pp158-163.
Ossai, R.U. (2001). Strategies for Improving Pubic Image of Home Economics in Nigeria.
Journal of Home Economics Research. N.H.R.A., Vol.3, 51-56. Osuala, E.C (2001). An introduction to Research Methodology (3rd edition). Ibadan:
Africana-Fep Publisher. Perkinson, H (1995). The Imperfect Panacea. U.S.A: McGraw Hill. Phipps, L.J., Osborne, E.W., Dyer J.E. and Ball A.L. (2008). Handbook on Agricultural
Education in Public Schools (6th edition). V.S Thomson Delmar Learning
146
Priscilla, K.G. (2003). Enhancement of Home Economics Teaching and Learning under the Universal Basic Education programme. The Nigeria UBE Journal Vol. 2 (1) pp 115-119
Rodney D. (2006). “Hair: its Structure and Response to Cosmetic Preparations” Clinics in
Ross, L. and Wilson, A. (2001).Anatomy and Physiology in Health and Illness (9th edition).
Harcourt Publishers Limited Church Hill Living Stone Ross, L. and Wilson, A. (2001). Anatomy and physiology in Health and Illness (9th Edition).
Churchill Livingstone-Harcourt Publishers Limited. Salako, L. (2009). What’s your hair type? Saturday Run, March 28:33. Sanyaolu, A. (2009). Unemployment: an unattended sore ravages the economy. Daily sun
20, July pp 48 Sarajini, F.B. (2006). The Assessment of Nutritional Status of the Community. WHO,
Monograph Series, No.53, Geneva. Shaw, K.E. (2006). Integration of hair regeneration Education into adults curricular. British
Journal of Educational Technology, 2 (2) 28. Shwartz, G.G. and Rosenblum, L.A. (2008). Evaluation of hair loss to Health in the
Tropics. Mafolayoni Press Ltd Kaduna Spio-Garbrah, E. (2000). “Strengthening the Home and Family”. Paper presented at the 19th
World Congress of the International Federation of Home Economics University in Ghana.
Squires, G. (1990). First Degree: the Undergraduate Curriculum. England: Society for
Research into Higher Education. Stephen R. (2004). “Genetic Variation at the MCIR Locus and the Time since Loss of
Human Body Hair. Current Anthropology 45 (1): 105-108 Steven, S. (2005). History of Fashion. http://www.pbs.org?newshour/intocus/
fashion/school.html. Tuesday. January 4, 2005 Steven, S. (2010). A Hairstyle is a Frame for Your Face http://www.
stevenprofesional.com/waht-is-your-face-shape.htm 21/7/2010 Suaro, J.S. and Dairo, A.M. (1997). Home Economics Methodology. Mafolayoni Press Ltd
Kaduna
147
Talal A., and Feda, M. N. (2003). “Plants Used in Cosmetics”. Phytother. Res. 17,987-1000 http://www.dressing.com/hair-cleansing-and-conditioning/hair-care-productshtml........20/7/2010
Talal, A. (2010). Ethnic Cosmetic Products. Holloway/Darmatol Clin 21, 743 – 749. Taylor, D.J. and Green N.P.O. (2008). Biological Science. Third Edition. Cambridge
University press, International Sales Department Cambridge, UK Thompson, D. (2010). Development of Functional Appeared for Cosmetologists in Lagos,
Nigeria. Unpublished Doctorate Degree Thesis. Department of Vocational Teacher Education. University of Nigeria, Nsukka.
Tyler, R.W. (1975). Basic Principles of Curriculum and Instruction. Chicago: the
University of Chicago Pres. U.B.E (2004). Universal Basic Education Commission. Federal Government of Nigeria. Uche, R. (2009). Naira Devaluation www.ngrquardiannews.com/ business.....//indexn3 Udofia, N. A. (1996). Development and Validation of a Project Package for Junior
Secondary School Integrated Science. Unpublished Doctorate Degree Thesis. Department Science Education, University of Nigeria, Nsukka.
Udotot, M.A. (2005). Ensuring Qualitative Teachers for sustainable Nigeria Educational
system. A lead paper presented at the National Conference of Nigerian Primary and Teacher Education Association. Asaba. 1 (1).
Ughamadu, K.A. (1992). Curriculum Concept, Development and Implementation. Onitsha: Emba Printing and Publishing Company Ltd.
Ugwu, B. E and Etiubon, A.A. (2009). Strategies for Effective Integration of Entrepreneurial Skills into Classroom Chemistry Teaching. The Journal of Academics (1) 2.122-128
Ukpore, B.A. (1999): “The Relevance of Philosophy to Home Economics Teachers and Students” a Paper presented the Annual National Conference of Technology (TEWAN) Asaba
Ukwe, J.N. (2004). An Introduction to Home Economic Education. Ughelli: Eddy, Joe Publishers.
Ukwe, U.C. and Anyakoha, E. U. (2008). Towards Incorporating Environmental Education
into Nigerian College of Education (D/C E) time Economics curriculum. Journal of Home Economics. (9) 53-5.
Ukwe, U.C. (2006). Integration of Environmental Education into Nigeria certificate of
Education Home Economics Curriculum, Enugu State. Ph. D thesis, Department of Vocational Teacher Education, UNN.
148
Umanah A. (2006). Nigerian: Why Unemployment Still Persists? New Nigeria. September
11, p. 19. Unodiaku, S.S. (2010), Development and Validation of mathematics Readiness Test for
Senior Secondary School Students. Unpublished Doctorate Degree Thesis. Department of Science Education University of Nigeria, Nsukka
Uzoagulu, A.E. (1998).Practical Guide to Writing Research Project Report in Tertiary
Institutions. Enugu: John Jacobs Classic Publishers Ltd. Uzoezie, C.E. (1990). Infrastructural Facilities for Effective Teaching and Learning of
Home Economics- An Appraisal. ANVIL, Journal of Educational Studies. Express Publishers Ltd
Venter, J. (1997). Home Economics and Entrepreneurship: Future strategy in D. Eresn et al.
(eds) p. 41-44. Wein, F.M. (1991). Curriculum design. In A Lewy (Ed.), The International Encyclopedia of
Curriculum (pp.. 335-342). New York: Pergamon Press. Wheeler, D. K. (1980). Curriculum Process. London: Hodder and Stoughton. WHO (2009). Physical Inactivity: A Global Public Health Problem. World Health
Organization, Geneva. Wilson, L.O. (2005).Curriculum and Instructional Planning. www.wilson.edu/org. Accessed
6th October, 2008. Winden Anna (2010). What is the Function of Human Hair
http://www.eindianhair.com/100%guarantee100%virginhair.highquality from 10 “to 20”human hair. Retrieved on 20/10/2010.
Wolf, R. (1991). A Method for Curriculum Evaluation. Psychology in the School, p.6. Wooding, S. (2004). An assessment of working women’s hair colouring. Unpublished
Master Thesis, Florida State University, Tallahassee, Florida. Zoobi, W.A. (2005). Appropriate Development Practice into Curriculum Theory.
zoobi@interchange. Ube. Ca. Zubairu, S. (1993). Boasting Production through Self Employment. New Nigeria. September
9, p.15.
149
APPENDICES
Department of Vocational Teacher Education, (Home Economics Unit), University of Nigeria, Nsukka. 20th November, 2011
Dear Respondents,
REQUEST FOR VALIDATION OF INSTRUMENT
I am a Ph.D student in the above department, currently conducting a research on
Development of Hairdressing Curriculum for Integration into Home Economics Education
Programme of Universities in the South-East of Nigeria.
Attached are draft copies of the instrument, the purpose, research questions and
hypotheses. You are please requested to vet the items so that clarity and appropriateness will
be ensured.
You are assured that the information given by you will be treated in strict
confidentiality and used for the purposes of this study.
Thanks for your steady and anticipated co-operation.
Yours faithfully
Esiowu, Afoma Priscilla (Mrs.)
PG/Ph.D/07/48119
140
150
APPENDIX A
TOPIC: DEVELOPMENT OF HAIRDRESSING CURRICULUM FOR
INTEGRATION INTO HOME ECONOMICS EDUCATION
PROGRAMME OF UNIVERSITIES IN THE SOUTH-EAST, NIGERI A
Please, tick (√ ) in the column that best describes your response to each of the items listed
c. Michael Okpara University of Agriculture, Umudike [ ]
d. University of Nigeria, Nsukka [ ]
151
QUESTIONNAIRE
SECTION B:
INSTRUCTIONAL OBJECTIVES NECESSARY FOR INTEGRATING HAIR
DRESSING CURRICULUM INTO HOME ECONOMICS EDUCATION
PROGRAMME
Please tick (√ ) in the column that best describes you responses
Key: Strongly Agree = SA (5 Points), Agree = A, Undecided = UN, (Disagree = D, (Strongly
Disagree = SD.
S/N INSTRUCTIONAL OBJECTIVES TO BE INTEGRATED INTO
HAIR DRESSING CURRICULUM
SA A U D SD
1 Explain the concept of haircut, hairstyle and hairdo as
clothing features
2 Describe the characteristic of hair
3 Mention different styles of hair
4 Outline how to colour hair
5 State how to add hair accessories to adorn hair
6 Describe how to trim hair evenly and remove cut particles
7 Explain how to carry out practices with hairdressing tools
8 Describe how to assemble the tools
9 Explain how to take care of the tools
10 Outline the safety of the tools
11 Identify the warning labels attached to the cords as required by the consumer
product safety commission guidelines
12 State how to set hair to suit face shape
13 Describe how to replace dry, curly and frizzy hair with flowing straight hair
14 Compare human hair with synthetic hair fiber
15 Appreciate the role of a permanent hair dresser to be familiar
with one’s hair
16 Enumerate the advantages of choosing less expensive fad items
17 Explain the details of face shapes
18 Give instruction for latest hairstyles
152
19 Identify some hair diseases
20 Explain how to brush hair to loose tangles
21 Check manufacture’s instruction before using hair products
22 State means of communication in hairdressing
23 Explain the details of hairstyling products
24 State how to change hair volume and fiber with fixative or
styling products
25 State the role of natural hair care products and hair photo-protection
26 Identify how to choose a new hairstyle
27 Compile a list of good
Styling products available in the market
28 Identify some common problems of the hair
29 Explain how to treat some hair damages
30 Summarize different hair types
31 Explain the guidelines for meeting the nutritional requirement of a
healthy hair
32 Explain the term hair dryer
33 State the local hair dressing equipment
34 Summarize the washing process and styling of hair
35 Others, please specify
153
SECTION C: CONTENT (KNOWLEDGE, SKILLS AND ATTITUDES) IN HAIR D RESSING CURRICULUM TO BE INTEGRATED INTO HOME ECONOMICS EDU CATION PROGRAMME. PLEASE INDICATE EXTENT TO WHICH YOU AGREE THAT EACH OF THE HAIR DRESSING ISSUES SHOULD BE NECESSARY FOR THE INTEGRATION OF HAIR DRESSING CURRICULUM INTO HOME ECONOMICS PROGRAMME S/N CONTENT (KNOWLEDGE, SKILLS AND ATTITUDES) NEEDE D
IN HAIR DRESSING
SA A U D SD
1 The structure of the hair
2 The physical and chemical property of the hair
3 Studying different types of hair
4 Fixing suitable hair attachments
5 Teasing out the brushing of curls
6 Arranging hair for the application of relaxers
7 Hair spraying
8 Arranging hair into sections and rough plaiting different styles
9 Adding ornaments to the hair to adorn it.
10 Manipulating the hair drying equipment
11 Timing in hair dressing
12 Speed practices in handling tools and equipment
13 Arranging hair dressing equipment
14 Manipulation of equipment and tools in hairdressing
15 Safety guidelines for the use of tools and equipment
16 Interpreting warning labels on tools and equipment
17 Hair grooming
18 selection of hair styling products
19 nutritional guidelines and hair grooming
20 Face shape drawing
21 Hairstyles and face shapes
22 Hair treatment methods
23 Styles in hairdressing
154
24 Personal health and hygiene in hairdressing: towels and gowns
25 Personal cleanliness: hands and nails, body, mouth, clothes, hair
26 Personal appearance: personal code of practice
27 Good posture and body positioning in hair dressing
28 Combs and combing, methods
29 Brushes and brushing methods
30 Cleaning of hairdressing tools
31 Maintaining clients goodwill
32 Good communication
33 Body language in hairdressing: eye contact
34 Dealing with clients complaints
35 Consulting and diagnosing techniques: examining the hair
36 Promoting services and products: selling products
37 Shampooing and conditioning the hair: understanding shampoos and
shampooing
38 Selection of hairdressing products
39 Chemistry of shampoos
40 Shampooing techniques
41 Acidity and alkalinity of shampoos: the pH scale
42 Preparing shampoos
43 Principles of shampooing
44 Shampooing method
45 Massage techniques
46 Water for shampooing – hard and soft water
47 Principles of conditioning: choosing a conditioner and types of conditioner
48 Conditioning treatments: dandruff, greasy hair
49 Massage techniques: hand massage, steamers, accelerators, scalp
massage using electrical equipment
50 Oil applications or treatments
51 Drying hair: equipment/tools and product, hand and finger drying
52 Drying hair to shape and creating a finished look
155
53 Styling aids – protectors, curl enhancers, setting aids, dressing aids
54 Rollering methods and common faults
55 Dressing technique: teasing, brushing, back brushing method, back
68 Salon reception – handling appointments, handling payments: hand,
cheque, card
156
SECTION D
THE DELIVERY SYSTEMS (INSTRUCTIONAL METHODS AND MATERIALS/MEDIA FOR ACHIEVING THE INTEGRATION OF HA IR DRESSING IN UNIVERSITIES
S/N INSTRUCTIONAL METHODS
SA A U D SD SN INSTRUCTIONAL MATERIAL/ MEDIA
SA A U D SD
1 Project method 1 Text book for hair literature 2 Problems solving
method on hair dressing issues
2 Handouts in nutritional guidelines
3 Discussion method on effect of chemical on hair
3 Journals for publication hair articles
4 Field trip to hair dressing shops
4 Dictionaries for definition of some concepts
5 Use of demonstration skills
5 Fliers
6 Use of practical lessons
6 Newspaper articles on hair
7 Use of resource persons for more knowledge of hair
7 Magazines on hair talks
8 Interviewing some hair dressing owners
8 Over head projector for internet display
9 Role playing on speed practices of hair styles
9 Slide projector for moderating write-ups
10 Lecture method on hair topics
10 Cameras for snapping pictures of hair styles
11 Programmed instruction for hair product
11 Radio-cassette recorder for taping talks
12 Computer assisted instruction for latest hair styles
12 Computers for storing information
157
13 Team teaching in operating procedures of hair
13 Television talks about hair
14 Case study for in-depth knowledge
14 Documentaries
15 Brainstorming on hair fibre defects
15 White board for teaching
16 Story telling about right product usage
16 Models on hair shows
17 Workshop on HDC 17 Wall chart on hair nutrition 18 Simulation and
games 18 Real objects/resource person
to carryout hair practices
19 Questions and answers method
19 Posters of face shapes
20 Excursion 20 Pictures of hair styles 21 Case study method 21 Video films for hair styles 22 Multiple choice 22 Others, please specify 23 Others specify
158
SECTION E
EVALUATION ACTIVITIES OF HDC THAT ARE APPROPRIATE F OR ASSESSING
THE ATTAINMENT OF HAIR DRESSING OBJECTIVES
S/N EVALUATION ACTIVITIES OF HDC RESPONDENTS SHOULD BE ABLE TO
SA A U D SD
1 Define the concept of hairstyle 2 Enumerate different types of hair 3 Discuss the right product usage that can product the hair from
damage
4 Explain how care products promise texture, shine, curl or volume to hair
5 Recommend the use of good quality shampoos that have enough moisturizing and nourishment properties
6 Discuss how styling products transform the hair 7 State two ways nutritional guidelines can transform hair 8 Respond to questionnaire items on hair dressing programme 9 Interpret warning labels that are attached to the dryer cords as safety
guide lines
10 Explain suitable hair dressing equipment 11 State two causes of hair breakage 12 Discuss two different face shapes and styles 13 Discuss two effects of chemicals on hair 14 Discuss three factors that influence choice of hair oil 15 Propose the type of cosmetics likely to groom hair with the
latest hair styles
16 Brainstorm on the manipulation of equipment 17 Outline various ways to care for hair dressing equipment 18 Compile a list of hair dressing product that hair dressers need 19 Summarize the washing process and styling of hair 20 State four ways a hairdresser ensures personal cleanliness 21 Give five reasons for maintaining good posture 22 Discuss three various ways of dealing with clients complaints 23 Outline two ways of examining hair 24 State two massage techniques of the hair 25 List three types of hair conditioners 26 Discuss two factors that influence hairstyles 27 Explain salon temperature 28 State the procedures for relaxing hair 29 How often should relaxing be applied
159
APPENDIX B
Hypothesis 1
Oneway ANOVA for Hypothesis 1 Analysis of variance responses of Home Economics Lecturers, Final Year Home Economics Students and Hairdressers on the instructional objectives of hairdressing curriculum
ANOVA Instructional
Objectives
Sum of Squares df Mean
Square F Sig. Item 1 Explain the concept of
haircut, hairstyle and hairdo as clothing features
Between Groups 2.452 2 1.226 2.057 .129
Within Groups 324.243 544 .596
Total 326.695 546
Item 2 Describe the characteristic of hair
Between Groups 2.642 2 1.321 2.605 .075
Within Groups 275.906 544 .507
Total 278.548 546
Item 3 Mention different styles of hair
Between Groups 2.968 2 1.484 3.684 .026
Within Groups 219.120 544 .403
Total 222.088 546
Item 4 Outline how to colour hair Between Groups 1.043 2 .522 .754 .471
Within Groups 376.156 544 .691
Total 377.199 546
Item 5 State how to add hair accessories to adorn hair
Between Groups 5.305 2 2.652 4.454 .012
Within Groups 323.320 543 .595
Total 328.625 545
Item 6 Describe how to trim hair evenly and remove cut particles
Between Groups 1.972 2 .986 1.746 .175
Within Groups 307.158 544 .565
Total 309.130 546
Item 7 Explain how to carry out practices with hairdressing tools
Between Groups 1.679 2 .839 1.518 .220
Within Groups 300.738 544 .553
Total 302.417 546
Item 8 Describe how to assemble the tools
Between Groups 4.684 2 2.342 3.844 .022
Within Groups 331.368 544 .609
Total 336.051 546
Item 9 Explain how to take care of the tools
Between Groups 7.662 2 3.831 8.940 .000
Within Groups 232.254 542 .429
Total 239.916 544
Item 10 Outline how to ensure for its safe operation
Between Groups 8.737 2 4.368 6.976 .001
Within Groups 340.667 544 .626
Total 349.404 546
160
Item 11 Identify the warning labels attached to the cords as required by the consumer product safety commission guidelines
Between Groups 8.574 2 4.287 5.750 .003
Within Groups 405.613 544 .746
Total 414.186 546
Item 12 State how to set hair to suit face shape
Between Groups 4.980 2 2.490 4.520 .011
Within Groups 299.667 544 .551
Total 304.647 546
Item 13 Describe how to replace dry, curly and frizzy hair with flowing straight hair
Between Groups 1.427 2 .714 .987 .373
Within Groups 393.341 544 .723
Total 394.768 546
Item 14 Compare human hair with synthetic hair fiber
Between Groups 5.905 2 2.952 3.633 .027
Within Groups 442.143 544 .813
Total 448.048 546
Item 15 Appreciate the role of a permanent hair dresser to be familiar with one’s hair
Between Groups 3.391 2 1.696 2.115 .122
Within Groups 436.104 544 .802
Total 439.495 546
Item 16 Enumerate the advantages of choosing less expensive fad items
Between Groups 6.390 2 3.195 4.176 .016
Within Groups 416.188 544 .765
Total 422.578 546
Item 17 Explain the details of face shapes
Between Groups .443 2 .221 .244 .784
Within Groups 493.992 544 .908
Total 494.435 546
Item 18 Give instruction for latest hairstyles
Between Groups 2.973 2 1.486 2.286 .103
Within Groups 353.740 544 .650
Total 356.713 546
Item 19 Identify some hair diseases Between Groups 1.485 2 .743 1.117 .328
Within Groups 361.714 544 .665
Total 363.199 546
Item 20 Explain how to brush hair to loose tangles
Between Groups 5.444 2 2.722 3.403 .034
Within Groups 435.057 544 .800
Total 440.501 546
Item 21 Check manufacturer’s instruction before using hair products
Between Groups 3.883 2 1.942 2.180 .114
Within Groups 484.577 544 .891
Total 488.461 546
Item 22 State means of communication in hair dressing
Between Groups 2.676 2 1.338 1.622 .198
Within Groups 448.837 544 .825
Total 451.514 546
161
Item 23 Explain the details of hairstyling products
Between Groups 3.957 2 1.978 3.158 .043
Within Groups 340.811 544 .626
Total 344.768 546
Item 24 State how to change hair volume and fiber with fixative or styling products
Between Groups 2.545 2 1.273 1.644 .194
Within Groups 421.129 544 .774
Total 423.675 546
Item 25 State the role of natural hair care products and hair photo-protection
Between Groups 8.105 2 4.053 6.269 .002
Within Groups 351.665 544 .646
Total 359.770 546
Item 26 Identify how to choose a new hairstyle
Between Groups 5.341 2 2.671 4.353 .013
Within Groups 333.788 544 .614
Total 339.130 546
Item 27 Compile a list of good Styling products available in the market
Between Groups 3.584 2 1.792 2.744 .065
Within Groups 355.170 544 .653
Total 358.753 546
Item 28 Identify some common problems of the hair
Between Groups 3.416 2 1.708 3.453 .032
Within Groups 269.092 544 .495
Total 272.508 546
Item 29 Explain how the treat some hair damages
Between Groups 2.358 2 1.179 2.369 .095
Within Groups 270.692 544 .498
Total 273.049 546
Item 30 Summarize different hair types
Between Groups .972 2 .486 .829 .437
Within Groups 318.863 544 .586
Total 319.835 546
Item 31 Explain the guidelines for meeting the nutritional requirement of a healthy hair
Between Groups 5.730 2 2.865 5.143 .006
Within Groups 303.067 544 .557
Total 308.797 546
Item 32 Explain the term hair dryer Between Groups 3.083 2 1.541 2.863 .058
Within Groups 292.815 544 .538
Total 295.898 546
Item 33 State the local hair dressing equipment
Between Groups 6.494 2 3.247 5.348 .005
Within Groups 330.259 544 .607
Total 336.753 546
Item 34 Summarize the washing process and styling of hair
Between Groups 4.573 2 2.286 4.200 .015
Within Groups 296.100 544 .544
Total 300.673 546
162
Item 35 Others, please specify Between Groups 6.400 2 3.200 3.393 .034
Within Groups 513.059 544 .943
Total 519.459 546
Overall Between Groups 2.798 2 1.399 7.627 .001
Within Groups 99.804 544 .183
Total 102.603 546
163
APPENDIX C
Hypothesis 2
Oneway ANOVA for Hypothesis 2
Analysis of variance of mean ratings of the responses of Home Economics lecturers, Final
Year Home Economics Students and Hairdressers on the Content of hairdressing curriculum
in Home Economics Education programme ANOVA
Contents (Knowledge, Skills and Attitudes)
Sum of Squares df
Mean Square F Sig.
Item 1 The structure of the hair Between Groups 1.088 2 .544 1.219 .296
Within Groups 242.269 543 .446
Total 243.357 545
Item 2 The physical and chemical property of the hair
Between Groups 5.078 2 2.539 4.224 .015
Within Groups 326.962 544 .601
Total 332.040 546
Item 3 Studying different types of hair Between Groups 3.872 2 1.936 4.300 .014
Within Groups 244.925 544 .450
Total 248.797 546
Item 4 Fixing suitable hair attachments Between Groups .546 2 .273 .491 .612
Within Groups 301.806 543 .556
Total 302.352 545
Item 5 Teasing out the brushing of curls Between Groups 3.692 2 1.846 2.615 .074
Within Groups 383.990 544 .706
Total 387.682 546
Item 6 Arranging hair for the application of relaxers
Between Groups 2.793 2 1.397 2.533 .080
Within Groups 299.901 544 .551
Total 302.695 546
Item 7 Hair spraying Between Groups .897 2 .449 .641 .527
Within Groups 380.481 544 .699
Total 381.378 546
Item 8 Arranging hair into sections and rough plaiting different styles
Between Groups 2.434 2 1.217 1.411 .245
Within Groups 469.182 544 .862
Total 471.616 546
Item 9 Adding ornaments to the hair to adorn it.
Between Groups 1.860 2 .930 1.197 .303
Within Groups 422.746 544 .777
Total 424.607 546
Item 10 Manipulating the hair drying equipment
Between Groups 2.250 2 1.125 1.367 .256
Within Groups 447.896 544 .823
Total 450.146 546
Item 11 Timing in hair dressing Between Groups 4.308 2 2.154 3.087 .046
164
Within Groups 379.608 544 .698
Total 383.916 546
Item 12 Speed practices in handling tools and equipment
Between Groups 8.908 2 4.454 5.259 .005
Within Groups 460.708 544 .847
Total 469.616 546
Item 13 Arranging hair dressing equipment Between Groups 2.044 2 1.022 1.662 .191
Within Groups 334.581 544 .615
Total 336.625 546
Item 14 Manipulation of equipment and tools in hairdressing
Between Groups 4.753 2 2.376 2.901 .056
Within Groups 445.609 544 .819
Total 450.362 546
Item 15 Safety guidelines for the use of tools and equipment
Between Groups .322 2 .161 .331 .718
Within Groups 264.187 544 .486
Total 264.508 546
Item 16 Interpreting warning labels on tools and equipment
Between Groups 2.900 2 1.450 2.093 .124
Within Groups 376.870 544 .693
Total 379.770 546
Item 17 Hair grooming Between Groups 2.607 2 1.303 2.499 .083
Within Groups 283.759 544 .522
Total 286.366 546
Item 18 selection of hair styling products Between Groups 1.406 2 .703 1.278 .279
Within Groups 299.212 544 .550
Total 300.618 546
Item 19 nutritional guidelines and hair grooming
Between Groups .855 2 .428 .701 .496
Within Groups 331.792 544 .610
Total 332.647 546
Item 20 Face shape drawing Between Groups 2.250 2 1.125 1.059 .348
Within Groups 578.156 544 1.063
Total 580.406 546
Item 21 Hairstyles and face shapes Between Groups .124 2 .062 .106 .900
Within Groups 320.187 544 .589
Total 320.311 546
Item 22 Hair treatment methods Between Groups 1.397 2 .698 1.421 .242
Within Groups 266.882 543 .491
Total 268.278 545
Item 23 Styles in hairdressing Between Groups 3.572 2 1.786 3.538 .030
Within Groups 274.618 544 .505
Total 278.190 546
165
Item 24 Personal health and hygiene in hairdressing: towels and gowns
Between Groups 1.932 2 .966 1.662 .191
Within Groups 316.192 544 .581
Total 318.124 546
Item 25 Personal cleanliness: hands and nails, body, mouth, clothes, hair
Between Groups 2.600 2 1.300 2.223 .109
Within Groups 318.073 544 .585
Total 320.673 546
Item 26 Personal appearance: personal code of practice
Between Groups 2.714 2 1.357 2.104 .123
Within Groups 350.803 544 .645
Total 353.517 546
Item 27 Good posture and body positioning in hair dressing
Between Groups 6.039 2 3.020 4.552 .011
Within Groups 360.217 543 .663
Total 366.256 545
Item 28 Combs and combing, methods Between Groups 5.361 2 2.681 4.878 .008
Within Groups 298.949 544 .550
Total 304.311 546
Item 29 Brushes and brushing methods Between Groups 3.189 2 1.594 3.394 .034
Within Groups 255.539 544 .470
Total 258.728 546
Item 30 Cleaning of hairdressing tools Between Groups 1.421 2 .711 1.275 .280
Within Groups 303.226 544 .557
Total 304.647 546
Item 31 Maintaining clients goodwill Between Groups 6.432 2 3.216 4.691 .010
Within Groups 372.954 544 .686
Total 379.386 546
Item 32 Good communication Between Groups .739 2 .369 .452 .636
Within Groups 444.015 544 .816
Total 444.753 546
Item 33 Body language in hairdressing: eye contact
Between Groups 12.842 2 6.421 5.794 .003
Within Groups 602.866 544 1.108
Total 615.707 546
Item 34 Dealing with clients complaints Between Groups 11.228 2 5.614 6.519 .002
Within Groups 468.450 544 .861
Total 479.678 546
Item 35 Consulting and diagnosing techniques: examining the hair
Between Groups 3.073 2 1.537 2.153 .117
Within Groups 388.313 544 .714
Total 391.386 546
Item 36 Promoting services and products: selling products
Between Groups 5.469 2 2.734 3.888 .021
Within Groups 382.546 544 .703
Total 388.015 546
Item 37 Shampooing and conditioning the Between Groups 4.132 2 2.066 4.221 .015
166
hair: understanding shampoos and shampooing
Within Groups 266.285 544 .489
Total 270.417 546
Item 38 Selection of hairdressing products Between Groups 4.975 2 2.487 4.210 .015
Within Groups 321.442 544 .591
Total 326.417 546
Item 39 Chemistry of shampoos Between Groups 8.066 2 4.033 4.090 .017
Within Groups 536.412 544 .986
Total 544.479 546
Item 40 Shampooing techniques Between Groups 5.094 2 2.547 3.249 .040
Within Groups 426.522 544 .784
Total 431.616 546
Item 41 Acidity and alkalinity of shampoos: the pH scale
Between Groups 3.942 2 1.971 1.887 .153
Within Groups 568.256 544 1.045
Total 572.197 546
Item 42 Preparing shampoos Between Groups 6.754 2 3.377 3.304 .037
Within Groups 556.076 544 1.022
Total 562.830 546
Item 43 Principles of shampooing Between Groups 4.417 2 2.208 2.850 .059
Within Groups 421.499 544 .775
Total 425.916 546
Item 44 Shampooing method Between Groups .461 2 .230 .346 .708
Within Groups 362.033 544 .666
Total 362.494 546
Item 45 Massage techniques Between Groups 2.410 2 1.205 1.434 .239
Within Groups 457.103 544 .840
Total 459.514 546
Item 46 Water for shampooing – hard and soft water
Between Groups 3.180 2 1.590 1.987 .138
Within Groups 434.484 543 .800
Total 437.665 545
Item 47 Principles of conditioning: choosing a conditioner and types of conditioner
APPENDIX D Hypothesis 3 Oneway ANOVA for Hypothesis 3
Analysis of variance responses of Home Economics Lecturers, Final Year Home Economics
Students and Hairdressers on the instructional methods
ANOVA Instructional
Methods
Sum of Squares df Mean Square F Itemd1 Project method Between Groups .161 2 .081 .093
Within Groups 473.382 544 .870
Total 473.543 546
Itemd2 Problems solving method on hair dressing issues
Between Groups 2.983 2 1.491 2.195
Within Groups 369.566 544 .679
Total 372.548 546
Itemd3 Discussion method on
effect of chemical on
hair
Between Groups 4.431 2 2.215 4.186
Within Groups 287.935 544 .529
Total 292.366 546
Itemd4 Field trip to hair
dressing shops
Between Groups 3.730 2 1.865 3.180
Within Groups 319.089 544 .587
Total 322.819 546
Itemd5 Use of demonstration
skills
Between Groups 2.846 2 1.423 2.368
Within Groups 326.906 544 .601
Total 329.751 546
Itemd6 Use of practical lessons
Between Groups 3.438 2 1.719 2.761
Within Groups 338.603 544 .622
Total 342.040 546
Itemd7 Use of resource persons for more knowledge of hair
Between Groups 3.079 2 1.539 2.621
Within Groups 319.506 544 .587
Total 322.585 546
Itemd8 Interviewing some hair dressing owners
Between Groups 2.556 2 1.278 2.518
Within Groups 276.091 544 .508
Total 278.647 546
Itemd9 Role playing on speed
practices of hair
styles
Between Groups .484 2 .242 .289
Within Groups 455.242 544 .837
Total 455.726 546
Itemd10 Lecture method on
hair topics
Between Groups 1.469 2 .734 1.055
Within Groups 378.838 544 .696
Total 380.307 546
Itemd11 Programmed
instruction for hair
product
Between Groups 2.497 2 1.249 2.015
Within Groups 337.112 544 .620
Total 339.609 546
170
Itemd12 Computer assisted instruction for latest hair styles
Between Groups 5.120 2 2.560 3.919
Within Groups 355.312 544 .653
Total 360.431 546
Itemd13 Team teaching in operating procedures of hair
Between Groups 2.051 2 1.025 1.402
Within Groups 397.971 544 .732
Total 400.022 546
Itemd14 Individual contact for more in-depth knowledge
Between Groups .191 2 .095 .121
Within Groups 428.372 544 .787
Total 428.563 546
Itemd15 Brainstorming on hair fibre defects
Between Groups 2.491 2 1.246 1.800
Within Groups 376.485 544 .692
Total 378.976 546
Itemd16 Story telling about right product usage
Between Groups 3.475 2 1.737 2.069
Within Groups 456.767 544 .840
Total 460.241 546
Itemd17 Workshop in HDC Between Groups .107 2 .054 .062
Within Groups 469.692 544 .863
Total 469.799 546
Itemd18 Use of fashion parade on hair styles
Between Groups 2.775 2 1.387 1.802
Within Groups 418.841 544 .770
Total 421.616 546
Itemd19 Simulation and games Between Groups 1.709 2 .854 1.021
Within Groups 455.403 544 .837
Total 457.112 546
Itemd20 Questions and answers method
Between Groups 3.338 2 1.669 2.074
Within Groups 437.774 544 .805
Total 441.112 546
Itemd21 Excursion method Between Groups .759 2 .379 .450
Within Groups 458.309 544 .842
Total 459.068 546
Itemd22 Case study method Between Groups .587 2 .293 .340
Within Groups 469.304 544 .863
Total 469.890 546
Itemd23 Multiple choice Between Groups .219 2 .109 .152
Within Groups 391.152 544 .719
Total 391.371 546
Overall Between Groups 1.211 2 .606 2.340
Within Groups 140.781 544 .259
Total 141.992 546
171
APPENDIX E
Hypothesis 4 Oneway ANOVA for Hypothesis 4 Analysis of variance responses of Home Economics Lecturers, Final Year Home Economics Students and Hairdressers on the instructional materials/media of hairdressing curriculum
ANOVA Instructional
Materials/Media Sum of
Squares df Mean Square F Sig.
Itemdm1 Text book for hair literature
Between Groups 3.989 2 1.995 2.331 .098
Within Groups 465.477 544 .856
Total 469.466 546
Itemdm2 Handouts in nutritional guidelines
Between Groups 4.018 2 2.009 2.554 .079
Within Groups 428.033 544 .787
Total 432.051 546
Itemdm3 Journals for publication hair articles
Between Groups 5.601 2 2.800 3.843 .022
Within Groups 396.403 544 .729
Total 402.004 546
Itemdm4 Dictionaries for definition of some concepts
Between Groups 9.105 2 4.552 5.940 .003
Within Groups 416.917 544 .766
Total 426.022 546
Itemdm5 Fliers Between Groups .855 2 .427 .619 .539
Within Groups 375.566 544 .690
Total 376.420 546
Itemdm6 Newspaper articles on hair
Between Groups .598 2 .299 .587 .557
Within Groups 277.307 544 .510
Total 277.905 546
Itemdm7 Magazines on hair talks
Between Groups .004 2 .002 .003 .997
Within Groups 349.400 544 .642
Total 349.404 546
Itemdm8 Over head projector for internet display
Between Groups 4.563 2 2.281 3.403 .034
Within Groups 364.666 544 .670
Total 369.229 546
Itemdm9 Slide projector for moderating write-ups
Between Groups 4.695 2 2.347 3.026 .049
Within Groups 421.978 544 .776
Total 426.673 546
Itemdm10 Cameras for snapping pictures of hair styles
Between Groups 2.412 2 1.206 1.557 .212
Within Groups 421.544 544 .775
Total 423.956 546
Itemdm11 Radio-cassette recorder for taping talks
Between Groups 3.104 2 1.552 2.291 .102
Within Groups 368.505 544 .677
Total 371.609 546
Itemdm12 Computers for storing information
Between Groups 6.203 2 3.102 4.620 .010
Within Groups 364.553 543 .671
Total 370.756 545
172
Itemdmm13 Television talks about hair
Between Groups 2.888 2 1.444 1.808 .165
Within Groups 434.483 544 .799
Total 437.371 546
Itemmm14 Documentaries Between Groups 3.843 2 1.921 2.343 .097
Within Groups 446.095 544 .820
Total 449.938 546
Itemdm15 White board for teaching
Between Groups 2.246 2 1.123 1.855 .158
Within Groups 329.407 544 .606
Total 331.653 546
Itemdmm16 Models on hair shows
Between Groups 3.845 2 1.923 2.948 .053
Within Groups 354.820 544 .652
Total 358.665 546
Itemdm17 Wall chart on hair nutrition
Between Groups 1.649 2 .824 1.136 .322
Within Groups 394.772 544 .726
Total 396.420 546
Itemdmm18 Real objects/resource person to carryout hair practices
Between Groups 2.447 2 1.224 2.056 .129
Within Groups 323.805 544 .595
Total 326.252 546
Itemdmm19 Posters of face shapes
Between Groups 1.555 2 .778 1.199 .302
Within Groups 352.756 544 .648
Total 354.311 546
Itemdm20 Pictures of hair styles Between Groups .164 2 .082 .111 .895
Within Groups 402.772 544 .740
Total 402.936 546
Itemdmm21 Video films for hair styles
Between Groups 2.071 2 1.035 1.154 .316
Within Groups 488.291 544 .898
Total 490.362 546
Itemdm22 Others, please specify
Between Groups 7.065 2 3.532 3.940 .020
Within Groups 487.721 544 .897
Total 494.786 546
Overall Between Groups 2.236 2 1.118 4.409 .013
Within Groups 137.955 544 .254
Total 140.191 546
173
APPENDIX F
Hypothesis 5
Oneway ANOVA for Hypothesis 5
Analysis of variance responses of Home Economics Lecturers, Final Year Home Economics
Students and Hairdressers on the evaluation activities of hairdressing curriculum
ANOVA Evaluation Activities Sum of
Squares df Mean
Square F Sig. Iteme1 Define the concept of
hairstyle Between Groups .082 2 .041 .068 .934
Within Groups 328.411 544 .604
Total 328.494 546
Iteme2 Enumerate different types of hair
Between Groups .512 2 .256 .476 .621
Within Groups 292.201 544 .537
Total 292.713 546
Iteme3 Discuss the right product usage that can product the hair from damage
Between Groups 2.557 2 1.279 2.724 .066
Within Groups 255.347 544 .469
Total 257.905 546
Iteme4 Explain how care products promise texture, shine, curl or volume to hair
Between Groups 2.410 2 1.205 2.188 .113
Within Groups 299.644 544 .551
Total 302.055 546
Iteme5 Recommend the use of good quality shampoos that have enough moisturizing and nourishment properties
Between Groups .744 2 .372 .559 .572
Within Groups 361.962 544 .665
Total 362.706 546
Iteme6 Discuss how styling products transform the hair
Between Groups .370 2 .185 .318 .728
Within Groups 316.080 544 .581
Total 316.450 546
Iteme7 State two ways nutritional guidelines can transform hair
Between Groups 5.253 2 2.626 4.635 .010
Within Groups 308.264 544 .567
Total 313.517 546
Iteme8 Respond to questionnaire items on hair dressing programme
Between Groups .997 2 .498 .769 .464
Within Groups 352.009 543 .648
Total 353.005 545
Iteme9 Interpret warning labels that are attached to the dryer cords as safety guide lines
Between Groups 1.651 2 .825 1.116 .328
Within Groups 402.400 544 .740
Total 404.051 546
Iteme10 Explain suitable hair dressing equipment
Between Groups 1.666 2 .833 1.333 .264
Within Groups 339.942 544 .625
Total 341.609 546
Iteme11 State two causes of hair Between Groups 2.742 2 1.371 2.372 .094
174
breakage Within Groups 314.417 544 .578
Total 317.159 546
Iteme12 Discuss two different face shapes and styles
Between Groups 2.032 2 1.016 1.533 .217
Within Groups 360.575 544 .663
Total 362.607 546
Iteme13 Discuss two effects of chemicals on hair
Between Groups 3.407 2 1.703 2.544 .079
Within Groups 364.202 544 .669
Total 367.609 546
Iteme14 Discuss three factors that influence choice of hair oil
Between Groups .094 2 .047 .073 .930
Within Groups 353.957 544 .651
Total 354.051 546
Iteme15 Propose the type of cosmetics likely to groom hair with the latest hair styles
Between Groups 2.379 2 1.190 1.933 .146
Within Groups 334.740 544 .615
Total 337.119 546
Iteme16 Brainstorm on the manipulation of equipment
Between Groups 3.003 2 1.502 2.067 .128
Within Groups 395.165 544 .726
Total 398.168 546
Iteme17 Outline various ways to care for hair dressing equipment
Between Groups .745 2 .372 .499 .607
Within Groups 406.023 544 .746
Total 406.768 546
Iteme18 Compile a list of hair dressing product that hair dressers need
Between Groups .955 2 .478 .776 .461
Within Groups 334.965 544 .616
Total 335.920 546
Iteme19 Summarize the washing process and styling of hair
Between Groups 1.771 2 .885 1.557 .212
Within Groups 309.359 544 .569
Total 311.130 546
Iteme20 State four ways a hairdresser ensures personal cleanliness
Between Groups 1.651 2 .826 1.367 .256
Within Groups 328.437 544 .604
Total 330.088 546
Iteme21 Give five reasons for maintaining good posture
Between Groups .663 2 .332 .424 .654
Within Groups 425.107 544 .781
Total 425.770 546
Iteme22 Discuss three various ways of dealing with clients complaints
Between Groups 2.892 2 1.446 2.053 .129
Within Groups 383.159 544 .704
Total 386.051 546
Iteme23 Outline two ways of examining hair
Between Groups 3.786 2 1.893 3.220 .041
Within Groups 319.816 544 .588
Total 323.601 546
Iteme24 State two massage techniques of the hair
Between Groups 1.119 2 .559 .673 .511
Within Groups 452.011 544 .831
Total 453.130 546
175
Iteme25 List three types of hair conditioners
Between Groups 1.656 2 .828 1.259 .285
Within Groups 357.635 544 .657
Total 359.291 546
Iteme26 Discuss two factors that influence hairstyles
Between Groups 2.086 2 1.043 1.569 .209
Within Groups 361.625 544 .665
Total 363.711 546
Iteme27 Explain salon temperature
Between Groups .989 2 .495 .638 .529
Within Groups 421.574 544 .775
Total 422.563 546
Iteme28 State the procedures for relaxing hair
Between Groups 3.628 2 1.814 2.774 .063
Within Groups 355.819 544 .654
Total 359.448 546
Iteme29 How often should relaxing be applied?
Between Groups .022 2 .011 .013 .987
Within Groups 443.748 544 .816
Total 443.770 546
Overall Between Groups .628 2 .314 1.279 .279
Within Groups 133.537 544 .245
Total 134.165 546
176
APPENDIX G
Analysis of ANCOVA for Research Question 6
t-test responses of final year students on the effectiveness of hairdressing programme
Tests of Between-Subjects Effects
Dependent Variable:Posttest
Source Type III Sum of
Squares Df Mean Square F Sig.
Corrected Model 423.718a 2 211.859 17.256 .000
Intercept 930.256 1 930.256 75.771 .000
Pretest 33.093 1 33.093 2.695 .109
Group 382.796 1 382.796 31.179 .000
Error 454.257 37 12.277
Total 13163.000 40
Corrected Total 877.975 39
a. R Squared = .483 (Adjusted R Squared = .455)
177
APPENDIX H
HAIRDRESSING CURRICULUM ITEMS
(1) Title: Hairdressing Curriculum
(2) Objectives of the programme: Hairdressing respondents should be able to:
(i) Define hairdressing
(ii) Discuss the characteristics of the hair
(iii) Explain how to use hair dressing tools
(iv) Outline how to ensure for its safe operation
(v) Explain the details of hairstyling products
(vi) Identify how to choose hairstyle to suit face shapes
(vii) Summarize the washing process and styling of hair
General objectives of the programme. Hairdressing respondents should be able to:
(i) describe the characteristics of hair
(ii) summarize the different problems of hair
(iii) explain personal health and hygiene
(iv) use suitable cosmetics and hairstyling products
(v) discriminate between local hairdressing equipment and modern equipment
(vi) outline means of communication in hairdressing
(vii) choose hairstyles to suit individuals
(viii) style hair with the right product usage
(3) Content (knowledge, skills and attitudes) of hairdressing Curriculum:
(i) Hair, skin and hairdressing
(ii) Possible problems with hair and treatment
(iii) Cosmetics and hairstyling products
178
(iv) Equipment/tools in hairdressing
(v) Communication in hairdressing
(vi) Choosing a hairstyle
(vii) Shampooing, conditioning and drying hair
(viii) Preparing and styling hair
(ix) Maintaining customer’s goodwill
(x) Examining hair
(4) Instructional Methods
(i) Hands on
(ii) Discussion
(iii) Field trip
(iv) Interview
(v) Assignment
(vi) Role play
(vii) Skill demonstration
(viii) Computer assisted instruction
(ix) Case study
(x) Story telling
(xi) Excursion
(xii) Use of resource persons
(xiii) Question and answer method
(xiv) Project method
(xv) Experimentation
(xvi) Modeling
179
(5) Instructional Materials
(i) Relevant textbooks
(ii) Handouts
(iii) Journals
(iv) Newspapers
(v) Magazines
(vi) Cameras
(vii) Computer
(viii) Television
(ix) Whiteboard
(x) Models
(xi) Wall charts
(xii) Posters
(xiii) Real objects/resource persons
(xiv) Pictures
(xv) video
(6) Evaluation of the curriculum
(i) Assignment
(ii) Observation on speed practices
(iii) Tests (assignments, take-home)
(iv) Essay
(v) Multiple choice questions
(vi) Interview
(vii) Projects
(viii) Check-list
180
(7) Type of instructors and suitable venues: Cosmetologists, dermatologists,
hairdressing wholesalers or chemists.
Hair salon, women affairs department and counseling organization.
(8) Relevant suitable environment for the instructions: University environment,
hotels, suitable salons.
(9) Integrators/channel of integration: University Commission, Women Affairs,
Policy makers, curriculum planners, media.
181
APPENDIX I
SUGGESTIONS MADE ON THE ORIGINAL INSTRUMENT OF HDQ DURING
VALIDATION
SOURCE SUGGESTIONS MADE CHANGES MADE
Section A:
Personal Data
Delete numbers 2 and 4 Number 2 and 4 were deleted
Section B:
Hairdressing
skills and
objectives
To delete hair dressing and
beauty care skills and
restructure hairdressing
objectives to avoid mix-up
Hairdressing and beauty care skills were
deleted and hairdressing objectives were
restructured
Section C:
content of
hairdressing
Restate hairdressing content to
include knowledge, skills and
attitudes
Hairdressing content restated to include
knowledge, skills and attitudes
Section D:
Delivery Systems
Restructure instructional
methods to add more new
ideas.
Restructured to include project method,
question and answer, multiple choice,
individual contact, fashion parade,
workshop
Section E:
Evaluation
Activities
Include more relevant
evaluation activities
Included more relevant evaluation activities
182
APPENDIX J
SUGGESTION MADE ON THE HDC AFTER VALIDATION BY CURR ICULUM
EXPERTS (HOME ECONOMICS LECTURERS AND HAIRDRESSERS)
SOURCE SUGGESTIONS MADE CHANGES MADE
Objective of the
programme
Include: use of hairdressing tools:
Eight general objectives of hairdressing
programme were included: Hairdressers
should be able to:
Describe the characteristics of hair,
summarize the different problems of
hair, explain personal health and
hygiene, use suitable cosmetics and
hairstyling products, discriminate
between local hairdressing equipment
and modern equipment, outline means
of communication in hairdressing,
choose hairstyle to suit individuals and
style hair with the right product usage.
Included use of hairdressing tools:
Eight general objectives of
hairdressing programme were
included: Hairdressers should be
able to: describe the characteristics
of hair, summarize the different,
problems of hair, explain personal
health and hygiene, use suitable
cosmetics and hairstyling products,
discriminate between local
hairdressing equipment and modern
equipment, outline means of
communication in hairdressing,
choose hairstyle to suit individuals
and style hair with the right product
usage.
Content
(knowledge,
skills, attitudes)
Restructure to include items i-v
(knowledge) vi-viii (skills) and to
include attitudes to make it
comprehensive.
Restructured to include attitudes
Instructional
methods
Include project method,
experimentation method and modeling
method
Project, experimentation and
modeling methods were included
Instructional
materials
Highlight instructional materials Instructional material were
highlighted
183
Evaluation of the
programme
To delete question and answer include
in the evaluation of the programme:
tests assignment, take home), essay,
multiple choice questions.
To replace comparison with interview,
project checklist as evaluation tools.
Question and answer deleted,
included tests, essay, multiple
choice, questions, checklist as
evaluation tools
Type of
instructors and
suitable venues
Type of instruments and suitable
venues were clarified to include
cosmetologist, hairdressing wholesalers
or chemists, hair salon, women affairs
department and counseling organization
Instructors include cosmetologists,
hairdressing wholesalers or
chemists. The venues include: hair
salon, women affairs department
and counseling organization.
184
APPENDIX K
HAIRDRESSING TEST (HDT)
INSTRUCTIONS: ANSWER ALL THE QUESTIONS BY CIRCLING THE
CORRECT ANSWER
TIME: 1 HOUR
(1) Hair covers most of the body except
(a) Palms of the hand (b) Scalp
(c) Chest (d) Face
(2) Hair grows from a thin tube like space in the skin called
(a) Hair follicle (b) Sweat
(c) Hair muscle (d) Oil gland
(3) Fine strands of tissue which appear above the skin surface are called
(a) Hair (b) Pigment
(c) Cuticle (d) Sebum
(4) Hair contains the following chemical properties in exception of
(a) Carbon (b) Oxygen
(c) Nitrogen (d) Iodine
(5) One of the following does not affect the regeneration of hair
(a) Health (b) Age
(c) Hereditary factors (d) Capillary action
(6) An example of hair type is
(a) Combination hair type (b) Itchy scalp
(c) Hair breakage (d) Split ends
(7) In hot regions, hair of individuals are normally
(a) Shiny (b) Silky
(c) Supple (d) Coarse
185
(8) The art of looking one’s best at all occasions
(a) Pityrias capitis (b) Good grooming
(c) “Matrix” cells (d) Hair density
(9) Your posture while dressing the hair should be
(a) Restful (b) Painful
(c) Deceptive (d) Restrictive of blood circulation
(10) The best way to care for tools include the following except
(a) Clean tools after use
(b) Never use tools on another client without cleaning
(c) Always check the manufacturer’s instruction
(d) Leave metal tools in liquid disinfectants for long.
(11) These are forms of communication in hairdressing except
(a) Eye contact (b) Distances
(c) Folded arms (d) Examining the hair
(12) One of the procedures in hair cutting is
(a) Brushing and combing (b) Attaching hair extension
(c) Wearing weave-ons (d) Bleaching of hair
(13) Fashioning the hair can be influenced by
(a) Personality (b) Hair colouring
(c) Perming hair (d) Straightening hair
(14) In visual appearance, one thing that can form part of overall look is
(a) Body proportion (b) Dread locks
(c) Punk (d) Texture
(15) Hair products are
(a) Shampoos, gels (b) Vaseline, omo
(c) Face shape, head shape (d) temporary rinses, permanent rinses
(16) Basic hair styling tools include
186
(a) Brushes, mirrors, towels (b) Brushing and combing
(c) Braiding and “updos” (d) Length and trimming
(17) Complex hair styling tools are
(a) Hair irons, hair dryers and rollers (b) Headbands, ribbons
(c) Hair pins, barrettes (d) Crunches, ribbons
(18) These are examples of decorative ornament except
(a) Rubber bands (b) Crunches
(c) Head bands (d) Combs
(19) The process of attaching the normal hair with additional synthetic or human hair
extensions is
(a) Hair weaving (b) Hair colouring
(c) Hair trimming (d) Hair relaxing
(20) One of the following is a cleansing age
(a) Shampoos (b) Conditioners
(c) Gels (d) Hair sprays
(21) When some strands of hair fall off or hand on the comb, it is called
(a) Dirty hair (b) Falling hair
(c) Thin hair (d) Deformed hair
(22) Hair infection include the following except
(a) Scalp infection (b) Hair damages
(c) Hair loss (d) Hair cosmetics
(23) Natural shedding of scales of dead cells from the scalp is called
(a) Melanin (b) Lipid loss
(c) Rough hair (d) Dandruff
(24) Small bugs that attach to the hair fibers of the head and lay eggs are called
(a) Dandruff (b) Falling hair
(c) Flies (d) Lice
187
(25) Effects of weather include the following except
(a) Sun, wind, sand, salt
(b) Extremes of climate – hot, cold, dry
(c) Moisture effects
(d) The use of cosmetics
179
APPENDIX L
HAIRDRESSING CURRICULUM DEVELOPED FOR INTEGRATION I NTO
HOME ECONOMICS EDUCATION PROGRAMME OF UNIVERSITIES
At the end of this unit, learners shold be able to: 1. Define hair and skin 2. Describe the structure and functions of the skins 3. Describe the structure and functions of the hair 4. Explain the meaning of hair dressing
1. The meaning of the hair, in its follicle, in the skin 2. Functions of the skin and hair 3. Concept of hair dressing
1. Discuss with the learners the following: the hair and skin 2. Functions of hair and skin 3. The structure of the hair 4. Hairdressing
Participate in the discussion of the meaning of hair, skin, functions of hair and skin and drawing the outline of hair, in its follicle, in the skin and label the parts
Textbooks containing hairdressing, newspaper, magazine, pictures of hairstyles, whiteboard
Discussion, questions and answers
1. Define the following (i) hair (ii) skin 2. Mention five functions of each of them 3. Define hair dressing
2 Chemical and physical properties of the hair
At the end of this unit, learners should be able to: 1. Mention different chemical properties of the hair. 2. Examine the classmates hair and scalp and note their conditions
1. elements in hair 2. proportions of elements in hair
Discuss with the learners the followings: 1. Chemical and physical elements in hair 2. Proportions of elements in hair and to ask learners to examine the hair of classmates
Join in examining a classmates hair and scalp noticing the hair length and colour and whether it has been given some other treatments
Books Newspapers Magazines Pictures Indicating elements in hair
Use of resource persons for more knowledge. Discussion method
1. List five chemical properties of hair 2. State two physical properties of hair.
3 Hair growth and stages
At the end of this unit, learners should be able to: 1. State period of hair growth 2. State the lifecycle of hair 3. Describe the stages of hair growth
1. Period of hair growth 2. Stages of hair growth
Discussion on hair growth and lifecycle of hair with reference to the wall chart
Join in referring to the wall chart
Wall charts on hair, white board for teaching
Case study, brainstorming
1. State the period of hair growth. 2. State three stages of hair growth
4 Different types of hair and characteristics of hair
At the end of this unit, learners should be able to: 1. Mention different types of hair 2. Explain certain characteristics of hair
1. Types of hair 2. Characteristics of different types of hair
Discuss with the learners (1) different types of hair (2) characteristics of hair
Participate in the discussion of different types of hair and characteristics of different types of hair
Textbooks, Dictionary, Newspapers, Magazines, Camera Pictures of hair
Intervening, Discussion, Story telling, Questions and answers
1. Mention three types of hair 2. List four characteristics of a healthy hair
181
THEME 2: POSSIBLE PROBLEMS WITH HAIR AND TREATMENT S/N Topics Performance objectives Contents Instructors Activities Learners
Activities Instructional materials/ media
Instructional Method
Evaluation
1 Poor hair shampooing and physical treatments
At the end of this unit, learners should be able to: 1. State some physical treatments that brings problem with hair 2. Suggest remedies for these physical treatments
1. Physical treatment 2. Suggestions for such physical treatments
1. Use charts and pictures to discuss with the learners the physical factors that bring problem to the hair. 2. Discussion on remedies to physical treatments
Join in the discussion of physical factors that affect hair and suggest remedies
Wall charts Textbook Handbills
Brainstorming on hair fibre detects, questions and answers
1. State two physical factors that may affect the hair. 2. Suggest two treatment to restore hair fibre
2 Effects of weather
At the end of this unit, learners should be able to: 1. State the effects of weather. 2. Suggest ways of guarding against harsh weather on hair
1. Effects of weather 2. Solution to extreme weather conditions on hair
Use charts and pictures to discuss with the learners the effects of weather on hair and give remedies
Participate in the discussion the effects of extreme weather to their and how to overcome the effects on the hair
Handbills and fliers
Discussion method 1. State two effects of weather 2. Give two solution to extreme weather on hair
3 Chemical effects of hair
At the end of this units, learners should be able be: 1. Explain the effects of waving, straightening hair 2. State the correct procedure to follow to avoid further damage
1. Effects of chemical on hair – perming, colouring and bleaching 2. Correct procedures to follow to avoid damage caused by salt, chlorine in water
Using pictures and video films to discuss with the learners the effects of chemical on hair and correct procedure of chemical on hair
Participation in the discussion the chemical effects on hair and its solutions
Pictures, Charts, Films
Discussion, Talks shows in TV and radio
1. List the chemicals that may affect hair. 2. State a disadvantage when manufactures guidelines are not followed
4 Hair and scalp diseases and disorders
At the end of this unit, learners should be able to: 1. Mention different hair diseases of bacteria, fungi and viruses. 2. Suggest necessary treatments
1. Hair diseases or pathogens 2. prevention of these diseases 3. Prevention of lice and hair inspection
Health talks to discuss on hair diseases and suggesting remedies to overcoming the diseases
Participation on the discussion of hair disease or pathogens and join in hair inspection
Tapes, TV and Radio talks, Textbooks, containing hair diseases
Discussion, talks on TV and radio
1. State three diseases of the hair 2. List five preventive measures of the diseases
1 Shampoos At the end of this unit, learners should be able to: 1. Define shampoos 2. Describe certain properties of shampoos 3. Explain the adverse effects of shampoos to hair 4. Recommend water for shampooing
1. Shampoos 2. Properties of shampoos 3. Effects of shampoos to the hair 4. Water for shampooing
Using shampoos, Pictures, Field trip to salons to discuss shampoos
Participate in the field trip, making se of pictures and real objects in the discussion of shampoos
Magazines, Newspapers, Textbooks, Posters, Handbills, Talk shows in TV and Radio, Dictionary
Discussion, Fieldtrip, use of Resource persons, Practicals
1. Define shampoo 2. State two properties of shampoos 3. List two effects of shampoos to hair 4. Which water is best for shampooing?
2 Conditioners
At the end of this unit, learners should be able to: 1. Give the importance of conditioners to the hair 2. Mention types of conditioners 3. State the disadvantages of not conditioning the hair
1. Conditioners and their importance 2. Types of conditioners 3. Lack of conditioning the hair
Use of pictures, conditioners, newspapers, magazine, textbook to discuss the conditioners, types, effects to the hair
Use of resource persons, practical, demonstration, discussion, team teaching
1. Give two importance of conditioning the hair 2. Mention two types of conditioning 3. Outline two effects of not conditioning the hair properly
3 Gels At the end of this unit, learners should be able to: 1. Mention the contents in gels 2. State the uses of gels 3. Enumerate side effects of gels to the hair
1. Gels 2. Use of gels 3. Disadvantages of gelling the hair
Using gel product, pictures, books in discussion of gels
Participate actively in the discussion of gel products
Gel product, Pictures, Magazine, Newspaper, Book, Dictionary
Story telling about gel product usage, brainstorming, Practical lessons, interviewing some hairdressers
1. List two ingredients in gels 2. State three uses of gels. 3. Give a reason for using to much gels to the hair
4 Mousses At the end of this unit, learners should be able to: 1. Describe mousses 2. Sate roles of mousses to the hair
1. Mousses 2. Roles of mousse to the hair
Making use of mousse product in the discussion of mousse
1. What is mousses? 2. Give two uses of mousse to the hair
183
5 Setting/Styling Lotions
At the end of this unit, learners should be able to: 1. Outline the contents of setting/styling lotions 2. State major uses of these lotions to the hair
1. Setting /styling lotions 2. Uses of setting/styling lotions
Use lotions, pictures, posters to discuss setting/styling lotions
Participate in the discussion of lotions to the hair
At the end of this unit, learners should be able to: 1. Explain brushes for hair 2. Mention types of hair 3. State the uses of hair brushes
1. Hair brushes 2. Types of hair brushes 3. Uses of hair brushes
Displaying varieties of brushes, use pictures of brushes to discuss hair brushes
Join in the discussion of hair brushes
Brushes, pictures of brushes
Discussion, Practical Illustration
1. Recommend a hair brush 2. State two types of hair brushes 3. Give a reason for using hair brushes
184
2 Combs At the end of this unit, learners should be able to: 1. Recommend combs for the hair 2. Describe how to care for them.
1. Choice of combs 2. Care of combs
Use of varieties of combs in the discussion of combs
Join in the discussion of combs and how to care for them
Combs, pictures of combs
Excursion to salons, Discussion, Practical Lesson
What type of comb should be used for the following 1. Soft hair 2. Brittle hair
3 Mirrors At the end of this unit, learners should be able to: 1. Use mirrors to check the styling procedures 2. State how to care for mirrors
1. Choice of mirrors 2. Care of mirrors 3. Mirror reflections: plain, concave, convex
Make use of mirrors in the discussion
Participate in using mirrors when styling hair and in the discussion
Mirrors and pictures of mirrors
Looking in the mirror for checks, Discussion
1. Give a reason for looking at mirrors when styling 2. Recommend two ways of taking care of mirrors. 3. State three reflections of mirror
4 Towels At the end of this unit, learners should be able to: 1. Choose towels for the hair 2. State the dangers of using another person’s towel 3. Care of towel
1. Choice of towels 2. Dangers of using towel generally 3. Care of towels
Making use of towel in the discussion
Participate in the choice of towel, use of towel and how to care for towel
Towels Pictures
Use of resource person, pictures in the discussion
1. What type of towel is best recommended? 2. Give a reason for choice
5 Hair rollers At the end of this unit, learners should be able to: 1. Describe different sizes and shapes of rollers 2. Choose suitable rollers 3. Practice rolling the hair 4. Discover common faults in rolling
1. Hair rollers and choice 2. Practical rolling of the hair 3. Common faults
Using shapes and sizes of rollers in the discussion and carrying out practical rolling of the hair
Participate in the choice of rollers and praticals in the rolling of hair, and discovery of common faults in rolling
Rollers, pictures of rollers
Excursion to salon, interview, questions and answers
1. Discus first two steps to follow in rolling of hair 2. State a notable fault during rolling
6 Hair Dryers At the end of this unit, learners should be able to: 1. Study hair dryers and how they work 2. State the dryer components. 3. State how to regulate he temperature 4. State how to keep dryers safe
1. Components of hairdryers 2. Operating procedures of hairdryers 3. Safety of hairdryers
Using hair dryers in the discussion
Participation in the discussion of hairdryers and practical assignment
Dryers, Books, Pictures
Practical lesson, uses of resource persons
1. List two components of a hairdryers 2. Recommend the best temperature for hairdryers
185
7 Airstyler At the end of this unit, learners should be able to: 1. Watch an expert doing it as the hair dries, smoothens and shapes 2. Record the observations
1. Observation of an Airstyler 2. Recording the operating procedures
Using video tape, films in the discussion
Careful observation in the illustration
Films, video tapes, pictures
Uses of resource person, fieldtrip
1. Snap a copy of an airstyler 2. Give two advantages of an airstyler method
8 Other equipment or natural drying –heat of the sun, roller balls
At the end of this unit, learners should be able to: 1. Explain natural drying of the hair 2. Leave the hair to dry naturally
1. Natural drying and examples 2. Benefits of natural drying
Using natural drying method in the discussion
Participation in the natural ways of drying the hair
Natural dryers like sun, roller balls
Pictures Books
1. Give an example of natural drying 2. State two reasons for allowing hair to dry naturally
9 Cutting tools: Scissors
At the end of this unit, learners should be able to: 1. Select scissors 2. Use them for cutting safely
1. Selection of scissors to suit the hands 2. Safe handling of scissors
Use scissors, pictures of scissors in the discussion of scissors
Join the selection of scissors to suit the hands in the discussion
Sizes of scissors, pictures of scissors
Making use of barbers, Brainstorming
1. What determines the selection of scissors 2. Suggest a good way of handling scissors
10 Razor or hair shapers
At the end of this unit, learners should be able to: 1. Mention types of razor 2. Practice how the thumb and index finger hold the blade
1. Types of razors 2. How to hold a razor
Use razor and picture of razor or hair shapers in the discussion
Participate in the discussion of hair shapers
Razor or hair shapers, pictures of razor
Discussion, use of demonstration skills
1. State two types of razor 2. Suggest the best way of handling razors
11 Clippers At the end of this unit, learners should be able to: 1. State types of clippers 2. Practice the operating procedures of clippers
1. Types of clippers 2. Operating procedures
Making clippers available in the discussion of clippers
Join in the discussion of clippers
Clippers and pictures of clippers
Use of demonstrating skills, questions and answers
1. Mention two types of clippers 2. A clipper that used motor is called
12 Combs and Mirrors
At the end of this unit, learners should be able to: 1. Mention different types of combs and hand mirrors
Types of combs and mirrors
Use of combs and mirrors in the discussion
Participation in the discussion
Plain, concave, and convex mirrors, thin and pliable combs
Use of demonstration skills
Style a student hair over a comb with scissors or clippers
186
THEME 5: COMMUNICATION IN HAIRDRESSING S/N Topics Performance objectives Contents Instructors Activities Learners
Activities Instructional materials/ media
Instructional Method
Evaluation
1 Oral and written communication (verbal, non-verbal)
At the end of this unit, learners should be able to: 1. Define communication 2. Mention different types of communication in hairdressing
1. Meaning of communication 2. Types of communication
Using handset, telephone in the discussion
Participate in the discussion
Handset, Telephone, Books, Charts, Talks in TV and Radio, Computer
Role playing, questions and answers, brainstorming, computer assisted instruction, case study
1. Define communication 2. List two types of communication
2 Body language: eye contacts, distances
At the end of this unit, learners should be able to: 1. Convey a feeling to colleagues 2. Notice wrong signal
1. Maintaining eye contacts 2. Interpretation of signals
Talking and listening in the discussion
Join in talking and listening through eye contacts in the discussion
Charts, eye contacts
Role playing case study
1. Explain eye contacts
3 Body positioning/gestures
At the end of this unit, learners should be able to: 1. mention different postures/gestures 2. interpret the gestures
1. Folded arms 2. Open palms 3. Scratching behind the ear
Using these contents in the discussion
Join in the discussion of body positioning/gestures
pictures Role playing, case study
1. Explain the following terms a. folded arms b. open palms
4 Salon environment
At the end of this unit, learners should be able to: 1. Identify suitable environment 2. Keep environment clean
1. Salon environment 2. Practical cleaning of the environment
Discuss with the learners the role of environment and how to keep it clean
Participate in the discussion and cleaning of the environment
Cleaning equipment and tools, pictures
Cleaning Inspection Discussion
1. Explain the word ‘environment’ 2. In which five ways shall the salon environment be kept clean?
5 Behaviour At the end of this unit, learners should be able to: 1. Discuss how to handle complaint 2. Record the complaint
Dealing with complaints
1. Discuss with the learners behaviour in the salon and how complaints are handled
Join in the discussion Textbooks Radio talks
Observation Discussion
1. If a customer approaches one with a complaint, state five desirable behavior to alleviate the complaints
1 Features of face shape, head shape, body proportion
At the end of this unit, learners should be able to: 1. Define a hairstyle 2. Choose suitable face shape and head shape
1. Face shape and head shape 2. Body proportion 3. Features of the face, head and body
Use pictures of face; head shape and body proportion in the discussion
Participate in the discussion of influencing factors
Pictures, books, wall charts, films, internet
Questions and answers, discussion models, use of fashion parade
1. Define a hairstyle 2. List two factors that affect the choice of hairstyle
2 Quality and quantity of the hair
At the end of this unit, learners should be able to: 1. Identify hair qualities 2. Handle quantity and quality hair
1. Poor quality hair 2. Good quality hair
Use pictures in the discussion
Participate in the discussion
Pictures, books Questions and answers, models, discussion, fashion parade
Explain the following: 1. Poor quality hair 2. Very fine hair
3 Age At the end of this unit, learners should be able to: 1. Differentiate ages 2. Choose suitable hairstyle
1. Different age 2. Different hairstyles
Use pictures in the discussion of age
Join in the discussion of age
Pictures Discussions 1. List two ages 2. Recommend styles to suit
4 Dress and occasion
At the end of this unit, learners should be able to: 1. Study different styles suitable for a special occasion 2. Choose the right styles to suit the dress and occasion
1. Jobs and hairstyles to suit 2. Demonstration of hairstyles
Use pictures and models in the discussion
Participate in the discussion of dress and occasion
Pictures, models Discussion, skill demonstration
1. Which styles suit the following people: a. Nurses b. canteen workers
5 Styling requirements
At the end of this unit, learners should be able to: 1. Explain some terms in hairstyle 2. Choose hairstyle to suit the terms
1. Definition of some terms in hairstyle – balance, hard and soft effects, originality. 2. Choose of hairstyles to suit
Use books, pictures in the discussion
Participate in the discussion
Pictures, relevant books
Discussion, use of a resource person, skill demonstration
1. Explain the following terms: balance, hard effects
6 Suitability At the end of this unit, learners should be able to: 1. Define suitability
1. Explanation of suitability 2. Achievement of
Use of pictures, films to explain with the learners the meaning of suitability
Participate in the discussion, the meaning of suitability and how it is
Pictures, films Excursion 1. Observation of suitable hairstyle
188
2. Illustrate how it is done moulded hair shape
in hairstyle achieved
7 Needle and Thread
At the end of this unit, learners should be able to: 1. Select needle and threat 2. Fix hair and weaveon
1. Needle and threat 2. Practical fixing of weavon
Discussion of needle and threat and fixing of weaon
Jon in the discussion Needle Thread Weavon
Assignment Demonsration
1. Which needle is good for fixing weaveon and give three reasons for choice 2. Choose a classmate and fix a weaveon
At the end of this unit, learners should be able to: 1. Check that the chair is clean 2. Place a towel over collar and shoulder 3. Make sure all clothes are covered when dressing hair
1. Cleaning sitting surfaces 2. Covering clothes
Use pictures to explain the gowning and protecting size gowns in position
Participate in the discussion of gowning and protecting
Hairdressing albums, Relevant books
Demonstration skills
1. List two materials to place over chair or shoulder
2 Brushing and Combing
At the end of this unit, learners should be able to: 1. Explain how to organize and untangle hair using combs and brushes 2. Practice how to brush and comb the hair smoothly
1. Detangling tools 2. Practical combing and brushing the hair 3. Prevention of hair injuries by combs or brushes
Discuss with the learner the following: 1. Debris from the hair 2. Removal of these debris 3. Prevention of hair injuries
Join in the discussion Hair brushes, combs, pictures
Questions and answers, skill demonstration
1. Explain how to avoid inuring the scalp and hair by combing or brushing
3 Length and trimming (Hair cutting)
At the end of this unit, learners should be able to: 1. Practice hair cutting 2. Maintain the overall shape or style
1. Wetting hair when cutting 2. Trimming at internal
Discussion and practice hair trimming
Join in the discussion of hair cutting and practice
Cutting tools, pictures
Skill demonstration, questions and answers
Discuss in few words how to cut or trim hair
4 Drying hair At the end of this unit, learners should be able to: 1. Define drying 2. Mention different ways of drying hair 3. Dry the hair with available drying equipment/tools
1. Different methods of drying hair 2. Practical drying of the hair (roots, middle and end lengths of the hair)
Discussion, practical lessons with the learners
Participate in the drying of hair
Dry hair/sun, dryers
Questions and answers, skill demonstration
1. List two methods of drying hair 2. Give a reason for staring from the roots while drying hair.
5 Braiding/Plaiting
At the end of this unit, learners should be able to: 1. Explain braiding or plaiting 2. State the disadvantages of plaiting or braiding hair
1. Meaning of braiding 2. Materials for plaiting/braiding 3. disadvantages of plaiting
1. List two items used for braiding, plaiting hair. 2. Explain how to keep braids up
190
3. Practice braiding/plaiting of the hair
4. Practical plaiting or braiding
longer than needed
6 Hair weaving/extensions
At the end of this unit, learners should be able to: 1. Define hair weaving 2. List items for hair weaving/extensions 3. Practice hair weaving/extensions
1. Meaning of hair weaving/extension 2. Requirements for hair weaving/extension 3. Detangling of hair while weaving
Discuss with the learners hair weaving/extensions
Join in the discussion and weaving of the hair
Synthetic or normal human hair, mirror, combs, hair oil, rubber bands, metal clasps, pictures
Discussion, Practical lessons, Assignment
Explain how normal human hairs is more preferable to synthetic hair
7 Perming Hair
At the end of this unit, learners should be able to: 1. State processes of perming hair 2. List types of perming hair
1. Types of perming 2. processes of perming
Use of a resource person, pictures, skill demonstration to explain perming the hair with the learners
Join in the discussion of perming the hair
Mirror, fashion album, pictures, models, posters, camera snaps, hair sprays
Case study, Team teaching, Computer assist interaction, assignment, practical lessons
1. List two types of perming 2. Which one is more preferable and why?
8 Colouring Hair
At the end of this unit, learners should be able to: 1. State the advantages and disadvantages of colouring hair 2. List different types of colouring 3. Practice how to colour hair
1. Basic hair colours 2. Types of hair colours 3. Choice of colours 4. Preparation and procedure for hair colouring
Discuss and practice with the learners the application of hair colouring
Participate in the discussion on hair colouring
Hair colours, mirrors, colour charts
Practical lessons 1. Explain why hair colouring is recommended
9 Flattong At the end of this unit, learners should be able to: 1. Study flattong 2. Use flattong for weaveon
1. Study of flattong 2. Fix weaveon with flattong
Discuss the new hairstyle with flattong
Join in the discussion of flattong
Flattong Weaveon
Assignment Demonstration Discussion
1. Show skills in flattonging the hair
10 Others: Handling payments
At the end of this unit, learners should be able to: 1. Calculate bills 2. State payment methods 3. Check whether further appointments are to be made 4. Make sure that takings are recorded
1. Causes of financial loss 2. Payment methods – cash, cheque, card
Use of a resource person in the discussion of handling payments
Join in the discussion of handling payments
Cheques, cards, cash, biro/pen exercise book
Discussion, Team teaching, Use of a resource person, internet search
At the end of this unit, learners should be able to: 1. Explain the processes that are taking place in services to reassure customers. 2. Look after customers and their personal belongings 3. Discuss regularly how the service is progressing with customers
1. Goodwill 2. Trust
Discuss with the learners the following: Maintaining goodwill and trust instead of leaving customers wondering what is happening
Join in the discussion of maintaining goodwill and trust
Fliers Textbooks containing goodwill and trust
Use of resource persons for more knowledge, Discussion method
1. Explain the concept: ‘goodwill’ 2. State five points that may be of help in maintaining goodwill and trust
2 Care after services
At the end of this unit, learners should be able to: 1. Return customer’s belongings safe. 2. Arrange for customers next appointment, have salon’s telephone number and address for future use
1. Consultation 2. Keeping individual record private
Discuss with the learners the need for consultation after service and assuring complete confidentiality by keeping individual record private.
Join in the discussion of consultation and keeping individual records private
Record book Radio talks Magazines and Colour charts
Discussion, Talks on TV and Radio
1. What is consultation 2. State four ways of ensuring safe practices and customer’s well-being
At the end of this unit, learners should be able to: 1. Listen to what the customer tells the hairdresser 2. Question the client for more information
1. Listening 2. Questioning
Discuss with learners the role of listening and questioning the clients
Participate in the discussion of listening and questioning the clients
Radio and TV talks
Use of resource person Discussion
Write short note on listening and questioning the clients
2 Observing the clients hair
At the end of this unit, learners should be able to: 1. Observe the client’s hair 2. Advise or guide clients on how to manage new styles
1. Observing hair 2. Guiding the client’s hair
Discuss with the learners the observation of the hair and guide the clients on how to manage the hair
Join in the discussion of hair observation and guidance.
Radio and TV shows
Observation Use of advice
In few sentences state how hair can be observed and advice to render to the clients
3 Recording services
At the end of this unit, learners should be able to: 1. Collect individual manufacturers product information 2. Find additional information from manufacture’s websites.
1. Key information from individual manufacturer’s products 2. Finding and recording of the information
Discuss with the learners the manufacturer’s product and recording of the useful information for their future use.
Join in the discussion of manufacture’s products and recording of the products
Record book Radio talks TV shows
Research method, Use of resource person
1. State the importance of record keeping 2. Write three popular products that are available in the markets
193
APPENDIX M
COMPUTATION OF RELIABILITY FOR THE INSTRUMENT
Cluster B
Case Processing Summary
N %
Cases Valid
Excludeda
Total
20
0
20
100.0
.0
10.0
a. Listwise deletion based on all variables in the procedure
Reliability Statistics Cronbach’s
Alpha
N. of Items
.953 35
Cluster C
Case Processing Summary
N %
Cases Valid
Excludeda
Total
20
0
20
100.0
.0
10.0
a. Listwise deletion based on all variables in the procedure
Reliability Statistics Cronbach’s
Alpha
N. of Items
.975 68
194
Cluster D
Case Processing Summary
N %
Cases Valid
Excludeda
Total
20
0
20
100.0
.0
10.0
a. Listwise deletion based on all variables in the procedure
Reliability Statistics Cronbach’s
Alpha
N. of Items
.932 23
Cluster Dmm
Case Processing Summary
N %
Cases Valid
Excludeda
Total
20
0
20
100.0
.0
10.0
a. Listwise deletion based on all variables in the procedure
Reliability Statistics Cronbach’s
Alpha
N. of Items
.880 22
195
Cluster E
Case Processing Summary
N %
Cases Valid
Excludeda
Total
20
0
20
100.0
.0
10.0
a. Listwise deletion based on all variables in the procedure
Reliability Statistics Cronbach’s
Alpha
N. of Items
.941 29
196
APPENDIX N
Post HOC Test
Case Summaries
Group Pretest Posttest
Control N 20 20
Mean 11.0000 14.4000
Std. Deviation 3.53925 3.45497
Experimental N 20 20
Mean 11.2500 20.6500
Std. Deviation 4.25348 3.70313
Total N 40 40
Mean 11.1250 17.5250
Std. Deviation 3.86428 4.74470
Oneway ANOVA for Hypothesis 1 Analysis of Variance Responses of Home Economics Lecturers, final year students of Home Economics and hairdressers on the instructional objectives of hairdressing programme
Instructional Objectives
Sum of Squares df
Mean Square F Sig.
Item 1 Explain the concept of haircut, hairstyle and hairdo as clothing features
Between Groups 2.452 2 1.226 2.057 .129
Within Groups 324.243 544 .596
Total 326.695 546
Item 2 Describe the characteristic of hair
Between Groups 2.642 2 1.321 2.605 .075
Within Groups 275.906 544 .507
Total 278.548 546
Item 3 Mention different styles of hair
Between Groups 2.968 2 1.484 3.684 .026
Within Groups 219.120 544 .403
Total 222.088 546
Item 4 Outline how to colour hair Between Groups 1.043 2 .522 .754 .471
Within Groups 376.156 544 .691
Total 377.199 546
Item 5 State how to add hair accessories to adorn hair
Between Groups 5.305 2 2.652 4.454 .012
Within Groups 323.320 543 .595
Total 328.625 545
197
Item 6 Describe how to trim hair evenly and remove cut particles
Between Groups 1.972 2 .986 1.746 .175
Within Groups 307.158 544 .565
Total 309.130 546
Item 7 Explain how to carry out practices with hairdressing tools
Between Groups 1.679 2 .839 1.518 .220
Within Groups 300.738 544 .553
Total 302.417 546
Item 8 Describe how to assemble the tools
Between Groups 4.684 2 2.342 3.844 .022
Within Groups 331.368 544 .609
Total 336.051 546
Item 9 Explain how to take care of the tools
Between Groups 7.662 2 3.831 8.940 .000
Within Groups 232.254 542 .429
Total 239.916 544
Item 10 Outline how to ensure for its safe operation
Between Groups 8.737 2 4.368 6.976 .001
Within Groups 340.667 544 .626
Total 349.404 546
Item 11 Identify the warning labels attached to the cords as required by the consumer product safety commission guidelines
Between Groups 8.574 2 4.287 5.750 .003
Within Groups 405.613 544 .746
Total 414.186 546
Item 12 State how to set hair to suit face shape
Between Groups 4.980 2 2.490 4.520 .011
Within Groups 299.667 544 .551
Total 304.647 546
Item 13 Describe how to replace dry, curly and frizzy hair with flowing straight hair
Between Groups 1.427 2 .714 .987 .373
Within Groups 393.341 544 .723
Total 394.768 546
Item 14 Compare human hair with synthetic hair fiber
Between Groups 5.905 2 2.952 3.633 .027
Within Groups 442.143 544 .813
Total 448.048 546
Item 15 Appreciate the role of a permanent hair dresser to be familiar with one’s hair
Between Groups 3.391 2 1.696 2.115 .122
Within Groups 436.104 544 .802
Total 439.495 546
Item 16 Enumerate the advantages of choosing less expensive fad items
Between Groups 6.390 2 3.195 4.176 .016
Within Groups 416.188 544 .765
Total 422.578 546
198
Item 17 Explain the details of face shapes
Between Groups .443 2 .221 .244 .784
Within Groups 493.992 544 .908
Total 494.435 546
Item 18 Give instruction for latest hairstyles
Between Groups 2.973 2 1.486 2.286 .103
Within Groups 353.740 544 .650
Total 356.713 546
Item 19 Identify some hair dieses Between Groups 1.485 2 .743 1.117 .328
Within Groups 361.714 544 .665
Total 363.199 546
Item 20 Explain how to brush hair to loose tangles
Between Groups 5.444 2 2.722 3.403 .034
Within Groups 435.057 544 .800
Total 440.501 546
Item 21 Check manufacturer’s instruction before using hair products
Between Groups 3.883 2 1.942 2.180 .114
Within Groups 484.577 544 .891
Total 488.461 546
Item 22 State means of communication in hair dressing
Between Groups 2.676 2 1.338 1.622 .198
Within Groups 448.837 544 .825
Total 451.514 546
Item 23 Explain the details of hairstyling products
Between Groups 3.957 2 1.978 3.158 .043
Within Groups 340.811 544 .626
Total 344.768 546
Item 24 State how to change hair volume and fiber with fixative or styling products
Between Groups 2.545 2 1.273 1.644 .194
Within Groups 421.129 544 .774
Total 423.675 546
Item 25 State the role of natural hair care products and hair photo-protection
Between Groups 8.105 2 4.053 6.269 .002
Within Groups 351.665 544 .646
Total 359.770 546
Item 26 Identify how to choose a new hairstyle
Between Groups 5.341 2 2.671 4.353 .013
Within Groups 333.788 544 .614
Total 339.130 546
Item 27 Compile a list of good Styling products available in the market
Between Groups 3.584 2 1.792 2.744 .065
Within Groups 355.170 544 .653
Total 358.753 546
Item 28 Identify some common problems of the hair
Between Groups 3.416 2 1.708 3.453 .032
Within Groups 269.092 544 .495
Total 272.508 546
Item 29 Explain how the treat some hair damages
Between Groups 2.358 2 1.179 2.369 .095
Within Groups 270.692 544 .498
Total 273.049 546
199
Item 30 Summarize different hair types
Between Groups .972 2 .486 .829 .437
Within Groups 318.863 544 .586
Total 319.835 546
Item 31 Explain the guidelines for meeting the nutritional requirement of a healthy hair
Between Groups 5.730 2 2.865 5.143 .006
Within Groups 303.067 544 .557
Total 308.797 546
Item 32 Explain the term hair dryer Between Groups 3.083 2 1.541 2.863 .058
Within Groups 292.815 544 .538
Total 295.898 546
Item 33 State the local hair dressing equipment
Between Groups 6.494 2 3.247 5.348 .005
Within Groups 330.259 544 .607
Total 336.753 546
Item 34 Summarize the washing process and styling of hair
Between Groups 4.573 2 2.286 4.200 .015
Within Groups 296.100 544 .544
Total 300.673 546
Item 35 Others, please specify Between Groups 6.400 2 3.200 3.393 .034
Within Groups 513.059 544 .943
Total 519.459 546
Overall Between Groups 2.798 2 1.399 7.627 .001
Within Groups 99.804 544 .183
Total 102.603 546
200
APPENDIX O
DETAILED ANALYSIS
Post Hoc Tests
Multiple Comparisons
Scheffe
Dependent Variable (I) Status (J) Status
Mean Difference (I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound
Upper Bound
Overall Lecturers Students -.25737* .06739 .001 -.4228 -.0920
Hair Dressers -.15463* .06170 .044 -.3061 -.0032
Students Lecturers .25737* .06739 .001 .0920 .4228
Oneway ANOVA for Hypothesis 2 Analysis of Variance of Mean Ratings of the Responses of Home Economics Lecturers, final year students of Home Economics and hairdressers on the content of hairdressing curriculum of universities in South-East of Nigeria.
Contents (Knowledge, Skills and Attitudes)
Sum of Squares df
Mean Square F Sig.
Item 1 The structure of the hair Between Groups 1.088 2 .544 1.219 .296
Within Groups 242.269 543 .446
Total 243.357 545
Item 2 The physical and chemical property of the hair
Between Groups 5.078 2 2.539 4.224 .015
Within Groups 326.962 544 .601
Total 332.040 546
Item 3 Studying different types of hair Between Groups 3.872 2 1.936 4.300 .014
Within Groups 244.925 544 .450
Total 248.797 546
Item 4 Fixing suitable hair attachments Between Groups .546 2 .273 .491 .612
Within Groups 301.806 543 .556
Total 302.352 545
201
Item 5 Teasing out the brushing of curls Between Groups 3.692 2 1.846 2.615 .074
Within Groups 383.990 544 .706
Total 387.682 546
Item 6 Arranging hair for the application of relaxers
Between Groups 2.793 2 1.397 2.533 .080
Within Groups 299.901 544 .551
Total 302.695 546
Item 7 Hair spraying Between Groups .897 2 .449 .641 .527
Within Groups 380.481 544 .699
Total 381.378 546
Item 8 Arranging hair into sections and rough plaiting different styles
Between Groups 2.434 2 1.217 1.411 .245
Within Groups 469.182 544 .862
Total 471.616 546
Item 9 Adding ornaments to the hair to adorn it.
Between Groups 1.860 2 .930 1.197 .303
Within Groups 422.746 544 .777
Total 424.607 546
Item 10 Manipulating the hair drying equipment
Between Groups 2.250 2 1.125 1.367 .256
Within Groups 447.896 544 .823
Total 450.146 546
Item 11 Timing in hair dressing Between Groups 4.308 2 2.154 3.087 .046
Within Groups 379.608 544 .698
Total 383.916 546
Item 12 Speed practices in handling tools and equipment
Between Groups 8.908 2 4.454 5.259 .005
Within Groups 460.708 544 .847
Total 469.616 546
Item 13 Arranging hair dressing equipment Between Groups 2.044 2 1.022 1.662 .191
Within Groups 334.581 544 .615
Total 336.625 546
Item 14 Manipulation of equipment and tools in hairdressing
Between Groups 4.753 2 2.376 2.901 .056
Within Groups 445.609 544 .819
Total 450.362 546
Item 15 Safety guidelines for the use of tools and equipment
Between Groups .322 2 .161 .331 .718
Within Groups 264.187 544 .486
Total 264.508 546
Item 16 Interpreting warning labels on tools and equipment
Between Groups 2.900 2 1.450 2.093 .124
Within Groups 376.870 544 .693
Total 379.770 546
Item 17 Hair grooming Between Groups 2.607 2 1.303 2.499 .083
Within Groups 283.759 544 .522
Total 286.366 546
202
Item 18 selection of hair styling products Between Groups 1.406 2 .703 1.278 .279
Within Groups 299.212 544 .550
Total 300.618 546
Item 19 nutritional guidelines and hair grooming
Between Groups .855 2 .428 .701 .496
Within Groups 331.792 544 .610
Total 332.647 546
Item 20 Face shape drawing Between Groups 2.250 2 1.125 1.059 .348
Within Groups 578.156 544 1.063
Total 580.406 546
Item 21 Hairstyles and face shapes Between Groups .124 2 .062 .106 .900
Within Groups 320.187 544 .589
Total 320.311 546
Item 22 Hair treatment methods Between Groups 1.397 2 .698 1.421 .242
Within Groups 266.882 543 .491
Total 268.278 545
Item 23 Styles in hairdressing Between Groups 3.572 2 1.786 3.538 .030
Within Groups 274.618 544 .505
Total 278.190 546
Item 24 Personal health and hygiene in hairdressing: towels and gowns
Between Groups 1.932 2 .966 1.662 .191
Within Groups 316.192 544 .581
Total 318.124 546
Item 25 Personal cleanliness: hands and nails, body, mouth, clothes, hair
Between Groups 2.600 2 1.300 2.223 .109
Within Groups 318.073 544 .585
Total 320.673 546
Item 26 Personal appearance: personal code of practice
Between Groups 2.714 2 1.357 2.104 .123
Within Groups 350.803 544 .645
Total 353.517 546
Item 27 Good posture and body positioning in hair dressing
Between Groups 6.039 2 3.020 4.552 .011
Within Groups 360.217 543 .663
Total 366.256 545
Item 28 Combs and combing, methods Between Groups 5.361 2 2.681 4.878 .008
Within Groups 298.949 544 .550
Total 304.311 546
203
Item 29 Brushes and brushing methods Between Groups 3.189 2 1.594 3.394 .034
Within Groups 255.539 544 .470
Total 258.728 546
Item 30 Cleaning of hairdressing tools Between Groups 1.421 2 .711 1.275 .280
Within Groups 303.226 544 .557
Total 304.647 546
Item 31 Maintaining clients goodwill Between Groups 6.432 2 3.216 4.691 .010
Within Groups 372.954 544 .686
Total 379.386 546
Item 32 Good communication Between Groups .739 2 .369 .452 .636
Within Groups 444.015 544 .816
Total 444.753 546
Item 33 Body language in hairdressing: eye contact
Between Groups 12.842 2 6.421 5.794 .003
Within Groups 602.866 544 1.108
Total 615.707 546
Item 34 Dealing with clients complaints Between Groups 11.228 2 5.614 6.519 .002
Within Groups 468.450 544 .861
Total 479.678 546
Item 35 Consulting and diagnosing techniques: examining the hair
Between Groups 3.073 2 1.537 2.153 .117
Within Groups 388.313 544 .714
Total 391.386 546
Item 36 Promoting services and products: selling products
Between Groups 5.469 2 2.734 3.888 .021
Within Groups 382.546 544 .703
Total 388.015 546
Item 37 Shampooing and conditioning the hair: understanding shampoos and shampooing
Between Groups 4.132 2 2.066 4.221 .015
Within Groups 266.285 544 .489
Total 270.417 546
Item 38 Selection of hairdressing products Between Groups 4.975 2 2.487 4.210 .015
Within Groups 321.442 544 .591
Total 326.417 546
Item 39 Chemistry of shampoos Between Groups 8.066 2 4.033 4.090 .017
Within Groups 536.412 544 .986
Total 544.479 546
Item 40 Shampooing techniques Between Groups 5.094 2 2.547 3.249 .040
Within Groups 426.522 544 .784
Total 431.616 546
204
Item 41 Acidity and alkalinity of shampoos: the pH scale
Between Groups 3.942 2 1.971 1.887 .153
Within Groups 568.256 544 1.045
Total 572.197 546
Item 42 Preparing shampoos Between Groups 6.754 2 3.377 3.304 .037
Within Groups 556.076 544 1.022
Total 562.830 546
Item 43 Principles of shampooing Between Groups 4.417 2 2.208 2.850 .059
Within Groups 421.499 544 .775
Total 425.916 546
Item 44 Shampooing method Between Groups .461 2 .230 .346 .708
Within Groups 362.033 544 .666
Total 362.494 546
Item 45 Massage techniques Between Groups 2.410 2 1.205 1.434 .239
Within Groups 457.103 544 .840
Total 459.514 546
Item 46 Water for shampooing – hard and soft water
Between Groups 3.180 2 1.590 1.987 .138
Within Groups 434.484 543 .800
Total 437.665 545
Item 47 Principles of conditioning: choosing a conditioner and types of conditioner
(14) When some strands of hair fall off or hand on the comb, it is called
(a) Dirty hair (b) Falling hair
(c) Thin hair (d) Deformed hair
(15) Hair infection include the following except
(a) Scalp infection (b) Hair damages
(c) Hair loss (d) Hair cosmetics
(16) Natural shedding of scales of dead cells from the scalp is called
(a) Melanin (b) Lipid loss
(c) Rough hair (d) Dandruff
(17) To remove the unwanted weight of the hair, one of the following is used
(a) tapering (b) texturing (c) dry cutting
(18) Dirt under ones nails will harbour
(a) mould (b) yeast (c) colours (d) bacteria
(19) Dead skin cells and surface bacteria may be removed by
(a) sweat glands (b) deodorants
(20) Hair products are
(a) Shampoos, gels (b) Vaseline, omo
(c) Face shape, head shape (d) temporary rinses, permanent rinses
(21) One of the following is a cleansing age
(a) Shampoos (b) Conditioners
iii
(c) Gels (d) Hair sprays
(22) Shampoos come in various forms except
(a) creams (b) semi-liquid (c) gels (d) powders
(23) After application of conditioners (a) pick through (b) comb through (c) rub through (d) flat tong
(24) Perm lotion may be applied before
(a) winding (b) cutting
(c) braiding (d) black combing
(25) To glace the hair use (a) hair oils (b) conditioners (c) mousse (d) setting lotions (26) To retain the curls apply (a) creams (b) shampoo (c) oils (d) sprays (27) To dry hair use (a) lukewarm temperature (b) moderate heat (c) hot temperature (d) very hot heat (28) Basic hair styling tools include
(a) Brushes, mirrors, towels (b) Brushing and combing
(c) Braiding and “updos” (d) Length and trimming (29) These are examples of decorative ornament except
(a) Rubber bands (b) Crunches
(c) Head bands (d) Combs
(30) To brush hair in different direction reduces
(a) tangles (b) colours (c) odour (d) broken comb
(31) Brushes are made up of the following except
(a) bone (b) wire (c) plastic (d) rubber
(32) Styling tools include the following except
(a) combs (b) brushes (c) curlers (d) hair
(33) Mirrors can be the following except
(a) plain (b) concave (c) convex (d) cracked
(34) Glass mirrors should be cleaned
(a) every morning (b) occasionally
(c) quarterly (d) monthly
(35) Towels and gowns should be washed in
(a) hot soapy water (b) cold water
(c) lukewarm water (d) hard water
iv
(36) To place sectioned hair on the rods is
(a) perming (b) oiling (c) colouring (d) winding
(37) In what way should elbow and hand be held when it is placed on the head?
(a) above (b) below (c) centre (d) diagonal
(38) Most hairdressers are good
(a) communicators (b) producers
(c) manicurer (d) pedicurer
(39) These are forms of communication in hairdressing except
(a) Eye contact (b) Distances
(c) Folded arms (d) Examining the hair
(40) Salon’s seating should be made of material that is
(a) easily cleaned (b) resistant to washing
(c) inflammable (d) pinching
(41) One of the following should be avoided in cleaning salon’s seats
(a) scourers or abrasives (b) disinfectants
(c) polishes (d) damp towels
(42) One of the following should be avoided in cleaning salon’s seats
(a) scourers or abrasives (b) disinfectants
(c) polishes (d) damp towels
(43) These are forms of communication except
(a) open palms (b) scratching behind the ear
(c) folded arms (d) stylist
(44) One of the procedures in hair cutting is
(a) Brushing and combing (b) Attaching hair extension
(c) Wearing weave-ons (d) Bleaching of hair
(45) Fashioning the hair can be influenced by
(a) Personality (b) Hair colouring
(c) Perming hair (d) Straightening hair
(46) In visual appearance, one thing that can form part of overall look is
(a) Body proportion (b) Dread locks
(c) Punk (d) Texture
v
(47) The process of creating or designing of attractive hair shapes or arrangement is
called
(a) hair extensions (b) hair colouring
(c) hair sprays (d) hairstyling
(48) Factors that influence hairstyle include the following except
(a) face and head shapes
(b) the quality and quantity of the hair
(c) the hair follicle
(d) the dress and occasion for the style
(49) To brush hair in different direction reduces
(a) tangles (b) colours (c) odour (d) broken comb
(50) One of the following should be a smoothing, stroking action, one following the
other
(a) brushing (b) shampooing
(c) getting (d) perming
(51) The next application after shampooing is
(a) mousse (b) conditioner
(c) sprays (d) creams
(52) To enhance and complete hairdressings, one of the following is required
(a) ornamentation (b) corn rolling
(c) hair extensions (d) hair wrapping
(53) The term given to the process of cutting sections of hair to similar lengths
(a) freehand cutting (b) layering
(c) root thinning (d) feathering
(54) Scalp irritation or skin reaction takes place in exception of
(a) allergic to tint chemicals (b) hair badly combed
(c) hair not washed clean (d) hair properly washed
(55) The process of attaching the normal hair with additional synthetic or human hair
extensions is
(a) Hair weaving (b) Hair colouring
(c) Hair trimming (d) Hair relaxing
(56) To remove the unwanted weight of the hair, one of the following is used
vi
(a) tapering (b) texturing (c) dry cutting
(d) clubbing (reduces cut hairs to the same length)
(57) The temporary methods of relaxing hair include the following except
(a) applying hot brushes (b) using heated irons and tongs
(c) using heated rollers (d) using rubber scarfs
(58) Choose one of the following: For health and safety never
(a) place clips or pins in the mouth (b) eat balanced diet
(c) wash hair often (d) comb the hair
(59) One of the commonest faults in dressing is
(a) extensions (b) overdressing
(c) plaiting (d) teasing
(60) Another name for perming is
(a) dreadlocks (b) clubbing
(c) feathering (d) permanent waving
(61) Temporary colourings remain on the hair only until they are
(a) washed off (b) cut off
(c) blown off (d) braided
(62) Modern colourings are made in the following except
(a) cream (b) semi-viscous
(c) liquid form (d) solid forms
(63) Pre-colour treatment that can be applied in hair is
(a) dry (b) wet (c) oiled (d) conditioned
(64) Some hair colour easily because of the following except
(a) if it is dry (b) if it curls easily
(c) if it has been bleached (d) if it has been heated
(65) Hair is resistant to colour because of the following reasons except
(a) if it takes perms slowly (b) if it soon drops out of curl
(c) if it has a smooth surface (d) if it has never been washed
(66) Problems of colouring the hair include the following except
(a) colour uneven (b) colour too light
(c) colour fades after two or three shampoos
(d) balanced meals
vii
(67) What are the possible causes of hair colour being too dark?
(a) over-processing (b) poor colour mixing
(c) sections too large (d) under processing
(68) After application of conditioners (a) pick through (b) comb through (c) rub through (d) flat tong (69) Payment methods include the following except
(a) payments in cash (b) by cheque
(c) by card (d) by force
(70) The best way to care for tools include the following except
(a) Clean tools after use
(b) Never use tools on another client without cleaning
(c) Always check the manufacturer’s instruction
(d) Leave metal tools in liquid disinfectants for long.
(71) In certain hairdressing procedures it is quite possible that longer nails can do one
of the following
(a) goose the skin (b) pain the skin
(c) develop the skin (d) scratch or damage the skin
(72) One of the following reduces infection
(a) disinfectant (b) antiseptic
(c) kerosene (d) paraffin
(73) To tackle fire lighting, better use
(a) sterilizing unit (b) extinguisher
(c) fuel (d) gas
(74) One of the following should be avoided in cleaning salon’s seats
(a) scourers or abrasives (b) disinfectants
(c) polishes (d) damp towels
(75) Which of the following statements does not relate to hairdressing?
(a) Hairdressing is a personnel service industry
(b) Hairdressing is an image conscious industry
(c) Hairdressing relies so much on sales of services, product and treatments.
(d) Hairdressing provides individual with stained overalls, unkempt hair and dirty
had and nails.
viii
(76) The following treatments (with or without conditioner) may usefully be applied
to the hair and scalp except
(a) massage (b) steamers
(c) oil treatments (d) pre-colouring
(77) The process of styling wet hair while blow-dripping it is called