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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
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
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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
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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.
____________________________ ________________________
Esiowu, Afoma Priscilla (Mrs.) Prof. C. A. Igbo
(Student) (Thesis Supervisor)
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DEDICATION
This work is dedicated to Almighty God for His supernatural grace granted me
during the beginning of my Ph.D programme and the successful completion of this research
work.
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ACKNOWLEDGEMENT
The researcher gives God Almighty a bundle of thanks for giving her life, sufficient
grace that encouraged her go through the rigours of this programme. Her gratitude also goes
to her supervisor, Prof. Chinyere A. Igbo, who showed commitment, cooperation and
understanding at various stages of this work. Her very positive guidance and encouragement
led to the successful completion of this work.
The researcher would like to thank the following for providing guidance and
constructive criticisms during the course of this study: Profs. Anyakoha E.U., Usman, K.O.,
Uche Eze, E. Agomuo, Drs. Ogbuanya, T.C., Ngozi Eze, Amaka Chukwuone, Ozougwu,
Toochukwu Ejiofor and Mama.
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.
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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
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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
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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
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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
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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
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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.
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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
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(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
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- 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.
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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)
emphasizes objectives, learning experiences, appropriate instructional methods, materials
and evaluation as issues to be included in the development of a curriculum. In order to
achieve the objectives of Home Economics curriculum at any level, it is necessary to
determine the curriculum component such as objective, content/learning experiences,
delivery systems (instructional materials and instructional methods) and evaluation
activities. According to Zoobi (2005) objectives help to teach the knowledge, skills, values,
and attitudes that will enable individuals to become productive members of the society.
Ogwo (1996) and Odeh (2000) noted that objectives are outcomes which contents,
instructional methods, instructional materials and evaluation techniques are selected and
prepared. Ogwo (1996) views content as the subject matter, the syllabus, the body of
knowledge yet to be studied, it is the “what” of a study, of any achievement. The content or
learning experiences cannot be taught without objectives. As observed by Abiogu (2004),
learning experiences should be orderly organized for effective learning to be easily feasible.
According to Offorma (1994) organization of learning experiences is the sequential
arrangement of the experiences. Every learning experiences taught to students must be
evaluated. Evaluation of learning outcome is as important as teaching. The students should
be evaluated to ensure that all activities so performed have yielded the desired result or
objectives. This calls for curriculum development.
The development of hair dressing curriculum therefore must follow laid down
processes. Simply put, development of curriculum is a process where curriculum experts;
identify what is to be included and means of doing it. This involves identifying the learner’s
objective, selection of learning experiences or content and organization, personal resource
material, delivery systems, and evaluation procedures (Okpara, 1990). The procedures for
the development of hair dressing curriculum will be organized into phases. According to
Gall, Gall and Borg (2007), this development can be carried out in Research and Design
process (R & D). This research and design process uses research findings to design new
products and procedures, followed by the application of research methods to field test,
evaluate and refine the products and procedures until they meet specified criteria of
16
effectiveness, quality, or similar standards. Thus, it will use research findings to assess the
appropriateness of hairdressing curriculum. There are ten steps of R and D. This study
modified Gall, Gall and Borg (2007) design to five phases.
The study involves identifying the themes, sub-themes, topics, teachers activities,
learners activities and evaluation activities based on National Educational Research and
Development Council document (NERDC, 2007). Each of these themes was organized with
corresponding sub-topics, performance objectives, content, instructor’s activities, learner’s
activities, instructional materials, media, instructional methods and evaluation activities.
The totality of these phases formed a draft hairdressing curriculum (HDC) which was
validated by experts for integration into the present Home Economics curriculum.
Integration is the act or process of combining two or more things so that they work
together. Integration in this study entails including hairdressing curriculum with existing
Home Economics programme. The present Home Economics curriculum available in
universities does not have the hair dressing components. Hair dressing, however, is part of
clothing and clothing and textiles is an integral part of the present Home Economics
curriculum. It is therefore necessary that hair dressing be integrated into the present
curriculum of the university.
The university is described as both the academic and social institution. It is in a
strategic position in carrying out effective Home Economics education. It is in these
institutions that students are helped to acquire the skills that will sustain them for life. It is
therefore believed that by the end of the students stay in these institutions, that the graduates
are found worthy in character and learning. According to Midrid and Garcia (1999),
universities are delegated with the responsibility of maintaining an effective and orderly
environment, conducive for teaching and learning. Hence, the need for this study was to
develop hairdressing curriculum to be integrated into Home Economics education
programme which will equip individuals with skills for gainful employment or become self-
reliant.
Statement of the Problem
Thirty nine trade subjects have now been introduced into the Nigerian Secondary
education system based on current reforms (NERDC. 2007). Cosmetology is among the
trade subjects and hairdressing is part of the content of this subject. Hairdressing is a
lucrative business that can afford graduates of Home Economics self-employment. It is
worrisome to note that hairdressing curriculum is not included to achieve this reform. To
17
avoid this negligence, it becomes imperative that university Home Economics Education
should have hairdressing curriculum to enable students who are being prepared to teach at
the secondary school level be well-equipped with appropriate knowledge, skills and
attitudes in all areas of Home Economics. Therefore, there is the need for this study which
involves developing hairdressing curriculum to be integrated into Home Economics
Education programme which will equip students for self-reliance after graduation
Purpose of the Study
The major purpose of this study was to develop hairdressing curriculum to be
integrated into Home Economics Education programme of universities in the South-East,
Nigeria. Specifically, the study:
1. determined the instructional objectives of Hairdressing curriculum to be integrated
into Home Economics Education programme of universities in the South-East,
Nigeria.
2. determined the content (knowledge, skills and attitudes) in hairdressing to be
integrated into Home Economics Education programme.
3. determined the instructional methods that could be adopted in teaching
hairdressing
4. determined the instructional materials/media to be utilized in teaching
hairdressing
5. determined the evaluation activities that could be employed for assessing the
achievement of Hairdressing objectives.
6. developed a draft Hairdressing curriculum based on the findings from purpose
numbers 1-5 that could be integrated into the Home Economics Education
programme.
7. validated the draft hair dressing curriculum.
8. revised the Hairdressing curriculum based on the inputs from the validates.
9. determined the effectiveness of the developed hairdressing curriculum.
Significance of the Study
This study will be beneficial to Home Economics students, researchers, curriculum
planners, Home Economists, families, hairdressers, and lecturers. It is expected that the
findings of the study will be beneficial to Home Economics students. The students will
utilize information obtained during the course of study in preparing themselves in hair
18
dressing occupations. This can be achieved through enhanced transmission of the
information gained from the study into meaningful self-employed ventures in the absence of
paid employment.
The study will present a documentary evidence of hairdressing curriculum which
will be stored for future generation thereby closing the gap that exists in Home Economics
Education for knowledge and transfer. Again, researchers would use the list for references in
libraries.
Furthermore, the findings will help curriculum planners to introduce innovation in
Home Economics programmes. It will help to prepare curriculum guidelines and reform
existing curriculum through workshops, seminars and conference presentations.
Home Economists are not left out. The findings of this study will project a new
image of Home Economics as it is one of the innovations likely to meet the test of time. In
any programme implementation there is always the need to identify new areas that may need
further works either for the purpose of expansion or as a way of injecting efficiency in the
existing programmes when they obtain information through Home Economics conferences.
The present work will be beneficial to policy makers because it will provide information on
areas that need further work.
The findings of this study if considered and utilized by families will enhance family
income as the issue of looking for white collar jobs by most graduates, will be a thing of the
past. These graduates who belong to families will thus increase their family status through
gainful employment as information about the findings is presented to families in family
meeting, faith based meetings, community based meetings, among others.
Hopefully, hairdressers will be benefiting from the study through workshops. They
will use the information obtained during the field work by the researcher to teach
themselves and their wards in the area of handling the hair and hair products as this will
drastically reduce the application of harsh physical and chemical products that leads to hair
damage.
Moreover, the findings of the study will be beneficial to Home Economics lecturers.
The information obtained in this study will be a reference point to them as the information
will help to teach students in hairdressing during lectures, seminars, workshops and
conferences.
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. Hairdressing curriculum could be
19
utilized to fill the existing gap in skill transfer in the Home Economics programmes when
the findings are integrated into the Home Economics curriculum.
Research Questions
The study was guided by these research questions:
1. What are the instructional objectives of the hair dressing curriculum to be integrated
into Home Economics Education programme of universities in the South-East,
Nigeria?
2. What are the content (necessary knowledge, skills and attitudes) of the hair dressing
curriculum to be integrated into Home Economics Education programme?
3. What are the instructional methods to be adopted in teaching hairdressing?
4. What are the instructional materials/media to be utilized in teaching hairdressing?
5. What are the evaluation activities that could be employed for assessing the attainment
of hair dressing objectives?
6. What is the effectiveness of the developed hairdressing curriculum?
Hypotheses
The following null hypotheses (HOS) will be tested in this study at 0.05 level of
significance:
1. There is no significant difference in the mean ratings of hair dressers, lecturers and
students on the instructional objectives of hair dressing curriculum to be integrated
into Home Economics Education programme.
2. There is no significant difference in the mean ratings of hair dressers, lecturers and
students on the content (knowledge, skills and attitudes) in hair dressing to be
integrated into the Home Economics programme.
3. These is no significant difference in the mean ratings of hair dressers, lecturers and
students on the instructional methods that could be utilized in the teaching of hair
dressing in universities in the South-East, Nigeria.
4. There is no significant difference in the mean ratings of hair dressers, lecturers and
students on the instructional materials/media to be utilized in teaching of hair
dressing.
5. There is no significant difference in the mean ratings of hair dressers, lecturers and
students on the evaluation activities of Hair Dressing Curriculum (HDC) that could
be employed for assessing the attainment of hair dressing objectives.
20
6. There is no significant difference in the mean rating of students trained with HDC
and those students who were not trained with HDC.
Scope of the Study
This study focused on hairdressing themes (Hair and skin, possible problems with
hair and treatment, cosmetics/hairstyling products, equipment/tools in hair dressing,
communication in hair dressing, choosing a hair style, shampooing, conditioning and drying
hair, preparing and styling hair, maintaining customers goodwill), development of
hairdressing curriculum for integration based on the specific purposes (1-4) of the study,
validation of the instruments, data analysis and production of draft Hairdressing Curriculum
(HDC). The study also was delimited to four (4) universities especially universities towns in
the South-East that offer Home Economics courses comprising University of Nigeria,
Nsukka, Michael Okpara University of Agriculture, Umudike, Ebonyi State University,
Abakiliki and Abia State University, Uturu. The study was also delimited to five (5) phases
of R & D adopted by Gall, Gall and Borg (2007).
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
The review of literature for this study was carried out under the following sub-headings:
� Conceptual Framework
- Components of hairdressing
- Hairdressing skills
- Hairdressing materials/methods
- Home Economics programme
- Concept of Curriculum, Curriculum Innovation Process/Approaches
� Theoretical Framework
- Tyler’s curriculum model
- Wheeler’s curriculum model
- Kerr’s curriculum model
� Empirical Studies
� Summary of Literature Review
Conceptual Framework
Developing conceptual framework is a crucial stage of social research. For any
research to be credible, effective and valuable depends on the conceptual framework on
which it is founded (Ebo, 2009).
The word concept is construct. Concepts are derived from mental images
(conceptions) that summaries collections of seemingly related observations, impression and
experiences (Babbie 1986, Ebo, 1998; 2000). Its meaning could be peculiar or pertinent to a
research idea, object or phenomenon (Anyakoha, 2009). Research is simply a knowledge
acquisition or knowledge production activity, but more than that, it is the accumulation of
reliable knowledge (Beane, 1997). By defining concept, the researcher devices mental
creations for the purpose of clarity of communication. To conceptualize is to formulate
concept which means to communicate precisely the meaning of a term or construct of that
term. Examples includes; creativity, learning, motivation, achievement, among others.
A conceptual framework for research purpose is a schematic description and
illustration of the causative mechanisms and relationship deducible from the research
10
22
problem. The conceptual framework of research can be in the form of a diagrammatic
representation of the testable argument of the research. It is important to extensively review
the literature to familiarize one with existing definitions of the concept on the bases of
understanding of the literature and taking into account the context of individual research.
Thus, the conceptual framework of this study is shown below:
The Framework for the study is presented in fig. 1.
Fig.
2.4
Fig. 1: Conceptual Framework of Hairdressing Curriculum.
Hairdressing is a skilled occupation. It is geared toward personal grooming,
cosmetics and fashion. It is one of the skill occupations required in Home Economics. Home
Economics as an important branch of education has to identify with these skills. It is the
curriculum of Home Economics that will be used in teaching these skills. On the basis of
that, the components of curriculum are vital and indispensable in planning and development.
Hairdressing respondents are important in Hairdressing curriculum as they are in position to
supply the necessary information. The information elicited from them will be packaged and
used for the development of hairdressing curriculum for integration into Home Economics
Hairdressing Curriculum
Home Economics Education programme
Hair-dressers
Final year Home
Economics Students
Home Economics Lecturers
Aims and objectives of HDC
Learning experiences of HDC
Content of HDC
Org. of content and learning experiences of HDC
Evaluation of HDC
Fashion
Personal grooming
Cosmetics
23
Education programme of selected universities in the South-East, Nigeria that offer Home
Economics.
The global economic melt-down is a reality. Individuals and families in Nigeria have
been affected adversely with the impact differing across households. Home Economics, a
vocational and interdisciplinary family oriented discipline could be implored to cushion the
effect of the melt-down in families. A combination of skills and knowledge involved in the
profession if adopted by Home Economics graduates could serve as palliative measures in
the face of the melt-down. Home Economics is a unique and dynamic field of study.
According to Mallum (2005), the uniqueness of Home Economics hinges on three
dimensions:
(i) A fundamental concern for family and everyday life and what affects the family,
socially, economically and physically;
(ii) The integration of knowledge, processes and skills form a multidisciplinary
approach; and
(iii) The capacity to take critical decisions and advocacy for individuals, families and
communities at all levels. Home Economics is dynamic. It is a dynamic and evolving
profession whose central theme is hinged on the improvement of lives of everyone in
the society (Ogbene, 2006). Home Economics, according to James (2004) is a broad
field of knowledge and services concerned with all phases of life. It is a good course
of study in primary, secondary and higher institutions of learning. It is further viewed
as a diversified field of knowledge that involves education and research in many
areas including foods and nutrition, clothing and textiles, family life and human
development, household and institutional resources management, and community
health. It unites the knowledge drawn and uses it to teach people how to determine
the needs of the individual, and families for food, shelter and clothing, seeks means
of satisfying these needs, improve the goods and services used by families and
become responsible and effective home making and gainful employment (Anyakoha,
1993).
The need to provide educational opportunities has formed a part of a global push for
the people around the world (Ajayi, 2004). According to Ogunleye (2000), it is important in
the enhancement of political, social and economic empowerment of the nation. Education
24
broadens the horizon of the beneficiaries, which creates the enabling environment under
which such beneficiaries can take advantage of numerous opportunities that life offers.
Education also increases the beneficiary’s opportunity to earn higher income (Onomadu,
1997). The lack of it invariably delimits the ability of the individual from taking advantage
of opportunities, and hence reduces self-actualization and self assertion. Therefore, the task
of preparing individuals for self reliance lies with Home Economics Education.
Home Economics Education is an important branch of education. According to Kaka
(1995) Home Economics Education is acquired knowledge and skills that is expected to be
applied in one’s life for a purposeful living. As individuals and families have strong faith in
education as a tool for the solution of individual problems, Home Economics Education has
to identify with these challenges and deal appropriately with them. Thus, Home Economics
Education is one of the vital tools for national development. Home Economics Education
prepares individuals who engage in it to be self reliant and self sufficient. That is, it offers
knowledge and skills, which would make individuals beneficiaries to be gainfully
employed.
The aim of Home Economics Education is to ensure optimal quality of life for
effective participation in the family as well as furthering community, nation and world
conditions favorable to family living. The family may be defined as a unit of intimate
transacting inter-dependent people who share some values and goals, responsibilities for
decisions and have commitment to one another (Spio-Garbrah, 2000). The major aim of
Home Economics education is to encourage and train graduates of universities and other
tertiary institution including secondary schools to take-up self employment (Anyakoha,
1999). It is also in line with the goals for vocational/technical education (Ukpore, 1998).
Home Economics Education plays an important role in equipping students with skills for
useful living within the society as well as being gainfully employed due to the numerous
skills acquired during the course of study. Molokwu (2001) notes that Home Economics
Education is a skill oriented field of study noted for its capability of equipping learners with
skills that can rightly make the individuals to be self employed, and employer of labour and
also fit into the labour sector. Amodu (2005) supports that Home Economics Education
provides the individuals with basic skills to overcome poverty or to be self reliant.
Mohammed (2000) explains self reliance as standing on one’s feet, making it by oneself, or
showing importance on individual abilities. Anyakoha (1994) however highlights that Home
25
Economics as a vocational subject has intensified emphasis on skill acquisition for its
graduates with a view to enhancing their capabilities for self-employment ventures. The
most important point, however, is that Home Economics Education promotes self-reliance,
create job opportunities, enhances capacity building and ensures mass economic
empowerment. It is in this sense that Home Economics satisfies simultaneously, the twin
objectives of enhancing access to educational opportunities and overcoming poverty and
unemployment (Okeke, 1992 and Ukpore, 1999). This calls for curriculum review at all
levels and the restricting of programme for both formal and non-formal education which is
what the present study has tried to achieve.
Hair is one of the greatest assets of an individual and it is predominantly found on
the head. Jackson (1990) in his own observation views hair as a marvelous tool which an
individual can express her sexuality and how she feels about herself. In fact, many see it as
the most noticeable feminine structure. Hair is often a physical expression of one’s sense of
self of a desired to present oneself to and amongst a community, of social status and roles,
and of cultural values (Johnson, 1997). For many people, hair is a form of self expression
Clayton (1994). Daniel (2010) describes hair as an outgrowth of filamentous cells,
containing keratin that grows from follicles found in the dermis. According to him, the
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 presence of hair on the skin is a distinctive mammalian characteristic. The
development of hair which begins in the third month of full fetal life is prefaced by the
down growth of thickened cells of the epidermis into the underlining dermis and connective
tissue. According to Ross and Wilson (2001), the hair is the 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. According to Jablonski (2006), the hair shaft in cross-section
can be divided roughly into three zones. Starting from the outside, (1) the cuticle protect the
inner structure of the hair) which consists of several layers of flat, thin cells laid out like
roof singles, (2) the cortex (responsible for providing hair its structure) contain the keratin
bundles in cell structures that remain roughly rod like and in some cases (3) the medulla (for
hair elasticity) a disorganized and open area at the fiber centre. Hair grow because of the
continued division of these “Matrix” cells. The scalp alone is covered with up to two million
26
hairs growing about 0.3mm a day. Olaitan and Mbah (1998) inform that the knowledge
about the structure of the hair will help to guide on how to keep hair shiny and healthy. It is
necessary to understand the qualities of hair that is healthy as this knowledge will help to
understand what care one should always give to hair to make it healthy. Leena (2010)
describes the following characteristics of hair including:
Characteristics of Healthy Hair
- Smooth texture and feel
- Shiny
- Hair loss is 75-100 strands per day
- Hair loss consists of entire hair strands (contains bulb)
- Holds curl well
- Relatively easy to comb while wet
- Good elasticity (hair strand stretches when pulled)
- Healthy scalp
- No breakage
- Minimal split ends
Characteristics of Dry or Stressed Hair
- Hair loss is 75-100 + per day
- Hair is dry to the touch but responds well to moisture
- May have some scalp problems
- Dull appearance
- Itchy scalp
- loses curl easily
- May be frizzy
- Hair has poor elasticity (does not stretch before breaking)
- Breakage (hair stands are short)
- Split ends
Furthermore, Salako (2009) observed that in hot regions hair of individuals are normally
- Dull
- Dry
- Coarse
- Frequent use of oil does not help retain moisture and/or the effects do not last long
27
- Entangles easily, difficult to comb while wet
- Frizzy
- Breakage is severe in spots
- Visible split ends
- Scalp may be unhealthy
- May have excessive dandruff.
This is as a result of harsh weather conditions.
Olaitan and Mbah (1998) identify three types of hair. They are of the opinion that
hair can be curling or straight, short or long, hard or soft, oiling or dry. Furthermore, hair
type according to Salako (2009) is summarized under the following headings:
Normal hair:- Normal hair type is shiny yet not oily and fairly easy to manage. It has a
natural gloss and shine and feels soft and smooth to touch. Always use mild shampoo and
conditioners, and at the first sign of any problems. A balanced diet and proper care is
essential for normal hair maintenance.
Oily hair type:- oily hair attracts dust and needs frequent washing. Hair may become more
oily during times of illness or stress. It looks good for a day or two after shampooing but
then quickly becomes lifeless. This type of hair is more prone to dandruff. Thus, use
shampoo or conditioner designed for oily hair and use conditioner only on the ends of the
hair.
Dry hair type:- Dry hair looks dull and brittle due to inactive oil glands. It feels rough to the
touch. Dry hair type often splits easily and looses elasticity. It looks dull and has ends that
dry and split. The head too feels dry and sometimes itchy. Dry hair breaks off very easily.
Sometimes, there are flakes of skin around the hair line. To care, shampoo hair every other
day.
Combination hair type:- It is both greasy and dry hair. This type of hair is usually oily at the
scalp and dry at the ends. Combination hair type is seen more in long hair that has damaged
ends. After shampooing, the hair looks good except for the ends. Use a mild shampoo and
condition the hair ends.
Hair dressing is a major world industry, from the salon itself to products, advertising
and even magazines on the subject. It is one of the skill occupations in Home Economics. It
centres on health and bodily care so as to meet self employment needs. Thus, hair dressing
is a very lucrative business that affords individuals enormous opportunities for employment
28
and self employment through the acquisition of saleable skills. A hair style, hair do or hair
cut refers to styling of head hair. According to Jablonski (2006), hair dressing is the art of
arranging the hair to modify its natural state. Closely related to headgear, hair dressing has
been an important part of the dress. Thus, it becomes necessary that the present study be
carried out to enrich the curriculum of Home Economics.
Components of Hairdressing
Three major features can be used to explain a hair style, hairdo or haircut. According
to David (2004), the fashioning of hair can be considered as aspect of personal grooming,
cosmetic and fashion although practical considerations also influence some hair styles.
i. Personal Grooming
Whatever the style the hair needs, keeping the hair neat is very essential. Hair
grooming involves shampooing the hair to dissolve grease and remove any dirt in that hair
(Olaitan and Mba, 1998). Personal grooming is “the art of looking one’s best on all
occasions” (Anyakoha, 1997). It involves taking good care of the body to be healthy. Health
is wealth (WHO, 2009). Health is the first requirement for good grooming. It is the crucial
issues in poverty eradication. Health in human beings is the extent of the individual’s
continuing, physical, emotional, mental and social ability to cope with environment (Laloo,
2002).
The condition of the hair is an indication of one’s health (Ochu, 1999). Hair analyst
can tell how the body is operating internally, the vitamin and mineral levels, low toxicity
and general dietary efficiency. Anyakoha (2002) quoting Faiola and Pullen (1982) states
that a well-groomed person has a neat, clean and generally attractive appearance. Therefore,
helping people to look better or well-groomed can literally change their lives, because it
changes their inward feelings about themselves. Similarly, when one is well groomed, the
message given is “this is a very important or respectable person, respect him/her (Arkhurst,
2001). A person’s appearance profoundly affects the way he/she is treated by others outside
the home, in a social gathering, in a store etc. The maintenance of high standard of hygiene
ensures optimum health and good grooming (James, 2004). Sarojini (2006) opines that to
maintain good grooming adequate nutritional guidelines should be met. According to
Clayton (1997), hygiene involves practices that promote health. Cobb (2001) also explains
that for one to be well-groomed, a healthy supply of fruits and vegetables, whole grains, and
29
foods rich in calcium and protein such as oranges, apples, tomatoes, and green vegetables
are not only appealing, but also highly nutritious. Restful sleep, the right leisure and other
such details of healthy living help in giving the general effect of good grooming. So, proper
diet, sound sleep and healthy life style when coupled with, right hair care products, will
result in lustrous hair or best hair conditioners.
Importance of Personal Grooming
A person’s grooming send messages to people around him or her. The messages sent
by his/her grooming is called impression. A good first impression makes others want to
know one better. Some of these messages or impression sent by others are mood,
personality, age, etc. When one is well groomed from head to toe he/she feels healthy,
happy and comfortable. A well groomed person attracts respect (Arkhurst, 2001). Personal
grooming according to Ochu (1999) is an indication of the condition of person’s health from
its colour. Grooming one’s hair restores colour, increases hair density, regains elasticity of
the scalp, among others. Olaitan and Mbah (1998) believe that one is very beautiful when
his/her hair is well cared for. Good hair contributes beauty to every face and increases self
confidence of people. Personal grooming contributes to one’s overall appearance and helps
to feel positive about oneself.
Lack of Proper Grooming of the Hair
Hairs are affected by their lack of grooming. It is a noticeable fact that if hair is not
well groomed, a number of follicles diminish with age. Daniel (2010) reveals that these
follicles are engulfed in folds. He further explained that when follicles are imprisoned in this
way, hair production is stopped; hair density is reduced and the remaining hair is strangled
and compressed by the skin tension. After sometime, some strands close their melanin
production department and their colour changes to gray or white. Experts view that hair
becomes thin and deformed. Blain (2010) states that lack of care can put a damper on one’s
look as well as personality. It also provokes anxiety in any one when it starts thinning,
falling or disappearing (Ako, 2008). Olaitan and Mbah (1998) believe that hair has
problems if it is not properly taken care of. In their own view, some common problems of
the hair are dandruff, falling hair among others. Rodney (2006) adds hair damages, severe
scalp infection or hair loss diseases. All these hair diseases or problems when chronic, lead
to irreversible hair loss.
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Dandruff (Pityrias Capitis)
Dandruff is the natural shedding of scales of dead cells from the scalp (Olaitan and
Mbah, 1998). It is associated with a decrease of ceramides, fatty acid and cholesterol, and
the overall complement of fatty acids. Dandruff in itself is not a serious hair disease that
may result in complete baldness, but it can be the cause of social embarrassment as it causes
serious itching in the scalp. Due to lipid loss, it makes the hair dull, rough and neglected.
Application of medicated shampoo, regular washing with shampoo and oiling the hair can
retard dandruff.
Falling Hair
Individuals loose hair from their heads almost every day. This can be observed as the
hair is being combed because some strands of hair fall off or hang on to the comb. When the
hair is dirty or not well cared for, more hair is lost. Sickness can also make people lose their
hair. Regular washing and oiling of dry hair usually helps. A good diet will also keep the
scalp healthy.
Lice (Pediculosis)
According to John Gray (2001), these are very small bugs that attach to the hair
fibers of the head and lay eggs. When the eggs hatch the young lice feed on the scalp skin
before maturing into adult lice which then climb into the hair and lay more eggs. Lice can
cause itching and scratching. Lice are also fairly easy to transfer between people through
head to head contact or by sharing bushes or combs. As such, it is important to treat lice
infestations quickly to prevent them spreading to other people. Previously, a number of
medicated shampoos containing pesticides are available for treating lice infestations. Due to
their adverse effects on the hair, an anti-fungal agent present in medicated hair care products
is more effective in the treatment of lice.
Essential oils can also be added to natural hair care products to control dandruff and
lice such as bay tree, lavender, lemon, and rosemary. Essential oils help to stimulate
circulation, reduce scalp dryness and balance potential hydrogen (PH). It also provides
immense physiological and psychological benefits, stimulates the brain and enhances
cerebral blood flow. Talal (2010) agrees that the pleasant aroma of these essential oils has a
healthy effect on memory and mood.
31
In some cases, serious hair damages can be treated, but are time consuming. The best
way is to avoid them with the right hair care product among which, the shampoos, and
conditioners are the most common ones. According to Rodney (2006), shampoos cause dry
hair. Thus, it is recommended to use good quality shampoos that has enough moisturizing
and nourishment properties.
ii. Cosmetics and Hair Styling Products
Hair is of a sufficient cosmetic concern as the styling products can transform the hair
vigorously from frizzy to flat, coarse to soft, thin to thick. These cosmetics and hair styling
products are available in the market. They are products used for the purpose of cleansing,
beautifying, promoting attractiveness or altering one’s appearance.
According to Jablonski (2006), these styling products can create major changes in
the hair volume and fibre. They are used to groom one’s hair with latest hair styles. They
can also give an easy hold to the hair. The right styling products brings the best out of
hairstyles.
There are countless hair care products that promise texture, shine, curl, volume or
hold to a particular style. The common styling products that are widely used by both the
genders are shampoos, conditioning, gel, hair spray, mousse, serum/Glass/polish/shine
sprays, setting/styling lotion, wax/pomade/creams, hair colour etc.
Shampoos
These are simply cleansing agents. The basic requirements are that they should
remove dirt and grease efficiently, be easily rinsed off, leave hair shiny and manageable.
David (2004) warns that harsh shampoo affects hair adversely reacting in dry and dull hair.
According to Claude (2006), the surfactants or the cleansing agents of the shampoos are
hydrophilic in nature (that means they like to mix with water).
Conditioners
Conditioners coat cuticle of the hair, making it easier to comb and giving it the
surface sheen that makes hair look good. According to Claude (2006), hair conditioning is a
common practice, largely done after hair washing, in order to improve the texture and
appearance of human hair. Apart from conditioning the normal fibres, it can take care of the
hair that have undergone various chemical treatment like waving, straightening, colouring.
32
Lack of conditioning the hair often leads to decreased tensile strength, brittleness and
porosity (Dalton, 1995).
Hair conditioners are of various types. Some of the common types are instant
conditioners, deep conditioners, blow drying lotions, and hair glazes.
Gels
Gels contain water-soluble plastic resins with a plasticiser to allow flexibility and
other pleasing result. According to John (2001) they are usually mixed with alcohol so they
will dry quicker but this can dry out the hair and damage it. Here, Gels are used for
sculpting, dressing, texturing, slicking, and molding hair.
Hair Spray
This is a finishing product that forms an invisible film over the hair. The ingredients
include resins to give it hold, proteins for strength, and emollients for pliability and shine
(Chantal, 2001). It is also used for holding, shaping and adding shine to hair. The modern
formulation of silicones in hair sprays provide sheen, and lubricate the hair fibre, increase
the resins resistant to humidity and minimize growing force and damage.
Mousse
This is a formulation of polymers and conditioners in a mixture of water and alcohol
and dispensed as foam. It is used for blow and diffused drying, crunching and finger
combing. Mousses are soft to touch and can be easily removed from the hair after a few
washes. The mousses contain cationic water soluble polymers which provide a smooth
texture to the hair and makes hair more manageable.
Serum/Glass/Polish/Shine-Sprays
These cosmetics for hair are modes of oils and silicone and some contain polymers.
According to John (2001), these hair care products are used for adding shine and
smoothness or alternately frizz to hair. They are also used to temporarily repair split ends.
Setting/Styling Lotion
They contain alcohol, anti-static ingredients, plastic resins and polymers. They are
used in roller setting, crunching, blow and natural drying.
Wax/Pomade/Creams
33
These hair cosmetics are formulated with mineral oils and lanolin to make hair
pliable. They are also used for dressing, controlling frizz and static, molding and adding
body to hair.
Colour
Hair colouring is now accepted as a form of make-up, and it is a cosmetic used very
successfully for many women. Hair colour fades as one gets older and lightening hair subtly
can ‘lift’ one’s features dramatically. Faux (1999) believes that hair colours should always
be chosen to flatter an individual colouring and features, however, rather than making a
drastic change. She opines that one’s natural hair colour should complement, skin tones,
notably, covering up gray hair effectively can be a problem. A complete permanent tint can
look harsh, dries the hair and roots will need regular retouching. Hair colours can be worn in
prints, accents, skirts, pants or accessories. Brightest shades should wear near face and
softer ones in blazer, skirt or accessories.
A lot of care is needed for one’s hair to be healthy, silky and lustrous. Thus, natural
hair care products and hair photo protection have gained immediate popularity all over the
world. In the view of John (2001) natural hair care products comprising of herbal-extracts,
fruit extracts, flower extracts nourish the hair and promotes hair re-growth. Herbal and fruit
extracts improve the texture of hair and makes it silky, soft, thick and imparts a gorgeous
look. Natural hair care products have essential vitamins, minerals, nutrient and healing
properties which are able to protect the hair adequately. Talal and Natsheh (2003) explain
that natural oil formulated with essential oils is very helpful in dandruff treatment. Apart
from this treatment, they stimulate the hair follicles, enables blood circulation and leaves a
soothing effect on the scalp. In modern days, for adequate care, Hair photo protection is
necessary with the right product usage, they can protect the hair from harmful UV-rays and
prevent further damage.
There are much better way to appreciate the importance of cosmetics to human hair.
In as much as these preparations are harmless, provided their ingredients are whole-some
and pure, that all poisonous materials are excluded, that care is exercised in their
manufacture, and proper attention is given the hair, they are well established. For the craze
to replace dry, curly, frizzy hair with flowing straight hair, one might expect all these
treatments on hair including fixative or other styling products.
34
Fixative or Styling Products
Following the hairdressing tips for smart looks, women, and to a lesser extent men,
use hair fixing or hair styling products to create temporary changes in hair volume and fibre.
According to Blain (2010), the hair setting products are useful in setting hair to suit the
requirement of particular hairstyles. Other than setting hair, these products make the hair
gentle, if it is rough. In addition, Leena (2010) points out that these fixative or styling
products usually contain a high degree of adhesiveness which keeps the hair fibre close to
each other leaving the hair setting intact and undisturbed even if it is not combed for a
longer time. Ability to know the details of hair styling products can be one of the best parts
of any beauty regime. Improper hair styling can lead to severe hair fibre defects like
Trichorrhexis Nodosa.
iii. Fashion
Many Hair styles are influenced by fashion. Hair is a fashion statement, its colour
and adornment can say all sorts of things about a person who wears it be it mood, or
outlook. Fashion in hair style is applying the latest tresses on the hair to offer a new look
(Steven, 2010). Latest hairstyles are an immediate solution for anyone in guest of
appearance enhancement. Fashion is an endless popularity contest (Steven, 2005).
Advertisements and articles about fashion contain such terms as “fad” “classic” and status
“symbol”. A fad is a fashion that is very popular for a short time. Johnson and Foster (1990)
describe fad as fashions of the moment. Fads are quickly accepted by a relatively small
group of people and they leave the scene almost as quickly in and out, often within the space
of one year. The students think that having them will make them to be more popular and up
to date in the fashion scene. Experts lament that teenagers enjoy fads, they may not know
that fad is not going to last forever because their experience with fashion is limited. An
individual may choose less expensive fad items such as ribbons, hair pins, barrettes,
headbands to update a garment. Thus, hairstyle can be influenced by a changing fashion.
Fashion changes very quickly due to changes in technology.
There are many factors that can influence fashioning the hair. Those that really
appear fashionable endevour to acquire only hairstyles that match face shape, lifestyle and
35
choice of style (Steven, 2010). David (2004) adds body proportions, hair density, hair type,
head shape.
Personality
One’s personality will decide whether to cut hair short or leave it long. The type of
person may be outgoing or introverted. An outgoing person may wear striking fashions. An
individual’s hair may be colourful and form part of an overall look. An introverted person
may want to hide behind her hair, keeping it and her style of dress is conservative. The
person may be trying not to stand out from the crowd.
Face Shape
An individual face shape is the starting point to choosing a new hair style. The hair
type is the next consideration. For clarity purposes, there are a few basic face shapes and
there are styles that work best for each of them. According to Steven (2010), a round face is
wonderfully open and can afford one to wear longer styles well. To add length to ones face,
a layered shaggy look is perfect. Side partings work well. Thus, Steven (2010) advises that
one should choose a length that is in proportion with one’s body and suits ones hair type
(curly, wavy or straight). Leena (2010) directs that many fashion magazines suggest
hairstyles according to the shape of the face in order to make the face resemble as closely as
possible the perfect oval.
According to Steven (2010) face shape may be Oval face- length equal to one and a
half times width. Round face- Face is as wide as it is long. Rectangular or Oblong- Longer
than it is wide. Heart- Narrow at jaw line, wide at cheekbones/and or forehead, Square- Face
is about as wide as it is long. Diamond- Widest at cheek bones, narrow forehead and jaw
line of approximately equal widths. For oval face, a variety of styles looks good. Wearing
short, medium and long hair styles is good. To be on a safe side, hair styles that cover up
one’s “perfect” features, with heavy bands should be avoided. The circularity of a round
face may be minimized by a sleek, controlled style with side bangs. A square face needs a
style that cuts across the square corners at the temples and is fully around the jaw.
Rectangular or oblong face should wear styles with short or medium lengths so as to
shorten the look of the length of the face. Side partings work well too as well as straight
back styles. One should avoid too much hair length. This will make the face look more
36
longer. For a triangular face, a narrow chin should be filled out with chin-length hair, while
a wide chin may be minimized with wide bangs. Thus styles that are full at the temples and
taper at the jaw are perfect for triangular shapes. Styles with much height at the crown
should be avoided. For a heart shaped face, chin length or longer styles work well with it.
To minimized heart shaped face, side parted hairstyle around the upper face, with gently
whispy bangs should be used. This creates a balanced look by given fullness where it is
necessary. Short, full styles that emphasize the upper face or styles with too much height at
the crown should be avoided. For a diamond shaped face, experiment with a variety of
styles or shorter styles to achieve more balance between cheekbones and chin line. To
minimize diamond face, try not to wear too much hair on the face so as to hide such
features. In finding the right hairstyle, however, body proportions, texture of the hair, skill
in handling it, personal expressions and aesthetic (dread locks, punk, the business hairstyle
or style, very long hair), social and cultural values should be considered.
Overall Body Proportions
The hair can form part of overall look. The head style reduces apparent head size,
contributing to the overall impression of added height. In visual appearance, every
individual is a unique combination of contours, proportions, textures and colours.
Head Shape
Hair style can reduce apparent head size, continuing to the overall impression of
added height; large head tend to dwarf the body.
Hair Dressing Skills
The provision of skill training is to encourage and train students of universities and
other tertiary institutions including secondary schools to take up self-employment
(Anyakoha, 1999). Okeke and Anyakoha (2008) citing Okorie and Ezeji (1988) explain
word training as an arrangement under which a youth or an adult male or female bonds
herself or himself to learn for definite time from a teacher who covenants to teach certain
skills to the learner. The method of acquiring skills and knowledge are through imitation,
repetition and active participation (Ochiagha, 1995).
37
Okorie (2000) defines skills as a manual dexterity through repetitive performance of
an operation. Skill is a well established habit of doing something and it involves the
acquisition of performance capabilities. This implies that skill involves a well established
habit of doing things. This also implies that Home Economics students in Universities in the
South-East, Nigeria need to established hair dressing occupation to reduce poverty and
related issues. Thus, combination of skills and knowledge involved in the profession if
adopted by Home Economics graduates could serve as palliative measures in the face of the
economic melt down. Practically speaking therefore, certain skills must be possessed by hair
dressers.
According to Okorie (2000), hair dressing and beauty care skills include;
- Ability to determine the right hair texture
- Select the right relaxer
- Determine the time of the relaxed hair
- Determine various hairstyles
- Manipulate the hair drying equipment
In the view of Olaitan and Mbah (1998), Bala, Fatima, Oghenjabor, Unongo, Clara
Abdullahi, Halima, Akande, Mercy (2004), hair dressing skills include:
- Identify the type of hair and how to handle it
- Visit a hair dressing unit to find out operating procedures
- Carry out washing of hair using ideal conditioner and rinse properly
- Fix suitable hair attachments
- Clean and re-style of wigs
- Identify the cause of hair infections and treat it
- Select correctly hair combs and brushes
- Collect and bring to classes actual hair care products
- Divide the hair into sections and rough plait it
- Apply shampoo and allow it to get down to the scalp
- Wear a protective apron to prevent dress stains
- Tease out the curls with the tail of the styling comb and brush them into required
style
- Spray the hair to hold it in shape
- Add ornaments to the hair
38
- Evaluate different hair styles and apply them to fit face shapes
- Understand personal impact on hair styles
- Knowledge ability about current hairstyling products and expiring dates
- Follows safely rules in operating dryers
- Handles complaints with empathy, tact and pose
- Generates new ideal or innovative ways
- Demonstrates appropriate social skills in the work place
- Seeks ways to improve self and performances
- Receptive to new ideas, processes and people
The study therefore, seeks to identify these skills to be possessed by Home
Economics graduates in hair dressing. It is hoped that, if these skills are developed into
Home Economics curriculum and utilized by hair dressers they will stand out stylish in the
labour market and attract economy.
Hairdressing Materials/Methods
i. Materials for Hairdressing
Basic hair styling tools may include combs, brushes, mirrors, plaiting thread and
towel (Olaitan and Mbah, 1998).
Equipment for different hairstyling methods
Complex hair styling tools may include hair irons (including flat, curling, and
crimping irons), hair dryers, hair rollers. Hair dressing might also include the use of product
to add texture, shine, curl, volume or hold to a particular style.
Characteristics of Hair Styling Tools
According to Dalton, (1995) the following are the characteristics of hair styling
tools:
1. The electric motor and fan blades arrive at the manufacturing plant pre-assembled.
2. Hair dryers produce heat in the same fashion that a toaster does by passing electric
current through a wire. The wire has a high level of electrical that causes it to
generate heat as the current passes through it. Hair dryers use a metal heating
element that is made of nichrome, an alloy of nickel and chromium. Unlike other
electrical wires made of copper, nichrome will not rust at high temperatures. It is
39
wrapped around an insulating board so that the entire heating element is only a few
inches long.
3. The body of the hairdryer consists of a gun shaped plastic shell.- This shell divides
into sections to allow for easy assembly.
4. Other components of the hairdryer are designed to ensure its safe operation. Dryer
contain a safety cut off switch that prevents the temperature of the dryer from 1400F
(60°C). Another safety device is a thermal fuse built into the electrical circuitry. This
fuse has a small metal strip that melts if the temperature of the circuit exceeds a
certain amount. Both these safety features are designed to prevent overheating and
stop a fire from occurring. A third type of safety control is the grand fault circuit
interrupter (GFCI) built into dryers to prevent electrocution.
5. The dryer components can are put in place on an assembly line using a combination
of automated equipment and manual labour. The electrical components are fitted into
the bottom half of the plastic shell and the top half of the shell is locked into place.
These pins and holes are lined up when the shell hands are assembled.
6. Screws and other fasteners are used to anchor the plastic parts together and hold them
in place. Early hair dryers used dozen of screws to lock the shell hands in place, but
modern models only require a few key screw components to control cost and reduce
assembly time.
7. After assembly, warning labels are attached to the cord as required by the consumer
product safety commission guidelines. These are boxed along with an instruction
booklet and additional running materials are packaged for shipping.
Hairstyling Products
Hairstyling products aside from shampoo and conditioner are many and varied.
Leave-in conditioner, conditioning treatments, mousses, gels, lotions, waxes, creams,
serums, oils, and sprays are used to change the textures or shape of the hair, or to hold it in
place in a certain style. Applied properly, most styling products will not damage the hair
apart from drying it out; most styling products contain alcohols, which can dissolve oils.
Many hair products contain chemicals which can cause build-up, resulting in dull hair or a
change in perceived texture.
40
Wigs
Care of human or other natural hair wigs is similar to care of a normal head of hair in
that the wig can be brushed, styled, and kept clean using hair care products. Synthetic wigs
are usually made from a fine fiber that mimics human hair. This fiber can be made in almost
any colour and hairstyle, and often glossier than human hair. However, this fiber is sensitive
to heat and cannot be styled with flat irons or curling irons. There is a newer synthetic fiber
that can take heat up to a certain temperature. Human hair wigs can be styled with heat, and
they must be brushed only when dry. Synthetic wigs should be brushed dry before
shampooing to remove tangles. To clean the wig, it should be dipped into a container with
water and mild shampoo, then dipped in clear water and moved up and down to remove
excess water. The wig must then be air dried naturally into its own hairstyle.
Functional and Decorative Ornaments
There are many options to adorn and arrange the hair. Hair pins, clasps, barrettes,
headbands, ribbons, rubber bands, scrunches, and combs can be used to achieve a variety of
styles. There are also many decorative ornaments that, while they may have clasps to affix
them to the hair, are used solely for appearance and do not aid in keeping the hair in place.
Practical Considerations in Dressing the Hair
To achieve a good hair dressing result a lot of things are involved. As observed by
David (2004), hair dressing involves an event, a process and an industry.
Hairstyle as Event
Whether as an appointment at a hair salon or a trip to a barbershop, hairdressing
becomes an event. A good hair dresser can be found either through personal
recommendation or reputation. A fairly bold person may meet someone whose hair is well
dressed and asks where she has it done. A first visit to a hair dresser always involves a
certain amount of trial and error; the more familiar they are with ones hair and lifestyle the
better the service that they are likely to provide. Thus, frequent visit to a barbershop or
saloon can minimize the risk of misunderstanding of one’s hair. Sometimes, certain hair
dressing have house styles regardless of whether the style suits the clients face or hair.
41
ii. Hair Dressing Methods
Many people also engage in hair dressing activities. In the views of Anioke (1999)
the hair dressing activities include treatment of hair, weaving, plaiting and braiding of hair.
In his view, David (2004) enumerates modern hair dressing activities as cuts, weaves,
colouring, extensions, perms, permanent relaxers, curling and any other form of styling or
texturing.
Length and Trimming (Hair cutting)
Hair cutting or hair trimming is intended to create or maintain a specific shape and
form. Its extent may range from merely trimming the uneven end of the hair to a uniform
length to completely shaving head.
The overall shape of the hairstyle is usually maintained by trimming it at regular
intervals. There are ways to trim one’s own hair but usually another person is enlisted to
perform the process, as it is difficult to maintain symmetry while cutting hair at the back of
one’s head. Although trimming enhances the hair’s appearance by removing damaged or
split ends, it does not promote faster growth or remove all damage along the length of the
hair.
Stylists often wash a subject’s hair first, so that the hair is cut while still slightly
damp. Compared to dry hair, wet hair can be easier to manage in a cut/style situation
because the added weight and surface tension of the water cause the strands to stretch
downward and cling together along the hair’s length, holding a line and making it easier for
the stylist to create a form. This may cause certain problems with curly hair, which has a
greater degree of unfurling when fully wet; also, different areas of the hair may curl in
different degrees or directions. Cutting curly hair while wet may result in unexpected results
when dry, depending how the curls coil back up.
Brushing and Combing
Brushes and combs are used to organize and untangle the hair, encouraging all of the
strands to lie in the same direction and removing debris such as lint, dandruff, or hairs that
have already shed from their follicles but continue to cling to the other hair. There are all
manner of detangling tools available in a wide variety of price ranges. Combs come in all
shapes and sizes and all manner of materials including plastics, wood and horn. Similarly
42
brushes also come in all sizes and shapes, including various paddle shapes. Most benefit
from using some form of a wide tooth comb for detangling. Most physicians advise sharing
hair care instruments like combs and clips, to prevent spreading hair conditions like
dandruff and head lice. Also, hairbrushes are now usually made with rigid plastic bristles
instead of the natural boar’s bristles that were once standard; the plastic bristles increase the
likelihood of actually injuring the scalp and hair with excessively vigorous brushing.
Drying
Hair dryers speed the drying process of hair by blowing air, which is usually heated,
over the wet hair shaft to accelerate the rate of water evaporation. Excessive heat may
increase the rate of shaft-splitting or other damage to the hair. Hair dryer diffusers can be
used to widen the stream of air flow so it is weaker but covers a larger area of the hair. Hair
dryers can also be used as a tool to sculpt the hair to a very slight degree. Repeated blow
drying can slowly train the hair follicles to grow towards the desired direction. Proper
technique involves aiming the dryer such that the air does not blow onto the face or scalp,
which can cause burns.
Braiding and “Updos”
Tight or frequent braiding may pull at the hair roots and cause traction alopecia.
Rubber bands with metal clasps or tight clips, which bend the hair shaft at extreme angles
can also have the same effect. If hair is pinned too tightly, the whole updo slips causing
pulling on the hair in the follicle at the hair root are other scenarios that can cause
aggravation to the hair follicle and result in headaches. Although many African-Americans
use braiding extensions as a form of convenience, it is important not to keep the braids up
longer than needed to avoid hair breakage or hair loss.
Hair Weaving/Extensions
Hair weaving is the process of attaching the normal human hair with additional
synthetic or human hair extensions. It is a process through which the hair fibers (synthetic or
normal human hair that are available in the market) are attached to the one’s scalp hair. The
attachment of the hair with that of the artificial hair is done through various interweaving
techniques. Experts recommend human hair largely obtained from Asia and Europe) for
43
weaving as it is more long lasting than synthetic hair fibres and more natural looking.
Synthetic hair is made up of different synthetic fibres and comes in single separate strands
which help in quick and effective braiding. It is less expensive than human hair, but it tends
to get tangled two easily and uncontrollably frizz out.
Colouring
Hair can be coloured to overcome the negative image of aging. It can be used to
achieved a natural effect. According to Dalton, (1995), there are three types of hair
colouring available. Temporary rinses, which coat the hair shaft and wash many with one
shampoo, make no drastic change but add highlights and believes in discoloured streaks.
Semi permanent rinses, which also the hair shaft but last through four to eight shampoos,
make hair slightly darker and can effectively cover gray hair. Because the colour imparted
by these rinses fades gradually, it does not require retouching. Permanent tints which
penetrate the hair shaft permanently change the pigment inside. The tint includes a
bleaching agent, which removes the natural hair colour, and the colouring matter, which
gives a new colour. Retouching is needed about every three weeks at the roots, where the
darker hair grows in. This should be professionally handled because overlapping of
chemicals can cause the hair to become porous and brittle. It is better to use good quality
colour preventive shampoo.
Perming Hair
The strong disulphide linkages in hair are formed when the hair cells harden into
keratin in the hair follicle. These are the bonds that keep the hair shaft in shape. Certainly,
perming creates a style in the existing hair. In the perming process, the hair is first washed
and then wound on to some kind of former, such as a curler or a rod. The perm lotion is
applied to the hair. Because the lotion is alkalin, the scales of the cuticle open slightly,
allowing the lotion to flow under the cuticle and into the cortex. Here, it reacts with the
keratin of the cortex, breaking some of the disulphide cross-link within and between the
protein chains. The hair swells and ‘soften’, so that it can stretch to take up shape of the
former. After a while, the perm lotion is thoroughly rinsed away and a neutralizing lotion is
applied. This re-forms the broken cross-links, which make the hair harden into his new,
curlier shape. After this, hair should not be shampooed during those few days to avoid hair
breakage.
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There are two types of permed hair: There is temporary perm and permanent perm.
Temporary perms involves relaxing the hair with a hot comb and putting the hair in curlers
or roller. Olaitan and Mbah (1998) explain that if such hair is washed, it goes back to its
natural form. The method of using a hot comb to perm the chair is usually called
straightening or relaxing. Anyakoha (2005) defines relaxing as the process of keeping the
hair straight or relaxed. The straightening method is temporary as it weakens the hydrogen
bonds present in the cortex of the hair but has little effect on other chemical bonds in the
hair.
The permanent perms are the most popular as they contain both chemical and
thermal procedure. According to John (2001) the chemical Hair straightening method is the
permanent perm. But the thermal reconditioning is more popular than chemical
conditioning, though it has some limitations for curly black hair.
Permanent Relaxing (Straightening Hair)
This is popular because it makes hair easier to manage. The chemistry of the
relaxing process is identical with that of perming, with the breaking of disulphide linkages
and re-forming of the hair shape (in a straighter arrangement, rather than in curls). The
chemical treatment can weaken the hair structure, and break after relaxation treatment is not
common. Contributing factors include incorrect concentration of relaxing solution, mistake
in timing the application, and incomplete rinsing. Often the hair breakage is seen at the back
of the neck. In addition, straightening leaves the hair fibres in a high degree of twisting, and
a slightly wavy look. This takes them liable to rapid weathering, with the cuticle weaving
down at their ends and a characteristic lengthwise splitting.
Curling Hair
A common term for curling hair is permanent weaving or perming. It is a chemical
treatment applied on hair to produce curls. Modern technique does not require any machine
or heat to produce curls in the hair as it was formerly used. The modern technique makes the
hair receptive to a new shape by arranging the chemically treated hair on rods so as to mold
the hair into a new curly shape. Hair curling should be done by experts only because they
are familiar with the appropriate chemical concentrations to use and the duration of the
application. It will minimize the chances of the hair being severely weakened.
45
Learning activities should be presented in such a way that they should help the
learners meet their needs in various situations (Ogwo, 1996). Home Economics is a subject
that is sensitive to the changing need of the society. One of the needs of the society is being
able to make individuals to be self-reliant. Hence, hair dressing is one of the self-reliant
occupations which home economics should pursue vigorously until it is integrated into the
curriculum. In order to integrate hairdressing into Home Economics curriculum, it is
necessary to determine the objectives of such potential part of curriculum. One of its major
objectives is to produce self-reliant individuals, which is important to the national economic
development. Part of the challenging roles of Home Economics teachers is to continually
appraise the curriculum to ascertain if it is meeting the present needs of the individuals and
the society (Lemchi and Anyakoha, 2001). A cursory look at the contents of Home
Economics as identified here would show that integrating hair dressing into Home
Economics curriculum can bring about substantial benefits. It is a timely step towards
poverty reduction.
In order to address this concern, Anyakoha and Ukwe (2008) agree that Home
Economists need to acquire relevant knowledge, attitudes and creative skills for sustainable
management of the home. At a glance, hair dressing that bore down to goals and objectives
such as wealth creation, employment generation and poverty reduction should be integrated.
Integration is act or process of combining two or more things so that they work together.
Integration in this study entails combining hair dressing training with the existing Home
Economics curriculum for training students of Home Economics in Universities in the South
East of Nigeria following the process of curriculum planning, development and integration.
Hair dressing is cumulative representing generations of experience which are stored in
people’s memories, hence, there is the need to identify, document and integrate it into Home
Economics curriculum for transfer to generation. It will help for building and assisting
graduates of Home Economics towards a self rewarding and fulfilled life compatible with
the society (Anyakoha and Eluwa, 2002).
Among the reasons outlined for the need for integration include:
1. It is discovered that in spite of the sustaining level of hair dressing as occupations for
adults and youths yet it is not found in Home Economics curriculum especially in
universities in the South-East, Nigeria. Therefore, there is the need to integrate it into
46
Home Economics curriculum so as to expose hair dressers into hairdressing training
to achieve the objectives of Home Economics curriculum.
2. For the fact that Hair dressing is a skill oriented subject, its integration into Home
Economics curriculum will enable adults and youths achieve skill acquisition in
hairdressing. Interestingly, Hairdressing is the one of surest ways through which
individuals can found their ways into the labour market either in the public or
private sector as stated by Ochiagha (1995).
3. Hairstyle can be influenced by the changing fashion (David, 2004). Hair dressers
need to know and apply the latest tresses on the hair to offer a new look. The
knowledge to be generated in the hair dressing training will help the adults and
youths to achieve fashion up-to-date in handling their hair.
4. In Home Economics Education, innovation is the watchword. It will do this by
revealing useful information to curriculum planners on what to add into the
curriculum so that it will meet the challenging needs of individuals and the society.
Therefore, there is need for the expansion of curriculum objectives to include hair
dressing that will help to equip people to live effectively in this modern age as it
offers, science and technology (Ogbene, 2006). These technologies are important for
achieving essential practical purposes for human comfort and sustenance in the
home (Ezechi, 2003 and Hodges, 2007). Other reasons why the integration of hair
dressing into Home Economics curriculum should be aggressively pursued in
university in the South East of Nigeria are that Hair dressing centres on health and
bodily care (Shwartz, 2008). Hair dresser should know more about human health.
This will improve the health of the individuals and the nation (Ochu Ama, 1991).
That is why one can go all length to keep the hair healthy which gives beauty, class,
confidence and comfort through proper hair dressing (Bala, 2004). They also need to
know that adequate nutritional guidelines should be met. This information will be
generated in the course of integrating hairdressing training.
5. Unemployment has come to stay. Sanyaolu (2009) states that more than 250,000
Nigerian youths have joined the unemployment queue as they pass out of the
National Youth Service (NYSC) Scheme. This then goes to show why youths are
drifting into undesirable activities, as 419’s, violence, forgery, armed robbery and
the like. Integrating hair dressing as a major world industry into Home
47
Economic curriculum is bound to be positive development in unemployment battle.
This statement is confirmed by Mohammed (2000) who reports that Nigeria needs to
be prudent, save more and invest in areas that can provide additional income of
which hair dressing occupation can vision the effects of meltdown in individuals and
the nation.
6. There is need for Home Economists to acquire extra scientific or technological
training by way of students taking more technologically related electives that will
better equip and enable them handle hair dressing tools and equipment.
7. According to Federal Government of Nigeria (1999) producing professionally
skilled Home Economics should be a priority so as to meet up with the advancing
technological needs of family living and national demands. No doubt, if hair
dressing is made functional in Home Economics in universities in the South-East,
Nigeria, students will be opportuned to experience and learn different hair styles that
will make one stand out in public. At the end, this will culminate towards improving
family and national economic development.
8. There are countless hair care products that are available in the market. There is the
need to train adults and youths through the hair dressing training on the right styling
products that would bring the best out of the hairstyles. These styling products can
create major changes in the hair especially for hair that has problems already like
thinning, falling or disappearing (Shwartz, 2008).
9. Hair dressers need to be computer literate to enable them utilize different hair styles
and related issues in the internet, among others needs/justification for integration.
With this, Okeke (1992) and Ukpore (1999) believe that unemployment can greatly
be reduced.
Home Economics Education has the concern to make its beneficiaries useful,
resourceful and gainfully employed. It is mandated for manpower development, research
and National development as stipulated in the national policy on education (FRN, 2004).
However, some factors may act as hindrances to effective integration of hair dressing
training in universities in the South-East, Nigeria. The worry this work has, therefore, is that
in Nigeria, Home Economics is still part of the curriculum, but the universities that are
offering the course are still few. Furthermore, the integration of hair dressing training into
48
Home Economics curriculum may not be recognized due to limited number of universities
that are offering Home Economics as a course of study. They may create low impact in the
integration process.
Societal Issues
Home Economics as perceived by many people is often considered as a subject for
low achiever (Mudukuti and Engberg, 2000). “This low recognition is also observed in the
way parents discourage their children and wards from offering the course (Meludu, 1998,
Ossai, 2001). This makes people prefer more prestigious occupation. Therefore, integrating
hair dressing into Home Economics curriculum may not be appreciated as some may regard
it as a misfit to them.
Insufficient Skill Acquisition
It is necessary that Home Economics in Nigeria should acquire appropriate skill.
Already, more Home Economics lack these skills (Ohwovriole, 2004). Occupational Home
Economics curriculum is planned and developed on the basis of knowledge, skill and
attitudes necessary for successful employment in particular jobs. In most cases, a university
graduate only ends up with general knowledge of all areas of Home Economics with the
result that he or she becomes a jack of all trade and master of none. This agrees with
Umanah (2006), that one of the major causes of unemployment is lack of productive and
marketable skills. Therefore, it is necessary to design a curriculum to include hair dressing
training. This will not only prepare students for the world of work but it will ensure that the
graduates have an in-depth knowledge in hair dressing occupation.
Poor Funding
Poor financial support of Home Economics programmes is a severe restraining
factor causing difficulty in procuring equipment and other materials for effective work
(Ikeoji, Agwubike and Disi, 2007). The unavailability of adequate funds for essential
equipment can cause practical learning to be done in random manner. When standardized
hair dressing units are available, learners will be motivated to work hard in order to achieve
49
meaningful results. The gross inadequacies in tools, equipment and materials in most
vocational institutions may continue to pose a major constraint (Imariegbe, 1992)
Inefficient skilled manpower and lack of retraining opportunities for teachers of
Home Economics to enrich their knowledge in modern technology has continue to be a
problem in effective teaching of Home Economics for skill development (Jumai, 2000).
Udofot (2005) explains that this is due to inadequacy in the training programme, pre-service
and in-service teachers in professional areas and thereby retarding the effective transfer of
skill. Federal Republic of Nigeria (2004) stipulates that B.Sc (Ed) should be minimum
qualification for teaching. But Home Economics teaching in schools is more or less
qualified teachers making learning unrealistic. Teachers as reservoir of knowledge deserve
better exposure (Maduewesi, 2005).
Low Enrolment Trends
In spite of the importance of hair dressing training in Home Economics Education,
available evidence from West African Examination Councils Report of Enrollment (2007),
(2008), and (2009), indicate low enrolment in senior secondary certificate examination.
Many students see Home Economics as stressful and expensive. This causes serious
hindrances as there may be limited avenue to reach out people to be trained.
Lack of Excursion and Field Trips
There is also the problem of lack of excursion and guest lecturer visit (Olaitan,
1997); Obi (2005) Ikeoji et al. (2007) confirm that there are hardly field trips during
students training and after graduation. They felt incompetent to teach some content areas.
Agbo (2005) supports management of various schools to visit each other at regular intervals.
Lack of Material Resources
Every lesson topic requires teaching aids. Hair dryer/hair styling tools, Hair styling
products, wigs, functional and decorative ornaments are not readily available in schools.
Books containing hair dressing training issue take time to write. Library resources are
grossly inadequate. This may not complement the requirements stated in the National Policy
50
in Education (FRN, 2004) among which are to enable students acquire useful knowledge
and practical skills and to prepare students for occupations in the area of vocation.
Poor Human Resources Input
Many Home Economics teachers or resource persons are not ICT compliant. The
world is in the digital evolution. Now technologies are emerging (Ibam, 2006). Many
teachers of Home Economics that will handle hair dressing training are not moving with
changing times in order to remain relevant in their chosen profession. There are many hair
dressing information in the net which are not being utilized. This further explains the reason
why Ikeoji et al (2007b) remarks that most teachers express inadequacies in practical aspects
of the subject area as well as areas requiring computational skills. Hair dressing training
may not be achieved effectively without being exposed to the world of internet for
information search. Making searches in a computer system requires knowledge of search
terms, Keywords, subject terms, call numbers, shelf references (Mamman, 2000).
Student Factors
Education should be students centered. Famoroti (2004) notes that if students lack
prerequisite knowledge the staff would find it difficult to help them effectively. Many
students do not attend lectures. They only come in examination days to cheat in examination
halls. Njoku (2003) adds that some gain admission with certificates they cannot defend.
Many have not even acquired the ability to read and write (Okai, 2003). Hair dressing
training is very difficult when a greater percentage of students are of this category.
Employer Factors
In many institutions in Nigeria the existing staff/student ratio deviated from
professional standard. The numerical strength of students greatly out number those of
lecturers. In universities in the South-East, Nigeria, one lecturer is expected to teach up to
three thousand students in a semester. Okai (2003) informs that the same lecturers are given
numerous number of project students to supervises. In addition, lecturers are expected to
prepare and teach effectively. Guzman (2003) agrees that it is difficult for an employee
saddled with this number of duties to be able to have enough time required for teaching
different hair styles and related issues. This state of affair cannot promote effective hair
dressing training enough to stand out in public after graduation.
51
Enhancement Strategies to Hair Dressing Programme
Having discussed the need/justification for integrating hairdressing curriculum and
having identified some factors that may hinder the effective integration of hair dressing
training into Home Economics curriculum, it becomes important to identify appropriate
strategies which can be adopted to enable hair dressing training possible in universities in
the South-East, Nigeria.
It is worthy of note that for Home Economics Education to function effectively,
modification of curriculum has to be accorded the profession because of its many benefits to
individuals, families and the nation. Anyakoha (2001) encourages modification of
curriculum in order to meet the test of time. Modifications include adding courses and
programmes, adjusting existing courses, and providing opportunities for students application
of course content to international work. In Home Economics Education, there must be a
backward look at the past and the present as well as, a forward look to the future. According
to Molokwu (1996) these will form the basis of any adjustment or modification.
Adequate Curriculum Planning
Jumai (2000) stresses the need for Home Economics curriculum to be structured to
incorporate the content, hair dressing inclusive so as to meet the test of time. This is in
agreement with Amodu (2005) who states that curriculum must be continuously revised,
expanded and modernized by qualified personnel so as to prepare the students adequately.
As stated by Ogbene (2006) expansion of curriculum will help to equip students to live
effectively in this modern age of science and technology.
1. Teachers of Home Economics should be encouraged to write books on hair dressing
and related issues. This will reveal useful information on issues pertaining to hair
and bodily care.
2. Furthermore, the less qualified Home Economics teachers such as NCE and HND
should be made to go for in-service training or training such as those provided by
sandwich long vacation programme as reported by Ikeoji et al. (2007a).
Creativity in its totality has to be fully accepted by the educational system. Obaji (2006)
states that many people in the past thought that creativity was a rare quality inherited by
only a few. In hair dressing training, some elements of creativity must be displayed in hair
52
style, haircut and hair do to be vibrant in the profession. New and original ideas introduced
during hairstyle, hair cut or hair do will make one’s services of the business acceptable to
the public.
Home Economics should be adequately exposed to new initiatives. A Home
Economist who seeks and takes initiative does not wait for people to make decisions for him
or her. Accordingly to Anyakoha (2009), she feels leadership position where vacuum exists.
Home Economics should strive to design a hair style which others have not. This makes one
stand stylish.
Effective Laboratory Work
Vocational Home Economics requires practical lessons to ensure direct participation
of the students and expose them to relevant concrete tasks. Ali (1994) discovers that through
manipulation of hair dressing equipment and tools, a lot of inquiry and discoveries can be
made in hair styles, haircut and hairdo. To this effect, the Home Economics teacher must
employ innovative teaching techniques that will motivate students to participate fully.
Instruction on the proper use of tools and equipment by the teacher and proper acquisition of
skills in different hairstyles must be stressed. Nafiu (2001) approves careful supervision and
co-ordination for laboratory work. This will ensure for proper procedures and effective
experimentation that pertain to various hairstyles.
Developing Positive Qualities
A Home Economist must develop positive qualities. Positive qualities include:
temperament and outlook on life, intelligence, competence, attitudes, self efficiency and
religious beliefs. An individual with easy temperaments react positively to new situations.
One who is sociable and moderate in her activity level is more likely to ride out the stresses
of daily living. Possessing at least average intelligence, being able to communicate well
with others are very important factors (Brooks – Gunn, 1995; Lau and Lau, 1996)
Develop Saving Habit
A Home Economist should use all the saving devices available to increase savings.
Lebouef (2002) maintains, “No saving, no prayers” and waiting for conditions to be
favourable before saving makes one wait forever.
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Adequate Time management is very important: Allen (2002) believes that time is money.
Thus, activity and productivity should be differentiated. Therefore, in hair dressing training
time management and utilization should not be overlooked.
Home Economics utilizing the internet: Anyakoha (2009) citing Onugha (2008) remarks
that the internet is fast becoming a necessity as many individuals now use the internet for
communicating through electronic mail (e-mail), retrieving news, Searching information,
shopping, paying bills, banking, listening to music, watching movies, playing games and
even making telephone calls via the world wide web (WWW). Experience has shown that
Home Economics should be digital in compliance. This will enable Home Economics to
render vibrant services up- to- date.
Concept of Curriculum, Curriculum Innovation Process/Approaches
It is important to note that the idea of curriculum has been variously defined by
authors. Curriculum comes from Latin words currer’ meaning ‘to run’ and ‘cursus’ meaning
courses. In ancient Rome, the word usually referred to as running or a race course. One
basic view is that curriculum is “what” is taught (Squires, 1990).
Eneoqwe (1996) refers curriculum as all the consciously planned programme of and
for schools, for the education of the child. Ogwo (1996) citing Okafor (1984) defines
curriculum as “all the experiences which are provided to the students under the direction of
the school”. These experiences may not be obtained within the school environment but must
be a product of planning and purposive direction, which should have a built in flexibility.
According to Abiogu (2004), curriculum can be defined as all the experiences provided by
the school to develop the learner mentally, physically and morally. These experiences are
packaged in the form of school subjects which the learner undergoes. Curriculum is the set
of experiences, courses of study, and activities outlined by an educational programme in
which students must engage to achieve the desired educational outcomes of the programme
(phipps, osborne, Dyer and Ball, 2008). Home Economics curriculum refers to a group of
courses or planned experiences in proper sequence of topic, designed to prepare an
individual for efficient service in a Home Economics vocation. Curriculum can also be seen
as a programme or totality of events or activities which the child engages in through the
course of her education. This is right because with curriculum as a planned and integral part
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of education is an activity carried out in the school. Thus, curriculum development as a
rational activity has to be characterized by purposes and procedures. Curriculum includes
both the content, methods, materials etc, that are brought together and utilized in education
of persons in any given field of education.
Curriculum development is a process. According to Olaitan (2003), curriculum
development is the component of the curriculum process where a curriculum planner
makes use of his expertise to identity what is to be included in the curriculum and the
means of doing it. According to Ughamadu (1992), it is a process whereby goals and
objectives are selected from various sources. On the basis of the goals and objectives
selected, content and learning experiences are selected and organized such that they can
lend to attainment of the goals and objectives. Evaluation is also involved.
Concept in Curriculum
The word “concept” is a philosophical term that refers to a general idea. Thus,
concepts in curriculum can be regarded as those general ideas inherent in curriculum despite
the differences in definitions by different scholars (Olaitan, 2003). Understanding the
concepts in curriculum is a valuable aid in understanding the curriculum. Some concepts in
curriculum which were briefly reviewed in this study include the following:
• Concept of aims, goals and objectives
• Concept of content
• Concept of learning experiences
• Concept of curriculum design
• Concept of evaluation
• Concept of curriculum development
Education Aims and Goals
Nzewi, Okpara, Akudolu and Anyanwu (1998) viewed aim as direct target while
goals is “the end, the result or the achievement towards which effort is directed”. They
further viewed aim as a narrower, less general, more specific, statement of purpose of and
intention. In his view, Ughamadu (1992) referred education aim or goal as a general
statement of purpose or intent of education that is stated as a broad long range outcome to
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work towards. It is an overall forseen end of schooling that gives direction or motivates
behavior. They are general targets of the educational system.
Educational Objectives
A rational curriculum planning and development essentially starts with clearly
formulated objectives. According to Zoobi (2005) objectives help to teach the knowledge
and skills, values and attitudes that will enable individual to become productive members
of the society. This can be facilitated by specifying the objectives if specifically stated will
facilitate students learning and the teacher will be in position to access students performers
(Odeh, 2000). Ogwo (1996) citing Tyler (1975) equally notes that curriculum objectives
are the material by which instructional materials are selected or prepared. That is why
specific objectives must be formulated with sufficient specificity (Eraut, 1991). In his view
Offormah (1994) enlists the following factors in selecting objectives including feasibility or
attainability of the objective, the appropriateness of the objectives in terms of the learner’s
age, the sequencing of the objectives, the relatedness of the objectives, the required time
limit to attain the objectives, and the justification of the objectives based on the theory of
learning, among others. Another important issue in relation to statement of objectives is the
relationship of specific objectives to the three domains of learning. These three domains are
not discrete entities but are rather related, and are as follow; cognitive, affective and
psychomotor domains.
A. Cognitive Domain
This domain focuses on behavior of learners that reflect intellectual skills. It varies
from simple recall of knowledge, to highly creative ways of combining and synthesizing
new ideas and materials (Olaitan and Ali, 1997). The cognitive domain comprised of six
major categories of objective, which include: Knowledge, comprehension, application,
analysis, synthesis and evaluation.
1. Knowledge: This involves the ability of the learner to recall information given to
him by the teacher after some time. Stem words here include state, define, etc.
2. Comprehension: This concerns the understanding by the student-what is being taught
to them though they may not see the full implications. Thus, it is the ability to grasp
the meaning of materials. Ugbamadu (1992) stated that under this category, stem
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words include translate, estimate, interpret, predict consequences and effects,
compare, summarize etc.
3. Application: This involves the ability of the learner’s materials in new or different
concrete situations. The students are thus expected to apply rules, methods, concepts,
principles, law, theories and procedures in new situations. Action words to use here
include compute, solve manipulate, apply, demonstrate, among others.
4. Analysis: This refers to the student’s ability of break down materials into its own
component elements or parts such that its organization structure may be clearly
understood. Activities here include breakdown, discriminate illustrate, identify,
analyze, etc.
5. Synthesis: This refers to the ability to part together elements and parts to form a
whole. Typical stem words here include compose, produce, propose, design,
synthesis, revise, etc.
6. Evaluation: This is the ability to judge the value of material and methods for given
purposes. Olaitan (2003) noted that the learner should be able to recall some
information that have been communicated, comprehend it, analyze it, synthesis it and
pronounce judgment on the matter.
B. Affective Domain
This domain concentrates on the development of feelings, interests, and values of
individuals (Olaitan, 2003). Ughamadu (1992) also noted that affective domain has been
classified into five levels or categories. They include: Receiving, Responding, Valuing,
Characterization by value or value complex.
This domain is categorized from simplest to the highest into the following:
1. Receiving: Refers to sensitivity to the existence of certain situations or values.
2. Responding: Involves paying active attention to a situation or phenomena, including
active participation by the learner.
3. Valuing: Involving perception of worth or benefit in a situation or phenomena.
4. Organization: Means arrangement of values or benefits or interest into an acceptable
form, or development of an internally consistent value system.
5. Characterization: Involves the development and internalization of the tenets of a
value system, and consistently acting in accordance with the value develop.
behaviour developed in this instance, is pervasive, consistent and predictable. The
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instructional objectives that are related to the student’s general pattern or personal,
social and emotional adjustment falls within this category.
C. Psychomotor Domain
This domain is viewed by curriculum specialization as involving manipulating
abilities. Objectives in this domain according of Olaitan and Ali (1997) are those intended to
develop manipulative and motor skills. According to them, psychomotor objective are
derived from the concept of operationalising and making use of constructs which are
operational when accessed.
The psychomotor domain emphasized four major elements in ascending order as
observing, imitating, and Adapting (Olaitan, 2003).
1. Observing: Involves maintaining very close attention to the skill performance of an
experienced person on a job or in a workshop/laboratory.
2. Limitation: Means an attempt to perform certain activities in the same way that they
are performed by an experienced worker.
3. Practicing: Involves repetition of a group of learned skills with little or no
supervision.
4. Adapting: Involves a situation where the skills learned are adapted by the learner,
and demonstrated outside the laboratory or training ground frequently to achieve
similar accepted result.
Functions of Objectives in Curriculum Development
Curriculum objectives are vital and indispensable in curriculum planning and
development. These include:
1. Educational objectives serve as important criteria by which contents and learning
experiences, instructional material/media procedures are selected (Ogwo, 1996).
Once objectives have been clearly formulated, the selected content and learning
experiences are clear and easy. Materials and methods selected based on objectives
make learning more fruitful.
2. Clearly stated instructional objectives serve as a useful guided to the students in their
learning endeavours. They give direction towards expected outcome (Ughamadu,
1992).
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3. Instructional objectives identify which learning is most valued by the teachers,
students and school. As it is not possible to have all knowledge, skills, value and
behaviours included instruction, choice would have to be made in respect of the ones
that are worthwhile. Therefore, instructional objectives are regarded as statements
which identity what is deemed worth learning.
4. Objectives form one or the vital basis for evaluation of programme and evaluation or
achievement of students’ in a programme, to mention a few.
The three domains of educational objectives would be found relevant to the present
study since they have to do with the curriculum planning and development. These domains
will be of immense benefit to the teacher in hair dressing curriculum implementation as
there will likely be ease of learning during the teaching learning process.
However, the most highly emphasized Home Economics relevant objectives among
others are being able to sustain individuals, families, communities and help the nation grow
economically. Presently, the curriculum of Home Economics in the Nigerian educational
system pursues the objective of self-reliance.
Hence, hair dressing is one of the self-reliant occupations which Home Economics
should pursue vigorously. With this, Okeke (1992) and Ukpore (1999) believe that
unemployment can greatly be reduced.
Content
An objective without content is misleading. This content and objective are closely
related. Various authors view content in various ways. According to Amadi (1990) content
may be described as the knowledge, skills, concepts, principles, attitudes and values to be
learned. Furthermore, Nworgu (1991) adds that contents may include concepts, ideas,
generations, processes or skills within a subject area. Anyakoha (2001) describes that
content mainly focuses on the substance of a course. According to Olaitan and Ali (1997), it
is the totality of what is to be taught to and learnt by the learners.
Ogwo (1996) sees content as the subject-matter, the syllabus, the body of knowledge
yet to be studied. It is the “what” of any teaching and learning, the “what” of a study, of any
achievement etc. In the view of Eraut (1991) curriculum content refers to particular facet of
ideas, principles, problems and so on included in the course of studies. Furthermore,
Offorma (1994) adds that content may be regarded as the subject matter to be taught to the
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learners. Content therefore, is not the same as learning experiences. The conceptualization
of the content of a particular course, the selection of content items, and their organization
into a coherent course of study are the major content related problems in developing
curriculum materials.
The most widely accepted sources of curriculum content are (a) the learner (b) the
society and (c) subject matter. However, Gbamanja (2002) stresses that subject matter for
the curriculum should be appropriate and suitable for the age and growth level of the
learner, her interest, needs and learning abilities.
The Learner
The end-product of all education is the modification of the learner’s behaviour. It is
vital when framing curriculum to take into account, the nature of the learner, his growth,
needs, the sequences of his development and his relationships within psychological life
space. Care must however be taken to think of these aspects of development as combined in
what may be called a particular lifestyle which will lead, with, adequate care, to ultimate
maturity.
The Society
Education is an important social institution. It is the totality of structures and roles,
processes, relation, materials, and instruments built up around society’s interest in the
enculturation or socialization of the young (Mbakwen, 2004). In all societies, the curriculum
is often closely related to and drives from the cultural past. This method of dealing with the
subject matter will be largely ambitioned by the educational history of the society and the
extent to which it has been attended by social and technical invention and discovery.
Subject Matter/Knowledge
Every body of organized subject matter consists of a member of elements or
constructs. The subject matter constructs are the basic data. The source material for the
curriculum is the body of disciplines that constitute contemporary knowledge and that
enables a man to function in his environment.
More so, there are guiding principles or content for the selection of content. Ogwo
(1996), Amadi and Akoma (1990)include validity, significant interests needs of learners,
learnability utility, durability, social development etc. Content so selected would require
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some activities/experience for studying/learning it. There experiences are indispensable in
learning the content.
Selection of Learning Experiences
In order to facilitate the student’s acquisition of the necessary practical skills, there
must be a set of well-articulated learning experiences, which will be used to achieve the
objectives. Hair dressing skills will help students attain specific objective through
appropriate learning experiences.
Anyakoha (2001) states that learning experiences is totality of all the experiences.
Ogwo (1996) defines learning experience as the result of interaction between the learner and
the external conditions in the environment to which he can react. Similarly, Gbamanja
(2002) defines learning experiences as the activities or interactions given to the learner to
enrich learning. Learning experience is what a student derives. Thus, learning takes place as
a result of the experiences the learner has as he/she interacts with the environment provided.
The interaction can be mental such as contemplating, questioning, thinking, judging,
discussing, among others. It can be physical as in constructing, painting, writing. However,
whether the interactions is mental or physical, the learner is doing something and for any
meaningful learning takes place, the learner must be exposed to active behavior.
Odeh (2001) citing Aqwasim and Yanoson (1985) is of the view that learning
experience is not synonymous with course content. Anyakoha (2001) explains that while the
content courses mainly on the substance of the course; the learning experience relates
directly to what actually takes place within the students. Mbakwem (2004) states that
learning experiences deal with the activities performed between the learner and external
conditions in the environment, which he can react. Learning takes place through the active
behaviours of the students. Learning experience therefore, can be required as any activity
that the learner engages in, which results in a change in behavior. Gbamanja (2002) stresses
that it is what the student does that he learns and not what the teacher does. Thus, learning
experience is to a large extent a function of the learners perception and interest.
Learning experiences are important because they relate directly to the attainment of a
set of objectives (Olaitan and Ali, 1997). In Home Economics curriculum, students are
supposed to be given opportunities to experience different hair styles and acquire related
skills. Learning experiences are, therefore, formed on the principle that learning is by doing
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and that “learning is an active process in which the learner must be involved”. Because
“learning proceeds more effectively as well as being an active participant, the learner
understands what he is learning” (Ogwo, 1996). It is the reactions of the learner himself that
determines what he learns as it is what he does that the learns not what the teacher does. The
ability of the students to practice hair dressing skills will enable them acquire necessary
experience in hair dressing and related skills and be able to serve as a reference point in the
world of work.
Criteria for the Selection of Learning Experiences
To select such leaning experiences that could be used to learn the selected content, to
most effectively achieve the already stated objectives, some comprehensiveness
sustainability, relevance to life etc. Ogwo, (1996) quoting Wheeler (1987); Onwuka (1984).
1. Validity: This criterion ensures that the learning experiences are closely related to the
desired objective. Any learning experience that does not contribute to the attainment
of desired objectives is not valid (Ughamadu, 1992). In brief, a learning experience is
valid if it actually does to some degree bring about the behavioural change stipulated
in the objective. Offorma (1994) add that to satisfy this criterion, learning
experiences should be in line with the three domain/behavioural domains;
cognitive, affective and psychomotor.
2. Variety: Research has shown that people do not only learn in different situations that
different rates: The greater the variety of experiences presented, the more likely the
learner is to find satisfying activities that will enable him to proceed towards the
required learning.
3. Comprehensiveness: This deals with the extent the learning experiences cover the
stated goals/objectives. For learning experiences selected to be considered
comprehensive, they should also be as broad in scope as the objectives they are
expected to serve.
4. Suitability: Any learning experiences must be selected with in the ability learning.
Learning experiences should be appropriate both to the general level of development
of the group of learners, and to the general and particular level of development of the
individuals with the group.
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5. Relevance to life: Learning activities selected should relate to learning life
experiences. Ogwo (1996) confirms that “no school can operate successfully if it is
isolated from its sociocultural surrounding, particularly in a world of change”.
With this, the selected content and learning experiences would then be organized for
effectiveness.
Organization of Content and Learning Experiences
The content and learning experiences cannot be studied disjointedly. According to
Ogwo (1996) learning experiences and content for attaining educational objectives must be
put together to form some kind of coherent programme. They are simply skills, concepts,
facts, ideas, and activities. As observed by Abiogu (2004), these are orderly organized for
effective learning to be easily feasible. In the view of Offorma, (1994) organization is the
co-ordination of things in a sequential order to achieve a purpose. It is the sequential
arrangement of things. Organization involves how the learning experiences or content are to
be put together and ordered so that they make sense, provide continuity and facilitate the
achievement of the intended learning outcome. A planned organization of content and
learning experience is very necessary. It will help not only in achieving multiple objectives,
but also that children can see the relationships in their learning programmes.
The organization is very vital in curriculum development. According to Akoma and
Amadi (1990), it is .by accumulation of educational experiences that profound changes in
the learner are brought forth and organized to reinforce each other. Olaitan and Ali (1997)
confirm that effective and desirable learning can only take place when learning experiences
are appropriately organized. Learning experiences ought to be organized in such way that
they facilitate and reinforce each other (Gbamanja, 2002). Thus, organization influences the
efficiency of instruction and the extent to which major educational changes are brought
about in the learners.
Criteria for Effective Organization
There are three criteria that guide the building of an effective scheme of organisation
of learning experiences. Ogwo (1996) includes continuity, sequence, and integration.
Continuity
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This refers to the vertical reiteration (or to repeat in an arrangement) of major
curriculum element. Curriculum element include knowledge, skills, attitudes, values that
education tries to enable learners acquire. Ogbene (2000) sees continuity as vertical
relationship in curriculum organization. It involves the organization of content in such a way
that the basic elements are reiterated over time. Mbakwem (2004) observes that continuity
requires of these experience continue re-occur over time. Continuity is thus noted to be of
importance in effective organization of learning experiences (Ogwo, 1996). Offorma (1994)
adds that continuity ensures that there are always some relationships between the learner’s
previous learning and his future learning and this facilitates learning, making it more
meaning to the learners.
Sequence
Sequence is related to continuity, but goes beyond it. The criterion of sequence not
only emphasis the importance of having each successive learning experience built upon the
proceeding one, it in addition requires that experience be planned so that there is an
increasing complexity of material to deal with. It also ensures an enlargement of the
concepts or skills built from previous experiences accompanied by more mature mental
reactions on the part the learner. Thus, sequence implies continuity, as well as progression
from the lower to the higher level of treatment of curriculum elements. Where continuity is
repetition, sequence is progressive. Sequence thus emphasizes the importance of having
each successive experience build upon the preceding one but to go more broadly and deeply
into the matters involved. There are principles that are applied in planning any learning
sequence. These include chronological-going from known to unknown; moving from simple
to complex; moving from concrete objects and experience to the development of abstract
concepts and generalization. Curriculum developers should utilize these principles in coping
with the problems of sequence in curriculum organization. Some factors such as none
coverage of syllabus act as endurances to effective continuity and sequence in the
educational system. This means more in-depth treatment of subject matter with each
successive learning experience and not mere duplication.
Integration
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This refers to the horizontal relationship of curriculum experience. This criterion of
integration requires that facts and principles from one subject area are so organized that they
relate those of other subjects, to present a uniform view that could be transferable. For
instance, the skills acquired in creative designs in fine and applied arts, help the individual
in designing section of clothing and textiles, and the world of living, at large. It could be
applied vertically as when such common elements in a subject area are used to advantage in
the same subject at higher level. According to Okpara (1990), it is referred to as integrative
thread which are common to the values areas of knowledge that need to be unified. Thus
integration refers to the learner’s increased unity of behaviour in relating to the experiences.
Integration helps the students to get a unified view of the elements dealt with in the various
areas of the curriculum. Thus, integration helps to make it clear to the learner that the
knowledge, skills or attitude in question is not simply an isolated behaviour related to a
single court, but one of the many capacities he needs in the varied situation of one’s daily
life.
However, Offorma (1994) contends that integration can be horizontal or vertical. It
is horizontal when the curriculum elements in one subject are related to those in another
subject but are the same level. On the other hand, vertical integration refers to the
relationship between curriculum element in one subject area with those in the same different
subject areas, but at a higher level. Apart from considering the various criteria or principles
outlined as crucial for effect organization of learning experience, it is also necessary to
consider the main structural elements into which the learning experience can organized. As
observed by Ogwo (1996), learning experiences can be effectively organized using some
structures. These structures include Units, lessons, courses and subjects, among others.
These structures represent organization at various levels, viz; lowest, intermediate and
largest levels. At lowest levels, the structure used is the lessons, topics and units. A lesson
usually lasts for a single period in a day. A topic may last for days or weeks depending
while a unit covers several weeks which are organized around particular objectives. At the
intermediate levels, the structure used is the course. Some courses may be organized into
semester or year units without sequential relationship between the courses. The largest
organizational level includes the arrangement of learning experiencing into subjects or
disciplines, commonly referred to as the subject curriculum organization. According to
Olaitan and Ali (1997), it is the oldest and most widely approach to organization of learning
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experiences which are characterized defined subject divisions, for example Biology,
Physics, Maths. In addition, Gbamanja (2002) points out that the broad field curriculum
organization, the core curriculum organization, the activity curriculum organization, and the
integrated curriculum organization are other organizational structures that would be applied
at this level. As a matter of fact, each of these organizational structures has its merits and
demerits.
Concept of Curriculum Design
Curriculum design refers to the arrangement of the elements or components of a
curriculum m. it is a statement which identifies the elements of a curriculum, states what
their relationship are to each other and indicates the principles for the administrative
conditions under which it is to operate (Olaitan, 2003). Curriculum design is not a process.
It is a plan which shows how the components or elements of a curriculum are brought
together for the school to follow in providing learning activities. The components or
elements of the curriculum include objective, subject matter, content, learning experience,
and evaluation procedures.
Curriculum Evaluation
Evaluation of learning outcomes is as importance as teaching. The student should be
evaluated to ensure that all activities so performed have yielded the desired result.
Evaluation is an indispensable part of the curriculum process (Nzurumike, 1990). According
Ogwo (1996), it is a to formulate objectives/aims, select learning experiences and content,
and consider all the guidelines organizing in the learning experiences and content, there is
the need to ascertain whether the learning experience and content so organized, do achieve
the stipulated purposes. Thus, it is an inclusive check. Okoro (1991) view evaluation as a set
of steps or system of thinking which if properly implemented will result in the generation of
information. Evaluation serves a diagnostic function in curriculum development. It takes
place in all the phases of curriculum development. Evaluation helps to identify aspects of
the course where revision desirable. It assists in determining strengths and weaknesses of
the curriculum, and areas where improvement or more emphasis needs to be made.
According to Gbamanja (2002), it is a powerful device in clarifying objectives, such that
they (objectives) could be modified or replaced with more properly planned ones. Academic
performance is one the needs of evaluation learner achievement and effectiveness of
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particular academic programme. It is necessary to make judgments about objectives,
suitability of learning experience and content, organization, and the teaching method used
ascertain them. Furthermore, since it is change in behavior is sought in education, there is
every obtain evidence regarding whether the right attitudes, skills and values are acquired.
This involves the use of appropriate evaluation techniques. The techniques, instruments
methods, tools for evaluation, are means of obtaining information about changes that have
taken place (Nzurumike , 1990).
Various evaluation techniques are employed to show evidence, or lack of evidence
of the behaviours indicated in the objectives. Ogwo (1996) citing Tyler (1975) suggest that
evaluation instruments should satisfy three important criteria as follows: objectivity,
reliability and validity.
1. Objectivity: An evaluation instrument is objective when two different persons who
are competent are in the use of instrument of the behavior.
2. Reliability: when evaluation instrument is being consistent is measuring what it
measures. According to Gbamanja (2002) it is referred to a consistency.
3. Validity: Ability of an evaluation device to provide evidence to describe the
behavior which it was designed to describe.
Instrument for evaluation
Nzurumike (1990) notes that certain techniques may be appropriate for evaluating
cognitive objectives, but may not be suitable for affective or psychomotor objectives.
Gbamanja (2002) advice that a combination of various evaluation techniques is necessary to
complement each other in accessing the attainment of objectives. Thus, many authors have
outlined various evaluation techniques. Nzurumike cited in Mbakwem (2004) outlines the
following techniques:
1. Essay and objective tests (paper and pencil tests)
2. Observation
3. Rating scales
4. Check list, and
5. Questionnaire
Offorma (1994) suggests the following evaluation techniques;
Projects- For cognitive behavior
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Projects and observation- for psychomotor behavior while the questionnaire, observations,
interview, socio-metric instruments-For affective behaviours.
Importance of curriculum Evaluation
Evaluation activities are crucial in any curriculum implementation.
1. Evaluation enables curriculum developers and those involved in curriculum
implementation to find out how far the learning experience as developed and
organized are actually producing anticipated result.
2. Evaluation is an inclusive check. Often times, curriculum innovations are evolved
on the basis of the assumption that they will guide the teacher in effecting the kinds
of learning outcomes desired.
3. It serves as a diagnostic function in the school and in the development of the
curriculum. Offomah (1994) agrees that it is one of the ways to obtain information
about the strengths and weaknesses of a school curriculum. This may reveal that
certain objectives are underemphasizes, adequately emphasized or even over-
emphasized by the curriculum.
4. Evaluation helps in the improvement of existing knowledge, understanding, skills
and values of any society.
5. It is one of the means through which parents and guardians and the school
authorities report the success of individual students and the school.
6. Through evaluation, one can determine the extent of the curriculum is changing in
response to ever changing society.
7. Through evaluation, the effectiveness of a particular instrument, teachers and
materials are checked to facilitate the implementation of the curriculum.
Innovation
Innovation on the other hand is useful in any educational system and in human
experience in general. Innovation is defined as the introduction of something new, a new
ideal method or device (Merriam-Webstar online); change that creates a new dimension of
performance (Hesselbein, Marshall, and Sommerville, 2002). According to Luecke and Kats
(2003), innovation is understood as the introduction of a new thing or method. Innovation as
noted by Akoma and Amadi (1990) is deliberately planned and purposeful change
introduced in a system in order to improve upon the existing standard.
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Innovation is the adoption o f new ideas, approaches and materials introduced into
education to improve the content of the curriculum in order to make it more relevant to the
varying needs and aspirations of the learners and to the ever-changing needs of the society.
Innovation in curriculum according to Akoha and Amadi (1990) refers to the planned and
deliberate changes introduced in the various ways or techniques of incarnating accepted
behavioural traits into the learners. It can also mean changes in the components of
curriculum such as the aims, or objectives, learning experiences, content, methodology and
techniques of evaluation in order to improve existing standards. What motivates innovation
is the need to have something that will improve existing situation. What should be borne in
mind is that curriculum innovation entails the introduction of novel ideas and practices in
any part of the curriculum or different parts of the curriculum. According to Akoma and
Amadi (1990), it means to renew an existing curriculum or add something new to the
varying needs and aspirations of the learners and to the ever-changing needs of the society.
The Purpose of Innovation in Curriculum
The purpose of innovation in curriculum is the provision or means with which
educational practices meet their multi-dimensional roles at any given time (Akoma and
Amadi, 1990). They stressed further that the purpose of innovation in curriculum is to
ensure that educational services are never incongruous to the demands and values of the
environment. Since it is a matter of fact that a society is not static, then the ways or
strategies of socializing the young are not static. The purposes of curriculum innovation as
summarized by Akoma and Amadi (1990) and Ughamadu (1992) are as follows:
1. To enable educational practices to change from time to time to reflect the consequent
changes in the society;
2. To provide the means of trying new research discovery;
3. To enable teachers to solve instructional problems encountered in the classroom;
4. To enable teachers to acquire new knowledge in order to be more effective and
competent.
The need to innovate as noted by Akoma and Amadi (1990) may arise when there is
an expansion of knowledge. For instance, the introduction of the 6-3-3-4 education system
in Nigeria has necessitated the introduction of new subjects in the curriculum. Some of the
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new subjects introduced in the secondary schools include: Introductory technology,
woodwork, electronics, Nigerian Languages, etc.
Curriculum Innovation Process/Approaches
Curriculum innovation or change can be considered as an on-going process that can
result from constant evaluation of any existing curriculum.
The process of curriculum innovation as reported by Ughamadu (1992) take the
following steps:
1. Identification of the area that needs change. This will involve the innovator and
those concerned with the system to observe and study activities in the school and the
society. From the study, acts that do not satisfy the needs of the learner, school and
society can be identified, suggestions for change will be made and agreement as to
the area that needs changed will be reached.
2. Identification of direction of changes. This means thinking out new objectives,
which invariably implies having one or more new practices (innovation) that will
most probably meet the identified needs. It is at this stage that better alternatives to
replace old ideas requiring change are thought out.
3. Organization of workshops whereby relevant curriculum materials are produced and
training of teachers and other personnel on the innovation practices or alternatives
are carried out.
4. Field-testing and evaluation of new practices or alternatives. Involves what is
regarded as experimental try out or field-testing of innovative ideas with a pilot
group similar to the group that will eventually use the package.
5. Dissemination and adoption of the innovation. If the new practices or alternatives
tried out in step 4 turn out to be successful, such new practices or alternatives are
being operationalized, they will be subjected to constant evaluation so as to establish
to what extent they are achieving expected results.
The study on integration of hair dressing into Home Economics curriculum is an
innovation or change to be affected in Home Economics curricula of universities in the
South-EastState of Nigeria. It will therefore, undergo the same process.
Offorma (1997) citing Bishop (1986) noted that any process of innovation involves the
following four major factors:
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1. The change agent, the innovator, the person or group that decides upon and initiates
the innovation or educational change.
2. The innovation or change itself, e.g. an integrated approach to learning-teaching; or
“new” mathematics in place of the old.
3. The user system – the person or group at which the innovation is directed or
targeted.
These three key factors answer the simple question:
Who (the change agent)
What (the innovation)
To whom (the user)
It is important to bear in mind that these three factors interact with change and are
changed by each other during the process of innovation.
4. Time-innovation is essentially a social process and so takes place over a period of
time.
He further outlined the process of innovation into the following logical phases:
i. These are some problems, some dissatisfaction, and some needs that requires
attention.
ii. Some possible solutions are considered.
iii. A particular solution (innovation) is selected as being the most likely to meet the
problems
iv. This optimum solution is trailed and evaluated.
v. If promising the solution is implemented on a wider scale.
vi. The solution is absorbed in to the system, it is institutionalized.
The integration of hair dressing into Home Economics curriculum of universities in
the South-East of Nigeria is an innovation. This is because there are no hair dressing
training in the present Home Economics curriculum of universities into the South-East of
Nigeria hair dressing therefore, is a new idea and change in the home Economics
programme, which will help to make Home Economics relevant to the current and future
needs in Nigeria.
Delivery Systems (Instructional Methods/Strategies/Materials) for Providing Learning
Experiences
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Having outlined the criterion of sequence as a progression from lower to higher and
having discussed some structures used at various levels as crucial for effective organization
of learning experiences, it therefore becomes important to identify appropriate
strategies/methods/materials which can be adopted to achieve desired objectives. For
teaching and learning to be carried out effectively, a teacher can set up an environment and
structure a situation in various ways to achieve desired objective.
Furthermore, Ogwo (1996) informs that some methods yield better premium for
learners with some characteristics, while some ensure better performance for learners with
other traits. But as a guideline, Agwasim and Agwasim (1995) and Ogwo (1996) identify
certain strategies that need to be employed (delivery systems). These are classified into two;
i. Instructional methods and
ii. Instructional materials /media
i. Instructional methods
Selection of appropriate method to be used in teaching and learning is very
important because the method adopted by the teacher may promote or hinder learning. In his
own view, Ogwo (1996) Opines that it is deceived to say accurately that a given method is
more effective than another except in reference to a particular instructional objective. This is
inline with Abiogu (2004) who notes that instructional method used by the teacher may
sharpen mental activities or may discourage initiative and curiosity thus making self-
reliance and survival difficult.
Okpara (1990) identifies a combination of lecture, discussion, debate and projects
methods of instruction.
However, Agwasim and Agwasim (1995) and Ogwo (1996) outline the instructional
methods that can be used in teaching and learning. These are:- Teaching methods, problem
solving method, teaching through a resource person, discussion method, field trip,
independent thinking, skill demonstration, effective laboratory work, adequate curriculum
planning, interview method, role playing, lecture method, simulation and games,
programmed instruction, computer assisted instruction, team teaching, questions and
answers method, brainstorming.
Teaching method: According to Ogwo (1996), teaching methods are subdivided into project
method- project method has been tested over the years and found to posses the following:
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This could be practical project, experiential project and skill project. Practical is very
common in vocational education where skill acquisition for jobs are paramount. Real
materials, tools and machines of the trade are used. It is an experiential project where it
involves some form of experiences and valuing. It may be appreciating or critiquing- an
innovating work of clothing and textiles. It is a skill project where it is considered as skill
oriented demand mastery of a specific skills or the acquisition of knowledge. It may be a
skill in using pieces of laboratory equipment, hand tools, among others.
Problems solving method: It involves identifying the problem, planning alternative behavior
to solve the problem, activating the most promising of these behavior, evaluating the
consequences, and applying the process to new problems as they arise. It contributes to the
development of reflective thinking, creative expression, critical analysis and logical
reasoning.
Teaching through a resource person: This involves using an outsider or professional in the
particular field to teach the learners in area or topic where he has expertise.
Discussion method: It involves group interaction in which an individual expresses her self
and listens also to the opinion of others. It is effective for stimulating the teaching and
learning process as the material learned her important.
Field Trip: Use of field trips to local communities as a method of instruction equally
exposes students for learning through experiences in real life activities through which they
develop originality, initiative and self-confidence (Onumadu, 1997). Field trips help to
bridge the gap between the school and the community and afford learners the opportunity of
understanding of a range of occupations or professions.
Independent thinking: Students can be encouraged to undertake independent studies that
will enable them participate in their areas of interest. This is valuable in improving the
students ability to develop critical thinking and to expose themselves (Abdulazeez, 2001).
Skills demonstration: When funds and materials for practical are limited, skill demonstration
method can be adopted. This involves the presentation of procedures and processes to the
learners. Skill demonstration may be teacher-directed which involves the teacher playing
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active role in carrying out the exercise in front of the class while the student-centered
practice which involve the students being shared into small groups and given materials and
the set of instructions to practice the chosen concepts under the supervision and direction of
the teacher.
Effective Laboratory work: Vocational Home Economics requires practical lessons to
ensure direct participation of the students and to expose them on relevant concrete tasks.
Through manipulation of laboratory equipment and tools, a lot of enquiry and discoveries
can be made. To this effect, one must employ flexible and innovative teaching techniques
that will motivate students to participate fully. Instruction in the proper use of tools,
equipment and raw materials must be stressed by the teachers efficiency and proper
acquisition of hair dressing skills. This is in line with Natiu (2001) who support that careful
supervision and co-ordination are essential for successful laboratory work.
Adequate curriculum planning: Jumai (2000) stresses the need for Home Economics
curriculum to be restructured to integrate relevant content. Curriculum developers should
fully integrate hair dressing training programme for universities in the South-East, Nigeria
with clear-cut objectives of making individuals self-reliant.
Interview method: This is the ability to help learners to develop interest, ability and skills to
talk with people outside one’s environment. Here, the teacher draws up some questions, and
the learner either in small groups or individually go out and conduct the interview on the
pre-selected topic. Thus, it affords the learners the opportunity to learn the art of
questioning, listening and collating results to enable them generalize.
Role playing: This is a form of improvisation. The essence is to create reality in the
classroom or replicate events, conditions, people’s activities, functions, behavior outside the
classroom. The identified roles are assumed by students and enacted in the classroom. As
students honestly play the part of expert personnel having similar responsibilities in the
industry and profession typical life situations are identified.
Lecture method: this involves a formal discourse or exposition on a subject matter to attain a
stated instructional objective. The teacher does the talking while the students listen and
occasionally take notes. Here, a number of related instructional materials is used to
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supplement the lecture method. Thus flexibility is guaranteed in using the method and this
create interest, influence stimulate, or to develop students critical thinking.
Simulation and games: simulation is working representation of reality; it may be an
abstracted, simplified or accelerated model of the process allowing students to explore and
study systems where reality is too expensive, complex, dangerous, fast or slow (Ogwo,
1996). Through the various feedback techniques, learners can easily monitor and evaluate
their progress in as simulated lesson.
Programmed instruction: A programme could be a lesson designed and presented in
succession of relatively small units intended to lead a student step by step to a pre-
determined level of behaviour. A special device called teaching machine or “scramble book”
is used in this presentation. In the process, the student is actively involved, constantly
evaluated for mastery and receive immediate feedback of his performance. Thus, it is and
individualized activity. Reinforcement makes this method possible.
Computer Assisted instruction: This is a learning process whereby a learner interests is
directed by a computer through a course of study or learning task aimed at achieving
specific instructional objectives. This has assumed wide spread acceptance because it
provides immediate feedback and accurate information processing for learners. If can also
handle large number of students at a time provided the accessories needed are available.
Team teaching: In team teaching, a number of teachers co-operate to plan, execute and
evaluate learning activities of group of learners over a period of time. For effectiveness,
different student groupings may be adopted; large group instruction using lecture method,
discussion groups, and directed reading or private study. Behind the theory of team teaching
is the assumption that teachers working together in a co-ordinate manner can produce an
overall employment in performance; and the utilization of experts working in their special
of areas will result in a more effective employment of resource (Curzon,1990).
Questions and Answers method: It is a discussion type setting and it encourages
participation of learners. It is most useful in situations that need clarification.
Case-study method: This method involves a carefully written record of facts from the
observations or experiences of a person or group of persons. The case is read to the learners
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and henceforth a general discussion will be carried out. It is a method where conclusions
and possible solutions must be drawn cautiously (Agwasim and Agwasim, 1995). For
effectiveness, the class may be divided into groups for purposes of identifying the important
points.
Brainstorming: It is for the purpose of stimulating and generating ideas and improving
student’s ability to express themselves. It also involves co-operative thinking by a group
towards the solution of a specific problem. It stimulates, the power of association, spirit of
competition, free use of imagination, and makes for active participation. Methods alone are
not enough in establishing the contact. Varieties of activities and materials/media must be
integrated to provide varied meaningful experience to the learners. To a large extent, these
materials enable the teacher to adopted realistic approaches in his teaching functions. All
this instructional methods if properly utilized will enhance teaching and learning of hair
dressing.
ii. Instructional material/media
Precisely, media refers to the myriad of methods for disseminating information. In
everyday life, it comprises the channels for exchange of meaning between among people. In
the classroom, media is the vehicle carrying the intended stimulus to be presented to the
learners. According to Ogwo (1996) media in teaching learning process include man,
devices equipment, machines and materials designed to facilitate teaching and learning
thereby fulfilling the stated objectives. As vital components of the curriculum
implementation process, educational media materials are extensively need to record,
preserve, retrieve and transmit educational information. Educational media used to retrieve
and transmit information include Opaque projector slide, projector, radio cassette recorder,
overhead projector, video-tape recorder, television and cinema. Of all the materials and
devices listed, teachers and students alike manipulate them to obtain knowledge and skills.
Adewoyin (1991) citing Olaitan and Agusiobo (1981) identifies some criteria that should be
considered in the selection instructional materials/media: These are the following:
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1. Books-Text Reference Supplementary Work book Teacher, etc 2. Hand outs 3. Journals 4. Dictionaries 5. Encyclopedia 6. Newspapers 7. Magazines, etc
i. Purpose: It will be required to provide useful information to assist in development
skills, to build appreciation or other important objectives.
ii. Content: To determine whether the material is suitable for the content of he
curriculum, whether it is accurate, up-to-date for the learner who will use it.
iii. Appropriateness: Whether it is suitable for the lesson, demonstration or field trips.
iv. Cost: Check whether the material is within budget will function effectively in
environment in which they are likely to be used, and whether the material will work
for small or large groups or for individual study.
Unfortunately, there are some factors militating against the use of instructional
material/media and these include:
i. Financial constraints: Relevant instructional materials could not be available if funds
are not available.
ii. Neglect: They are not taking the commanding height in curriculum planning and
instruction.
iii. Lack of expertise: Most teachers lack experience in the planning, preparation, and
use of instructional materials.
Educational Media
1. Wall charts
2. Flip charts
3. Pannel board
4. Magnet board 1. Computer programme 1. Over Head projector
5. Models 2. 16 MM films 2. Film strip projector
6. Flippets 3. 8 MM films 3. Opague projector
Non printed media Printed media
Others –low cost media Electronic media
Software Hardware
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7. Dioramas 4. Slides 4. Slide projector
8. Specimens 5. Microfilms 5. Cameras
9. Real objects 6. Transparencies 6. Radio cassette recorder
10. Posters 7. Video film 7. Computers
11. Pictures 8. Audio cassettes, etc 8. Microfilm recorder
12. Graphics, etc 9. Television set
10. transparency maker
11. Radio set, etc
Fig. 2: Categories of Educational materials/media (Ogwo, 1996)
In the example cited above, it is through these materials that the teachers use to
facilitate teaching and learning.
They are useful educational materials because of their increase learning
effectiveness; individualized instruction; equalize educational opportunities, enlist learners
participation in learning through increased motivation and attention; educate greater number
of people at a time; inform and entertain; record and disseminate educational information.
They must be selected wisely and intelligently used. The provision of suitable instructional
methods and Instructional material/media could be useful in integrating hair dressing
training in universities in the South East, Nigeria.
Research and Development
Research based Development simply means design and development study. It involves a
number of steps which is referred to as R and D cycle. According to Borg and Gall (1991),
there are four steps which include the following:
- building a prototype based on specific scientific evidence available or pertinent
research findings;
- testing the prototype and obtaining feedback;
- revising the prototype based on feed back and finally;
- evaluation of the final product.
Furthermore, Gall, Gall and Borg (2007) enumerated ten steps as stated below
- identify instructional goals
- conduct instructional analysis
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- analyze learners and context
- write performance objective
- develop assessment instrument
- develop instructional strategy
- develop and select instructional materials
- design and conduct formative evaluation of instructions
- revise instruction
- design and conduct summative evaluation
Ten steps in R and D Cycles are as follows:
Step 1: Involves the identification of goals for the instructional program which often
includes a needs assessment.
Step 2: An instructional analysis is undertaken to identify the specific skills, procedures and
learning tasks that are involved in reaching the goals of instruction.
Step 3: Is designed to identify the learners’ entry-level skills and attitudes, the
characteristics instructional setting which the new knowledge and skills will be
used.
Step 4: Involves translating the needs and goals of instruction into specific performance
objectives. It provides the basis for precise planning of assessment instrument,
instructional strategies and instructional materials.
Step 5: Assessment instruments are developed. These instruments should be directly related
to the knowledge and skills specified in the performance objectives.
Step 6: A specific instructional strategy is developed for assisting learners with their efforts
to achieve performance objective.
Step 7: Involves the development of instructional materials, which may include print
materials such as textbooks and teacher training manuals. If the instructional
strategy involves a teacher, lesson plan for instruction would be developed.
Step 8: Program developers conduct formative evaluation while the program is under
development, in order to support the process of improving its effectiveness. In some
situations, formative evaluation findings may result in a decision to abort further
development, so that resources are not wasted on a programme that has little chance
of ultimately being effective.
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Step 9: Revise instruction
Step 10: Summative evaluation is conducted to determine how worthwhile the final program
is, in comparison to other programs. This type of evaluation usually is done by
individuals other than the program developer (Gall, Gall and Borg 2007)
For the purpose of this study, the R and D cycle is modified into the following five
phases from the study of Gall, Gall and Borg (2007).
Phase I: Collecting data for objectives 1-4 using Hairdressing Questionnaire (HDQ)
Phase II: Development of Hair dressing based on the objectives, contents, delivery
systems and evaluation activities
Phase III: Validation of draft Hairdressing curriculum
Phase IV: Assessment of Hairdressing curriculum using hairdressing test (HDT)
Phase V: Revision of Hairdressing curriculum based on information from phases III and
IV.
Theoretical Framework
Curriculum Models
Various models have been proposed for planning and developing a curriculum.
These models include Tyler’s Model, Wheeler’s model, Kerr’s model, among others.
Tyler’s Curriculum Model
Tyler (1975) adopts a definition model which tries to answer the following four
questions
a. What educational purposes should the school (Home Economics) seek to attain?
b. How can (Home Economics) learning experiences be selected which are likely to be
useful in attaining these objectives?
c. How can (Home Economics) learning experiences be organized for effective
instruction (in Home Economics)?
d. How can the effectiveness (Home Economics) learning experiences be evaluated.
Aims and
Content
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Fig. 3: Tyler’s Curriculum Model Source: Tyler (1975)
Tyler’s model is sometimes referred to as the rationale planning model, for the fact
that it is rational to specify the end of an activity before engaging in it. Tyler further stated
that in trying to answer questions about the aims and objectives of teaching, a teacher may
say in effect that his aim is to produce a well-educated person or a well-rounded personality.
Tyler’s objection to such general statements of aims and purposes is based on the fact that
they do not help planners and teachers to see exactly that a particular kind of teaching might
contribute to the desired goal of a well-rounded personality. Tyler’s model appears to be the
most persistently used model with reference to curriculum theory. It gives the impression
that specifying aims and objectives is the beginning of curriculum design while evaluation is
the end of the design. So in line with Tyler’s, the research will be used to assess hairdressing
curriculum.
Based on the above and other criticisms of Tyler’s model, Wheeler (1980) provided
an improved version of the Tyler’s model.
Wheeler’s Curriculum Model
Wheeler (1980) suggested that there are five phases of curriculum design which are
referred to as the curriculum process. The five phases of Wheeler’s curriculum process are
as follows:
1. Selection of aims, goals and objectives
2. Selection of learning experiences calculated to help in the attainment of these aims,
goals and objectives.
3. Selection of content (subject matter) through which certain types of experience may
be offered.
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4. Organization and integration of learning experiences and content with respect to
teaching-learning process within school and classroom
5. Evaluation of effectiveness of all aspects of phases 2, 3 and 4 in attending the goals
detailed in phase one
This can simply be represented as:
Evaluation
Content
Organization of content
and learning experiences Learning experiences
Fig. 4: Wheeler’s Curriculum Model.
Source: Wheeler (1980)
The present study also adopted Wheeler’s curriculum model as it is simplified
description of a system used in explanation of facts. The cyclical form portrays the
relatedness and interdependence of each phase, upon one another, so that over time, the final
phase affects the initial one. Wheeler rested his assumption on the belief that the end of
evaluation is to change behaviour, and that the end of education is always the same
everywhere. Wheeler advocates that his model be used for curriculum development to
increase the attainment of aims and objectives. This is in line with Tyler’s model and in line
with the present study, which emphasizes on the objective of hairdressing curriculum.
Kerr’s Curriculum Model
According to Olaitan and Ali (1997), Kerr’s model represents a more comprehensive
and dynamic curriculum theory. The curriculum component in Kerr’s model are interrelated
and developed on each other. Kerr maintained that there is an inter-relationship and a high
level of dependence among all aspects of the framework (Olaitan, 2003). This is shown in
the double-headed arrow linking each stage with the other as presented below:
Aims/Objectives
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Fig. 5: Kerr’s Curriculum Model
Kerr’s framework is related to the present study in that the study is to determine the
hairdressing objective, content, and evaluation procedure for assessing the objective which
Kerr captured in his curriculum model. There are however other theories of curriculum
which were not discussed in this study. With curriculum models explained, it is pertinent to
point out that no one theory is able to solve all curriculum problems due to the complex and
problematic nature of the curriculum itself (Olaitan and Ali, 1997). The present study adopts
Tyler, Wheeler and Kerr’s models. It is noted that Tyler and Wheeler models are similar to
contemporary views in many ways.
Furthermore, Tyler is noted as the most persistently used model with reference to
curriculum theory since after its publication (Olaitan and Ali, 1997). Linking up Tyler’s,
Wheeler’s and Kerr’s models with Home Economics Education programme/curriculum,
relevant objectives, content and evaluation activities on development of HDC for integration
could be selected for integration into Home Economics education programme. Therefore in
line with this study, the researcher is determined to identify hairdressing in the study area
and determine the objective, content and evaluation procedures to be utilized for integration
into Home Economics education programme.
This gives the impression that the objective is the beginning of curriculum design
while evaluation is the end of the design.
Empirical Studies
This subsection discusses few empirical studies in the area of the present study. The
review revealed a good number of researches related to the present study. These include the
study carried out by Udofia (1996), Okeke (1997), Odeh (2000), Okafor (2002), Kim and
Objective
Content Learning Experience
Evaluation
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Farwell-Beck (2003), Lemchi (2004), Wooding (2004), Onwunedo (2006), Shaw (2006),
Ukwe and Anyakoha (2008), Ugwu and Etiubon (2009), Unodiaku (2010), and Thompson
(2010). These studies were reviewed to help guide the present study on development of hair
dressing curriculum for integration.
Udofia (1996) conducted a study on development and validation of a project package
for junior secondary school integrated science. The population of the school was 30
secondary schools. These include 26 public schools, one (1) federal government college,
and 3 private schools with 4368 subjects (users). The study utilized a stratified proportionate
random sampling and purposive sampling. Different statistical tools were used to analyze
the data. Research question 1 and 2 were answered using the Kendel coefficient of
concordance (w). The ‘W’ ratio was tested for significant by using X2. Research question 3
was answered using the Pearson product moment (r) since the correlation of two groups of
raters was required. The study also used analysis of variance, (ANOVA) as they were three
groups in some of the project norms. Based on the findings, Udofia (1996) recommended
that as these projects have gone through the processes of validation and found to enhance
performance, teachers should adopt and adapt them for use in integrated science instruction
and evaluation.
The above study in line with the present study emphasize skill development and it is
a welcome development.
Okeke (1997) conducted a study on development and preliminary validation of an
instrument for the identification of mathematically gifted pupils in Ebonyi State. The
population for the study was 731 primary schools in Ebonyi State. The sample for the study
was drawn through the multistage sampling technique adopting different and varied
sampling techniques. At first stage, the simple random sampling technique was used to
select one education zone. In another stage, the proportionate stratified random sampling,
technique was used to select ten zones. The purposive sampling technique was used at the
fourth stage to draw subjects for the study nominated by their teachers. Data was collected
by direct contact. The data generated were analyzed descriptively and inferentially.
Cronbach Alpha estimates were used to answer research questions. Other research questions
were answered using the descriptive statistics of the mean and standard deviation. Findings
include that parental educational status was not highly pupils performance on quantitative
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and creativity thinking scales. It was recommended that there is a need to develop and
validate ‘giftedness’ monitoring instrument which could be used at the classroom level of
‘giftedness’ identification procedure in Nigeria.
The above study bears some semblance of the present study in that it is purely
exploratory. The present study aims at development and validation in line with the above
study. Thus, they share similar ideas and contributed immensely making the whole thing
reflective.
Ode (2000) conducted a study to identify learning experiences and guidelines for
enhancing students skill acquisition in Home management practicum in colleges of
education in the northern and southern states of Nigeria. The population was made up of all
Home Economics lecturers and final year NCE students in the area of the study. Purposive
sampling technique was used to select thirteen colleges of education that offer Home
Economics in their colleges, and the sample comprised 380 respondents. Data was collected
by direct contact. Mean and t-test were used for data analysis. Findings of the study include
the following: Twenty six instructional objectives that should be achieved through Home
management practicum and Sixty two learning experiences necessary for achieving the
Home management practicum instructional objectives.
Based on findings, Ode (2000) recommended that the objectives and learning
experiences identified by the study should be used as the basis for planning and providing
Home management practicum learning experiences for students in colleges of education.
It is related to the present study in the sense that both studies made use of instructional
objectives and learning experiences in the study. They share similar ideas. Therefore, the
reviewed literature is found to be relevant to the present study.
Another study was conducted by Okafor (2002) on strategies for incorporating
Gender concepts into Home Economics curriculum of college of education in the South-
East, Nigeria. The purpose of the study was to evolve strategies for integrating Gender
concepts into the Nigerian College of Education (NCE) Home Economics curriculum.
The population was made up of all the Home Economics in the South-Eastzone of
Nigeria. The study was a survey research design which collected data through the use of
structured questionnaire. The findings of the study showed that all the instructional
objectives in gender issues identified were accepted and considered appropriate to be
integrated into Home Economics curriculum of colleges of Education. Based on the
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findings, it was recommended that faculties of education in universities and other
institutions involved in teacher preparation should incorporate specific gender objectives
and learning experiences from this study into their training programme in order to equip
would be teachers with relevant gender concepts. The present study however not only
interested in Home Economics curriculum but also other curriculum innovations that would
make the integration of hair dressing training possible in universities. This study also will
fill the gap by specifying another self-employment opportunity for students.
Kim and Farwell-Beck (2003) conducted a study on integration of apparel design
process into many apparel design courses that could be offered in educational institutions.
The main purpose of the study was to assess the usability and feasibility of the design
process from the student designer’s perspective. Sample size was 218 designers attendants
between the ages of 25-51 with 1-30 years of experience in the career. Data was analyzed
using frequency, cross-tabulations and chi-square. Findings indicated that problem
identification, design refinement, prototype development and evaluation are steps in design
process. Based on the findings, it was recommended that the designers need to be exposed
to the systematic design process to enhance their critical thinking and problem solving
skills.
The knowledge gained in this study can be utilized in the styling of hair. It is related
to the present study in the sense that they follow similar integration process and can make
use of problem solving skills that can enhance creativity which hair dressing demands.
In a similar study again conducted by Lemchi (2004) on integrating entrepreneurship
Education into the Nigerian Certificate in Education (NCE) Home Economics Education
programme. The population was made up of 48 lecturers, 164 final year and 265 Home
Economics related businesses in South-Eastern geo-political zone of Nigeria. Mean and let-
test were used for data analysis. 39 specific objectives of Entrepreneurship education in the
NCE Home Economics programme were accepted by the respondents. Based on the
findings, it was recommended that Home Economics students should be adequately exposed
to the learning experiences identified in this study. This would assist them to successfully
establish and operate self-employment ventures upon graduation.
The present study is fairly related to the previous study because the same curriculum
elements were utilized. The idea utilized from the previous study helped the present study to
improve the integration process of hairdressing.
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Wooding (2004) carried out a study on assessment of working women’s hair
colouring. The sample comprised of 180 working mothers randomly drawn from faculties
and non-academic units of the florida state university. Questionnaire was the instrument
used for data collection. Mean and t-test were used for data analysis. Findings showed that
brightest shades should wear near face and softer ones in blazer, skirt or accessories.
Based on the findings made, it was recommended that as one gets older, lightening
the hair subtly can lift ones features dramatically. Hair colours should be chosen to flatter
ones colouring and features.
The present study also utilized questionnaire in the preliminary part of the study. The
researcher believes that a complete permanent tint can look harsh, dries the hair and roots
will need regular retouching. It will help many people to believe that natural hair colour
should complement skin tones.
Onwunedo (2006) conducted a study on development of an intervention programme
for improving on the hygienic practices of fast food industries in Anambra State. Stratified
random sampling technique was employed to determine the sample for the study. Three
LGAs were purposively selected because there are many fast food industries in the area of
the study. Ten percent of each strata of the population was proportionately sampled because
a homogenous population requires a smaller sample than those of a heterogeneous
population. A 127 item structured questionnaire “Fast Food Industry Practices
Questionnaire (FFIPQ)” was developed in line with the research questions and hypotheses
of the study. The instrument was face validated by five experts from Home Economics
section of the Department of Vocational Teacher Education, University of Nigeria Nsukka
and two health workers from Anambra State Ministry of Health. Cronbach Alpha was used
to estimate the internal consistency of the multiple choice items. The reliability coefficient
was 0.92 Based on the data analyzed the major findings were made. In the context of this
study, the relationship to the present study is that both were programme development studies
and R and D cycle was used as research design in both studies.
In another study conducted by Shaw (2006) on integration of hair regeneration
education programme into tertiary institutions health education curriculum. The study was
designed to identify grooming practices of men to suit their unconventional clothes. The
study adopted survey research design. The design employed a well-structured questionnaire
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to elicit information on 1,980 respondents of which 99 were randomly sampled from
different tertiary institutions. Mean and t-test were used in analyzing the data.
Findings revealed that as men became more concerned with commerce, they spent
less time on their hair. The result also revealed that in the choices they make men kept their
hair in a variety of moustache and sometimes sideburns or beard because of lack of
grooming. Based on the findings, it is recommended that men should wear the type of side
burns or beards to suit their unconventional clothes. This hair dressing styles is similar to the
present study as grooming and other hair treatments are also considered in different
hairstyles, hair cut and hair do.
Ukwe and Anyakoha (2008) conducted a study on towards incorporating
Environmental Education into Nigeria College of Education (NCE) Home Economics
curriculum. The purpose of the study was to evolve ways of promoting relevant
Environmental Education (EE) into Nigeria Certificate in Education Home Economics
Curriculum. The population was made up of 687 subjects, 98 NCE Home Economics
lecturers, 35 environmental Education specialists and 504 final year NCE Home Economics
students in South East and South South geo-political zone of Nigeria. Mean, and Anova
were used for data analysis. Seven specific Home Economics relevant EE objectives that
could be integrated into NCE Home Economics Curriculum were identified.
Based on the findings, it was recommended that the EE objectives identified by this
study be utilized as basis for developing of curriculum elements that could be integrated into
NCE Home Economics curriculum.
This study is fairly related to present study because both dealt with integrating
something into Home Economics curriculum is involved. It will help in developing
curriculum elements that would enhance hair dressing programme.
Another study was conducted by Ugwu and Etiubon (2009) on strategies for
effective integrations of entrepreneurial skills into classroom chemistry teaching. Three
research questions guided the study. Using simple random sampling technique, a total of
125 chemistry teachers were selected from Uyo municipality as the sample size. Data
collected were analyzed using descriptive statistics of mean. The study identified 10
entrepreneurial skills for integration into chemistry curriculum.
Based on the findings, it was recommended that students should be provided with
accurate picture of the requirements and opportunities involved in the multitude of careers
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available in their profession to achieve self-employment. It is expected that the knowledge
gained from the previous study will help develop creative skills needed in hair dressing to
maximize productivity, hence the present study.
Another study was also conducted by Unodiaku (2010) on development and
validation of mathematics readiness test for senior secondary school students. The
population of study was 54031 in 69 public an d28 private secondary schools in the two
education zones (Nsukka and Obollo-Afor). A sample of 300 students was used for the
study. It was a multistage sampling technique. Both simple random sampling, and
proportionate sampling technique were used, Data was analyzed using Kuder Richardson
(KRZO), percentages and t-test statistic. Based on the findings, it was recommended that
mathematics textbook authors and other test developers may use this MATHRET as a guide
for developing future tests. The above study and the present study dwelt more on
development and validation of the programme.
In a more recent survey by Thompson (2010), a study was conducted to find out the
development of functional Apparel for cosmetologists in Lagos, Nigeria. The overall
purpose of the study was to develop functional apparel for cosmetologists for use in their
occupation in Lagos states.
It was a research and development study (R and D). The findings of the study
showed that majority of the cosmetologist practitioners indicated that job effectiveness,
safety and protection in the workroom, and looking good and different were prominent on
the list of their perceived needs. It further outlined categories of needs, cosmetologists
specifically and positively agreed on that should be utilized for the production of functional
apparel to accommodate the needs and the activities performed in the saloon.
Based on the findings of this survey, it was recommended that knowledge and skills are vital
in resolving issues in functional apparel to tackle design problem in clothing, textiles and
decoration aspects of the Home Economics programme.
Hair dressing is an aspect of cosmetology. The same knowledge and skills and even
more will be stressed in this present study to improve on how to handle different hairstyles,
haircut and hair do of individuals.
Summary of Literature Review
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Hairdressing as an occupation is expected to give training and impart the necessary
knowledge, skills and attitudes to individuals not only for teaching position, but also equip
them for self-reliance. Ability to equip graduates with saleable skills gives them the
opportunity to be self-employed which is the effort of the present study. Interestingly, one
solution to unemployment is the generation of self-employment. In order to achieve this
objective, several courses have been put together by experts in these fields. Such courses
include trade subject cosmetology which hairdressing is part of it. It seeks to equip the
students with hairdressing skills. It is the course that is to be taught at senior secondary
school certificate examination (WASSCE and NECO). This will enable the graduates of
Home Economics Education to stand out stylist in the labour market and to attract economy.
The study revealed several advantages of hairdressing occupation. It was noted that
personal grooming, knowledge of cosmetics/hairstyling products and other factors that can
influence dressing the hair are necessary requirement in hairdressing. It was also noticed
that failure to dress the hair adequately can put a damper on one’s look and personality. It
also results to common problems of the hair such as dandruff, falling hair, lice, among
others. Integration of hairdressing curriculum in the curricula of Home Economics is thus
strongly recommended.
Some curriculum theories were revealed and it was shown that no one theory is able
to solve all curriculum problems due to the complex nature of the curriculum itself.
However, of all the theories revealed, this study adopted the Tyler’s (1975) model because,
it is the basis upon which subsequent curriculum theories were formulated. It is also simple
and most persistently used model as far as curriculum theory is concerned.
Furthermore, the review of related empirical studies related to this study revealed the
processes of curriculum planning and development in various subject areas including Home
Economics. From literature reviewed, the researcher observed that no study has been carried
out on hairdressing. This is a gap. Thus, there is a need to formulate specific objectives,
contents, instructional methods, instructional materials/media and evaluation procedures for
assessing the attainment of the specific objectives in hairdressing. Therefore, the present
study tends to fill this gap in literature by developing Hairdressing Curriculum for
integration into Home Economics education programme of universities in the South East,
Nigeria that offer Home Economics.
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CHAPTER THREE
RESEARCH METHODOLOGY
This chapter presents a description of the procedures used in carrying out the study
under the following sub-headings: design of the study, area of the study, population for the
study, sample and sampling techniques, instrument for data collection, validation of the
instrument, reliability of the instrument, data collection techniques and methods of data
analysis.
Design of the Study
The study adopted a modified version of research and development (R & D). R and
D design according to Gall, Gall and Borg (2007) stated that when the R and D design is
chosen, it uses research findings to design new products and procedures, followed by the
application of research methods to field-test, evaluate and refine the products and
procedures until they meet specified criteria of effectiveness, quality, or similar standards.
The study adopted a modified version of Research and Development (R & D). This study
therefore adopted this design since it sought the opinion of hairdressers, final year Home
Economics students, and Home Economics lecturers on hairdressing objectives, contents,
delivery system, and evaluation activities for integration into Home Economics Education
programme. There are ten steps of R & D and they are as follows:
Step 1: identification of goals for the instructional program which often includes a needs
assessment.
Step 2: instructional analysis is undertaken to identify the specific skills, procedures and
learning tasks that are involved in reaching the goals of instruction.
Step 3: designed to identify the learners’ entry-level skills and attitudes, the
characteristics instructional setting which the new knowledge and skills will be
used.
Step 4: translating the needs and goals of instruction into specific performance
objectives. It provides the basis for precise planning of assessment instrument,
instructional strategies and instructional materials.
Step 5: assessment instruments are developed. These instruments should be directly
related to the knowledge and skills specified in the performance objectives.
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Step 6: specific instructional strategy is developed for assisting learners with their
efforts to achieve performance objective.
Step 7: development of instructional materials, which may include print materials such
as textbooks and teacher training manuals. If the instructional strategy involves a
teacher, lesson plan for instruction would be developed.
Step 8: program developers conduct formative evaluation while the program is under
development, in order to support the process of improving its effectiveness. In
some situations, formative evaluation findings may result in a decision to abort
further development, so that resources are not wasted on a programme that has
little chance of ultimately being effective.
Step 9: revise instruction
Step 10: summative evaluation is conducted to determine how worthwhile the final
program is, in comparison to other programs. This type of evaluation usually is
done by individuals other than the program developer. This study modified ten
steps of R and D to five steps to correspond to the objective of the study. This is
also in line with Gall, Gall and Borg suggestion that the ten steps can be
modified to suit the study. The activities within the stages were articulated into
five (5) major phases of the study.
Phase I: This involved collecting data for objectives 1-5 using Hairdressing
Questionnaire (HDQ)
Phase II: Development of hairdressing curriculum: This development is based on
objectives, contents, delivery systems (methods and material/media) and
evaluation activities.
Phase III: Validation of the draft hairdressing curriculum: Hairdressing Validation
Format was developed for validation by experts.
Phase IV: Assessment of draft hairdressing curriculum using hairdressing test (HDT):
Phase V: Revision of Hairdressing curriculum based on information from phases III
and IV.
Area of the Study
The study was carried out in the South-East, Nigeria. It also involved four
universities in the South-East, Nigeria. These universities were University of Nigeria,
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Nsukka, Michael Okpara University of Agriculture, Umudike, Ebonyi state university,
Abakiliki and Abia state university, Uturu. These universities were also selected for study
because of the high unemployment rates in the member states (FOS, 1997). The choice for
the area of the study was because these universities offer Home Economics courses and
produce graduates into the labour market field without government employment. They need
to be self-employed.
Population for the Study
The population for the study was made up of three groups of respondents:
hairdressers, final year Home Economics students, Home Economics lecturers comprising
of 5057 respondents.
Hairdressers: Hairdressing profession involves all those who are into barbing (cutting hair to
shape and style with scissors and clippers), plaiting and weaving, Perming, among others.
During the time of research, the researcher was unable to get the actual figure of hair
dressers in the South-East, Nigeria due to no records of their registration from any known
body. Information obtained from different business premises showed that they were more
than a thousand members. The number was estimated to be 4900 hairdressers.
In line with this, all hair dressers in the local government areas where the selected
universities are located formed part of the population.
Those that were into barbing were estimated to be one thousand six hundred (1600)
persons. Hair plaiters and weavers, perming salons from family levels, streets and markets
were up to three thousand (3000) persons. Some had apprentices and some had not. Those
that had more than one apprentices were estimated to be more than one hundred and twenty
(120) persons. Others without apprentices were up to two hundred and eighty (280) persons.
Final Year Home Economics Students: These formed part of the population because they
are the ones that will utilize the curriculum. The number of the students were 125 final year
students (2012/2013 session).These were made up of University of Nigeria, Nsukka 33
(Home Science 29, VTE Home Economics 4), Ebonyi State University, Abakiliki (37) ,
Michael Okpara University of Agriculture, Umudike (19), Abia State University, Uturu
(36). There were 9 males and 116 females. Final years were utilized because at this level
they have used the present curriculum and can tell what they want.
93
Home Economics Lecturers: All Home Economics lecturers from the selected universities
were used. There were 32 Home Economics lecturers in Vocational Teacher Education
Department, University of Nigeria, Nsukka, Ebonyi State University, Abakiliki, Abia State
University, Uturu, and Michael Okpara University of Agriculture, Umudike (2011/2012
session). Details of these Home Economics lecturers from the various universities are
University of Nigeria Nsukka (VTE unit six and Home Science Department seven), Ebonyi
State University, Abakiliki seven, Abia State University, Uturu six, and Michael Okpara
University of Agriculture, Umudike six. Home Economics lecturers possess various
academic qualifications, ranging from the basic first degree in Home Economics, to
Masters, and Doctorate Degrees. Also, the lecturers have varying years of experience in
teaching the subject, and, as such, their opinions/perceptions matter a great deal (Mamman,
2000).
Sample and Sampling Technique
Four hundred (400) hairdressers were purposively selected from the population.
There was no available register of hairdressers; therefore, hairdressers that were found
within university towns were selected. In the light of this, ten (10) barbers, twenty (20) hair
platters and weavers, twenty (20) hair perming salons with more than one apprentice and
fifty (50) hair dressers in perming salons without apprentices were sampled in each of the
university towns. That is one hundred (100) hairdressers were sampled within each of the
university towns.
There was no sampling for final year students. All the 125 final year Home
Economics students were used. This is because they style their hair regularly with different
hairdressing products and they are in better position to give more detailed information.
Moreover they represent the would be users of the curriuclum: University of Nigeria,
Nsukka (VTE 4, Home Science 29), Ebonyi State University, Abakaliki (37), Michael
Okpara University of Agriculture, Umudike (19) and Abia State University, Uturu (36).
They were 9 males and 116 females from 19 years and above.
There was no sampling for Home Economics lecturers. All the 32 lecturers that teach
Home Economics courses were used because the population was small. They were UNN
(VTE six, Home Science seven), EBSU (seven), MOA (six) and ABSU (six).
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Instrument for Data Collection
The following sets of instruments were utilized for collecting data for this study.
They are:
(I) A structured questionnaire titled “Hairdressing Questionnaire (HDQ)” for objectives
1-5 was developed and used to collect data .
The instrument was a 5-point scale hairdressing questionnaire (HDQ). The
questionnaire was developed through extensive review of literature related to the study
based on the purpose of the study. The instrument consisted of 140 items on objectives,
contents (knowledge, skills and attitudes) relating to hairdressing. Each of the items had a
five point response options – strongly agree (SA), Agree (A), undecided (UD), Disagree (D)
and strongly disagree (SD). The questionnaire was divided into six sections, as follows:
Section A: deals with personal data of lecturers, students and hair dressers.
Section B: objective of HDC – The instrument is used to determine the objective of the
Hairdressing Curriculum.
Section C: Content (knowledge, skills and attitudes) of the curriculum (HDC) – It will help
to state what the students will be able to do for the curriculum.
Section D: Instructional methods to be used– This indicates various methods to be used to
enhance development of hair dressing curriculum.
Section E: Instructional materials/media to be utilized in teaching hairdressing
Section F: Evaluation activities of HDC – These are tools for assessing the programme to
determine the extent of achievement of hairdressing training curriculum.
The questionnaire was administered on three groups to whom the results of the
investigation were validly applied; namely: Lecturers, students and experienced hair
dressers.
(II) Draft Hairdressing Curriculum (HDC) – This covered hairdressing objectives,
contents, delivery systems and evaluation activities. It was developed under the
following themes, sub-themes, topics, performance objectives, contents, instructors
activities, learners activities, instructional materials, instructional methods and
evaluation.
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(III) Rating Scale for Validation of HD (Validation Form) – This was based on
performance objectives, contents, instructor’s activities, learner’s activities,
instructional methods and instructional materials/media and evaluation activities.
(IV) Hairdressing Test (HDT) – Two tests were developed. This was determined with
a table of specification developed by the researcher. (See Appendix V)
Validation of Instrument
For the purpose of validation of the instrument, draft copies of the instruments were
subjected to face and content validation. This was to ensure that the instrument would elicit
the information they were designed to elicit (Nworgu, 2002). Copies of the instrument were
given to two lecturers namely two (2) Home Economics lecturers from University of
Nigeria, Nsukka and one (1) hairdresser in Uturu, Abia State. They were requested to
review the items in terms of their clarity, appropriateness, objectivity, originality, and
comprehensiveness. The experts restructured, added and removed some items as was
decided appropriate by them. Based on the recommendations of the validates, some
modifications were made. HDT was also conducted for pre-test and post-test. Hairdressing
questions were used for the tests and it was validated by experts. A table of specification
was utilized for the tests (see appendix V).
Reliability of the Instrument
To determine the reliability of HDQ, it was trial tested. The researcher administered
copies of questionnaire with the help of two research assistants to 20 final year students who
offer Home Economics in University of Agriculture, Makurdi in Benue State. The result
obtained from trial test was used for the computation of reliability coefficient for the
instrument using Cronbach alpha. Cronbach alpha is noted to be appropriate for establishing
of multiple rated items (Ogbazi and Okpala, 1994). The following coefficients were
obtained for each of the clusters: cluster B (instructional objectives) = 0.95, cluster C
(content) = 0.97, cluster D (instructional methods) = 0.93, cluster D (material/media) =
0.88 and cluster E (evaluation activities) = 0.94. (see Appendices M and N). This then
means that the different clusters and result indicated that the instrument was reliable.
Reliability of rating scale for validation of the developed curriculum is 3.86.
reliability of the hairdressing test (HDT) post-test is 4.74.
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Method of Data Collection
Data for this study was collected in phases:
Phase I: Distribution of questionnaire – The HDQ developed was distributed to Home
Economics lecturers and final year Home Economics students in the four
institutions that offer Home Economics. It was also distributed to hair dressers in
the university towns through personal contact by the researcher and trained
assistants.
Phase II: Development of the draft of Hairdressing Curriculum (HDC) - This was carried
out by the researcher. The researcher adopted the Tyler (1975) and Wheeler
(1980) Curriculum Development Models in developing the HDC. The researcher
used the findings from research purposes number 1-5 to develop the draft HDC.
It was organized under themes with their corresponding topics, performance
objectives, contents, teacher’s activity, learner’s activity, instructional
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.
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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.
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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
to adorn hair 4.14 0.55 4.50 0.79 4.42 0.79 4.42 0.78 Agree
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
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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
hairstyles 4.55 0.69 4.60 0.70 4.44 0.86 4.49 0.81 Agree
19 Identify some hair diseases 4.16 0.73 4.35 0.76 4.29 0.85 4.29 0.82 Agree
20 Explain how to brush hair to loose tangles 4.07 0.81 4.34 0.84 4.12 0.93 4.17 0.90
Agree
21 Check manufacturer’s instruction before using hair products 4.04 0.79 4.22 0.92 4.03 0.97 4.08 0.95
Agree
22 State means of communication in hair dressing 4.09 0.82 4.33 0.95 4.21 0.90 4.23 0.91
Agree
23 Explain the details of hairstyling products 4.20 0.75 4.46 0.68 4.29 0.84 4.33 0.79
Agree
24 State how to change hair volume and fiber with fixative or styling products 4.14 0.86 4.33 0.85 4.19 0.89 4.22 0.88
Agree
25 State the role of natural hair care products and hair photo-protection 4.00 0.89 4.42 0.72 4.39 0.82 4.36 0.81
Agree
26 Identify how to choose a new hairstyle 4.16 0.68 4.52 0.73 4.42 0.82 4.42 0.79
Agree
27 Compile a list of good Styling products available in the market 4.20 0.75 4.46 0.77 4.31 0.83 4.34 0.81
Agree
28 Identify some common problems of the hair 4.27 0.67 4.56 0.65 4.48 0.73 4.48 0.71
Agree
29 Explain how to treat some hair damages 4.25 0.55 4.46 0.68 4.47 0.74 4.44 0.71
Agree
30 Summarize different hair types 4.27 0.75 4.42 0.72 4.39 0.78 4.39 0.77 Agree 31 Explain the guidelines for
meeting the nutritional requirement of a healthy hair
4.13 0.69 4.50 0.75 4.43 0.76 4.42 0.75
Agree
32 Explain the term hair dryer 4.27 0.70 4.53 0.65 4.41 0.77 4.43 0.74 Agree 33 State the local hair dressing
equipment 4.02 0.80 4.39 0.82 4.37 0.76 4.34 0.79 Agree
34 Summarize the washing process and styling of hair 4.25 0.55 4.59 0.64 4.49 0.80 4.49 0.74
Agree
35 Others, please specify 4.09 0.72 4.37 0.88 4.14 1.04 4.19 0.98 Agree
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
hairstyles 4.55 0.69 4.60 0.70 4.44 0.86
2.286
.103 NS
19 Identify some hair diseases 4.16 0.73 4.35 0.76 4.29 0.85 1.117 .328 NS
20 Explain how to brush hair to loose tangles 4.07 0.81 4.34 0.84 4.12 0.93
3.403
.034
S
21 Check manufacturer’s instruction before using hair products 4.04 0.79 4.22 0.92 4.03 0.97
2.180
.114
NS
22 State means of communication in hair dressing 4.09 0.82 4.33 0.95 4.21 0.90
1.622
.198
NS
23 Explain the details of hairstyling products 4.20 0.75 4.46 0.68 4.29 0.84
3.158
.043
S
24 State how to change hair volume and fiber with fixative or styling products 4.14 0.86 4.33 0.85 4.19 0.89
1.644
.194
NS
25 State the role of natural hair care products and hair photo-protection 4.00 0.89 4.42 0.72 4.39 0.82
6.269
.002
S
26 Identify how to choose a new hairstyle 4.16 0.68 4.52 0.73 4.42 0.82
4.353
.013
S
27 Compile a list of good Styling products available in the market 4.20 0.75 4.46 0.77 4.31 0.83
2.744
.065
NS
28 Identify some common problems of the hair 4.27 0.67 4.56 0.65 4.48 0.73
3.453
.032
S
29 Explain how to treat some hair damages 4.25 0.55 4.46 0.68 4.47 0.74
2.369
.095
NS
30 Summarize different hair types 4.27 0.75 4.42 0.72 4.39 0.78 .829 .437 NS 31 Explain the guidelines for
meeting the nutritional requirement of a healthy hair 4.13 0.69 4.50 0.75 4.43 0.76
5.143
.006
S
32 Explain the term hair dryer 4.27 0.70 4.53 0.65 4.41 0.77 2.863 .058 NS 33 State the local hair dressing
equipment 4.02 0.80 4.39 0.82 4.37 0.76
5.348
.005 S
34 Summarize the washing process and styling of hair 4.25 0.55 4.59 0.64 4.49 0.80
4.200
.015
S
35 Others, please specify 4.09 0.72 4.37 0.88 4.14 1.04 3.393 .034 S
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
application of relaxers 4.29 0.76 4.48 0.76 4.53 0.73 4.49 0.74 Agree
7 Hair spraying 4.27 0.70 4.41 0.85 4.39 0.85 4.38 0.84 Agree 8 Arranging hair into sections and
rough plaiting different styles 4.21 0.71 4.37 0.89 4.22 0.97 4.26 0.93 Agree
9 Adding ornaments to the hair to adorn it. 4.18 0.86 4.37 0.86 4.37 0.90 4.35 0.88
Agree
10 Manipulating the hair drying equipment 4.29 0.73 4.34 0.89 4.19 0.94 4.24 0.91
Agree
11 Timing in hair dressing 4.25 0.67 4.46 0.85 4.26 0.85 4.31 0.84 Agree 12 Speed practices in handling
tools and equipment 4.02 0.84 4.45 0.79 4.22 0.98 4.26 0.93 Agree
13 Arranging hair dressing equipment 4.23 0.71 4.43 0.75 4.43 0.81 4.41 0.79
Agree
14 Manipulation of equipment and tools in hairdressing 4.14 0.75 4.43 0.82 4.25 0.96 4.29 0.91
Agree
15 Safety guidelines for the use of tools and equipment 4.46 0.54 4.55 0.72 4.52 0.71 4.52 0.70
Agree
16 Interpreting warning labels on tools and equipment 4.23 0.71 4.47 0.82 4.33 0.86 4.36 0.83
Agree
17 Hair grooming 4.36 0.62 4.58 0.63 4.45 0.77 4.47 0.72 Agree 18 selection of hair styling products 4.36 0.59 4.46 0.77 4.52 0.75 4.48 0.74 Agree 19 nutritional guidelines and hair
grooming 4.50 0.81 4.58 0.70 4.49 0.81 4.51 0.78 Agree
20 Face shape drawing 4.16 0.83 4.26 1.03 4.11 1.06 4.15 1.03 Agree 21 Hairstyles and face shapes 4.46 0.69 4.45 0.82 4.48 0.75 4.47 0.77 Agree 22 Hair treatment methods 4.48 0.66 4.44 0.79 4.56 0.67 4.52 0.70 Agree 23 Styles in hairdressing 4.34 0.79 4.48 0.71 4.59 0.70 4.53 0.71 Agree 24 Personal health and hygiene in 4.32 0.64 4.43 0.86 4.51 0.74 4.47 0.76
103
hairdressing: towels and gowns Agree 25 Personal cleanliness: hands and
nails, body, mouth, clothes, hair 4.29 0.76 4.50 0.74 4.52 0.78 4.49 0.77 Agree
26 Personal appearance: personal code of practice 4.20 0.75 4.41 0.81 4.43 0.81 4.40 0.80
Agree
27 Good posture and body positioning in hair dressing 4.13 0.99 4.47 0.82 4.47 0.78 4.44 0.82
Agree
28 Combs and combing, methods 4.20 0.88 4.56 0.73 4.48 0.72 4.47 0.75 Agree 29 Brushes and brushing methods 4.29 0.78 4.56 0.67 4.52 0.68 4.51 0.69 Agree 30 Cleaning of hairdressing tools 4.41 0.73 4.59 0.69 4.50 0.77 4.51 0.75 Agree 31 Maintaining clients goodwill 4.27 0.70 4.52 0.76 4.28 0.87 4.34 0.83 Agree 32 Good communication 4.27 0.80 4.39 0.91 4.33 0.92 4.34 0.90 Agree 33 Body language in hairdressing:
eye contact 4.20 0.96 4.39 0.88 4.04 1.13 4.15 1.06 Agree
34 Dealing with clients complaints 4.36 0.72 4.47 0.79 4.15 1.01 4.25 0.94 Agree 35 Consulting and diagnosing
techniques: examining the hair 4.23 0.81 4.46 0.85 4.31 0.85 4.34 0.85 Agree
36 Promoting services and products: selling products 4.13 0.81 4.46 0.75 4.27 0.88 4.31 0.84
Agree
37 Shampooing and conditioning the hair: understanding shampoos and shampooing 4.27 0.80 4.54 0.66 4.56 0.70 4.52 0.70
Agree
38 Selection of hairdressing products 4.20 0.84 4.48 0.76 4.52 0.76 4.48 0.77
Agree
39 Chemistry of shampoos 4.25 0.74 4.34 0.92 4.07 1.05 4.16 1.00 Agree 40 Shampooing techniques 4.05 0.86 4.39 0.83 4.24 0.91 4.26 0.89 Agree 41 Acidity and alkalinity of
shampoos: the pH scale 4.00 0.85 4.25 0.98 4.07 1.06 4.11 1.02 Agree
42 Preparing shampoos 4.55 0.74 4.39 0.94 4.22 1.07 4.30 1.02 Agree 43 Principles of shampooing 4.30 0.74 4.46 0.88 4.25 0.90 4.31 0.88 Agree 44 Shampooing method 4.38 0.75 4.44 0.81 4.38 0.83 4.39 0.81 Agree 45 Massage techniques
4.25 0.81 4.34 0.81 4.19 0.97 4.23 0.92 Agree
46 Water for shampooing – hard and soft water 4.29 0.68 4.46 0.88 4.29 0.93 4.34 0.90
Agree
47 Principles of conditioning: choosing a conditioner and types of conditioner 4.18 0.83 4.61 0.63 4.47 0.79 4.48 0.76
Agree
48 Conditioning treatments: dandruff, greasy hair 4.23 0.74 4.62 0.64 4.51 0.79 4.51 0.75
Agree
49 Massage techniques: hand massage, steamers, accelerators, scalp massage using electrical equipment 4.18 0.81 4.43 0.76 4.24 0.98 4.29 0.91
Agree
50 Oil applications or treatments 4.38 0.68 4.50 0.75 4.50 0.77 4.49 0.75 Agree 51 Drying hair: equipment/tools and
product, hand and finger drying 4.39 0.71 4.42 0.79 4.42 0.83 4.42 0.81 Agree
52 Drying hair to shape and creating a finished look 4.18 0.81 4.31 0.91 4.52 0.72 4.43 0.79
Agree
53 Styling aids – protectors, curl enhancers, setting aids, dressing aids 4.27 0.67 4.45 0.82 4.34 0.84 4.36 0.82
Agree
104
54 Rollering methods and common faults 4.29 0.65 4.29 0.85 4.36 0.87 4.34 0.84
Agree
55 Dressing technique: teasing, brushing, back brushing method, back combing method, simple dressing, overdressing, mirrors 4.16 0.78 4.46 0.74 4.49 0.72 4.45 0.74
Agree
56 Plaiting: hair twists, hair threading, hair extensions 4.21 0.80 4.52 0.76 4.55 0.71 4.51 0.73
Agree
57 Cutting and styling hair: hairstyling – design and choice 4.25 0.74 4.45 0.80 4.45 0.79 4.43 0.79
Agree
58 Factors influencing hairstyle 4.16 0.73 4.37 0.87 4.37 0.81 4.35 0.82 Agree 59 Style suitability 4.23 0.71 4.55 0.74 4.45 0.74 4.46 0.74 Agree 60 Cutting tools and equipment 4.20 0.72 4.46 0.79 4.34 0.85 4.36 0.83 Agree 61 Perming hair – principles of
perming 4.29 0.71 4.43 0.77 4.34 0.86 4.36 0.82 Agree
62 Sectioning/sequence of winding 4.07 0.78 4.34 0.87 4.21 0.92 4.23 0.89 Agree 63 Applying the perm lotion 4.14 0.82 4.40 0.84 4.31 0.89 4.32 0.88 Agree 64 Processing time-hair treatment
condition, salon temperature 4.27 0.82 4.50 0.80 4.36 0.88 4.39 0.86 Agree
65 Neutralizing technique – principles of neutralizing, first rinsing, applying neutralizer, second rinsing 4.48 0.57 4.53 0.78 4.42 0.92 4.45 0.86
Agree
66 Relaxing hair: methods of relaxing hair, regrowth treatments, permanently relaxing hair 4.34 0.67 4.43 0.81 4.49 0.80 4.46 0.79
Agree
67 Hair colouring – temporary hair coloring, semi-permanent colouring, permanent colouring 4.20 0.72 4.37 0.88 4.36 0.91 4.35 0.89
Agree
68 Salon reception – handling appointments, handling payments: hand, cheque, card 4.20 0.75 4.43 0.74 4.39 0.84 4.38 0.81
Agree
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 3 reveals that the sixty eight items identified for achieving the objectives of
HDC were regarded as appropriate with grand mean ratings ranging from 4.11 to 4.64 of
Home Economics lecturers, final year Home Economics students and hairdressers. This
means that each of the contents in hairdressing curriculum obtained mean rating above 2.50.
This indicates that majority of the respondents agreed with these items as related content of
HDC. They are therefore the content of HDC. The standard deviation of items ranges from
0.67 to 0.93. This indicates that the respondents were very close to the mean in their
responses. Therefore, the values of the standard deviation added some validity to the mean
values.
Hypothesis 2
105
There is no significant difference in the mean rating of hairdressers, lecturers and students
on the content (knowledge, skills and attitudes) in hairdressing to be integrated into the
Home Economics programme of the universities in the Southeast, Nigeria.
Table 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
S/N Content (knowledge, skills and attitudes) on HDC to be integrated are
X 1 SD1 X 2
SD2 X 3 SD3 Fcal Sig.
of F RMK
1 The structure of the hair 4.55 0.74 4.70 0.58 4.63 0.69 1.219 .296 NS 2 The physical and chemical
property of the hair 4.23 0.74 4.57 0.72 4.40 0.80
4.224
.015 S
3 Studying different types of hair 4.38 0.78 4.68 0.62 4.58 0.67 4.300 .014 S 4 Fixing suitable hair attachments
4.41 0.65 4.52 0.76 4.48 0.75
.491
.612 NS
5 Teasing out the brushing of curls 4.11 0.87 4.37 0.82 4.22 0.84
2.615
.074
NS
6 Arranging hair for the application of relaxers 4.29 0.76 4.48 0.76 4.53 0.73
2.533
.080
NS
7 Hair spraying 4.27 0.70 4.41 0.85 4.39 0.85 .641 .527 NS 8 Arranging hair into sections and
rough plaiting different styles 4.21 0.71 4.37 0.89 4.22 0.97
1.411
.245 NS
9 Adding ornaments to the hair to adorn it. 4.18 0.86 4.37 0.86 4.37 0.90
1.197
.303
NS
10 Manipulating the hair drying equipment 4.29 0.73 4.34 0.89 4.19 0.94
1.367
.256
NS
11 Timing in hair dressing 4.25 0.67 4.46 0.85 4.26 0.85 3.087 .046 S 12 Speed practices in handling
tools and equipment 4.02 0.84 4.45 0.79 4.22 0.98
5.259
.005 NS
13 Arranging hair dressing equipment 4.23 0.71 4.43 0.75 4.43 0.81
1.662
.191
NS
14 Manipulation of equipment and tools in hairdressing 4.14 0.75 4.43 0.82 4.25 0.96
2.901
.056
NS
15 Safety guidelines for the use of tools and equipment 4.46 0.54 4.55 0.72 4.52 0.71
.331
.718
NS
16 Interpreting warning labels on tools and equipment 4.23 0.71 4.47 0.82 4.33 0.86
2.093
.124
NS
17 Hair grooming 4.36 0.62 4.58 0.63 4.45 0.77 2.499 .083 NS 18 selection of hair styling products 4.36 0.59 4.46 0.77 4.52 0.75 1.278 .279 NS 19 nutritional guidelines and hair
grooming 4.50 0.81 4.58 0.70 4.49 0.81
.701
.496 NS
20 Face shape drawing 4.16 0.83 4.26 1.03 4.11 1.06 1.059 .348 NS 21 Hairstyles and face shapes 4.46 0.69 4.45 0.82 4.48 0.75 .106 .900 NS 22 Hair treatment methods 4.48 0.66 4.44 0.79 4.56 0.67 1.421 .242 NS 23 Styles in hairdressing 4.34 0.79 4.48 0.71 4.59 0.70 3.538 .030 S 24 Personal health and hygiene in
hairdressing: towels and gowns 4.32 0.64 4.43 0.86 4.51 0.74
1.662
.191 NS
106
25 Personal cleanliness: hands and nails, body, mouth, clothes, hair 4.29 0.76 4.50 0.74 4.52 0.78
2.223
.109
NS
26 Personal appearance: personal code of practice 4.20 0.75 4.41 0.81 4.43 0.81
2.104
.123
NS
27 Good posture and body positioning in hair dressing 4.13 0.99 4.47 0.82 4.47 0.78
4.552
.011
S
28 Combs and combing, methods 4.20 0.88 4.56 0.73 4.48 0.72 4.878 .008 S 29 Brushes and brushing methods 4.29 0.78 4.56 0.67 4.52 0.68 3.394 .034 S 30 Cleaning of hairdressing tools 4.41 0.73 4.59 0.69 4.50 0.77 1.275 .280 NS 31 Maintaining clients goodwill 4.27 0.70 4.52 0.76 4.28 0.87 4.691 .010 S 32 Good communication 4.27 0.80 4.39 0.91 4.33 0.92 .452 .636 NS 33 Body language in hairdressing:
eye contact 4.20 0.96 4.39 0.88 4.04 1.13
5.794
.003 S
34 Dealing with clients complaints 4.36 0.72 4.47 0.79 4.15 1.01 6.519 .002 S 35 Consulting and diagnosing
techniques: examining the hair 4.23 0.81 4.46 0.85 4.31 0.85
2.153
.117 NS
36 Promoting services and products: selling products 4.13 0.81 4.46 0.75 4.27 0.88
3.888
.021
S
37 Shampooing and conditioning the hair: understanding shampoos and shampooing 4.27 0.80 4.54 0.66 4.56 0.70
4.221
.015
S
38 Selection of hairdressing products 4.20 0.84 4.48 0.76 4.52 0.76
4.210
.015
S
39 Chemistry of shampoos 4.25 0.74 4.34 0.92 4.07 1.05 4.090 .017 S 40 Shampooing techniques 4.05 0.86 4.39 0.83 4.24 0.91 3.249 .040 NS 41 Acidity and alkalinity of
shampoos: the pH scale 4.00 0.85 4.25 0.98 4.07 1.06
1.887
.153 NS
42 Preparing shampoos 4.55 0.74 4.39 0.94 4.22 1.07 3.304 .037 S 43 Principles of shampooing 4.30 0.74 4.46 0.88 4.25 0.90 2.850 .059 NS 44 Shampooing method 4.38 0.75 4.44 0.81 4.38 0.83 .346 .708 NS 45 Massage techniques 4.25 0.81 4.34 0.81 4.19 0.97 1.434 .239 NS 46 Water for shampooing – hard
and soft water 4.29 0.68 4.46 0.88 4.29 0.93
1.987
.138 NS
47 Principles of conditioning: choosing a conditioner and types of conditioner 4.18 0.83 4.61 0.63 4.47 0.79
6.748
.001
S
48 Conditioning treatments: dandruff, greasy hair 4.23 0.74 4.62 0.64 4.51 0.79
5.448
.005
S
49 Massage techniques: hand massage, steamers, accelerators, scalp massage using electrical equipment 4.18 0.81 4.43 0.76 4.24 0.98
2.774
.063
NS
50 Oil applications or treatments 4.38 0.68 4.50 0.75 4.50 0.77 .682 .506 NS 51 Drying hair: equipment/tools and
product, hand and finger drying 4.39 0.71 4.42 0.79 4.42 0.83
.032
.969 NS
52 Drying hair to shape and creating a finished look 4.18 0.81 4.31 0.91 4.52 0.72
6.728
.001
S
53 Styling aids – protectors, curl enhancers, setting aids, dressing aids 4.27 0.67 4.45 0.82 4.34 0.84
1.329
.266
NS
54 Rollering methods and common faults 4.29 0.65 4.29 0.85 4.36 0.87
.511
.600
NS
107
55 Dressing technique: teasing, brushing, back brushing method, back combing method, simple dressing, overdressing, mirrors 4.16 0.78 4.46 0.74 4.49 0.72
4.892
.008
S
56 Plaiting: hair twists, hair threading, hair extensions 4.21 0.80 4.52 0.76 4.55 0.71
5.208
.006
S
57 Cutting and styling hair: hairstyling – design and choice 4.25 0.74 4.45 0.80 4.45 0.79
1.611
.201
NS
58 Factors influencing hairstyle 4.16 0.73 4.37 0.87 4.37 0.81 1.641 .195 NS 59 Style suitability 4.23 0.71 4.55 0.74 4.45 0.74 3.788 .023 S 60 Cutting tools and equipment 4.20 0.72 4.46 0.79 4.34 0.85 2.311 .100 NS 61 Perming hair – principles of
perming 4.29 0.71 4.43 0.77 4.34 0.86
.974
.378 NS
62 Sectioning/sequence of winding 4.07 0.78 4.34 0.87 4.21 0.92 2.167 .115 NS 63 Applying the perm lotion 4.14 0.82 4.40 0.84 4.31 0.89 1.769 .172 NS 64 Processing time-hair treatment
condition, salon temperature 4.27 0.82 4.50 0.80 4.36 0.88
1.922
.147 NS
65 Neutralizing technique – principles of neutralizing, first rinsing, applying neutralizer, second rinsing 4.48 0.57 4.53 0.78 4.42 0.92
.956
.385
NS
66 Relaxing hair: methods of relaxing hair, regrowth treatments, permanently relaxing hair 4.34 0.67 4.43 0.81 4.49 0.80
.904
.406
NS
67 Hair colouring – temporary hair coloring, semi-permanent colouring, permanent colouring 4.20 0.72 4.37 0.88 4.36 0.91
.932
.394
NS
68 Salon reception – handling appointments, handling payments: hand, cheque, card 4.20 0.75 4.43 0.74 4.39 0.84
1.752
.174
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 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.
N = 557
S/N Instructional Methods X 1 SD1 X 2
SD2 X 3 SD3 X g
SD RMK
1 Project method 4.27 0.77 4.33 0.89 4.31 0.97 4.31 0.93 Agree 2 Interviewing some hair dressing
owners 4.32 0.96 4.59 0.78 4.52 0.82 4.52 0.83 Agree
3 Discussion method on effect of chemical on hair 4.21 0.85 4.47 0.73 4.52 0.71 4.47 0.73
Agree
4 Field trip to hair dressing shops 4.20 0.72 4.48 0.71 4.47 0.80 4.44 0.77 Agree 5 Use of demonstration skills 4.21 0.80 4.43 0.81 4.46 0.75 4.43 0.78 Agree 6 Use of practical lessons 4.20 0.80 4.44 0.80 4.46 0.78 4.43 0.79 Agree 7 Use of resource persons for
more knowledge of hair 4.27 0.75 4.48 0.78 4.52 0.76 4.48 0.7 Agree
8 Problems solving method on hair dressing issues 4.29 0.62 4.52 0.71 4.50 0.73 4.49 0.71
Agree
9 Role playing on speed practices of hair styles 4.25 0.86 4.36 0.86 4.32 0.95 4.32 0.91
Agree
10 Lecture method on hair topics 4.20 0.77 4.36 0.89 4.37 0.82 4.35 0.83 Agree 11 Programmed instruction for hair
product 4.21 0.78 4.46 0.71 4.38 0.82 4.39 0.79 Agree
12 Computer assisted instruction for latest hair styles 4.14 0.72 4.48 0.67 4.31 0.87 4.34 0.81
Agree
13 Team teaching in operating procedures of hair 4.13 0.76 4.28 0.86 4.33 0.87 4.30 0.86
Agree
14 Individual contact for more in-depth knowledge 4.29 0.73 4.23 0.96 4.27 0.88 4.27 0.89
Agree
15 Brainstorming on hair fibre defects 4.11 0.73 4.33 0.81 4.21 0.86 4.23 0.83
Agree
16 Story telling about right product usage 4.05 0.88 4.32 0.87 4.19 0.94 4.21 0.92
Agree
17 Workshop in HDP 4.18 0.77 4.20 0.97 4.17 0.94 4.18 0.93 Agree 18 Use of fashion parade on hair
styles 4.20 0.80 4.38 0.83 4.22 0.91 4.26 0.88 Agree
19 Simulation and games 4.20 0.82 4.31 0.89 4.18 0.94 4.22 0.91 Agree 20 Questions and answers method 4.13 0.88 4.34 0.88 4.18 0.91 4.22 0.90 Agree 21 Excursion method 4.14 0.80 4.26 0.93 4.19 0.93 4.20 0.92 Agree 22 Case study method 4.25 0.67 4.28 0.95 4.20 0.95 4.23 0.93 Agree 23 Multiple choice 4.29 0.76 4.35 0.83 4.32 0.87 4.32 0.85 Agree
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 5 shows the instructional methods and materials/media related delivery
systems, they were asked to respond to. A twenty-three item, 5-point Likert type scale of
“strongly agree” – “strongly disagree’ was presented for assessing the instructional methods
and materials/media related delivery systems to be utilized in HDC. The grand mean rating
ranges from 4.18 to 4.52. This means that instructional methods and materials/media related
109
delivery systems of HDC obtained a mean rating above 2.50. The standard deviation of each
instructional methods and materials/media related delivery systems of HDC was less than 1.
The standard deviation of the items ranging from 0.51 to 0.93. This implies that their
individual responses were not far from the mean. This indicated that the respondents were
very close to the mean in their responses. Therefore, the values of the standard deviation
added some validity to the mean values.
Hypothesis 3
There is no significant difference in the mean rating of hairdressers, lecturers and students
on the instructional methods that could be utilized in the teaching of hairdressing in
universities in the Southeast, Nigeria.
Table 6: Summary of ANOVA on the mean ratings of the three groups of respondents
on the instructional methods that could be utilized in teaching hairdressing
S/N Instructional Methods X 1 SD1 X 2
SD2 X 3 SD3 Fcal Sig.
of F RMK
1 Project method 4.27 0.77 4.33 0.89 4.31 0.97 .093 .911 NS 2 Problems solving method on hair
dressing issues 4.32 0.96 4.59 0.78 4.52 0.82
2.195
.112 NS
3 Discussion method on effect of chemical on hair 4.21 0.85 4.47 0.73 4.52 0.71
4.186
.016
NS
4 Field trip to hair dressing shops 4.20 0.72 4.48 0.71 4.47 0.80 3.180 .042 NS 5 Use of demonstration skills 4.21 0.80 4.43 0.81 4.46 0.75 2.368 .095 NS 6 Use of practical lessons 4.20 0.80 4.44 0.80 4.46 0.78 2.761 .064 NS 7 Use of resource persons for
more knowledge of hair 4.27 0.75 4.48 0.78 4.52 0.76
2.621
.074 NS
8 Interviewing some hair dressing owners 4.29 0.62 4.52 0.71 4.50 0.73
2.518
.082
NS
9 Role playing on speed practices of hair styles 4.25 0.86 4.36 0.86 4.32 0.95
.289
.749
NS
10 Lecture method on hair topics 4.20 0.77 4.36 0.89 4.37 0.82 1.055 .349 NS 11 Programmed instruction for hair
product 4.21 0.78 4.46 0.71 4.38 0.82
2.015
.134 NS
12 Computer assisted instruction for latest hair styles 4.14 0.72 4.48 0.67 4.31 0.87
3.919
.020
NS
13 Team teaching in operating procedures of hair 4.13 0.76 4.28 0.86 4.33 0.87
1.402
.247
NS
14 Individual contact for more in-depth knowledge 4.29 0.73 4.23 0.96 4.27 0.88
.121
.886
NS
15 Brainstorming on hair fibre defects 4.11 0.73 4.33 0.81 4.21 0.86
1.800
.166
NS
16 Story telling about right product usage 4.05 0.88 4.32 0.87 4.19 0.94
2.069
.127
NS
17 Workshop in HDP 4.18 0.77 4.20 0.97 4.17 0.94 .062 .940 NS 18 Use of fashion parade on hair
styles 4.20 0.80 4.38 0.83 4.22 0.91
1.802
.166 NS
19 Simulation and 4.20 0.82 4.31 0.89 4.18 0.94 NS
110
games 1.021 .361 20 Questions and answers method 4.13 0.88 4.34 0.88 4.18 0.91 2.074 .127 NS
21 Excursion method 4.14 0.80 4.26 0.93 4.19 0.93 .450 .638 NS 22 Case study method 4.25 0.67 4.28 0.95 4.20 0.95 .340 .712 NS 23 Multiple choice 4.29 0.76 4.35 0.83 4.32 0.87 .152 .859 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 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
4.11 1.14 4.40 0.78 4.38 0.88 4.36 0.89 Agree
3 Journals for publication hair articles 4.21 0.91 4.51 0.68 4.30 0.91 4.35 0.86
Agree
4 Dictionaries for definition of some concepts 3.95 1.07 4.42 0.81 4.30 0.87 4.30 0.88
Agree
5 Fliers 4.29 0.97 4.43 0.82 4.37 0.81 4.38 0.83 Agree 6 Newspaper articles on hair 4.38 0.86 4.50 0.67 4.46 0.71 4.46 0.71 Agree 7 Magazines on hair talks 4.38 0.84 4.37 0.84 4.37 0.78 4.37 0.80 Agree 8 Over head projector for internet
display 4.18 0.99 4.45 0.74 4.26 0.82 4.30 0.82 Agree
9 Slide projector for moderating write-ups 4.21 1.11 4.51 0.92 4.52 0.82 4.49 0.88
Agree
10 Cameras for snapping pictures of hair styles 4.20 1.07 4.38 0.79 4.24 0.88 4.27 0.88
Agree
11 Radio-cassette recorder for taping talks 4.27 0.94 4.50 0.68 4.36 0.86 4.39 0.82
Agree
12 Computers for storing information 4.11 1.21 4.50 0.70 4.40 0.79 4.40 0.82 Agree 13 Television talks about hair 4.11 1.09 4.34 0.91 4.35 0.85 4.32 0.90 Agree 14 Documentaries 4.07 1.11 4.38 0.80 4.28 0.91 4.29 0.91 Agree 15 White board for teaching 4.29 0.99 4.43 0.74 4.49 0.75 4.46 0.78 Agree 16 Models on hair shows 4.16 1.04 4.47 0.76 4.38 0.79 4.38 0.81 Agree
111
17 Wall chart on hair nutrition 4.21 0.97 4.40 0.82 4.39 0.85 4.38 0.85 Agree 18 Real objects/resource person to
carryout hair practices 4.29 1.06 4.53 0.74 4.47 0.73 4.47 0.77 Agree
19 Posters of face shapes 4.32 0.99 4.46 0.86 4.50 0.75 4.47 0.81 Agree 20 Pictures of hair styles 4.45 0.93 4.41 0.97 4.45 0.80 4.44 0.86 Agree 21 Video films for hair styles 4.14 1.09 4.37 0.86 4.28 0.96 4.29 0.95 Agree 22 Others, please specify 4.04 1.25 4.45 0.84 4.29 0.93 4.31 0.95 Agree
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 7 shows that 22 items related delivery systems of HDC identified by all the
respondents: Home Economics lecturers, final year Home Economics students, and
hairdressers were relevant. In all the statements, the grand mean rating ranges from 4.27 to
4.49. This means that each material/media related delivery systems of HDC obtained a mean
above 2.50. The standard deviation of each item related delivery systems of HDC were less
than 1. This implies that their individual responses were not far from the mean. The standard
deviation of each item ranges from 0.51 to 0.95. This indicated that the respondents were
very close to the mean in their responses. Therefore, the values of the standard deviation
added some validity to the mean values.
Hypothesis 4
There is no significant difference in the mean rating of hairdressers, lecturers and students
on the instructional materials/media to be utilized in teaching of hairdressing in universities
in the South-East, Nigeria.
Table 8: Summary of ANOVA on the mean ratings of respondents on the instructional
materials/media to be utilized in teaching hairdressing
S/N Instructional Materials/Media to be utilized are
X 1 SD1 X 2
SD2 X 3 SD3 Fcal Sig.
of F RMK
1 Text book for hair literature 4.25 1.01 4.56 0.82 4.44 0.95 2.331 .098 NS 2 Handouts in nutritional
guidelines 4.11 1.14 4.40 0.78 4.38 0.88
2.554
.079 NS
3 Journals for publication hair articles 4.21 0.91 4.51 0.68 4.30 0.91
3.843
.022
S
4 Dictionaries for definition of some concepts 3.95 1.07 4.42 0.81 4.30 0.87
5.940
.003
S
5 Fliers 4.29 0.97 4.43 0.82 4.37 0.81 .619 .539 NS 6 Newspaper articles on hair 4.38 0.86 4.50 0.67 4.46 0.71 .587 .557 NS 7 Magazines on hair talks 4.38 0.84 4.37 0.84 4.37 0.78 .003 .997 NS 8 Over head projector for internet 4.18 0.99 4.45 0.74 4.26 0.82
112
display 3.403 .034 NS 9 Slide projector for
moderating write-ups 4.21 1.11 4.51 0.92 4.52 0.82
3.026
.049 NS
10 Cameras for snapping pictures of hair styles 4.20 1.07 4.38 0.79 4.24 0.88
1.557
.212
NS
11 Radio-cassette recorder for taping talks 4.27 0.94 4.50 0.68 4.36 0.86
2.291 .102 NS
12 Computers for storing information 4.11 1.21 4.50 0.70 4.40 0.79
4.620
.010
S
13 Television talks about hair 4.11 1.09 4.34 0.91 4.35 0.85 1.808 .165 NS 14 Documentaries 4.07 1.11 4.38 0.80 4.28 0.91 2.343 .097 NS 15 White board for teaching 4.29 0.99 4.43 0.74 4.49 0.75 1.855 .158 NS 16 Models on hair shows 4.16 1.04 4.47 0.76 4.38 0.79 2.948 .053 NS 17 Wall chart on hair nutrition 4.21 0.97 4.40 0.82 4.39 0.85 1.136 .322 NS 18 Real objects/resource person to
carryout hair practices 4.29 1.06 4.53 0.74 4.47 0.73 2.056 .129
NS
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
on hair dressing programme 4.25 0.81 4.38 0.81 4.39 0.77 4.37 0.78 Agree
9 Interpret warning labels that are attached to the dryer cords as safety guide lines 4.46 0.66 4.32 0.80 4.45 0.75 4.42 0.75
Agree
10 Explain suitable hair dressing equipment 4.46 0.66 4.32 0.88 4.44 0.75 4.41 0.78
Agree
11 State two causes of hair breakage 4.25 0.77 4.43 0.77 4.49 0.75 4.45 0.76 Agree 12 Discuss two different face shapes
and styles 4.18 0.83 4.40 0.84 4.36 0.80 4.35 0.81 Agree
13 Discuss two effects of chemicals on hair 4.20 0.77 4.48 0.81 4.38 0.83 4.39 0.82
Agree
14 Discuss three factors that influence choice of hair oil 4.39 0.65 4.34 0.85 4.36 0.81 4.36 0.81
Agree
15 Propose the type of cosmetics likely to groom hair with the latest hair styles 4.21 0.73 4.46 0.80 4.40 0.79 4.40 0.79
Agree
16 Brainstorm on the manipulation of equipment 4.21 0.71 4.38 0.80 4.21 0.89 4.26 0.85
Agree
17 Outline various ways to care for hair dressing equipment 4.25 0.77 4.30 0.87 4.36 0.87 4.33 0.86
Agree
18 Compile a list of hair dressing product that hair dressers need 4.25 0.81 4.38 0.81 4.39 0.77 4.37 0.78
Agree
19 Summarize the washing process and styling of hair 4.46 0.66 4.32 0.80 4.45 0.75 4.42 0.75
Agree
20 State four ways a hairdresser ensures personal cleanliness 4.46 0.66 4.32 0.88 4.44 0.75 4.41 0.78
Agree
21 Give five reasons for maintaining good posture 4.25 0.77 4.43 0.77 4.49 0.75 4.45 0.76
Agree
22 Discuss three various ways of dealing with clients complaints 4.18 0.83 4.40 0.84 4.36 0.80 4.35 0.81
Agree
23 Outline two ways of examining hair 4.20 0.77 4.48 0.81 4.38 0.83 4.39 0.82
Agree
24 State two massage techniques of the hair 4.39 0.65 4.34 0.85 4.36 0.81 4.36 0.81
Agree
25 List three types of hair conditioners 4.21 0.73 4.46 0.80 4.40 0.79 4.40 0.79
Agree
26 Discuss two factors that influence hairstyles 4.21 0.71 4.38 0.80 4.21 0.89 4.26 0.85
Agree
27 Explain salon temperature 4.25 0.77 4.30 0.87 4.36 0.87 4.33 0.86 Agree 28 State the procedures for relaxing
hair 4.25 0.81 4.38 0.81 4.39 0.77 4.37 0.78 Agree
29 How often should relaxing be applied? 4.46 0.66 4.32 0.80 4.45 0.75 4.42 0.75
Agree
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.
Data contained in Table 9 shows the overall mean ratings of three groups of
respondents of HDC. It revealed that 29 evaluation activities of the HDC were identified by
the Home Economics lecturers, final year Home Economics and hairdressers were relevant.
The grand mean rating ranges from 0.75 to 0.86. This means that evaluation activities of
114
HDC obtained a mean rating above 2.50. The standard deviation of evaluation activities of
HDC was less than 1. This implies that their individual responses were not far from the
mean.
Hypothesis 5
There is no significant difference in the mean rating of hairdressers, lecturers and students
on the evaluation activities of hairdressing curriculum (HDC) that could be employed for
assessing the attainment of hairdressing objectives of the universities in the Southeast,
Nigeria.
Table 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
S/N Evaluation Activities of HDC that could be employed are
X 1 SD1 X 2
SD2 X 3 SD3 Fcal Sig.
of F RMK
1 Define the concept of hairstyle 4.25 0.77 4.43 0.77 4.49 0.75 .068 .934 NS 2 Enumerate different types of hair 4.18 0.83 4.40 0.84 4.36 0.80 .476 .621 NS 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
2.724
.066
NS
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
2.188
.113
NS
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
.559
.572
NS
6 Discuss how styling products transform the hair 4.21 0.71 4.38 0.80 4.21 0.89
.318
.728
NS
7 State two ways nutritional guidelines can transform hair 4.25 0.77 4.30 0.87 4.36 0.87
4.635
.010
S
8 Respond to questionnaire items on hair dressing programme 4.25 0.81 4.38 0.81 4.39 0.77
.769
.464
NS
9 Interpret warning labels that are attached to the dryer cords as safety guide lines 4.46 0.66 4.32 0.80 4.45 0.75
1.116
.328
NS
10 Explain suitable hair dressing equipment 4.46 0.66 4.32 0.88 4.44 0.75
1.333
.264
NS
11
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
Group
N Pretest Posttest Mean Std.
Deviation Mean Std.
Deviation Experimental 20 11.4500 1.27630 37.3000 .97872 Control 20 7.7500 .96655 12.4500 .82558
Table 11 shows that students trained (experimental group) with hairdressing
curriculum HDC had a mean rating of 37.30 in post-test in hairdressing test (HDT) while
students without training (control group) had a mean of 12.45 in the pre-test. This means
that students who were trained with hairdressing curriculum rated higher in HDT than those
students without training. Also, the standard deviation for experimental group was 0.98
while the control group was 0.83.
HO6: There is no significant difference between the mean rating of students in
universities in the South-East of Nigeria, trained with HDC and those who did not receive
training with HDC in the hairdressing test.
Table 12: ANCOVA table for student treated with and without HDC Source Type III Sum of
Squares df Mean of Squares F Sig.
Corrected Model Intercept Pretest Group Error Total Corrected Total
253.155 440.126 17.930 17.805 13.220
48917.000 266.376
2 1 1 1 37 40 39
126.578 440.126 17.930 17.805 .357
354.270 1.232E3 50.184 49.833
.000
.000
.000
.000
Table 12 shows the ANCOVA for students treated with and without HDC. The result
revealed that the F-calculated for the group is 49.83, and this value of F is significant at
0.000. Similarly, the F-value is significant at 0.05. This is because 0.00 is less than 005
( ρ =0.00; 0.00V0.05). Therefore, the null hypothesis is not accepted, hence, there is
significant difference between the mean rating of students trained with HDC and the mean
rating of those who were not trained with HDC.
117
Findings of the Study
Based on the data analyzed, the following findings emerged from the study:
(A) Thirty-four objective of hairdressing curriculum (table 1) were as follow:
� Explain the concept of haircut, hairstyle and hairdo as clothing features
� Describe the characteristic of hair
� Mention different styles of hair
� Outline how to colour hair
� State how to add hair accessories to adorn hair
� Describe how to trim hair evenly and remove cut particles
� Explain how to carry out practices with hairdressing tools
� Describe how to assemble the tools
� Explain how to take care of the tools
� Explain how to keep the tools safe
� Identify the warning labels attached to the cords as required by the consumer product
safety commission guidelines
� State how to set hair to suit face shape
� Describe how to replace dry, curly and frizzy hair with flowing straight hair
� Compare human hair with synthetic hair fiber
� Appreciate the role of a permanent hair dresser to be familiar with one’s hair
� Enumerate the advantages of choosing less expensive fad items
� Explain the details of face shapes
� Give instruction for latest hairstyles
� Identify some hair diseases
� Explain how to brush hair to loose tangles
� Check manufacture’s instruction before using hair products
� State means of communication in hairdressing
� Explain the details of hairstyling products
� State how to change hair volume and fiber with fixative or styling products
� State the role of natural hair care products and hair photo-protection
� Identify how to choose a new hairstyle
� Compile a list of good styling products available in the market
� Identify some common problems of the hair
118
� Explain how to treat some hair damages
� Summarize different hair types
� Explain the guidelines for meeting the nutritional requirement of a healthy hair
� Explain the term hair dryer
� State the local hair dressing equipment
� Summarize the washing process and styling of hair
(B) A 68-item content of HDC were determined and presented in table 4. From the
responses, it shows that hairdressing respondents agreed that all the sixty-eight
items identified for achieving the objectives of HDC were regarded as appropriate
(table 3). They are made up of the following:
• The structure of the hair
� The physical and chemical property of the hair
� Studying different types of hair
� Fixing suitable hair attachments
� .Teasing out the brushing of curls
� Arranging hair for the application of relaxers
� Hair spraying
� Arranging hair into sections and rough plaiting different styles
� Adding ornaments to the hair to adorn it.
� Manipulating the hair drying equipment
� .Timing in hair dressing
� Speed practices in handling tools and equipment
� Arranging hair dressing equipment
� Manipulation of equipment and tools in hairdressing
� Safety guidelines for the use of tools and equipment
� Interpreting warning labels on tools and equipment
� Hair grooming
� Selection of hair styling products
� Nutritional guidelines and hair grooming
� Face shape drawing
� Hairstyles and face shapes
119
� Hair treatment methods
� Styles in hairdressing
� Personal health and hygiene in hairdressing: towels and gowns
� Personal cleanliness: hands and nails, body, mouth, clothes, hair
� Personal appearance: personal code of practice
� Good posture and body positioning in hair dressing
� Combs and combing, methods
� Brushes and brushing methods
� Cleaning of hairdressing tools
� Maintaining clients goodwill
� Good communication
� Body language in hairdressing: eye contact
� Dealing with clients complaints
� Consulting and diagnosing techniques: examining the hair
� Promoting services and products: selling products
� Shampooing and conditioning the hair: understanding shampoos and shampooing
� Selection of hairdressing products
� Chemistry of shampoos
� Shampooing techniques
� Acidity and alkalinity of shampoos: the pH scale
� Preparing shampoos
� Principles of shampooing
� Shampooing method
� Massage techniques
� Water for shampooing – hard and soft water
� Principles of conditioning: choosing a conditioner and types of conditioner
� Conditioning treatments: dandruff, greasy hair
� Massage techniques: hand massage, steamers, accelerators, scalp massage using
electrical equipment
� Oil applications or treatments
� Drying hair: equipment/tools and product, hand and finger drying
� Drying hair to shape and creating a finished look
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� Styling aids – protectors, curl enhancers, setting aids, dressing aids
� Rollering methods and common faults
� Dressing technique: teasing, brushing, back brushing method, back combing method,
simple dressing, overdressing, mirrors
� Plaiting: hair twists, hair threading, hair extensions
� Cutting and styling hair: hairstyling – design and choice
� Factors influencing hairstyle
� Style suitability
� Cutting tools and equipment
� Perming hair – principles of perming
� Sectioning/sequence of winding
� Applying the perm lotion
� Processing time-hair treatment condition, salon temperature
� Neutralizing technique – principles of neutralizing, first rinsing, applying neutralizer,
second rinsing
� Relaxing hair: methods of relaxing hair, regrowth treatments, permanently relaxing
hair
� Hair colouring – temporary hair coloring, semi-permanent colouring, permanent
colouring
� Salon reception – handling appointments, handling payments: hand, cheque, card
(C) Forty-five delivery systems were developed and presented in table 5 and 7.
They were determined using mean and standard deviation. The tabulation indicated
that these items presented were preferred by all the respondents. These include:
(i) 23 instructional methods and
(ii) 22 instructional materials/media for developing HDC for the integration.
(i) Instructional Methods: They are: project method, problem-solving, discussion,
field trip, use of demonstration skills, use of practical lessons, use of resource
persons, interview, role playing, lecture method programmed instruction, computer
assisted instruction, team teaching, case study, brainstorming, story telling, fashion
parade, simulation and games, questions and answers, workshop, excursion, multiple
choice on HDC.
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� Project method
� Problems solving method on hair dressing issues
� Discussion method on effect of chemical on hair
� Field trip to hair dressing shops
� Use of demonstration skills
� Use of practical lessons
� Use of resource persons for more knowledge of hair
� Interviewing some hair dressing owners
� Role playing on speed practices of hair styles
� Lecture method on hair topics
� Programmed instruction for hair product
� Computer assisted instruction for latest hair styles
� Team teaching in operating procedures of hair
� Individual contact for more in-depth knowledge
� Brainstorming on hair fibre defects
� Story telling about right product usage
� Workshop on HDC
� Use of fashion parade on hair styles
� Simulation and games
� Questions and answers method
� Excursion
� Case study method
� Multiple choice
(ii) Instructional materials/media used include: relevant textbooks, handouts,
journals, dictionary, newspaper, magazine, overhead projector, slide projector,
camera, radio-cassette, computer, television, radio, whiteboard, models, wall chart,
real object/resource persons, porters, pictures, video films on HDC.
� Text book for hair literature
� Handouts in nutritional guidelines
� Journals for publication hair articles
� Dictionaries for definition of some concepts
� Fliers
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� Newspaper articles on hair
� Magazines on hair talks
� Over head projector for internet display
� Slide projector for moderating write-ups
� Cameras for snapping pictures of hair styles
� Radio-cassette recorder for taping talks
� Computers for storing information
� Television talks about hair
� Documentaries
� White board for teaching
� Models on hair shows
� Wall chart on hair nutrition
� Real objects/resource person to carryout hair practices
� Posters of face shapes
� Pictures of hair styles
� Video films for hair styles
� Others, please specify
(D) Twenty nine evaluation activities (table 9 were used which include
� Define the concept of hairstyle
� Enumerate different types of hair
� Discuss the right product usage that can prevent the hair from damage
� Explain how hair products promise texture, shine, curl or volume to hair
� Recommend the use of good quality shampoos that have enough moisturizing and
nourishment properties
� Discuss how styling products transform the hair
� State two ways nutritional guidelines can transform hair
� Respond to questionnaire items on hair dressing programme
� Interpret warning labels that are attached to the dryer cords as safety guide lines
� Explain suitable hair dressing equipment
� State two causes of hair breakage
� Discuss two different face shapes and styles
� Discuss two effects of chemicals on hair
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� Discuss three factors that influence choice of hair oil
� Propose the type of cosmetics likely to groom hair with the latest hair styles
� Brainstorm on the manipulation of equipment
� Outline various ways to care for hair dressing equipment
� Compile a list of hair dressing product that hair dressers need
� Summarize the washing process and styling of hair
� State four ways a hairdresser ensures personal cleanliness
� Give five reasons for maintaining good posture
� Discuss three various ways of dealing with clients complaints
� Outline two ways of examining hair
� State two massage techniques of the hair
� List three types of hair conditioners
� Discuss two factors that influence hairstyles
� Explain salon temperature
� State the procedures for relaxing hair
� How often should relaxing be applied?
Discussion of Findings
Based on the findings of the study, the discussion is organized around information
and data presented by the purposes, research questions and hypotheses of the study.
Phase I: The most highly regarded instructional objectives were identified (table 1).
However, the most highly emphasized hairdressing curriculum objective among the three
respondents is “mention different styles of hair” followed by “explain how to take care of
tools” with grand mean of 4.52 to 4.59. Different styles of hair were highly regarded in
fashioning the hair. This is inline with Steven (2010) that latest hairstyles are an immediate
solution for anyone in quest of appearance enhancement. Applying latest traces on the hair
offers one a new looks (Rodney, 2006). There is therefore an urgent need to wear hairstyles
that match face shapes, hairstyle and choice of style (Leena, 2010). However, hairdressing
respondents regarded all the objectives as prominent which show that all the items had their
calculated values greater than 0.05. This means that there was no difference in the mean
responses of Home Economics lecturers, final year students of Home Economics and
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hairdressers on the objectives of HDC for universities in the South-East of Nigeria that offer
Home Economics.
Therefore, the hypothesis of no significant difference in the opinion of the three
groups of respondents was upheld for all the items. The difference in mean rating response
in objective 3 is from hairdressers. The reason for high rating of the items by hairdressers is
that they are already in the profession. They are in better position to know which objective
is highly reflective in hairdressing curriculum. Development of hairdressing curriculum
HDC will bring change in hairdressing industry as it will equip adults and youths with
professionally skilled occupation. In the assessment of Winden (2010) many hairdressers
subject head hair to harsh physical and chemical products that often lead to severe hair
damage. If the students are professionally skilled in hairdressing, it will build them that are
efficient skillfully as the programme will have a well-planned objective. According to Zoobi
(2005) objectives help to teach the knowledge, skills, values and attitudes that will enable
individuals to become productive members. That is why specific objectives must be
formulated with sufficient specificity (Eraut, 1991). Objectives are vital and indispensable
in curriculum planning and development (Ogwo, 1996).
Furthermore the sixty-eight item identified as content of HDC are regarded as
appropriate to be utilized as the content of hairdressing curriculum for universities in the
South-East of Nigeria that offer Home Economics. Prominent in the list is the content one,
which is the structure of the hair. The reason is that in-depth knowledge of the structure of
the hair should be given paramount consideration in hairdressing industry as hair and skin
may be affected by hairdressing processes. This is in line with Leo and Habila (2003) that
“if hair is badly carried out by these shampooing and other treatments, it can be main cause
of poor hair condition” followed by “studying different types of hair”. Their grand mean
rating was 4.59 to 4.64. This is in line with Jablonski (2006) that the knowledge about the
structure of the hair and types of the hair help to understand what care one should always
give to hair to make it healthy.
Olaitan and Mbah (1998) also state that it is necessary to understand the qualities of
hair that is healthy as the knowledge will help in handling the hair. Salako (2009)
summarized hair type under normal, oily, dry and combination hair type. Normal hair is
shiny yet not oily and fairly easy to manage. Oily hair attracts dust and needs frequent
washing and after shampooing it quickly become lifeless. Dry hair looks dull and brittle due
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to inactive oil glands. It feels rough to the touch and splits easily. Combination hair type is
both greasy and dry hair. It is usually oily at the scalp and dry at the ends. Combination hair
type is seen more in long hair that has damaged ends (Leena, 2010). Olaitan and Mbah
(1998) add that hair type may be curly or straight, short or long, hard or soft, oily or dry. In
hot regions, most hair split easily and loose elasticity due to harsh weather conditions. This
is supported by Daniel (2010) that the hair too feels dry and sometimes itchy. Thus, dry hair
breaks off very easily.
The developed HDC has helped hairdressing respondents to wisely select the content
of HDC. This is in line with Offorma (1994) who informed that learning experiences can be
regarded as activities the learners engage in, in the process of learning the content. She is of
the opinion that one of the principles of learning is active participation of the learner or
involvement of the learner in the learning process. Precisely, the learner cannot be active if
she is not involved.
The study also reveals that all the delivery systems (instructional methods,
instructional materials/media were appropriate; these include among others: project method,
problem solving, discussion, field trip, demonstration skills, practical lessons, use of
resource persons, interview, role playing, lecture method, programmed instruction, team
teaching, case study, brainstorming, story telling, fashion parade, simulation and games,
questions and answers, workshop, excursion, relevant textbooks, handouts, journals,
newspaper, magazine, overhead projector, camera, computer, television, radio, white board,
models, wall chart, real object, posters, pictures. Ogwo (1996) informs that it is through
these materials that the teachers use to facilitate teaching and learning. Problem solving
method on hair issues had the prominent grand mean rating of 4.52. This is in line with
Agwasim and Agwasim (1995), Abiogu (2004) who identify problem solving method as one
of the most effective methods for imparting the knowledge of hairdressing. These findings
were in line with Okpara (1990) and Ogwo (1996) that incorporating agents must
understand how to use and control resource materials. It therefore, becomes important to
identify appropriate strategies/methods/materials which can be adopted to achieve desired
objective.
Forty-five delivery systems relating to instructional methods/materials/media listed
were accepted by the three groups of hairdressing programme respondents. The most
appropriate delivery systems is found under instructional methods in item 2 (problems
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solving method). Prominent in the instructional materials/media is item 9 (slide projector).
Their grand mean ratings were 4.52 and 4.49 respectively. This finding is in line with Ogwo
(1996) and Abiogu (2004), who suggest that they are useful educational materials/methods
because of their increase learning effectiveness; equalize educational opportunities; educate
greater number of people at a time. The provision of suitable instructional methods and
instructional materials/media could be useful in incorporating hairdressing in universities in
the South-East of Nigeria.
The study also reveals twenty-nine evaluation activities. The findings of the study
show that all the items of hairdressing curriculum evaluation activities were accepted by the
three groups of respondents. However, the three groups of respondents (lecturers of Home
Economics, final year Home Economics and hairdressers) rated the ratings highly in all.
Highest in the list are items 1, 11 and 21 with the same grand mean of 4.45. There are
“define the concept of hairstyle”, “state two causes of hair breakage”, and “give reasons for
maintaining posture”. In this way, the evaluation items for the study were regarded as
appropriate to assess the possible HDC objectives.
David (2004) explains that the fashioning of the hair can be considered as aspect of
personal grooming, cosmetics and fashion. The grooming aspect involves shampooing the
hair to dissolve grease and remove any dirt in that hair (Olaitan and Mbah, 1998). Anaykoha
(1997) informs that it involves taking good care of the body to be healthy. Cosmetics occur
where styling products transforms the hair. Fashion in hairstyle is applying the latest traces
on the hair to offer a new look (Steven, 2010). Those who really appear fashionable
endeavour to acquire only hairstyles that suit hairdressing features. This implies that Home
Economics students need to acquire these skills at all levels as ways of imparting HDC to
universities in the South-East of Nigeria.
There was no significant difference in the mean ratings of the responses of lecturers,
final year Home Economics students and hairdressers on the evaluation activities required
for the hairdressing curriculum for universities in the South-East of Nigeria. Therefore, the
hypothesis of no significant difference in the opinions of the three groups of respondents
was upheld for all the items.
Phase III: During the study, the students who were taught with HDC had a mean rating of
37.30 in the test. The untrained group of students had a mean of 12.45. This means that the
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students trained with hairdressing curriculum HDC rated higher than the students that were
not trained. This is in line with Gall, Gall and Borg (2007) who recommended that the
programme must be trial-tested in order to meet the standard for implementation.
Phase V: The comments of the validators were used to revise the hairdressing curriculum
before its final adoption. This is in line with the Tyler’s model which emphasizes on the
hairdressing programme. Thus, Wheeler has four step processes namely: objectives, content,
delivery systems and evaluation activities. Therefore, at developmental state, interviewing,
discussion, problem-solving are required for integrating Hairdressing Curriculum.
Hairdressing test is summative evaluation activity that will be applied when the programme
is already developed. With the integration of functional hairdressing curriculum, it will fight
against massive unemployment; reduce the application of harsh physical and chemical
products, cases of withered hair or hair breakage revealed by the study. Hairdressing
curriculum implementing agents: lecturers that teach Home Economics, final year Home
Economics students and hairdressers will implement the HDC developed in the universities
in the South-East, Nigeria. This is the gap the study has filled.
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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter deals with restatement of the problem, procedures used, summary of
findings, conclusion and implication of the study, recommendations and suggestions for
further research.
Re-statement of the Problem
Presently, there is no hairdressing curriculum found in universities in the South-East,
Nigeria that offer Home Economics courses. The negligence of hairdressing curriculum
made it difficult to identify original hairstyling products by graduates of Home Economics.
They also style people’s hair without theoretical backup. This is because they were not
taught in the school. This requires that hairdressing curriculum (HDC) should be developed
that will have a well planned objectives, content, instructional methods, instructional
materials/media and evaluation activities to enable the graduates of Home Economics to
stand out stylists in the labour market.
Moreover, for hairdressing curriculum to be developed meaningfully, it must be
organized into themes required in teaching. The development must take into consideration
corresponding topics, performance objectives, content, instructor’s activities, learner’s
activities, instructional methods, instructional materials/media, and evaluation activities.
This is the challenge for this study. Thus, the problem is to develop hairdressing curriculum
for integration into Home Economics education programme.
This study is however undertaken to develop hairdressing curriculum for integration
into Home Economics Education programme of Universities in the South-East, Nigeria.
Specifically, the study:
(i) determined the instructional objectives needed in hairdressing
programme to be integrated into Home Economics Education programme of
universities in the South-East, Nigeria.
(ii) determined the content (knowledge, skills, and attitudes) in hairdressing
to be integrated into Home Economics Education programme of universities in the
South-East, Nigeria.
(iii) determined the instructional methods that could be adopted in teaching
hairdressing in universities in the South-East of Nigeria.
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129
(iv) determined the instructional materials/media that could be utilized in
teaching hairdressing in universities in the South-East, Nigeria.
(v) determined the evaluation activities that could be employed for assessing
the achievement of hairdressing objectives of universities in the South-East, Nigeria.
(vi) validated the draft hairdressing programme.
(vii) revised hairdressing programme for onward utilization.
Summary of Procedures used in the Study
The study adopted a modified version of Research and Development (R and D). It
was carried out in universities in the South-East, Nigeria. The population comprised 400
hairdressers, 125 final year Home Economics students, and 32 Home Economics lecturers.
There was no sampling for final year Home Economics students and lecturers of Home
Economics. Purposive sampling technique was used for hairdressers. A structured
hairdressing questionnaire (HDQ) (5-point rating scale from strongly agree to strongly
disagree) was developed and used as instrument for data collection. The instrument was
face-validated by nine experts (three Curriculum experts, three Home Economics lecturers
and three hairdressers). The reliability of the instrument was established using Cronbach
Alpha. The reliability of each of the clusters was established. Administration of the
instrument was done through direct contact by the researcher and two trained research
assistants. This was adopted to ensure safe retrieval of HDQ. Mean ratings were computed
to answer questions 1-5. ANOVA was used to analyze the hypotheses at 0.05 level of
significance, while ANCOVA was also used to analyze research question 6.
Summary of Major Findings
After addressing the study’s purpose, findings of the study were used to answer key
research questions and hypotheses of the study. The major findings include:
(a) 34 objectives of hairdressing curriculum.
(b) A 68 item content (knowledge, skills and attitudes of hairdressing curriculum.
(c) 45 delivery systems, made up of the following:
i. 23 instructional methods
ii. 22 instructional materials/media
(d) 29 hairdressing programme evaluation activities.
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(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
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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.
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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
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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
below:
SECTION A: PERSONAL DATA
1. Status: (a) Home Economics lecturer [ ] (b) Student [ ] (c) Hair dresser [ ]
2. Highlight educational qualification
a. WAEC/GCE [ ]
b. NCE/OND [ ]
c. HND [ ]
d. B.Sc/BA/B.Ed [ ]
e. M.Sc/MA/M.Ed [ ]
f. Ph.D [ ]
3. Your institution [ ]
a. Abia State University, Uturu [ ]
b. Ebonyi State University, Abakiliki [ ]
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
combing method, simple dressing, overdressing, mirrors
56 Plaiting: hair twists, hair threading, hair extensions
57 Cutting and styling hair: hairstyling – design and choice
58 Factors influencing hairstyle
59 Style suitability
60 Cutting tools and equipment
61 Perming hair – principles of perming
62 Sectioning/sequence of winding
63 Applying the perm lotion
64 Processing time-hair treatment condition, salon temperature
65 Neutralizing technique – principles of neutralizing, first rinsing, applying
neutralizer, second rinsing
66 Relaxing hair: methods of relaxing hair, regrowth treatments,
permanently relaxing hair
67 Hair colouring – temporary hair coloring, semi-permanent colouring,
permanent colouring
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
Between Groups 7.711 2 3.855 6.748 .001
Within Groups 310.798 544 .571
Total 318.508 546
Item 48 Conditioning treatments: dandruff, greasy hair
Between Groups 6.101 2 3.050 5.448 .005
Within Groups 304.594 544 .560
Total 310.695 546
Item 49 Massage techniques: hand massage, steamers, accelerators, scalp massage using electrical equipment
Between Groups 4.579 2 2.289 2.774 .063
Within Groups 448.931 544 .825
Total 453.510 546
167
Item 50 Oil applications or treatments Between Groups .777 2 .388 .682 .506
Within Groups 309.870 544 .570
Total 310.647 546
Item 51 Drying hair: equipment/tools and product, hand and finger drying
Between Groups .042 2 .021 .032 .969
Within Groups 355.088 544 .653
Total 355.130 546
Item 52 Drying hair to shape and creating a finished look
Between Groups 8.253 2 4.126 6.728 .001
Within Groups 333.645 544 .613
Total 341.898 546
Item 53 Styling aids – protectors, curl enhancers, setting aids, dressing aids
Between Groups 1.771 2 .885 1.329 .266
Within Groups 362.281 544 .666
Total 364.051 546
Item 54 Rollering methods and common faults
Between Groups .727 2 .364 .511 .600
Within Groups 387.379 544 .712
Total 388.106 546
Item 55 Dressing technique: teasing, brushing, back brushing method, back combing method, simple dressing, overdressing, mirrors
Between Groups 5.216 2 2.608 4.892 .008
Within Groups 290.049 544 .533
Total 295.265 546
Item 56 Plaiting: hair twists, hair threading, hair extensions
Between Groups 5.537 2 2.769 5.208 .006
Within Groups 289.158 544 .532
Total 294.695 546
Item 57 Cutting and styling hair: hairstyling – design and choice
Between Groups 2.013 2 1.007 1.611 .201
Within Groups 340.027 544 .625
Total 342.040 546
Item 58 Factors influencing hairstyle Between Groups 2.221 2 1.111 1.641 .195
Within Groups 368.086 544 .677
Total 370.307 546
Item 59 Style suitability Between Groups 4.144 2 2.072 3.788 .023
Within Groups 297.509 544 .547
Total 301.653 546
Item 60 Cutting tools and equipment Between Groups 3.132 2 1.566 2.311 .100
Within Groups 368.638 544 .678
Total 371.770 546
Item 61 Perming hair – principles of perming
Between Groups 1.318 2 .659 .974 .378
Within Groups 368.166 544 .677
Total 369.484 546
Item 62 Sectioning/sequence of winding Between Groups 3.443 2 1.721 2.167 .115
Within Groups 432.071 544 .794
Total 435.514 546
168
Item 63 Applying the perm lotion Between Groups 2.705 2 1.352 1.769 .172
Within Groups 415.946 544 .765
Total 418.651 546
Item 64 Processing time-hair treatment condition, salon temperature
Between Groups 2.818 2 1.409 1.922 .147
Within Groups 398.791 544 .733
Total 401.609 546
Item 65 Neutralizing technique – principles of neutralizing, first rinsing, applying neutralizer, second rinsing
Between Groups 1.399 2 .700 .956 .385
Within Groups 398.162 544 .732
Total 399.561 546
Item 66 Relaxing hair: methods of relaxing hair, regrowth treatments, permanently relaxing hair
Between Groups 1.131 2 .566 .904 .406
Within Groups 340.609 544 .626
Total 341.740 546
Item 67 Hair colouring – temporary hair coloring, semi-permanent colouring, permanent colouring
Between Groups 1.463 2 .731 .932 .394
Within Groups 426.845 544 .785
Total 428.307 546
Item 68 Salon reception – handling appointments, handling payments: hand, cheque, card
Between Groups 2.273 2 1.137 1.752 .174
Within Groups 352.249 543 .649
Total 354.522 545
Overall Between Groups 1.571 2 .786 4.361 .013
Within Groups 97.986 544 .180
Total 99.557 546
169
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
IN THE SOUTH-EAST, NIGERIA
180
THEME 1: HAIR AND SKIN S/N Topics Performance objectives Contents Instructors Activities Learners
Activities Instructional materials/ media
Instructional Method
Evaluation
1 Concept of hair and skin
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
182
THEME 3: COSMETICS AND HAIRSTYLING PRODUCTS
S/N Topics Performance objectives Contents Instructors Activities Learners Activities
Instructional materials/ media
Instructional Method
Evaluation
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
Join in the discussion of conditioners
Newspapers, Pictures, Magazine, Textbook, Handbills
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
Join in the discussion of mousses
Picture, Newspaper, Magazine, containing mousse products
Story telling, practical lesson, Discussion
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
Setting/styling lotions, Pictures, Posters, Magazines, Newspapers
Discussion, Practical lessons, Excursion to salon, Posters
1. List three components of setting/styling lotions. 2. Mention two uses of hair lotions
6 Wax/pomade/creams
At the end of this unit, learners should be able to: 1. Explain waxes/pomades/creams 2. Summarize the uses of these hair products
1. Explanation of waxes, pomade, creams 2. Major roles of waxes, pomade/creams to the hair
Use of pictures, waxes, pomade, creams to discuss these hair products to the learners
Participate in the discussion of waxes, pomade, creams
Posters, Pictures, Handbills, Newspaper, Magazine
Practical lessons, story telling, brainstorming
1. List two composition of waxes/pomade/creams. 2. Give two reasons for applying them to the hair
7 Oils At the end of this unit, learners should be able to: 1. Enumerate hair oils 2. Describe the role of oil to scalp and hair
1. Hair oils 2. Uses of hair oils
Use pictures, newspaper, magazine containing oil in the discussion of hair oils
Participate in the discussion of hair oils
Pictures of hair oils from newspapers, magazines
Practical lessons, discussion, question and answers
1. mention four hair oils available in the market 2. State two uses of hair oils
8 Hair sprays At the end of this unit, learners should be able to: 1. Explain hair spray as a finishing product. 2. Give reasons for using hair sprays
1. Hair sprays 2. Uses of hair sprays
Using hair sprays in the discussion
Participation in the discussion of hair sprays
Display of hair sprays, pictures of hairsprays
Discussion, Use of practical lessons, Assignment
1. What are hairsprays? 2. Give two reasons why hairsprays should be applied
THEME 4: EQUIPMENT/TOOLS IN HAIRDRESSING S/N Topics Performance objectives Contents Instructors Activities Learners
Activities Instructional materials/ media
Instructional Method
Evaluation
1 Basic Tools: Brushes
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
187
THEME 6: CHOOSING A HAIRSTYLE
S/N Topics Performance objectives Contents Instructors Activities Learners Activities
Instructional materials/ media
Instructional Method
Evaluation
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
THEME 7: SHAMPOOING, CONDITIONING AND DRYING HAIR S/N Topics Performance objectives Contents Instructors Activities Learners
Activities Instructional materials/ media
Instructional Method
Evaluation
1 Shampooing the hair
At the end of this unit, learners should be able to: 1. Define shampooing 2. Describe how shampoos work 3. State the massage techniques
1. Choice of shampoos 2. Shampooing method 3. Massage techniques
Discuss with the learners the following: 1. The meaning of shampooing 2. Choice of popular shampoos 3. How shampoos work
Participate in the discussion of shampooing Choice of shampoos How shampoos work and record the shampoos used
Shampoos Pictures of hair Product knowledge book
Interview Discussion Practical application
1. What is shampooing 2. List two types of shampoos 3. State two shampooing methods 4. State two things that are involved while shampooing
2 Conditioning the hair
At the end of this unit, learners should be able to:
1. Choosing of conditioner 2. Types of conditioner 3. Work of conditioner
Discuss with the learners: 1. Choice of conditioners 2. Different types of conditioners 3. Work of conditioners
Participate in the discussion of choice of conditioners, types of conditioners and how conditioners work on the hair
Conditioning products, Pictures, Product knowledge book
Use of resource persons, Practical Demonstration, Discussion
1. State two types of conditioners 2. State two uses of conditioners 3. State two effects of not conditioning the hair
3 Drying hair At the end of this unit, learners should be able to: 1. Explain the meaning of drying hair 2. Dry hair to shape and creating a
1. Drying of hair 2. Importance of leaving hair moisty while styling 3. Stages of drying
Discuss with the learners the following: 1. The drying of the hair 2. Leaving hair moisty and its roles 3. Stages of drying the
Participate in the discussion of drying the hair, stages of drying, the level of drying that gives the best result.
Magazines Picture White board for teaching
Use of resource person Practical Demonstration, Team teaching
1. What is drying the hair 2. List two sources of drying the hair 3. List the first two
189
finished work hair – roots, middle and end lengths of the hair
stages of drying the hair
THEME 8: PREPARING AND STYLING HAIR S/N Topics Performance objectives Contents Instructors Activities Learners
Activities Instructional materials/ media
Instructional Method
Evaluation
1 Gowning and protecting
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
Combs, threads, clip/clasps, hair oil, pictures, rubber bands
Skill demonstration, Practical lesson, Assignment
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
Which form of payment is more preferable and why?
191
THEME 9: MAINTAINING CUSTOMER’S GOODWILL
S/N Topics Performance objectives Contents Instructors Activities Learners Activities
Instructional materials/ media
Instructional Method
Evaluation
1 Care before and during services
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
192
THEME 10: EXAMINING HAIR
S/N Topics Performance objectives Contents Instructors Activities Learners Activities
Instructional materials/ media
Instructional Method
Evaluation
1 Listening and questioning the clients
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
Hair Dressers .10274 .04237 .054 -.0013 .2067
Hair Dressers Lecturers .15463* .06170 .044 .0032 .3061
Students -.10274 .04237 .054 -.2067 .0013
*. The mean difference is at the 0.05 level.
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
Between Groups 7.711 2 3.855 6.748 .001
Within Groups 310.798 544 .571
Total 318.508 546
Item 48 Conditioning treatments: dandruff, greasy hair
Between Groups 6.101 2 3.050 5.448 .005
Within Groups 304.594 544 .560
Total 310.695 546
Item 49 Massage techniques: hand massage, steamers, accelerators, scalp massage using electrical equipment
Between Groups 4.579 2 2.289 2.774 .063
Within Groups 448.931 544 .825
Total 453.510 546
Item 50 Oil applications or treatments Between Groups .777 2 .388 .682 .506
Within Groups 309.870 544 .570
Total 310.647 546
Item 51 Drying hair: equipment/tools and product, hand and finger drying
Between Groups .042 2 .021 .032 .969
Within Groups 355.088 544 .653
Total 355.130 546
Item 52 Drying hair to shape and creating a finished look
Between Groups 8.253 2 4.126 6.728 .001
Within Groups 333.645 544 .613
Total 341.898 546
205
Item 53 Styling aids – protectors, curl enhancers, setting aids, dressing aids
Between Groups 1.771 2 .885 1.329 .266
Within Groups 362.281 544 .666
Total 364.051 546
Item 54 Rollering methods and common faults
Between Groups .727 2 .364 .511 .600
Within Groups 387.379 544 .712
Total 388.106 546
Item 55 Dressing technique: teasing, brushing, back brushing method, back combing method, simple dressing, overdressing, mirrors
Between Groups 5.216 2 2.608 4.892 .008
Within Groups 290.049 544 .533
Total 295.265 546
Item 56 Plaiting: hair twists, hair threading, hair extensions
Between Groups 5.537 2 2.769 5.208 .006
Within Groups 289.158 544 .532
Total 294.695 546
Item 57 Cutting and styling hair: hairstyling – design and choice
Between Groups 2.013 2 1.007 1.611 .201
Within Groups 340.027 544 .625
Total 342.040 546
Item 58 Factors influencing hairstyle Between Groups 2.221 2 1.111 1.641 .195
Within Groups 368.086 544 .677
Total 370.307 546
Item 59 Style suitability Between Groups 4.144 2 2.072 3.788 .023
Within Groups 297.509 544 .547
Total 301.653 546
Item 60 Cutting tools and equipment Between Groups 3.132 2 1.566 2.311 .100
Within Groups 368.638 544 .678
Total 371.770 546
Item 61 Perming hair – principles of perming
Between Groups 1.318 2 .659 .974 .378
Within Groups 368.166 544 .677
Total 369.484 546
Item 62 Sectioning/sequence of winding Between Groups 3.443 2 1.721 2.167 .115
Within Groups 432.071 544 .794
Total 435.514 546
Item 63 Applying the perm lotion Between Groups 2.705 2 1.352 1.769 .172
Within Groups 415.946 544 .765
Total 418.651 546
Item 64 Processing time-hair treatment condition, salon temperature
Between Groups 2.818 2 1.409 1.922 .147
Within Groups 398.791 544 .733
Total 401.609 546
206
Item 65 Neutralizing technique – principles of neutralizing, first rinsing, applying neutralizer, second rinsing
Between Groups 1.399 2 .700 .956 .385
Within Groups 398.162 544 .732
Total 399.561 546
Item 66 Relaxing hair: methods of relaxing hair, regrowth treatments, permanently relaxing hair
Between Groups 1.131 2 .566 .904 .406
Within Groups 340.609 544 .626
Total 341.740 546
Item 67 Hair colouring – temporary hair coloring, semi-permanent colouring, permanent colouring
Between Groups 1.463 2 .731 .932 .394
Within Groups 426.845 544 .785
Total 428.307 546
Item 68 Salon reception – handling appointments, handling payments: hand, cheque, card
Between Groups 2.273 2 1.137 1.752 .174
Within Groups 352.249 543 .649
Total 354.522 545
Overall Between Groups 1.571 2 .786 4.361 .013
Within Groups 97.986 544 .180
Total 99.557 546
207
APPENDIX P
Post Hoc Tests
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
Multiple Comparisons
Scheffe
Dependent Variable (I) Status (J) Status
Mean Difference (I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound
Upper Bound
MeanC Lecturers Students -.19209* .06677 .016 -.3560 -.0282
Hair Dressers -.11343 .06113 .180 -.2635 .0366
Students Lecturers .19209* .06677 .016 .0282 .3560
Hair Dressers .07867 .04199 .174 -.0244 .1817
Hair Dressers Lecturers .11343 .06113 .180 -.0366 .2635
Students -.07867 .04199 .174 -.1817 .0244
*. The mean difference is at the 0.05 level.
208
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
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 HDP 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
209
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
210
APPENDIX Q
Post Hoc Tests
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
Multiple Comparisons
Scheffe
Dependent Variable (I) Status (J) Status
Mean Difference (I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound
Upper Bound
MeanC Lecturers Students -.19209* .06677 .016 -.3560 -.0282
Hair Dressers -.11343 .06113 .180 -.2635 .0366
Students Lecturers .19209* .06677 .016 .0282 .3560
Hair Dressers .07867 .04199 .174 -.0244 .1817
Hair Dressers Lecturers .11343 .06113 .180 -.0366 .2635
Students -.07867 .04199 .174 -.1817 .0244
*. The mean difference is at the 0.05 level.
211
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
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
212
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
213
APPENDIX R Post Hoc Tests
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
Multiple Comparisons
MeanDM Scheffe
(I) Status (J) Status Mean Difference
(I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
Lecturers Students -.23528* .07923 .013 -.4297 -.0408
Hair Dressers -.16887 .07254 .067 -.3469 .0092
Students Lecturers .23528* .07923 .013 .0408 .4297
Hair Dressers .06641 .04982 .412 -.0559 .1887
Hair Dressers Lecturers .16887 .07254 .067 -.0092 .3469
Students -.06641 .04982 .412 -.1887 .0559
*. The mean difference is at the 0.05 level.
214
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 breakage
Between Groups 2.742 2 1.371 2.372 .094 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
215
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
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
216
APPENDIX S
Analysis of Covariance Research Question
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)
217
APPENDIX T
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
218
APPENDIX U
Conceptual Framework of Hairdressing Curriculum
Fig.
2.4
Fig. 1: Conceptual Framework of Hairdressing Curriculum.
ig. 2.4:
Hairdressing Curriculum
Home Economics Education programme
Hair-dressers
Final year Home
Economics Students
Home Economics Lecturers
Aims and objectives of HDC
Learning experiences of HDC
Content of HDC
Org. of content and learning experiences of HDC
Evaluation of HDC
Fashion
Personal grooming
Cosmetics
219
APPENDIX V TABLE OF SPECIFICATION
S/N Topic Cognitive Affective Psychomotor
1 Concept of hair and skin 3 1 1
2 Chemical and physical properties of the hair 2 1 2
3 Hair growth and stages
4 Different types of hair and characteristics of hair 1 1 1
5 Poor hair shampooing and physical treatments 1
6 Effects of weather 1
7 Chemical effects of hair
8 Hair and scalp diseases and disorders 1 3
9 Shampoos 2 1
10 Conditioners
11 Gels 1
12 Mousses
13 Setting/Styling Lotions 1
14 Wax/pomade/creams
15 Oils 1 1
16 Hair sprays 1 1
17 Basic Tools: Brushes 2 1
Kno
wle
dge
Com
preh
ensi
on
App
licat
ion
A
naly
sis
Syn
thes
is
Eva
luat
ion
R
ecei
ving
R
espo
ndin
g
Val
uing
O
rgan
izat
ion
Cha
ract
eriz
atio
n
Obs
erva
tion
Lim
itatio
n
Pra
ctic
ing
A
dapt
ing
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18 Combs 1
19 Mirrors 2
20 Towels 1
21 Hair rollers 1
22 Hair Dryers
23 Airstyler
24 Other equipment or natural drying –heat of the sun, roller balls
25 Cutting tools: Scissors 1
26 Razor or hair shapers
27 Clippers
28 Oral and written communication (verbal, non-verbal) 1
29 Body language: eye contacts, distances 1
30 Body positioning/gestures 1
31 Salon environment 1 1
32 Behaviour 1
33 Features of face shape, head shape, body proportion 1 1 2
34 Quality and quantity of the hair 1
35 Age 36 Dress and occasion 37 Styling requirements 1 38 Suitability 39 Needle and Thread 40 Shampooing the hair 41 Conditioning the hair 42 Drying hair 1 43 Gowning and protecting 44 Brushing and Combing 1
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45 Length and trimming (Hair cutting) 46 Drying hair 47 Braiding/Plaiting 48 Hair weaving/extensions 1 49 Perming Hair 1 50 Colouring Hair 51 Flattong 52 Others: Handling payments 1 53 Care before and during services 54 Care after services 55 Listening and questioning the clients 1 56 Observing the clients hair 1 57 Recording services 1
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APPENDIX W
HAIRDRESSING TEST (HDT)
INSTRUCTIONS: ANSWER 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) Skin may loose its moisture, become dry and crack if hands regularly
comes in contact with
(a) chemical (b) gels (c) mousse (d) water
(6) The formula for hydrogen peroxide is
(a) H2O2 (b) H2O (c) CHO (d) pH value
(7) The normal pH of the hair and the skins surface is
(a) 4.5 to 5.5 (b) 4.1 to 4.8
(c) 4.00 to 4.2 (d) 5.8 to 5.9
(8) One of the following is hygroscopic (absorb and retain moisture)
(a) hair (b) skin (c) cell membrane (d) gel
(9) An example of hair type is
(a) Combination hair type (b) Itchy scalp
(c) Hair breakage (d) Split ends
(10) In hot regions, hair of individuals are normally
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(a) Shiny (b) Silky
(c) Supple (d) Coarse
(11) Very dry hair is likely to
(a) spring (b) dry (c) break (d) expand
(12) 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
(13) Materials which are chemically attracted to the hair structure are called
(a) substantive conditioners (b) ammonium compounds
(c) polypeptides (d) acidity
(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
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(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
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(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
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(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
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(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
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(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.