Evaluation of Homemaking and Consumer Education Programs for Low‐Income Adults

Abstract

Newly‐designed home economics programs funded under Part F, Consumer and Homemaking Education, of Title I of the 1968 Amendments to the Vocational Education Act, were established in New York State to serve limited‐income adults. The present study was a formative evaluation of ten of these fledgling programs. Evaluation techniques included interview; systematic observation; ratings of subjects and paraprofessionals; and recording of critical incidents by local staff and researchers. Four objectives guided the study: (1) to measure progress of subjects toward objectives of under standing and application of consumer education and homemaking concepts; (2) to assess the ability of professional staff to recognize interests and needs of learners and to present a creative, innova tive program; (3) to measure progress of paraprofessional staff toward objectives of understanding and application of consumer education, homemaking concepts and of characteristics of employabil ity; (4) to provide answers to questions regarding attendance, participation, teaching methods, and program operation. Evidence was compiled that significant learning took place, even though the attrition rate was high. Evidence showed that local programs were able both to use and supplement services of other agencies. Findings indicated that an imaginative, flexible home economics program, cognizant of target population assets, interests, and sensitivities, can both attract and serve that population.

Investigating the need for consumer education among Turkish secondary school students

“…There are numerous definitions of consumer education. Nelson 2 defined consumer education as preparing individuals to develop skills, concepts and understanding that help consumers to attain a maximum level of satisfaction and utilization of their human and material resources. In 1980, Bannister and Monsma 3 defined consumer education as the process of gaining the knowledge and skills needed to manage consumer resources and take action to influence those factors, which affect consumer decisions.…”

Evaluation of parenthood education components of vocational home economics programs in Iowa

“…For example. Nelson, Jacoby, and Shannon (1978) used an interview rather than a written test for a cognitive measure in a study of low-income home-…”

“…In addition to these considerations, obtrusiveness and threat of examination of subjects is of concern for all methods of data collection with some populations being more seriously affected than others. Nelson, Jacoby, and Shannon (1978) stated in the re port of their study of homemaking and consumer education programs for low-income adults in New York that it was important for them to use unobtrusive, non-threatening methods of data collection. Spe cifically, they avoided devices which necessitated subjects' read ing and making written responses.…”

Evaluation of parenthood education components of vocational home economics programs in Iowa

“…In addition to these considerations, obtrusiveness and threat of examination of subjects is of concern for all methods of data collection with some populations being more seriously affected than others. Nelson, Jacoby, and Shannon (1978)…”