ABSTRACT
This study was an action research which sought to help Form two pupils of
Tedan Junior high school High school, Paga to overcome this inability to set
formal table through demonstration method.
The researcher used observation, interview and test to diagnose the research
problem. The research was to find answers to following question;
1. What are the causes of Tedam Junior High school "A" form two pupil’s
inabilities to grab the concept formal table setting?
2.What strategies would be designed to help the form two students to apple the
knowledge gain.
The research we further used observation, interview and demonstration as
intervention strategies to solve the problem identified. The researcher
employer the same strategies used at the pre_ invention stage to monitor the
progress made by the students.
The finding from the research revealed that there has been a remarkable
improvement of the pupil’s performance on how to set a formal table.
Based on the research findings, the researcher made several recommend action
of which some include;
Teachers should make conscious efforts to teach formal table setting through
the use of demonstration method.
The research should be extended to a large number like the whole school
further research
because this one was carried out with pupils in one particular class. This will
make the finding general.
1
CHAPTER ONE
INTRODUCTION
This chapter comprises of the background to the study, the statement of
problem, purpose of the study, the research questions, significant of the study,
limitations, delimitation and organization of study. The details of subtopic are
described below;
Background to the Study
Basic Design and Technology is a subject that combines the elements
of the former causes in pre-technical into one subject.
The definition of Home Economics adopted by the Ghana Home
Economics Association in Axim was” an applied science concerned with the
development and effective use of human and material resources and
community for better quality of life” (Nsarkoh 1976). Fleck (1980) posits that
the focus of Home Economics is the family in its various forms. Home
Economics is a field of knowledge and services primarily concerned with
strengthening the family life through educating the individuals and families
and the means to satisfying these needs. Obutan and Agusiobo (1981) also
defined Home Economics as the study of all the elements relates to the welfare
of the family members. It is a field of study that provides the necessary
knowledge for guiding human being towards a more self-rewarding and
fulfilled life, within the context of home management and family life.
The American Home Economic Association say Home Economics is a”
field of knowledge and service concerned primarily with strengthening family
2
life (East,1980). From the above definition one can conclude that home
economics education should be the blue print for life and that every human
being must have home economics education to go through life confidently. In
Ghana, the objectives of the home programme for Junior High Schools,
according to the syllabus, are to;
i.
Equip the individual to develop skills that will enable him/her improve
the quality of life.
ii.
Understand the factors in the family, community and society which
help in meeting basic needs.
iii.
Recognize the importance of good consumer skills in all areas of life.
iv.
To apply management skills in all aspects of life.
To acquire knowledge and develop marketable skills can be used in later
life (Ministry of education,1986;) Home Economics aims at providing
marketable skills. This is in line with the general aim of the new education
reforms. Home Economics education should be able to contribute to
manpower development by equipping individuals with occupational skills to
make them self-reliant.
This is confirmed by Anyakaha (1988) who noted that Home
Economics occupations abound and that Home economics is capable of
preparing youths and adults for entry into various Home Economics
occupations. Some of the career opportunities in Home Economics include;
teaching, Home economists in business such as catering, swing, interior
decorating, dietetics, research, child caring, running a laundry, etc. Apart from
the above listed careers, Home Economics education helps the individual to
improve the quality of his /her life which improves self-worth or self-esteem.
3
The course teaches knowledge in planning and preparing healthy nutritious
meals which help develop the brain and maintain healthy bodies.
The benefits of Home Economics education cannot be over
emphasized in the eradication of poverty both in the family and in the nation.
Some ways in which home economics education can help provide employment
to reduce poverty. Career- operate a restaurant or cater for functions, operates
a bakery.
Curriculum Research and Development Division (2007) stated that, a
pupil who selects any of the options will be require to undertake a project
using relevant processes and a variety of materials and resource for making the
product. Since the majority of students who enter Junior High School may
terminate their formal education at this level, entrepreneurial skills and
introduction to the world of work included as part of the core knowledge and
skills that students should acquire before completing this level of education. It
also states that the subject is designed to help the pupil to;
 Acquire basic skills
 Apply practical skills, safe use of tools and judicious use of materials in
the workshop.
 Acquire problem solving skills through the use of design process.
Catering by definition is the act and science of preparing and serving
all kinds of foods and drinks and provision of accommodation for people of all
ages and races. (Nobis,1989). Catering is full of activates and must be studied
using the head, heart and hand to enable students to understand the concept
well. Catering enable us to prepare food in hygienic environment and it also
helps to serve prepared food to be attractive to the guest.
4
Tedam Junior High School is situated in community called Zenga in
Paga of the Kassena Nankana West District of the Upper East Region. The
inhabitants of this community are mainly traders and farmers with few being
educated and employed. The few of the educated members of the community
try to let ends meet by investing more of their resources in their wards
education but unfortunately majority of them who are farmers and traders do
not attach much value to education. They do little or nothing when their wards
demands for teaching and learning materials from them. Some of the
community members are not be an investment when the dowry of one cow and
seven sheep are paid by the in – law.
They prefer to let the girl –child stay at home instead of being in
school. The boy-child is equally ignored when it comes to schooling. As a
result, most pupils in the community have no interest in education. More than
90% of the students of these neighboring communities are traders and the
remaining 10% percent are predominately seasonal farmers. During the
researcher micro teaching practice, it was realized that pupils in basic eight did
not know how to set a formal. This might be due to the occupation of the
pupils’ parents which influenced the pupils’ inability to set a formal table.
This could be because most at times the pupils sit in the flour to eat without
any proper table setting.
Statement of the Problem
During a BDT lesson, I realized that students exhibited different
attitudes toward practical lesson hence they could not grasp the concept of
formal table setting. I tried to find out from the students why they had problem
5
in formal table setting and what caused it. When a class test was conducted it
was clearly noticed that about 75% of them scored less than the average mark
of 50 which was an indication that they did not understand the subject matter.
The problem was identified after the topic was taught by the subject tutor with
the use of teaching learning materials/ the students were orally interviewed
just after the lesson was taught but they were not able to provide adequate
information on the placement of the cutlery before and after eating.
Another lesson was delivered by the researcher on how to set a formal
table and exercises were given to them, the results showed that. They did not
grasp the concept formal table setting. This triggers the researcher to
undertake this particular study to assist Tedam Junior High School “A” form
two to overcome their difficulty in setting formal table.
Purpose of the Study
The purpose of this study is to assist Tedam Junior School “A” form
two students to lay a table in formal table setting without difficulty.
Specifically, the study seeks to;
(i)
Find out the causes of Tedam Junior High School “A” form two
inability to grasp the concept of formal table setting.
(ii)
To design and make teaching learning materials to teach the
concept formal table setting in Tedam Junior High School “A”
form two.
(iii)
To design strategies to enable Tedam Junior High School “A” form
two students to apply the knowledge gained from the concept
efficiently in their lives.
6
(iv)
To find out whether practical lesson could help Tedam Junior High
School “A”
Form two students to lay a table in the formal setting.
Research Questions
The researcher poses the following questions to guide the study.

What are the causes of Tedam Junior High School “A” form two
inabilities to grasp the concept of formal table setting?

How can the use of concrete teaching and learning materials help
Tedam Junior High School “A” form two students to grasp the
understanding of formal table setting?

What teaching and learning materials can be designed to teach the
concept of formal table setting?

What strategies would be designed to help the form two students to
apply the knowledge gained.
Significance of the Study
The knowledge about the formal table setting will help the pupils to
know the importance of formal table setting, especially in the service of food
during special occasion. It is very important because of the following reasons:
 To be good document to Ghana Education Service to consider when
coming out with policy which deal the BDT (Pre-voc).
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 Teachers strategies that where use by the researcher can be consider by
teachers at basic school level through the publication.
 Could be a good reference documented material for others researchers who
may like to researcher into similar related area. In addition to the above,
the researcher’s work will also serve as reference document to other Basic
Design and Technology teachers on how to effectively use the activity
method to enable students to grasp the concept of formal table setting.
Limitations
During the process of carrying out the project, the researcher
anticipates that some challenges might encountered which might affect the
results of the study. They include;
(i)
Some of the students under the study might not regularly be in
school throughout the period of intervention and this might affect
the results of the study.
(ii)
Other students might feel reluctant to participate actively during
the intervention period for fear of making mistakes or being
laughed at/
(iii)
Another challenge that might hinder the study might be a large
class size which might make classroom management very tedious
most especially during times of practical activities approach for
lesson delivery.
(iv)
Most of the students are disrespectful and do not take education
very serious and for that matter they might not show much interest
in the intervention.
Delimitations
8
The problem identified by the researcher thus, inability of Tedam
Junior High School “A” students not being able to set a formal table which
were exhibited by form two students. The study only covered the Basic Design
and Technology; Home Economics option (catering). This gave the scope of
the study thereby specifying authentic area of work and the class was whited
to only the form two students of Tedam Junior High School “A”.
Organization of the Study
The research has been divided into five chapters. Chapter one begins
with introduction which is closely followed with the background to the study,
statement of the problem, purpose of the study, research questions, and
significance of the study, delimitation, limitation and organization of the study
as the last one. Chapter two is the review of relevant related literature followed
by methodology as chapter three which deals with the research design, sample
selection, data collection and analysis procedures.
Chapter four is made up of the presentation of results of the study, findings
and discussion of the results. The last chapter of the study which is chapter
five is made up of the summary, conclusions and recommendations of the
study.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter deals with the literature review of the study, discussion on
other view about the study. It will also look at what other have under
following sub-headings;

Formal table setting

Causes of low performance in catering

Teaching approaches towards the teaching practical lesson in catering

Using of teaching and learning materials in formal table setting and a
summary of the chapter.
Formal Table Setting
Cracknel and Nobis (1989) stated that formal table setting must contain
all theequipment so as to make table setting complete. They also said that a
table is said to be formal when all the necessary eating items are provided at
their right places. They said when all these are provided, it would stimulate the
diners to enjoy the meal to the maximum. They failed to mention the eating
item and the description of where they are to be placed. They could have
mentioned the items and their description. For instance, the plate must be
placed at the centre of the cover, the forks arranged to the left of the plate with
their tines pointing up, knives arranged to the right of the plate with the cutting
edge facing the plate, and water glass is placed just at the top of the knives.
The side plate should be placed to the left of the forks with a napkin folded
either square or rectangular and placed in the side plate. When all these brief
10
descriptions were given, anybody reading the book would know what they
meant by at the right places.
Adow, Daaku, and Ofosu (1991), point out that, meals are to be
enjoyed to he maximum, though food may be well cooked, the presentation
may not encourage the guests. Meals therefore must be presented attractively
to enable the guest to obtain maximum satisfaction from the food before them.
They added that, formal table setting is where the right eating items are
provided at the appropriate places to stimulate the diners. At such setting
diners’ napkin and damask table cloths are used, glasses of different types for
drinking as well as fish and meat cutlery are used.
The researcher agrees with them to some extent that it is in a formal
table setting, right eating items are provided and must be at their appropriate
places on the table, but they failed to give the description of the appropriate
places. For example, in a formal table setting the table cloth should be
centered so that the overhang should be 28cm to 50cm even on both sides and
ends of the table. The plate must be placed in the centre of the cover. Where
the forks are arranged at the left side of the plate with their tines pointing up.
To Eva Medved (1981) mealtime pleasure begins when you serve a well
prepared meal on an attractively set table. He also said whether you set a table
for family meal or for diners’ guests the principles of formal table setting are
basic and remain the same. The eating implements must be neatly arranged on
a table cover since the table cover provides the background upon which you
arrange the meal, you should use clean and wrinkle-free table covering. Place
mats are used without a slant cloth and are placed in the centre of the space
allowed (the cover for each person). Put rectangular mats about 2.5cm from
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the table edge. When you used a table cloth, the hem should be centered so
that it overhangs to the sides and ends.
He tried to give description to how the items should be arranged but could not
mention some eating items as well as their description and where they are to
be placed.
According to Isobel Cole-Hamilton, Ann Livermore Jacquie Watson
(1981) a formal table setting must be neatly set by providing all the necessary
eating items at the appropriate places. That is the principle for table setting
must be followed. When all these are done it would encourage the guests to
enjoy the meal to the maximum. The researcher agrees that when a table is
neatly set, it can encourage the guests to enjoy the meal to the maximum. This
is because the table would look attractive and pleasant to the diners.
According to Lendal H. Kotscherar (1961) said whether formal or
informal table setting; the type of meal to be eaten would determine the type
of eating items to be used, but whatever be the case the principle of formal
table laying must be followed. The researcher agrees that the meal to be eaten
would determine the type of eating items to be listed, so that all who are laying
the table would follow it.
Causes of low performance in catering Nartey and Menyah (2001)
have it that “teaching and learning of Basic Design and Technology should
help people to appreciate the fact that basic technology is linked with all
knowledge and experience and that, it is just for the sake of convenience that
catering is separated from other aspects of the Basic Design and Technology.
They went further to explain that ideas, concepts and skills that one will learn
in Basic Design and Technology may be transferred and used in learning other
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disciplines that will serve worthwhile standing point in the study of Basic
Design and Technology. Theses, many teachers have failed to reveal to
students and hence make students see the study of Basic Design and
Technology to be difficult and hard to understand.
Traditionally Basic Design and Technology is not at all levels of Ghanaian
schools and thus it is considered a difficult subject and as results the students
are not interested in the pursuit it for further studies. Hence the poor
performance in Basic Design and Technology at the Junior High School.
Denny and Hudson (1988) consider that low performance of students
has an attribute to lack of materials experiment they went ahead to add that
practical work helps students and stimulates their interest, retention of facts,
provide children with skills and make them more creative.
According to Thomas (1967) supported the view that for many years, Basic
Design any Technology was taught incidentally as a formal subject, its
practical aspects were ignored. Gyan (1987), further come out with possible
reasons why most teachers ignore the practical work. These include the
following;
i.
Many basic school teachers are not practical oriented
ii.
Lack of skills on the part of teachers to improvise
iii.
Large class sizes
iv.
Lack of instructional materials
Farrant (1980), supports the view that lack of practical work will not help the
learners to understand concepts. He concludes by saying that” nothing is
learned unless we are actively in I, we learn by doing what we learn”
13
In addition to that Wolman and Lawson (1978) are of the view that
manipulating physical objects during practical lessons helps to increase pupils’
achievement in Basic Design and Technology course and their cognitive
development, also students turn to understand better when they are involved in
an activity during lesson (Dorothy, Martin and Robert,1980). This is also
because the results of an experiment performed by students is also a way to
understand and remember something which is taught theoretically to them by
the teacher or which is told or read about (Edgor and Richards,1979). This is
supported by (Lewis and Taylor,1976) when they stated “Lack of practical
activities in Basic Design and Technology paved the way for low performance
and failure to apply.”
John (1991), has it that availability and usage of teaching and learning
materials school type and teachers’ characteristics affects students’
performance negatively. Thus most teachers are used to the lecture method in
teaching Basic Design and Technology which is ineffective in that it turns to
makes learners passive participants.
Nalie (2002) added that “every child passes through the concrete
manipulative stage where concrete materials are their main source of learning
before any other stage is reached. Hayedn (1983) observed that, the teacher
text books contained all the necessary subject content but largely omitted the
pedagogical innovation that were the key characteristics of the programme.
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Teacher Approach Towards the teaching of Practical’s in catering
The teacher’s influence on the the child is very important because
he/she is a role model to the child. To enable the child function effectively in
the society, the teacher must play three important roles namely; a manager a
mediator and facilitator.
Worel and Stilwell (1981) stated that a good teacher in the classroom
calls for a careful selection of instructional strategies. A teacher has adopted
and create better learning conditions for students by organizing extra classes,
practical lesson, forming clubs such as agricultural science clubs and giving
students assignment and projects. What is child expecting from the teacher is
love affection and security. These children who lack these privilege at home
however depend on the teacher for love affection and security (Acharibsam
2007). Touching on poor teaching skills resulting from lack of experience on
the part of the teachers, Nyoagbe, fumader and Frederickson (1998) stated that
a number of randomly visited classrooms gave the impression that the
teaching skills in some causes seemed to be stereotyped and there was limited
space for improvisation, imagination and the use of teaching and learning
materials. Again inexperience and absenteeism on the part of teachers have
great effect on the interest and attitude of learning in some subject like
BDT(pre-voc).
Uses of Teaching and Learning
Materials in teaching Formal Table setting with reference to Fianu
(2005), teaching and learning materials are things or materials that both the
teacher and students use during the course of teaching. These material can be
15
classified into two broad groups – visual aids are used by the teacher to make
visual impressions on the learner for effective understanding of such a lesson.
Audio visual aids on the other hand are those which can both be seen and
heard. Audio aids appeal to the ear and they are used to facilitate easy teaching
and learning. He outlines the following importance of teaching and learning
materials.
 It makes learning easy and attractive
 It creates interest in the classroom and as a result it draws students’
attention and full participation.
 They turn abstract ideas to real.
According to Minister of education (2001) states that teaching and
learning materials are resources we use to help learners to acquire
knowledge, skills and attitudes. They can be visual or audio-visual. They
can also be classified as primary, secondary and tertiary teaching
materials.
(i)
It saves time.
(ii)
It encourages active participation of pupils.
(iii)
It makes lesson practical and oral.
(iv)
It motivates learners and reduces boredom.
Asafo-Adjei (2002) states some importance of teaching learning materials
which include;
(i)
They make students active and participate in the lesson.
(ii)
They help sustain pupils interest.
(iii)
They help students to know that learning can be fun, real and exciting
activity.
16
With reference to GES (2003), teaching and learning materials are
items that can be seen and touched and are used to make teaching and learning
more easily understandable and to reinforce learning. These materials and
items that the teacher uses in addition to his/her voice in the classroom which
are intended to assist in the teaching and learning process.
They listed the following as values of teaching learning materials.
(i)
They help in simplifying difficult aspect of lessons.
(ii)
They serve as effective substituted for the real objects.
(iii)
They make learning very concrete.
In the book of Arron Adankwah (2004) of Piaget’s educational theory, it is
explained that;
(i)
The use of teaching and learning materials to teach children helps
them to interact well with their environment.
(ii)
They also help to build up mental pictures and structure for
effective teaching and learning.
(iii)
children interact with real objects; they learn new experience that
help them to adjust and maintain mental equilibrium.
The researcher agrees with the views of the authors above that, for
effective teaching and learning to take place, appropriate teaching and learning
materials must be used to make the pupils active in class that will help them
understand the lesson well.
Use of Teaching Learning Materials in teaching formal table setting
According to Medved, the concept of formal table setting must be
taught using real objects such as table, drinking glass, tablecloth, cutlery,
17
napkin, place mat, side plate and a plate. The material should be arranged at
their appropriate places on the table.
Patience Adow et al (1991), also proposed the following materials to
be used in teaching formal table setting, diner napkin, damask, table cloth,
drinking glass, table, cutlery and side table. These materials should be placed
at their right places on the table.
Louise Jenison Peet (1980), also suggested the following materials for
teaching the formal table setting. These include napkin, tablecloth, drinking
glass, place mat, plate and cutlery. She added that, they should be arranged at
their appropriate places.
According to Lendal Kotshcheror (1961), the following items should
be used to teach the concept formal table setting. These include tablecloth,
cutlery, table, place mat drinking glass, napkin, jar.
Isobel et al (1981) proposed the following materials for teaching
formal table setting.
They are damask tablecloth, drinking glass, cutlery, place mat, napkin, and
table. They should be placed at the appropriate places. They also suggested
that the concept should be taught using real objects.
The researcher suggests that the above materials mentioned by the
various authors should be arranged on the table as described and should be
done through demonstrations following the steps shown below;
(i)
Spread the tablecloth on the table such that the hem should be
straight and parallel with the floor.
(ii)
Place the plate in the centre of the cover.
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(iii)
Arrange the meat fork for about 3cm away from the plate and fish
fork about 4 ½ cm from the plate all to the left of the plate with
tines pointing up.
(iv)
Place the diner knife to the right of the plate with the cutting edge
facing the plate about 3cm away from the plate.
(v)
Place the side plate to the left of the forks.
(vi)
Place the folded napkin (into a rectangular or square) in the side
plate.
(vii)
Place the water glass on the top of the knife.
(viii)
Place the flower pot on the top of the forks.
Summary
In summary of this chapter, the research provided the general idea of
many authors about formal table setting. It also revealed the importance of
using TLMs in teaching and the particular materials recommended by some
authors when teaching the concept “How teaching learning materials help
demystify catering as subject in our school”
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CHAPTER THREE
METHODOLOGY
This chapter deals with the methodology with sub-unit as research
design, population and sample selection, research instruments, data collection
procedure, pre- and post- interventions, intervention design and data analysis
plan.
Research Design
A researcher design is the controlling plan for research study in which
the method and procedures for the collecting and analyzing information to be
collected is specified (www.buseco monash.edu.au). a research design
therefore provides the glue that holds the research project together. It is used
to structure the research and show al its major parts together to address the
central research objective.
Action research is the study of social situation or problem with the
view of improving the quality of action within it (Elliot, 1991). Also action
research is a form of self-reflective enquiry that is used in school based
curriculum development, professional development, school improvement
schemes and activities that involves teachers as participants in their own
educational process(Meniff,1988)
The choice of the design is influenced by its simplicity. This means that the
design is very simple to use. It is easier to be carried out as compared to other
designs. It is a type of research design that has some strength which are:
(i)
It helps to adopt the use of effective method of teaching.
20
(ii)
The action research design helps the classroom teacher to establish
conditions in the classroom which will enable him or her to achieve
a particular result.
(iii)
It is directed towards the solution of a problem.
With all these strengths of action research design, there are some
weaknesses which are;
(i)
It does not allow the researcher to relate his or her study to other
settings having similar problems.
(ii)
There are disappointments and discouragements as the researcher
found it difficult to get resource materials for the intervention.
(iii)
It is also difficult to prepare the project material
Population and Sampling
Polit and Hungler (1996) defined population as” the entire aggregation
of cases that meet a designated set of criteria”. The target population of this
study was students of Tedam Junior High School. The accessible population is
the students of form two and the actual populations used in this research work
were twenty selected students in the class. The researcher teaches thirty-two
pupils in the class but twenty students were selected for the study. The random
sampling technique was used to select twenty students. In the course of
selecting the number of students, a total thirty-two bottle tops were picked, the
researcher wrote numbers on twenty bottle tops and the rest had no numbers.
The researcher asked the students pick one after the other from a container
which was not transparent. Those who picked bottle tops with the numbers
21
were taken for study and the rest with no number were excluded. They were
however expected to be in the class, observe and listen to the lesson.
Mugenda (2003) has it that, it is not necessary to study all the people in
the group in order to provide an accurate and reliable description of the
characteristics, attitudes or behavior of its number, but just a sample of the
population is sufficient to be studied.
The researcher used this particular technique to select the students in
order to avoid choosing only clever students.
Research Instruments
According to Dompreh and Gas (2007), a research instrument is a
method and strategy that a researcher uses for collection of information from
the field of research. Generally, research instruments are tools used by the
researcher to collect data for the study. The research instruments used to
investigate the problem of study were observation, interview and test items to
obtain the data.
Observation
The researcher used unstructured observations. The reason being that
unlike structured observation (using prepared checklist) this approach allowed
the researcher the freedom to note down what he considered to be correct and
relevant to the study (Asante and Bello ,2016). The table below shows a
checklist of what the researcher observed from the students.
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Checklist of Observation
What did the researcher observed?
YES NO
1. Students asking questions
ƴ
2. Students working collaboratively
ƴ
ƴ
3. Students on task/engaged in their work
4. Active exchange of ideas
ƴ
5. Students paying attention in class
ƴ
ƴ
6. Students are challenged
7. Students
having
difficulties
in
mastering
lesson ƴ
presentations
Advantages of Observation

In observation, first-hand information is normally gathered.

Observation is also less expensive as compared to other instruments like
interview.

Observation can also be done within a short period of time.
Disadvantages of Observation

In observation, detailed information is not obtained.

Observation also require skills personnel.
The researcher observed the class teacher’s mode of lesson presentation;
especially the methods and strategies used to teach practical lessons. Particular
attention was given to the use of teaching and learning materials(TLMs), how
questions were distributed in the class and hours the students responded to
questions. Special attention was also given to pupils’ participation. At the end
of the intervention the pupils’ participation in formal table setting was
23
observed to find out if and to what extent there has been a change, it was
realized that the students were not involved in the lesson and the lesson was
teacher-centered. It was also observed that students were not active in the
class.
Interview
According to Connell and Kahn (1968), cited by Fianu unpublished.,
interview is defined as a two-person conversation initiated by the interviewer
for the specific purpose of obtaining research relevant information and focused
by him on content specified by research objectives of systematic description,
prediction or explanation.
The table below is a checklist for the interview the researcher had with
the students.
QUESTION
YES
1. Formal table settings is time consuming
ƴ
2. Formal table setting is the work for girls
ƴ
3. Formal table settings makes me uncomfortable
ƴ
4. Formal table settings is difficulty
ƴ
NO
ƴ
5. Formal table makes me active
6. Boys feel lazy in setting up formal table
ƴ
The advantages of the interview method were that:

It is flexible to meet any change of situation,

It also relatively easy to respond to since one does not need to be able to
read and write.
24
However, interviews are criticized based on the following reasons;
i.
Interview can sometimes be less effective especially when dealing with
sensitive issues.
ii.
It offers less anonymity.
iii.
Interview is costlier and time consuming unlike other methods like
questionnaire.
With regards to the interview, the researcher sought permission from the head
teacher to interact with him and the study class teacher with the help of
interview guide to find out about the strategies or methods the teacher uses to
teach practical lessons and its impact on students’ performance. The students
were also interviewed on whether they really have interest in catering as a
subject and how it will influence the meal services in their home. Through the
interview, the researcher wanted to find out from the students whether they
appreciate the method and strategies their teachers adopt to teach formal table
setting. After the intervention, student was interviewed to find out the extent to
which their ability to place the right eating tools at their right places have
improved.
Test
Test was also used to gather information on the pupils’ performance. A test is
a series of tasks aimed at obtaining information on an individual’s behavior in
a specific area of study (John,1991).
Advantages of test
 It helps the teacher to choose the best method of teaching a particular topic
to improve the students understanding.
 It is less expensive as compared to instrument like questionnaires.
25
Disadvantages of test
 The personal abilities and attitudes of every student cannot become evident
from the test stresses only on certain characteristics.
 Conducting test is time consuming as compared to other instruments like
observation.
Test on the other hand is a form of assessment intended to assess and measure
respondents’ knowledge skills, attitude or classification of topic. It may be
administered orally, on paper on a computer or in a confined area that require
the respondent to perform a task. Test may be administered formally or
informally (John,1991).
The reason behind the selection of this instrument is to find out the level of
understanding of the students in formal table setting. Pre and post-test were
administered. The pre-test which is known as the diagnostic test was used to
fund out extend of the problem. The post-test was also to fund how effective
the intervention was used to address the problem of formal table setting.
Pre-intervention
The researcher constructed and administered the pre-test to help
diagnose the problem. The researcher wrote the nine question on the chalk
board and save a reasonable time for the students to answer the questions.
After the tests, it was marked and the students performed poorly. The poor
performance of the students was what prompted the researcher to design and
construct a teaching and learning material to teach the lesson.
(Refer to Appendix A for pre-test questions).
26
Intervention Design and Implementation Stage
The researcher decided to constructed an improvise teaching and learning
materials to teach the lesson “Formal Table Setting”
Week One
Activity One
The researcher introduced the lesson by reviewing students’ relevant
previous knowledge. The researcher then guided and led the students to come
out with the definition of the formal table setting through brainstorming. The
following items for formal table setting were displayed for identification. They
include fork, knife, side plate, water glass and flower pot.
Activity Two
Card board illustration of the concept of formal table setting was displayed
on board to help the pupils locate their right positions.
Formal
Table
setting
instrumen
3
2
1
4
5
6
7
8
1. Flower
5. Side plate.
2. Water glass
6. Fork
3. Spoon
7. Place mat
4. Napkin
8. Knife
27
28
WEEK
Activity One
The researcher then brought out the items for formal table setting and
demonstrated to the students how the formal table is set for them to observe.
The demonstration was done twice to make sure the students grabbed the
concept very well.
Activity two
The researcher than allowed the students to practice how to set a table
and corrected them. Through the outlined the steps below the students
followed to set a formal table.
(i)
When you use a tablecloth, the hem should be straight and parallel
with the floor.
(ii)
Place the plate in the centre of the cover or reserve this space for
the plate if it is not to be placed immediately.
(iii)
Arrange the forks to the left of the plate with their tines pointing
up.
(iv)
Place the diner knife to the right of the plate with the cutting edge
facing the plate.
(v)
Place the side plate to the left of the fork.
(vi)
Place the folded napkin (folded into a rectangular or square) into
the side plate.
(vii)
Place the water glass at the tip of the knife and flower pot at the top
of the forks.
29
The researcher asked some other students to also set formal table to the
rest of the class to observe. This was to ensure all students look part in the
practical.
Post Intervention
After the writer’s delivery of the lesson, he conducted a post-test to
find out the students’ performance after the prepared teaching and learning
material was used. The writer wrote nine questions on the chalkboard for
pupils to answer. This was done immediately after the lesson was taught.
(Refer to appendix for post test questions)
From the records, one can conclude that more than half the class
performed well. This was due to the appropriate use of teaching and learning
material designed and activity oriented nature of the lesson.
Data analysis Plan
Date obtained from the field in raw form was cleaned and analyzed. Cleaning
involved identifying and correcting incomplete or in accurate responses. The
quantitative data was analyzed using tables. This tabulated and presented
using frequency distribution tables and text.
30
CHAPTER FOUR
RESULTS
AND DISCUSSIONS
This chapter captures information on the results and discussions made during
the study. It comprises results base on the research questions and instruments
used.
In an attempt to diagnose the problem of pupils not being able to set a
formal table, the researcher used observation, interview and test as research
instruments to gather data to tackle the problem. Pre-test was therefore
conducted for the students to ascertain their level of difficulty.
The table below shows the scores of pupil’s pre-test and percentage.
Table 1: Result of Pre-Test
Marks
Frequency
Percentage (%)
1–5
12
60
6 – 10
6
30
11 – 15
2
10
16 – 20
-
-
Total
20
100
From table 1 above, twelve students
representing 60% scored
marks from 1 – 5. Six students representing 30% scored marks between 6 –
10 marks. Two students
representing 10% scored from 11 – 15 marks. No
pupil scored mark between 16-20
31
Table 2: Pre-intervention observation Results of students
Checklist
No. of students
Percentage (%)
Questioning
0
0
Working collaboratively
2
10
Actively involved on task
1
5
Students’ share ideas
0
0
Students paying attention in class
2
10
Challenged with task
8
40
Difficulties in lesson presentation
8
40
TOTAL
20
100
From table two above, the pre observation results of the students
indicate that, students were not asking questions, two students representing ten
10% were working collaboratively, one student (1) representing five 5% was
actively involved in the class, two (2) students representing ten (10) were
paying attention during instructional hours, eight (8) students representing
forty 40%were having challenges with the task given in the class. Also,
students were not sharing ideas in the class, eight students representing forty
40% having difficulties in the lesson presentation.
32
Table 3: Pre-intervention interview Results of students
Checklist
No.
of
yes Percentage
respondents
(%)
18
90
Formal table setting is the work for girls 19
95
Formal
me 20
100
Formal table settings is difficulty
20
100
Formal table makes me active
2
10
Boys feel lazy in setting up formal table
19
95
Formal table settings is time consuming
table
settings
makes
uncomfortable
From Table 3 above, eighteen students representing ninety 90% agreed
that formal table setting is time consuming, nineteen (19) students
representing ninety-five 95% agreed that formal table setting is the work for
girls, twenty (20) representing hundred 100% agreed table setting makes them
uncomfortable, two (2) representing ten10%said agreed formal table setting
makes them active and lastly, nineteen (19) students representing 95% agreed
that boys feel lazy setting up formal table.
The researcher after identifying the causes of the pupil’s difficulty to set a
formal table decided to organise materials to teach the students through the
processed of setting a formal table and the students were treated after this
processes.
The table below are the results of the students’ scores.
Table 4: Results of the Post-test
33
Mark
Frequency
Percentage (%)
1–5
–
–
6 – 10
3
15
11 – 15
7
35
16 – 20
10
50
Total
20
100
In Table 4 above, no pupil scored between 1 – 5. Three students
representing 15% scored marks between 6 -10, Seven students
representing
35% scored marks between 11 – 15 and ten students representing 50% scored
marks between 16 – 20.
Therefore, the prepared teaching and learning material used in the teaching led
to the achievement of the project objectives.
The researcher used observation as the intervention to ascertain the
causes of student’s difficulty in setting a formal table. The table below shows
the post intervention observation results of student.
Table 5: Post _ intervention observation Results
34
Checklist
No. of students
Percentage (%)
Questioning
6
30
Working collaboratively
3
15
Actively involved on task
6
30
Students’ share ideas
3
15
Students paying attention in class
2
10
Challenged with task
0
0
Difficulties in lesson presentation
0
0
TOTAL
20
100
From Table 5 above, the pre _ intervention observation results of
the students indicate that, six (6) representing thirty 30% asked questions,
three students representing fifteen 15% were now working collaboratively, six
(6) students representing 30% were actively involved in the class, two (2)
students representing ten (10) were payed attention during instructional hours.
Lastly, zero student were neither challenged with the task nor having
challenges with the lesson presentation.
Considering the massive change of the students after the intervention, it is
obvious that the intervention undertaking by the researcher has helped a lot
and for that matter the students can now setup formal table with ease.
The table below shows the results of student’s checklist of post interview of
the students.
Table 6: Post interview Results of students
Checklist
No.
of
respondents
35
yes Percentage
(%)
Formal table settings is time consuming
1
5
Formal table setting is the work for girls 0
0
Formal
me 1
5
Formal table settings is difficulty
0
0
Formal table makes me active
20
100
Boys feel lazy in setting up formal table
0
0
table
settings
makes
uncomfortable
From Table 6 above, only one student representing one 5% still agreed
that formal table setting is time consuming. One (1) student representing five
5% still thinks that formal table setting makes them uncomfortable, twenty
(20) students representing 100% agreed that formal table setting makes them
active.
Comparing the pre_ intervention and post intervention interview results of
the students, it is obvious that after the intervention there a massive
improvement of the students’ performance on formal table setting.
Discussions
The researcher made used of class tests as data collection instrument of
the study to diagnose the students’ weaknesses and difficulties at the preintervention stage. The same data collection tool was used at the postintervention stage to assess the effectiveness of the intervention.
The data collected at both pre-intervention and post-intervention stages
was tabulated, converted into percentages.
36
The post-intervention results
showed that the series of intervention activities had an impact on the students’
performance, which facilitated a positive change in behaviour. It has therefore,
been concluded that, the instrument used and the activities of intervention in
the action research has been successful, since the classroom problem has been
solved and has helped the pupils of Tedam Junior High School “A” Paga in
their formal table settings. The pupils can now see a table appropriately using
demonstration method.
37
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Introduction
This chapter concludes the final stage of the study. The chapter
consists of the summary, conclusion as well as appropriate recommendations
aimed at promoting effective teaching in catering.
Summary
The main purpose of the study was to assist Tedam junior high school
A form two pupil knowledge to grab the concept of setting a formal table. The
researcher used the action research designed to assist solve the problem. The
sampling comprises 20 pupils. The instruments used to gather data was
observation and interview. The data was analyzed using frequency and
percentages. During the intervention, the researcher tried to find out the causes
of form two pupils difficulties in setting a formal table. Some of these causes
include; poor. Method of teaching on the part of teachers in teaching Home
Economics, absenteeism of pupils from school with the excuse of helping their
parents at the market and farms, lack of appropriate teaching and learning
materials.
Teaching and learning materials help to explain relationships and more
importantly, it helps pupils understand lessons very well as well as makes
lessons delivery easy. It is apparent that, the use of demonstration method
brought about a great deal of improvement as the students were able to set a
formal table.
38
Conclusion
This study leads to an improvement in pupil’s performance in catering more
especially formal table setting. At the end of the study, pupils had learned
about the importance of catering as well as how to set a formal table. Pupil
existing knowledge in catering has been improved based on the research
intervention which the researcher used. This shows that students improve their
performance when their results of both pre- test and post-test are compared.
In the intervention, the researcher uses demonstration method which
helps bring improvement in the pupil’s performance which has indicated in the
post intervention results.
Finally, the study also reveals a lot of different methods which can be
used by teachers in teaching the concept of formal table setting.
Recommendations
Based on the study conducted it is recommended that;
Educational curriculum planners should suggest in the syllabus the
various methods that maybe used to teach catering topics.
In addition to the above, teaching and learning materials must be made
available for distribution to all schools to make teachers who are not creative
enough to use them in teaching. More so, incentives must be provided to
teachers who prepare and use teaching and learning materials during delivery
to serve as motivation. Teachers are encouraging to use it to teach their
students for them to be able to manipulate and understand what they are and
also have a feel of the materials for positive results.
39
Better still, the policy makers need to organize in-service teaching
courses, workshops and seminars to equip the non- professionals in the field of
occasionally. The already existing teachers in the system should be helped to
perform better by giving them in- service training frequently.
Furthermore, the procedure used in selection of candidates into
training colleges need to be reviewed so as to get the right and qualified
teacher trainees into the College and other related institutions. With all the
suggestions according to the teachers, it will go a long way to help teachers
meet the demands of the changing needs of the society as far as knowledge
acquisition is concerned.
40
REFERENCE
Adjei, M. (2001). Education studies Book for Basic School Teachers. Accra:
Institute for Educational Development and Extension.
Adow, A.P. (1991). Food and Nutrition for Senior Secondary Schools: Accra:
Ministry
of Education.
Eva, M. (1981). The World of Food. USA: Ginn and Company limited.
Lendal, C. & Nobis, G. (1989), Mastering Restaurant Service. Houndmills
London
Macmillan Education Ltd.
Lendal, L. (1961). Food Service Planning. New York: John Wiley & Sons.
Inc.
Livermore etal (1987). Food and Nutrition in Practice. NH USA: Portsmouth.
Nobis, G. (1989). The New Catering Repertoire. Houndmills London:
Macmillan
Education Ltd.
Isobel et al (1987). Food and Nutrition in Practice Portsmouth NH USA
Nobis, G. (1989). The New Catering Repertoire. Houndmills London:
Macmillan Education Ltd.
Nyame K. (2005). Towards Effective Teaching and learning Environmental
and Social Studies.
41
APPENDICE
Appendix A
Sample of pupils pre-test scripts
42
43
44
45
46
47
APPENDIX
B
Samples of pupil’s post-test script
48
49
50
51
52
APPENDIX C
Checklist for Observation
What did the researcher observed?
YES NO
1. Students asking questions
ƴ
2. Students working collaboratively
ƴ
ƴ
3. Students on task/engaged in their work
4. Active exchange of ideas
ƴ
5. Students paying attention in class
ƴ
ƴ
6. Students are challenged
7. Students
having
difficulties
in
mastering
lesson ƴ
presentations
APPENDIX D
Checklist for Interview
QUESTION
YES
1. Formal table settings is time consuming
ƴ
2. Formal table setting is the work for girls
ƴ
3. Formal table settings makes me uncomfortable
ƴ
4. Formal table settings is difficulty
ƴ
NO
ƴ
5. Formal table makes me active
6. Boys feel lazy in setting up formal table
53
ƴ
APPENDIX E
Teaching and Learning Materials
Formal
Table
setting
instrume
3
2
1
4
5
7
6
8
1. Flower
5. Side plate.
2. Water glass
6. Fork
3. Spoon
7. Place mat
4. Napkin
8. Knife
54
55