ESIOWU, AFOMA PRISCILLA PG/Ph.D/07/48119 · ESIOWU, AFOMA PRISCILLA PG/Ph.D/07/48119 ... 3 Tyler’s Curriculum Model 69 4 Wheeler’s Curriculum Model 70 5 Kerr’s Curriculum Model

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

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DEVELOPMENT OF HAIRDRESSING CURRICULUM

FOR INTEGRATION INTO HOME ECONOMICS EDUCATION PROGRAMME OF UNIVERSITIES

IN THE SOUTH-EAST, NIGERIA

BY


DEPARTMENT OF VOCATIONAL TEACHER EDUCATION (HOME ECONOMICS UNIT) FACULTY OF EDUCATION

UNIVERSITY OF NIGERIA, NSUKKA

iii

FEBRUARY, 2015

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TITLE PAGE

DEVELOPMENT OF HAIRDRESSING CURRICULUM FOR INTEGRATION INTO HOME ECONOMICS EDUCATION PROGRAMME OF UNIVERSITIES


BY


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


Hypothesis 2 95


Hypothesis 3 99


Hypothesis 4 101


Hypothesis 5 104


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.


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.


students on the instructional materials/media to be utilized in teaching of hair

dressing.


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.

30

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

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- 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

87

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

89

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,

92

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).

94

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.

98

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter addresses the presentation and analysis of data obtained in this study.

The data presentation and analysis were based on the research questions and hypotheses

formulated for the study. Each research question and hypothesis was approached with

statistical analysis of the data.

Research Question 1

What are the instructional objectives of hairdressing curriculum to be integrated into Home

Economics education programme of Universities in the South-East, Nigeria? Answer to this

question is in Table 1.

Table 1: Mean responses of Home Economics lecturers, Hairdressers and Final Year Home Economics Students on the objectives of Hairdressing Curriculum to be integrated into Home Economics Education programme. N = 557

S/N Objectives of hairdressing curriculum (HDC) are

X 1 SD1 X 2

SD2 X 3 SD3 X g

SD RMK

At the end of HDC, students should be able to:

1 Explain the concept of haircut, hairstyle and hairdo as clothing features 4.45 0.57 4.62 0.69 4.47 0.83 4.51 0.77

Agree

2 Describe the characteristic of hair 4.30 0.69 4.56 0.73 4.48 0.71 4.48 0.71

Agree

3 Mention different styles of hair 4.38 0.62 4.61 0.72 4.62 0.60 4.59 0.64 Agree 4 Outline how to colour hair 4.38 0.56 4.34 0.88 4.26 0.85 4.29 0.83 Agree 5 State how to add hair accessories

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

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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


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




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


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



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




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


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


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



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




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


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


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



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




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


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


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



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

120

� 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.

121

� 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

122

� 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


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


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


the evaluation activities of Hairdressing Curriculum (HDC) that could be employed

for assessing the attainment of hair dressing objectives of the universities in the

131

South-East, Nigeria. Therefore, the hypothesis of no significant difference in the

opinion of the three groups of respondents was upheld for all the items.

(vi) There was no significant difference in the mean rating of

the students trained with HDC and those students who were not trained with HDC.

Therefore, the hypothesis of no significant difference in the mean rating of the two

groups was not accepted.

Conclusion

The development of hairdressing curriculum (HDC) for integration into Home

Economics education programme which were involved in this study represented what

hairdressers, curriculum experts and Home Economics lecturers considered as adequate for

teaching hairdressing in universities in the South-East, Nigeria and to prepare them for self-

employment. Furthermore, unless the objectives of hairdressing are clearly understood by

the teacher, unless she is familiar with content (knowledge, attitudes and skills) that can be

used to attain these objectives, and unless she is able to guide learners to get these

experiences through the use of appropriate instructional methods, materials/media and

evaluation techniques, the curriculum will not be an effective instrument for graduates

regarding self-employment.

It is expected that the implementation of this study will adequately prepare Home

Economics graduates for self-employment in the South-East, Nigeria. This will drastically

reduce unemployment among youths. It will also prepare them for today’s and tomorrow’s

Nigeria.

Implications of the Study

The findings of this study have far-reaching implications for Home Economics

students, curriculum planners, Home Economics lecturers and hairdressers. The findings

also have implication for reducing unemployment of Home Economics graduates. The

findings have implication to Home Economics students as they have the desire to become

self-employed upon graduation, but have never had an idea of how to go into hairdressing

business. This is the opportunity to fulfill their dreams.

In addition, the findings of this study have implications for curriculum planners.

These findings will assist them to review the curriculum ready for integration. After the

132

review the curriculum will be more effective. The findings have implication for Home

Economics lecturers. It will afford them proper direction with regards to objectives, content,

instructional methods, instructional materials/media and evaluation techniques adopted for

the study in the process of developing the curriculum.

Furthermore, the findings have implication to hairdressers as they will critically

examine themselves with regards to competence necessary in imparting knowledge to their

clients.

Finally, the findings of the study will help in determining the objectives, content,

instructional methods, instructional materials/media and evaluation procedure for

integration into Home Economics Education programme. HDC could be utilized to fill the

existing gap in skill transfer in the Home Economics programmes when the findings are

integrated in the Home Economics curriculum.

Recommendations for Action

(i) The Home Economics students should be adequately exposed to learning

experiences identified in this study. It will help them to successfully establish and

operate self-employment upon graduation.

(ii) Curriculum planners should utilize the objectives, content, instructional methods,

instructional materials/media and evaluation techniques which were identified by

this study for reviewing and re-planning the curriculum for Home Economics

education programme.

(iii) Professional bodies like HERAN and HETAN, among others should organize

conferences, seminars, and workshops for Home Economics lecturers and students

with the aim of developing a hairdressing curriculum as the main theme and

whereby the findings of this study will be communicated to participants for effective

planning and implementation.

(iv) Students should form saving habit while in school for starting up hairdressing

business after graduation.

(v) Home Economics courses should include hairdressing curriculum because of the

ongoing reforms.

(vi) Textbooks and other instructional materials should be developed and made available

to further assist them in understanding the course.

133

Suggestions for Further Research

Based on the study, it is recommended that future research maybe conducted in the

following areas:

(i) Assessment of hairdressing and dermatological services in the South-East,

Nigeria.

(ii) Instructional challenges in the implementation of HDC in the South-East,

Nigeria.

(iii) Instructors needs of hairdressing curriculum in the South-East, Nigeria.

(iv) Health and safety regulation of hairdressing practices in the South-East, Nigeria.

(v) Reception security of hairdresser’s salon in the South-East.

134

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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


Total 278.548 546

Item 3 Mention different styles of hair

Between Groups 2.968 2 1.484 3.684 .026


Total 222.088 546

Item 4 Outline how to colour hair Between Groups 1.043 2 .522 .754 .471


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


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


Total 309.130 546

Item 7 Explain how to carry out practices with hairdressing tools

Between Groups 1.679 2 .839 1.518 .220


Total 302.417 546

Item 8 Describe how to assemble the tools

Between Groups 4.684 2 2.342 3.844 .022


Total 336.051 546

Item 9 Explain how to take care of the tools

Between Groups 7.662 2 3.831 8.940 .000


Total 239.916 544

Item 10 Outline how to ensure for its safe operation

Between Groups 8.737 2 4.368 6.976 .001


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


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


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


Total 394.768 546

Item 14 Compare human hair with synthetic hair fiber

Between Groups 5.905 2 2.952 3.633 .027


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


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


Total 422.578 546

Item 17 Explain the details of face shapes

Between Groups .443 2 .221 .244 .784


Total 494.435 546

Item 18 Give instruction for latest hairstyles

Between Groups 2.973 2 1.486 2.286 .103


Total 356.713 546

Item 19 Identify some hair diseases Between Groups 1.485 2 .743 1.117 .328


Total 363.199 546

Item 20 Explain how to brush hair to loose tangles

Between Groups 5.444 2 2.722 3.403 .034


Total 440.501 546

Item 21 Check manufacturer’s instruction before using hair products

Between Groups 3.883 2 1.942 2.180 .114


Total 488.461 546

Item 22 State means of communication in hair dressing

Between Groups 2.676 2 1.338 1.622 .198


Total 451.514 546

161

Item 23 Explain the details of hairstyling products

Between Groups 3.957 2 1.978 3.158 .043


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


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


Total 359.770 546

Item 26 Identify how to choose a new hairstyle

Between Groups 5.341 2 2.671 4.353 .013


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


Total 358.753 546

Item 28 Identify some common problems of the hair

Between Groups 3.416 2 1.708 3.453 .032


Total 272.508 546

Item 29 Explain how the treat some hair damages

Between Groups 2.358 2 1.179 2.369 .095


Total 273.049 546

Item 30 Summarize different hair types

Between Groups .972 2 .486 .829 .437


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


Total 308.797 546

Item 32 Explain the term hair dryer Between Groups 3.083 2 1.541 2.863 .058


Total 295.898 546

Item 33 State the local hair dressing equipment

Between Groups 6.494 2 3.247 5.348 .005


Total 336.753 546

Item 34 Summarize the washing process and styling of hair

Between Groups 4.573 2 2.286 4.200 .015


Total 300.673 546

162

Item 35 Others, please specify Between Groups 6.400 2 3.200 3.393 .034


Total 519.459 546

Overall Between Groups 2.798 2 1.399 7.627 .001


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


Total 243.357 545

Item 2 The physical and chemical property of the hair

Between Groups 5.078 2 2.539 4.224 .015


Total 332.040 546

Item 3 Studying different types of hair Between Groups 3.872 2 1.936 4.300 .014


Total 248.797 546

Item 4 Fixing suitable hair attachments Between Groups .546 2 .273 .491 .612


Total 302.352 545

Item 5 Teasing out the brushing of curls Between Groups 3.692 2 1.846 2.615 .074


Total 387.682 546

Item 6 Arranging hair for the application of relaxers

Between Groups 2.793 2 1.397 2.533 .080


Total 302.695 546

Item 7 Hair spraying Between Groups .897 2 .449 .641 .527


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


Total 471.616 546

Item 9 Adding ornaments to the hair to adorn it.

Between Groups 1.860 2 .930 1.197 .303


Total 424.607 546

Item 10 Manipulating the hair drying equipment

Between Groups 2.250 2 1.125 1.367 .256


Total 450.146 546

Item 11 Timing in hair dressing Between Groups 4.308 2 2.154 3.087 .046

164


Total 383.916 546

Item 12 Speed practices in handling tools and equipment

Between Groups 8.908 2 4.454 5.259 .005


Total 469.616 546

Item 13 Arranging hair dressing equipment Between Groups 2.044 2 1.022 1.662 .191


Total 336.625 546

Item 14 Manipulation of equipment and tools in hairdressing

Between Groups 4.753 2 2.376 2.901 .056


Total 450.362 546

Item 15 Safety guidelines for the use of tools and equipment

Between Groups .322 2 .161 .331 .718


Total 264.508 546

Item 16 Interpreting warning labels on tools and equipment

Between Groups 2.900 2 1.450 2.093 .124


Total 379.770 546

Item 17 Hair grooming Between Groups 2.607 2 1.303 2.499 .083


Total 286.366 546

Item 18 selection of hair styling products Between Groups 1.406 2 .703 1.278 .279


Total 300.618 546

Item 19 nutritional guidelines and hair grooming

Between Groups .855 2 .428 .701 .496


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


Total 320.311 546

Item 22 Hair treatment methods Between Groups 1.397 2 .698 1.421 .242


Total 268.278 545

Item 23 Styles in hairdressing Between Groups 3.572 2 1.786 3.538 .030


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


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


Total 320.673 546

Item 26 Personal appearance: personal code of practice

Between Groups 2.714 2 1.357 2.104 .123


Total 353.517 546

Item 27 Good posture and body positioning in hair dressing

Between Groups 6.039 2 3.020 4.552 .011


Total 366.256 545

Item 28 Combs and combing, methods Between Groups 5.361 2 2.681 4.878 .008


Total 304.311 546

Item 29 Brushes and brushing methods Between Groups 3.189 2 1.594 3.394 .034


Total 258.728 546

Item 30 Cleaning of hairdressing tools Between Groups 1.421 2 .711 1.275 .280


Total 304.647 546

Item 31 Maintaining clients goodwill Between Groups 6.432 2 3.216 4.691 .010


Total 379.386 546

Item 32 Good communication Between Groups .739 2 .369 .452 .636


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


Total 479.678 546

Item 35 Consulting and diagnosing techniques: examining the hair

Between Groups 3.073 2 1.537 2.153 .117


Total 391.386 546

Item 36 Promoting services and products: selling products

Between Groups 5.469 2 2.734 3.888 .021


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


Total 270.417 546

Item 38 Selection of hairdressing products Between Groups 4.975 2 2.487 4.210 .015


Total 326.417 546

Item 39 Chemistry of shampoos Between Groups 8.066 2 4.033 4.090 .017


Total 544.479 546

Item 40 Shampooing techniques Between Groups 5.094 2 2.547 3.249 .040


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


Total 425.916 546

Item 44 Shampooing method Between Groups .461 2 .230 .346 .708


Total 362.494 546

Item 45 Massage techniques Between Groups 2.410 2 1.205 1.434 .239


Total 459.514 546

Item 46 Water for shampooing – hard and soft water

Between Groups 3.180 2 1.590 1.987 .138


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


Total 318.508 546

Item 48 Conditioning treatments: dandruff, greasy hair

Between Groups 6.101 2 3.050 5.448 .005


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


Total 453.510 546

167

Item 50 Oil applications or treatments Between Groups .777 2 .388 .682 .506


Total 310.647 546

Item 51 Drying hair: equipment/tools and product, hand and finger drying

Between Groups .042 2 .021 .032 .969


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


Total 341.898 546

Item 53 Styling aids – protectors, curl enhancers, setting aids, dressing aids

Between Groups 1.771 2 .885 1.329 .266


Total 364.051 546

Item 54 Rollering methods and common faults

Between Groups .727 2 .364 .511 .600


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


Total 295.265 546

Item 56 Plaiting: hair twists, hair threading, hair extensions

Between Groups 5.537 2 2.769 5.208 .006


Total 294.695 546

Item 57 Cutting and styling hair: hairstyling – design and choice

Between Groups 2.013 2 1.007 1.611 .201


Total 342.040 546

Item 58 Factors influencing hairstyle Between Groups 2.221 2 1.111 1.641 .195


Total 370.307 546

Item 59 Style suitability Between Groups 4.144 2 2.072 3.788 .023


Total 301.653 546

Item 60 Cutting tools and equipment Between Groups 3.132 2 1.566 2.311 .100


Total 371.770 546

Item 61 Perming hair – principles of perming

Between Groups 1.318 2 .659 .974 .378


Total 369.484 546

Item 62 Sectioning/sequence of winding Between Groups 3.443 2 1.721 2.167 .115


Total 435.514 546

168

Item 63 Applying the perm lotion Between Groups 2.705 2 1.352 1.769 .172


Total 418.651 546

Item 64 Processing time-hair treatment condition, salon temperature

Between Groups 2.818 2 1.409 1.922 .147


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


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


Total 341.740 546

Item 67 Hair colouring – temporary hair coloring, semi-permanent colouring, permanent colouring

Between Groups 1.463 2 .731 .932 .394


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


Total 354.522 545

Overall Between Groups 1.571 2 .786 4.361 .013


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


Total 473.543 546

Itemd2 Problems solving method on hair dressing issues

Between Groups 2.983 2 1.491 2.195


Total 372.548 546

Itemd3 Discussion method on

effect of chemical on

hair

Between Groups 4.431 2 2.215 4.186


Total 292.366 546

Itemd4 Field trip to hair

dressing shops

Between Groups 3.730 2 1.865 3.180


Total 322.819 546

Itemd5 Use of demonstration

skills

Between Groups 2.846 2 1.423 2.368


Total 329.751 546

Itemd6 Use of practical lessons

Between Groups 3.438 2 1.719 2.761


Total 342.040 546

Itemd7 Use of resource persons for more knowledge of hair

Between Groups 3.079 2 1.539 2.621


Total 322.585 546

Itemd8 Interviewing some hair dressing owners

Between Groups 2.556 2 1.278 2.518


Total 278.647 546

Itemd9 Role playing on speed

practices of hair

styles

Between Groups .484 2 .242 .289


Total 455.726 546

Itemd10 Lecture method on

hair topics

Between Groups 1.469 2 .734 1.055


Total 380.307 546

Itemd11 Programmed

instruction for hair

product

Between Groups 2.497 2 1.249 2.015


Total 339.609 546

170

Itemd12 Computer assisted instruction for latest hair styles

Between Groups 5.120 2 2.560 3.919


Total 360.431 546

Itemd13 Team teaching in operating procedures of hair

Between Groups 2.051 2 1.025 1.402


Total 400.022 546

Itemd14 Individual contact for more in-depth knowledge

Between Groups .191 2 .095 .121


Total 428.563 546

Itemd15 Brainstorming on hair fibre defects

Between Groups 2.491 2 1.246 1.800


Total 378.976 546

Itemd16 Story telling about right product usage

Between Groups 3.475 2 1.737 2.069


Total 460.241 546

Itemd17 Workshop in HDC Between Groups .107 2 .054 .062


Total 469.799 546

Itemd18 Use of fashion parade on hair styles

Between Groups 2.775 2 1.387 1.802


Total 421.616 546

Itemd19 Simulation and games Between Groups 1.709 2 .854 1.021


Total 457.112 546

Itemd20 Questions and answers method

Between Groups 3.338 2 1.669 2.074


Total 441.112 546

Itemd21 Excursion method Between Groups .759 2 .379 .450


Total 459.068 546

Itemd22 Case study method Between Groups .587 2 .293 .340


Total 469.890 546

Itemd23 Multiple choice Between Groups .219 2 .109 .152


Total 391.371 546

Overall Between Groups 1.211 2 .606 2.340


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


Total 469.466 546

Itemdm2 Handouts in nutritional guidelines

Between Groups 4.018 2 2.009 2.554 .079


Total 432.051 546

Itemdm3 Journals for publication hair articles

Between Groups 5.601 2 2.800 3.843 .022


Total 402.004 546

Itemdm4 Dictionaries for definition of some concepts

Between Groups 9.105 2 4.552 5.940 .003


Total 426.022 546

Itemdm5 Fliers Between Groups .855 2 .427 .619 .539


Total 376.420 546

Itemdm6 Newspaper articles on hair

Between Groups .598 2 .299 .587 .557


Total 277.905 546

Itemdm7 Magazines on hair talks

Between Groups .004 2 .002 .003 .997


Total 349.404 546

Itemdm8 Over head projector for internet display

Between Groups 4.563 2 2.281 3.403 .034


Total 369.229 546

Itemdm9 Slide projector for moderating write-ups

Between Groups 4.695 2 2.347 3.026 .049


Total 426.673 546

Itemdm10 Cameras for snapping pictures of hair styles

Between Groups 2.412 2 1.206 1.557 .212


Total 423.956 546

Itemdm11 Radio-cassette recorder for taping talks

Between Groups 3.104 2 1.552 2.291 .102


Total 371.609 546

Itemdm12 Computers for storing information

Between Groups 6.203 2 3.102 4.620 .010


Total 370.756 545

172

Itemdmm13 Television talks about hair

Between Groups 2.888 2 1.444 1.808 .165


Total 437.371 546

Itemmm14 Documentaries Between Groups 3.843 2 1.921 2.343 .097


Total 449.938 546

Itemdm15 White board for teaching

Between Groups 2.246 2 1.123 1.855 .158


Total 331.653 546

Itemdmm16 Models on hair shows

Between Groups 3.845 2 1.923 2.948 .053


Total 358.665 546

Itemdm17 Wall chart on hair nutrition

Between Groups 1.649 2 .824 1.136 .322


Total 396.420 546

Itemdmm18 Real objects/resource person to carryout hair practices

Between Groups 2.447 2 1.224 2.056 .129


Total 326.252 546

Itemdmm19 Posters of face shapes

Between Groups 1.555 2 .778 1.199 .302


Total 354.311 546

Itemdm20 Pictures of hair styles Between Groups .164 2 .082 .111 .895


Total 402.936 546

Itemdmm21 Video films for hair styles

Between Groups 2.071 2 1.035 1.154 .316


Total 490.362 546

Itemdm22 Others, please specify

Between Groups 7.065 2 3.532 3.940 .020


Total 494.786 546



Total 140.191 546

173

APPENDIX F

Hypothesis 5



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


Total 328.494 546

Iteme2 Enumerate different types of hair

Between Groups .512 2 .256 .476 .621


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


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


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


Total 362.706 546

Iteme6 Discuss how styling products transform the hair

Between Groups .370 2 .185 .318 .728


Total 316.450 546

Iteme7 State two ways nutritional guidelines can transform hair

Between Groups 5.253 2 2.626 4.635 .010


Total 313.517 546

Iteme8 Respond to questionnaire items on hair dressing programme

Between Groups .997 2 .498 .769 .464


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


Total 404.051 546

Iteme10 Explain suitable hair dressing equipment

Between Groups 1.666 2 .833 1.333 .264


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


Total 362.607 546

Iteme13 Discuss two effects of chemicals on hair

Between Groups 3.407 2 1.703 2.544 .079


Total 367.609 546

Iteme14 Discuss three factors that influence choice of hair oil

Between Groups .094 2 .047 .073 .930


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


Total 337.119 546

Iteme16 Brainstorm on the manipulation of equipment

Between Groups 3.003 2 1.502 2.067 .128


Total 398.168 546

Iteme17 Outline various ways to care for hair dressing equipment

Between Groups .745 2 .372 .499 .607


Total 406.768 546

Iteme18 Compile a list of hair dressing product that hair dressers need

Between Groups .955 2 .478 .776 .461


Total 335.920 546

Iteme19 Summarize the washing process and styling of hair

Between Groups 1.771 2 .885 1.557 .212


Total 311.130 546

Iteme20 State four ways a hairdresser ensures personal cleanliness

Between Groups 1.651 2 .826 1.367 .256


Total 330.088 546

Iteme21 Give five reasons for maintaining good posture

Between Groups .663 2 .332 .424 .654


Total 425.770 546

Iteme22 Discuss three various ways of dealing with clients complaints

Between Groups 2.892 2 1.446 2.053 .129


Total 386.051 546

Iteme23 Outline two ways of examining hair

Between Groups 3.786 2 1.893 3.220 .041


Total 323.601 546

Iteme24 State two massage techniques of the hair

Between Groups 1.119 2 .559 .673 .511


Total 453.130 546

175

Iteme25 List three types of hair conditioners

Between Groups 1.656 2 .828 1.259 .285


Total 359.291 546

Iteme26 Discuss two factors that influence hairstyles

Between Groups 2.086 2 1.043 1.569 .209


Total 363.711 546

Iteme27 Explain salon temperature

Between Groups .989 2 .495 .638 .529


Total 422.563 546

Iteme28 State the procedures for relaxing hair

Between Groups 3.628 2 1.814 2.774 .063


Total 359.448 546

Iteme29 How often should relaxing be applied?

Between Groups .022 2 .011 .013 .987


Total 443.770 546

Overall Between Groups .628 2 .314 1.279 .279


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


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



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


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



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



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




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


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


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



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



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




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




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


N %

Cases Valid

Excludeda

Total

20

0

20

100.0

.0

10.0



Alpha

N. of Items

.975 68

194

Cluster D


N %

Cases Valid

Excludeda

Total

20

0

20

100.0

.0

10.0



Alpha

N. of Items

.932 23

Cluster Dmm


N %

Cases Valid

Excludeda

Total

20

0

20

100.0

.0

10.0



Alpha

N. of Items

.880 22

195

Cluster E


N %

Cases Valid

Excludeda

Total

20

0

20

100.0

.0

10.0



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


Total N 40 40

Mean 11.1250 17.5250


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


Total 326.695 546

Item 2 Describe the characteristic of hair

Between Groups 2.642 2 1.321 2.605 .075


Total 278.548 546

Item 3 Mention different styles of hair

Between Groups 2.968 2 1.484 3.684 .026


Total 222.088 546

Item 4 Outline how to colour hair Between Groups 1.043 2 .522 .754 .471


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


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


Total 309.130 546

Item 7 Explain how to carry out practices with hairdressing tools

Between Groups 1.679 2 .839 1.518 .220


Total 302.417 546

Item 8 Describe how to assemble the tools

Between Groups 4.684 2 2.342 3.844 .022


Total 336.051 546

Item 9 Explain how to take care of the tools

Between Groups 7.662 2 3.831 8.940 .000


Total 239.916 544

Item 10 Outline how to ensure for its safe operation

Between Groups 8.737 2 4.368 6.976 .001


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


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


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


Total 394.768 546

Item 14 Compare human hair with synthetic hair fiber

Between Groups 5.905 2 2.952 3.633 .027


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


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


Total 422.578 546

198

Item 17 Explain the details of face shapes

Between Groups .443 2 .221 .244 .784


Total 494.435 546

Item 18 Give instruction for latest hairstyles

Between Groups 2.973 2 1.486 2.286 .103


Total 356.713 546

Item 19 Identify some hair dieses Between Groups 1.485 2 .743 1.117 .328


Total 363.199 546

Item 20 Explain how to brush hair to loose tangles

Between Groups 5.444 2 2.722 3.403 .034


Total 440.501 546

Item 21 Check manufacturer’s instruction before using hair products

Between Groups 3.883 2 1.942 2.180 .114


Total 488.461 546

Item 22 State means of communication in hair dressing

Between Groups 2.676 2 1.338 1.622 .198


Total 451.514 546

Item 23 Explain the details of hairstyling products

Between Groups 3.957 2 1.978 3.158 .043


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


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


Total 359.770 546

Item 26 Identify how to choose a new hairstyle

Between Groups 5.341 2 2.671 4.353 .013


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


Total 358.753 546

Item 28 Identify some common problems of the hair

Between Groups 3.416 2 1.708 3.453 .032


Total 272.508 546

Item 29 Explain how the treat some hair damages

Between Groups 2.358 2 1.179 2.369 .095


Total 273.049 546

199

Item 30 Summarize different hair types

Between Groups .972 2 .486 .829 .437


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


Total 308.797 546

Item 32 Explain the term hair dryer Between Groups 3.083 2 1.541 2.863 .058


Total 295.898 546

Item 33 State the local hair dressing equipment

Between Groups 6.494 2 3.247 5.348 .005


Total 336.753 546

Item 34 Summarize the washing process and styling of hair

Between Groups 4.573 2 2.286 4.200 .015


Total 300.673 546

Item 35 Others, please specify Between Groups 6.400 2 3.200 3.393 .034


Total 519.459 546



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


Total 243.357 545

Item 2 The physical and chemical property of the hair

Between Groups 5.078 2 2.539 4.224 .015


Total 332.040 546

Item 3 Studying different types of hair Between Groups 3.872 2 1.936 4.300 .014


Total 248.797 546

Item 4 Fixing suitable hair attachments Between Groups .546 2 .273 .491 .612


Total 302.352 545

201

Item 5 Teasing out the brushing of curls Between Groups 3.692 2 1.846 2.615 .074


Total 387.682 546

Item 6 Arranging hair for the application of relaxers

Between Groups 2.793 2 1.397 2.533 .080


Total 302.695 546

Item 7 Hair spraying Between Groups .897 2 .449 .641 .527


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


Total 471.616 546

Item 9 Adding ornaments to the hair to adorn it.

Between Groups 1.860 2 .930 1.197 .303


Total 424.607 546

Item 10 Manipulating the hair drying equipment

Between Groups 2.250 2 1.125 1.367 .256


Total 450.146 546

Item 11 Timing in hair dressing Between Groups 4.308 2 2.154 3.087 .046


Total 383.916 546

Item 12 Speed practices in handling tools and equipment

Between Groups 8.908 2 4.454 5.259 .005


Total 469.616 546

Item 13 Arranging hair dressing equipment Between Groups 2.044 2 1.022 1.662 .191


Total 336.625 546

Item 14 Manipulation of equipment and tools in hairdressing

Between Groups 4.753 2 2.376 2.901 .056


Total 450.362 546

Item 15 Safety guidelines for the use of tools and equipment

Between Groups .322 2 .161 .331 .718


Total 264.508 546

Item 16 Interpreting warning labels on tools and equipment

Between Groups 2.900 2 1.450 2.093 .124


Total 379.770 546

Item 17 Hair grooming Between Groups 2.607 2 1.303 2.499 .083


Total 286.366 546

202

Item 18 selection of hair styling products Between Groups 1.406 2 .703 1.278 .279


Total 300.618 546

Item 19 nutritional guidelines and hair grooming

Between Groups .855 2 .428 .701 .496


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


Total 320.311 546

Item 22 Hair treatment methods Between Groups 1.397 2 .698 1.421 .242


Total 268.278 545

Item 23 Styles in hairdressing Between Groups 3.572 2 1.786 3.538 .030


Total 278.190 546

Item 24 Personal health and hygiene in hairdressing: towels and gowns

Between Groups 1.932 2 .966 1.662 .191


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


Total 320.673 546

Item 26 Personal appearance: personal code of practice

Between Groups 2.714 2 1.357 2.104 .123


Total 353.517 546

Item 27 Good posture and body positioning in hair dressing

Between Groups 6.039 2 3.020 4.552 .011


Total 366.256 545

Item 28 Combs and combing, methods Between Groups 5.361 2 2.681 4.878 .008


Total 304.311 546

203

Item 29 Brushes and brushing methods Between Groups 3.189 2 1.594 3.394 .034


Total 258.728 546

Item 30 Cleaning of hairdressing tools Between Groups 1.421 2 .711 1.275 .280


Total 304.647 546

Item 31 Maintaining clients goodwill Between Groups 6.432 2 3.216 4.691 .010


Total 379.386 546

Item 32 Good communication Between Groups .739 2 .369 .452 .636


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


Total 479.678 546

Item 35 Consulting and diagnosing techniques: examining the hair

Between Groups 3.073 2 1.537 2.153 .117


Total 391.386 546

Item 36 Promoting services and products: selling products

Between Groups 5.469 2 2.734 3.888 .021


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


Total 270.417 546

Item 38 Selection of hairdressing products Between Groups 4.975 2 2.487 4.210 .015


Total 326.417 546

Item 39 Chemistry of shampoos Between Groups 8.066 2 4.033 4.090 .017


Total 544.479 546

Item 40 Shampooing techniques Between Groups 5.094 2 2.547 3.249 .040


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


Total 425.916 546

Item 44 Shampooing method Between Groups .461 2 .230 .346 .708


Total 362.494 546

Item 45 Massage techniques Between Groups 2.410 2 1.205 1.434 .239


Total 459.514 546

Item 46 Water for shampooing – hard and soft water

Between Groups 3.180 2 1.590 1.987 .138


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


Total 318.508 546

Item 48 Conditioning treatments: dandruff, greasy hair

Between Groups 6.101 2 3.050 5.448 .005


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


Total 453.510 546

Item 50 Oil applications or treatments Between Groups .777 2 .388 .682 .506


Total 310.647 546

Item 51 Drying hair: equipment/tools and product, hand and finger drying

Between Groups .042 2 .021 .032 .969


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


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


Total 364.051 546

Item 54 Rollering methods and common faults

Between Groups .727 2 .364 .511 .600


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


Total 295.265 546

Item 56 Plaiting: hair twists, hair threading, hair extensions

Between Groups 5.537 2 2.769 5.208 .006


Total 294.695 546

Item 57 Cutting and styling hair: hairstyling – design and choice

Between Groups 2.013 2 1.007 1.611 .201


Total 342.040 546

Item 58 Factors influencing hairstyle Between Groups 2.221 2 1.111 1.641 .195


Total 370.307 546

Item 59 Style suitability Between Groups 4.144 2 2.072 3.788 .023


Total 301.653 546

Item 60 Cutting tools and equipment Between Groups 3.132 2 1.566 2.311 .100


Total 371.770 546

Item 61 Perming hair – principles of perming

Between Groups 1.318 2 .659 .974 .378


Total 369.484 546

Item 62 Sectioning/sequence of winding Between Groups 3.443 2 1.721 2.167 .115


Total 435.514 546

Item 63 Applying the perm lotion Between Groups 2.705 2 1.352 1.769 .172


Total 418.651 546

Item 64 Processing time-hair treatment condition, salon temperature

Between Groups 2.818 2 1.409 1.922 .147


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


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


Total 341.740 546

Item 67 Hair colouring – temporary hair coloring, semi-permanent colouring, permanent colouring

Between Groups 1.463 2 .731 .932 .394


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


Total 354.522 545

Overall Between Groups 1.571 2 .786 4.361 .013


Total 99.557 546

207

APPENDIX P

Post Hoc Tests



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


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


Itemd4 Field trip to hair

dressing shops


Itemd5 Use of demonstration

skills



Scheffe




Lower Bound

Upper Bound

MeanC Lecturers Students -.19209* .06677 .016 -.3560 -.0282

Hair Dressers -.11343 .06113 .180 -.2635 .0366


Hair Dressers .07867 .04199 .174 -.0244 .1817

Hair Dressers Lecturers .11343 .06113 .180 -.0366 .2635

Students -.07867 .04199 .174 -.1817 .0244


208

Itemd6 Use of practical lessons


Itemd7 Use of resource persons for more knowledge of hair


Itemd8 Interviewing some hair dressing owners


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


Itemd12 Computer assisted instruction for latest hair styles


Itemd13 Team teaching in operating procedures of hair


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


Itemd16 Story telling about right product usage


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


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


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



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


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


Itemdm4 Dictionaries for definition of some concepts



Scheffe




Lower Bound

Upper Bound

MeanC Lecturers Students -.19209* .06677 .016 -.3560 -.0282

Hair Dressers -.11343 .06113 .180 -.2635 .0366


Hair Dressers .07867 .04199 .174 -.0244 .1817


Students -.07867 .04199 .174 -.1817 .0244


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


Itemdm8 Over head projector for internet display


Itemdm9 Slide projector for moderating write-ups


Itemdm10 Cameras for snapping pictures of hair styles


Itemdm11 Radio-cassette recorder for taping talks


Itemdm12 Computers for storing information


Itemdmm13 Television talks about hair


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


Itemdmm16 Models on hair shows


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


212

Itemdmm19 Posters of face shapes


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


Itemdm22 Others, please specify


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



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


Total 328.494 546

Iteme2 Enumerate different types of hair


Iteme3 Discuss the right product usage that can product the hair from damage


Iteme4 Explain how care products promise texture, shine, curl or volume to hair


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



MeanDM Scheffe

(I) Status (J) Status Mean Difference

(I-J) Std. Error Sig.


Lower Bound Upper Bound

Lecturers Students -.23528* .07923 .013 -.4297 -.0408

Hair Dressers -.16887 .07254 .067 -.3469 .0092


Hair Dressers .06641 .04982 .412 -.0559 .1887


Students -.06641 .04982 .412 -.1887 .0559


214

Iteme7 State two ways nutritional guidelines can transform hair


Iteme8 Respond to questionnaire items on hair dressing programme


Iteme9 Interpret warning labels that are attached to the dryer cords as safety guide lines


Iteme10 Explain suitable hair dressing equipment


Iteme11 State two causes of hair breakage


Iteme12 Discuss two different face shapes and styles


Iteme13 Discuss two effects of chemicals on hair


Iteme14 Discuss three factors that influence choice of hair oil


Iteme15 Propose the type of cosmetics likely to groom hair with the latest hair styles


Iteme16 Brainstorm on the manipulation of equipment


Iteme17 Outline various ways to care for hair dressing equipment


Iteme18 Compile a list of hair dressing product that hair dressers need


Iteme19 Summarize the washing process and styling of hair


Iteme20 State four ways a hairdresser ensures personal cleanliness


215

Iteme21 Give five reasons for maintaining good posture


Iteme22 Discuss three various ways of dealing with clients complaints


Iteme23 Outline two ways of examining hair


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


Iteme26 Discuss two factors that influence hairstyles


Iteme27 Explain salon temperature


Iteme28 State the procedures for relaxing hair


Iteme29 How often should relaxing be applied?


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

220

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

221

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

i

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

ii

(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

iii

(c) Gels (d) Hair sprays

(22) Shampoos come in various forms except

(a) creams (b) semi-liquid (c) gels (d) powders

(23) After application of conditioners (a) pick through (b) comb through (c) rub through (d) flat tong

(24) Perm lotion may be applied before

(a) winding (b) cutting

(c) braiding (d) black combing

(25) To glace the hair use (a) hair oils (b) conditioners (c) mousse (d) setting lotions (26) To retain the curls apply (a) creams (b) shampoo (c) oils (d) sprays (27) To dry hair use (a) lukewarm temperature (b) moderate heat (c) hot temperature (d) very hot heat (28) Basic hair styling tools include

(a) Brushes, mirrors, towels (b) Brushing and combing

(c) Braiding and “updos” (d) Length and trimming (29) These are examples of decorative ornament except

(a) Rubber bands (b) Crunches

(c) Head bands (d) Combs

(30) To brush hair in different direction reduces

(a) tangles (b) colours (c) odour (d) broken comb

(31) Brushes are made up of the following except

(a) bone (b) wire (c) plastic (d) rubber

(32) Styling tools include the following except

(a) combs (b) brushes (c) curlers (d) hair

(33) Mirrors can be the following except

(a) plain (b) concave (c) convex (d) cracked

(34) Glass mirrors should be cleaned

(a) every morning (b) occasionally

(c) quarterly (d) monthly

(35) Towels and gowns should be washed in

(a) hot soapy water (b) cold water

(c) lukewarm water (d) hard water

iv

(36) To place sectioned hair on the rods is

(a) perming (b) oiling (c) colouring (d) winding

(37) In what way should elbow and hand be held when it is placed on the head?

(a) above (b) below (c) centre (d) diagonal

(38) Most hairdressers are good

(a) communicators (b) producers

(c) manicurer (d) pedicurer

(39) These are forms of communication in hairdressing except

(a) Eye contact (b) Distances

(c) Folded arms (d) Examining the hair

(40) Salon’s seating should be made of material that is

(a) easily cleaned (b) resistant to washing

(c) inflammable (d) pinching

(41) One of the following should be avoided in cleaning salon’s seats

(a) scourers or abrasives (b) disinfectants

(c) polishes (d) damp towels




(43) These are forms of communication except

(a) open palms (b) scratching behind the ear

(c) folded arms (d) stylist

(44) One of the procedures in hair cutting is

(a) Brushing and combing (b) Attaching hair extension

(c) Wearing weave-ons (d) Bleaching of hair

(45) Fashioning the hair can be influenced by

(a) Personality (b) Hair colouring

(c) Perming hair (d) Straightening hair

(46) In visual appearance, one thing that can form part of overall look is

(a) Body proportion (b) Dread locks

(c) Punk (d) Texture

v

(47) The process of creating or designing of attractive hair shapes or arrangement is

called

(a) hair extensions (b) hair colouring

(c) hair sprays (d) hairstyling

(48) Factors that influence hairstyle include the following except

(a) face and head shapes

(b) the quality and quantity of the hair

(c) the hair follicle

(d) the dress and occasion for the style

(49) To brush hair in different direction reduces

(a) tangles (b) colours (c) odour (d) broken comb

(50) One of the following should be a smoothing, stroking action, one following the

other

(a) brushing (b) shampooing

(c) getting (d) perming

(51) The next application after shampooing is

(a) mousse (b) conditioner

(c) sprays (d) creams

(52) To enhance and complete hairdressings, one of the following is required

(a) ornamentation (b) corn rolling

(c) hair extensions (d) hair wrapping

(53) The term given to the process of cutting sections of hair to similar lengths

(a) freehand cutting (b) layering

(c) root thinning (d) feathering

(54) Scalp irritation or skin reaction takes place in exception of

(a) allergic to tint chemicals (b) hair badly combed

(c) hair not washed clean (d) hair properly washed

(55) The process of attaching the normal hair with additional synthetic or human hair

extensions is

(a) Hair weaving (b) Hair colouring

(c) Hair trimming (d) Hair relaxing

(56) To remove the unwanted weight of the hair, one of the following is used

vi

(a) tapering (b) texturing (c) dry cutting

(d) clubbing (reduces cut hairs to the same length)

(57) The temporary methods of relaxing hair include the following except

(a) applying hot brushes (b) using heated irons and tongs

(c) using heated rollers (d) using rubber scarfs

(58) Choose one of the following: For health and safety never

(a) place clips or pins in the mouth (b) eat balanced diet

(c) wash hair often (d) comb the hair

(59) One of the commonest faults in dressing is

(a) extensions (b) overdressing

(c) plaiting (d) teasing

(60) Another name for perming is

(a) dreadlocks (b) clubbing

(c) feathering (d) permanent waving

(61) Temporary colourings remain on the hair only until they are

(a) washed off (b) cut off

(c) blown off (d) braided

(62) Modern colourings are made in the following except

(a) cream (b) semi-viscous

(c) liquid form (d) solid forms

(63) Pre-colour treatment that can be applied in hair is

(a) dry (b) wet (c) oiled (d) conditioned

(64) Some hair colour easily because of the following except

(a) if it is dry (b) if it curls easily

(c) if it has been bleached (d) if it has been heated

(65) Hair is resistant to colour because of the following reasons except

(a) if it takes perms slowly (b) if it soon drops out of curl

(c) if it has a smooth surface (d) if it has never been washed

(66) Problems of colouring the hair include the following except

(a) colour uneven (b) colour too light

(c) colour fades after two or three shampoos

(d) balanced meals

vii

(67) What are the possible causes of hair colour being too dark?

(a) over-processing (b) poor colour mixing

(c) sections too large (d) under processing

(68) After application of conditioners (a) pick through (b) comb through (c) rub through (d) flat tong (69) Payment methods include the following except

(a) payments in cash (b) by cheque

(c) by card (d) by force

(70) The best way to care for tools include the following except

(a) Clean tools after use

(b) Never use tools on another client without cleaning

(c) Always check the manufacturer’s instruction

(d) Leave metal tools in liquid disinfectants for long.

(71) In certain hairdressing procedures it is quite possible that longer nails can do one

of the following

(a) goose the skin (b) pain the skin

(c) develop the skin (d) scratch or damage the skin

(72) One of the following reduces infection

(a) disinfectant (b) antiseptic

(c) kerosene (d) paraffin

(73) To tackle fire lighting, better use

(a) sterilizing unit (b) extinguisher

(c) fuel (d) gas




(75) Which of the following statements does not relate to hairdressing?

(a) Hairdressing is a personnel service industry

(b) Hairdressing is an image conscious industry

(c) Hairdressing relies so much on sales of services, product and treatments.

(d) Hairdressing provides individual with stained overalls, unkempt hair and dirty

had and nails.

viii

(76) The following treatments (with or without conditioner) may usefully be applied

to the hair and scalp except

(a) massage (b) steamers

(c) oil treatments (d) pre-colouring

(77) The process of styling wet hair while blow-dripping it is called

(a) drying (b) shaping (c) blowing (d) bleaching

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