Impact of Laboratory Teaching Experience on Enhancing Secondary School Students’ Cooking Skills in Delta State

Abstract

The study examined the impact of home economics laboratory teaching experience on enhancing secondary school students' cooking skills in Delta State. The study was guided by three research questions and adopted a descriptive research design. The population comprised Home Economics teachers in Delta State secondary schools who specialize in food and nutrition. An accidental (convenience) sampling technique was used, and a sample of 100 nutrition teachers participated in the study. A closed-ended questionnaire consisting of 26 items was used to collect data. Descriptive statistics were employed to answer the research questions. A mean score of 2.50 and above was used as the benchmark for accepting an item, while a mean of 2.49 and below was considered rejected. Data analysis was carried out using SPSS. The findings revealed that teachers’ laboratory experience had a high impact on students’ acquisition of practical skills in food and nutrition. It also showed that laboratory training significantly improved students’ culinary skills and their ability to make informed and healthy food choices. Based on these findings, it was recommended that diverse teaching methods should be employed to foster students’ creativity. Teachers should also ensure that all practical aspects of food and nutrition are conducted in the kitchen laboratory and incorporate information and communication technology, such as instructional cooking videos, into their teaching