Call number: LD2668 .T4 1950 G37 / Master of Science

published_or_final_version / Education / Master / Master of Education

Opportunity cost is not only the first threshold Economics concept learnt by students, but also a common concept applied in decision making such as cost-benefit analysis. Most decision makings made by government or private firms involved in-depth cost-benefit analysis. However, researches in economic education revealed that the teaching and learning of opportunity cost might not be effective so that students, or even adults apply this concept wrongly in decision making. The objectives of this study are to investigate the effectiveness of the theory of variation when it is adopted in the teaching of the concept of opportunity cost and to evaluate the learning outcomes of students by investigating the change of the qualitatively different ways of seeing or experiencing the concept of opportunity cost. The object of learning was the capability of understanding the concept of opportunity cost. Critical aspects of the object of learning were identified from the pre-test and two patterns of variation were designed respectively in two different groups of secondary four students. The results of this study showed that the learning outcomes of both groups were improved by the rise in the levels of the conceptions on opportunity cost and full cost, and it was even more powerful in group 2. It concluded that appropriate pattern of variation could raise the effectiveness of learning. / published_or_final_version / Education / Master / Master of Education

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Accreditation in home economics as done by the American Home Economics Association (AHEA) developed with, influenced, and was influenced by the development of home economics as a profession. The purpose of this study was to trace the historical development of home economics accreditation and to ascertain the current status of such accreditation. The research objectives included: (1) to identify the historical forces and events leading to the development of home economics accreditation; (2) to describe the current status of such accreditation, including current attitudes toward AHEA accreditation and demographic and change characteristics of AHEA accredited and non-accredited units; and (3) to identify possible future trends regarding home economics and accreditation. Historical data were obtained by the investigator through a review of published and unpublished materials and from interviews. Conclusions on the current status were based on data provided on a survey questionnaire by administrators of 215 home economics units. Data analysis provided descriptive and comparative data for each research question. Major findings of the study included the following: First, accreditation as a method to establish and maintain standards in undergraduate professional home economics developed primarily through the efforts of home economists in two associations--the AHEA and the National Association of State Universities and Land-Grant Colleges (NASULGC). Second, in their attitudes toward AHEA accreditation, the greatest proportion of administrators view it as an advantage for their unit, especially in respect to standards of educational quality, unity of home economics as a field of study, status of home economics in the eyes of other professions, visibility of the unit, and importance to the field of home economics--factors voiced historically in relation to quality standards in home economics. Third, administrators feel that regional accreditation of the institution is not sufficient, and that specialized accreditation by such organizations as AHEA, the American Dietetic Association (ADA), and the Foundation for Interior Design Education Research (FIDER) adds benefits beyond regional accreditation. Though their costs are high, administrators report that they are worth the cost. Administrators recommend AHEA accreditation for public and private, large and small units. Fourth, a majority of administrators reporting changes over the past five years cited increases in such areas as number of majors and non-majors, number of graduates beginning graduate degree programs, and support from institution administrators. However, one-fourth of administrators reported a decrease in home economics enrollment. Fifth, desirable future trends, as reported by administrators, include AHEA accreditation of masters, specialist, and doctoral level programs; no increase in the number of accrediting agencies; and maintaining present agencies but increasing cooperative efforts in accreditation processes. Presently 50.2% of home economics units have multiple specialized accreditation. Sixth, self study is a major basis for accreditation and planning for improved education. Ninety per cent of AHEA accredited units and 60% of non-AHEA accredited units report having an ongoing program of self study. However, most administrators do not appear to see a direct relationship between accreditation and student competency levels. In home economics as in many professions accreditation has historically been important in the development of the profession. AHEA accreditation is likely to have a continuing and even increasing impact on the profession as more home economics units seek and obtain accredited status. This impact will be guided by those in positions of educational responsibility and authority--those who believe in the need for ongoing evaluation as a means to continually improving educational quality in home economics.

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The purpose of this research study was to establish the perceptions of economics teaching of two teachers of economics who were functioning in two contrasting contexts. The intention was to examine their practice and to ascertain the extent to which the relationship between their beliefs and their practice was constrained or facilitated by the context in which they taught. The study made use of interviews and classroom observations to address these issues. The research confirmed that there was a disjunction between the teachers' theories of economics teaching and their actual practice and that their practice was mediated by the context in which they functioned. Both teachers shared very similar epistemologies. They concurred on assessment techniques and teaching methodology in economics. They also agreed that the goal of economics teaching was to engender a love of the subject. However, the vastly different contexts in which they taught spawned unique coping strategies to deal with their peculiar teaching environments. The 'macro' c~nstraints which they faced emanated from external institutions that imposed overt and hidden rules and expectations upon them. Internal constraints were derived from the peculiar context of each school. The study revealed that the teacher operating in the more repressive context displayed a greater degree of dissonance between beliefs and practice as compared to the teacher in the more favourable context. The teacher in the favourable context was better able to implement her beliefs about economics teaching. However, she was faced with new challenges created by the information explosion as a result of the school's access to the Internet. Though the nature of the discipline urges a problem-solving approach to economics teaching and even though both teachers concurred with this view, the constraints of the context were compelling factors that hindered teachers' educational ideals. Of note , was the fact that the more repressive the context, the greater were the constraints facing the teacher, and the more complex were the strategies employed by the teacher in order to cope. The more complex the coping strategy, the greater was the disjunction between teachers' theories about economics teaching and their practice. / Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.

There is no abstract available for this thesis.