As part of the Home Economics syllabus, pupils learn how to safeguard our natural environment. They identify different environment-friendly choices and practise conservation skills. Pupils are also taught how to be wise consumers and they are made aware of their responsibilities and rights as consumers. But how does this learning impact on pupils and their families? Research by Borg and Fenech (2001) explored the impact Home Economics was having on male pupils and their families. Hence, the aim of this study was to find out about the impact Home Economics is having on female pupils and their families. The three main aspects that the researcher delved into were knowledge, attitudes and behaviours relating to environment-friendly choices and conservation skills and consumer awareness.

The data collection was carried out through a questionnaire-based survey amongst a representative sample of female Form 4 Home Economics pupils and through telephone interviews with a sub-sample of these pupils’ parents. This study was complementary to a parallel study conducted simultaneously by Elaine Formosa on the impact of Home Economics on female pupils and their families with regards to diet-related and social health issues. The major findings which emerged from this study were quite positive. It seems that Home Economics is having a positive impact on female pupils regarding the two areas explored. Pupils seemed to have acquired the necessary knowledge regarding environment-friendly choices and conservation skills. However, the majority seemed not to be putting the knowledge gained into practice.

Conversely, parents had not only acquired the knowledge, but also the skill to practise what they had learnt from their daughters. As regards to consumer issues, female pupils were fairly knowledgeable and it seemed that they were also putting their knowledge into practice. On the other hand, pupils had not acquired the attitude of complaining when a product or service was not up to standard. Home Economics seemed to have minimal impact on the pupils’ families in relation to consumer issues. Considering the varying influences that Home Economics was having on female pupils and their families, the researcher recommends that parents are involved more in their daughters’ school and homework on environment and consumer topics in order to facilitate implementation of beneficial practices in the family. The researcher also recommends that these topics be incorporated in the curriculum for primary school pupils, so that positive attitudes and behaviours may be adopted from a young age.

B.Ed.(Hons)

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