Utilizing educational apps and online platforms for home economics learning: An investigation of students' attitudes and perceptions
1 St. Monica’s College of Education, Mampong-Ashanti, Ghana.
2 Mampong Technical College of Education, Mampong-Ashanti, Ghana.
Review Article
World Journal of Advanced Research and Reviews, 2023, 19(03), 411–419
Article DOI: 10.30574/wjarr.2023.19.3.1831
Publication history:
Received on 30 July 2023; revised on 06 September 2023; accepted on 09 September 2023
Abstract:
This systematic review explores the utilization of educational apps and online platforms in Home Economics learning, focusing on investigating students' attitudes and perceptions towards these digital learning tools. As the world increasingly embraces technology in education, Home Economics, an essential subject that empowers students with practical life skills, benefits from these innovations. The review encompasses a comprehensive search for and analysis of relevant literature from various academic databases. Studies that examine educational apps and online platforms for Home Economics learning and assess students' attitudes and perceptions are included. Qualitative approach is considered to provide a comprehensive overview of the topic. Findings reveal valuable insights into students' preferences, motivation, and engagement with digital learning resources in Home Economics. The review explores factors influencing students' acceptance and resistance to adopt these technological tools in their learning journey. Furthermore, the analysis identifies potential challenges and benefits of integrating educational apps and online platforms in Home Economics education. Ultimately, this systematic review contributes to a deeper understanding of the role of educational apps and online platforms in Home Economics learning and offers recommendations to educators and policymakers for effective integration and enhancement of digital resources in the field.
Keywords:
Technology Integration; Policymakers; Pedagogy; Educational Apps
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Copyright © 2023 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0