Abstract
Consumer education in home economics classes has gradually expanded in elementary, junior and senior high schools. Statistical analyses have been made for the purpose of clarifying the course of progress in consumer education. Instances of consumer education conducted in home economics classes from 1965 to 1992 were collected to be analyzed. The following results were obtained. 1. The number of consumer education classes increased year by year. 2. The field of subject matters has expanded year by year. 3. VTR, as audiovisual aid, has been generally used. 4. Discussion methods have been preferred to mere lectures in consumer education. 5. Subject matters which evaluate "creativity" and "skill and ability" were fewer, compared with those which evaluate "interest and positive attitude" and "acquisition of knowledge and understanding". Senior high schools were more concerned with the subject matters which evaluate "acquisition of knowledge and understanding" than elementary and junior high schools were.
