This study investigated domestic economy centered on the area of home life which has been established in the new course of study in junior high school. The purpose was to examine the grade level taught. Results are summarized as follows: 1. Parents of the first year in junior high school gave most attention to their children in buying goods. The area of home life to be learned at this level without great difficulty seems adequate. 2. Students took advantage of services, mail orders, specific selling and having telephone card, against our expectation. Learning about domestic economy in junior high school seems necessary.

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Study was made on consumer behavior of students to utilize service, in order to view attention to be given on the subject about domestic economy in the area of home life. The results are as follows: l. Junior high school students were less critical and less active than senior high school students. It is necessary that judgment on service and expressing their intention in case of dissatisfaction be taught in the specific area of home life. 2. Students' living conditions had influence on the use of service; such as, amount of pocket money, having a part-time job, association with friends, watching television, etc. Thus, investigation about living conditions must be made in order to learn about the scope in teaching domestic economy.

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A synthetic investigation was made on the basis of classification of students' consumer behaviors and the cause of their services to a characteristic model. These were represented graphically by using the Quantification Method III. The results are as follows: 1. Three services and five steps of consumer behavior were able to be classified by a diagram. We confirmed four characteristic models: namely, <positive type>-(junior high school group), <economical type>-(senior high school group), <unconcerned type>-(boys' group) and <steady type>-(girls' group). 2. First year school students in junior high school were classified as a <steady type>. Therefore, it is comparatively easy to study on consciousness of consumer in the area of home life.

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The purpose of this study was to investigate consumer education concerned with credit cards. The possessive condition of a credit card in young people was researched. The results were as follows: 1. Two out of three working men and one out of four university students had a credit card. 2. Troubles concerned with a credit card were mainly, the loss of a card, stealing and insolvency. Therefore, it was necessary to have knowledge concerned with credit cards in order to avoid trouble and to acquire the ability to manage household economy and life planning.

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In university students and workers of the same age, their knowledge on credit card system and their interest in learning it were investigated. Most of them did not know the 14 words and 9 mechanisms which are basically important to understand in using credit cards. They showed interest in learning the proper way of using credit cards. If they had the opportunity in senior high school, they wanted to learn the advantages and disadvantages of using credit cards, the proper way to handle troubles and the mechanism of credit cards, etc.

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This paper investigated the contents and technical words concerning credit card system that were included in the textbooks of home economics and social science studies for senior high school students. The basic contents and words concerned with credit cards were few. In consideration of results of the present studies, we proposed a teaching plan for Home Economics Consumer Education concerned with credit card system in senior high schools.

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The writer attempted to clarify the contents of Homemaking Education as given in Our share in the Home, A textbook for used for the 4th IFEL Program. This paper was the sequel to Homemaking Education in the IFEL Program 1948-1952 (part 1 and part 2). The results are as follows: 1. The above text shows that the important aim in family life was in the development of the individual. Family members were to make an effort to achieve this aim. This point of view has not been inherited in the Gakko Tosho textbook, mentioned in previous studies. 2. In Our share in the Home, the Junior high school students must be able to manage the home. They had to learn cooking, washing, cleaning, shopping, etc. This point of view was common to the two texts. But, in Our share in the Home the method of cooking, etc. was taught thoroughly.

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This paper was the sequel an analysis on Our Share in the Home (1). There were many subjects for pupils in this text which took an important part to learn how to manage the home. The results are as follows: 1. The subjects in Our Share in the Home gave careful consideration on how to learn. There was the idea that pupils had to learn and to solve the subject by oneself. 2. The subjects in Gakko Tosho textbook gave ideas that the teachers suggested. The pupils learned according to those ideas. Some subjects were interesting for the pupils to study.

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References were examined to learn when, where and how the sewing machine was introduced to elementary school education in Japan, along with the historical background which led to the introduction. Results obtained are summarized as follows: 1. Two Dutch female teachers introduced sewing machines in the classroom attached to the temporarily established school opend by the Hokkaido Development Agency in Tokyo, more than 100 years ago. 2. Sewing education in elementary schools was then associated closely with the construction of the Japanese kimono. In Hokkaido, however, it was undertaken by the western style wears using sewing machines. 3. As school and office uniforms changed from the traditional kimono to western style wears, demand for the latter increased, and schools were ontracted, which was the beginning of industrial education.

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The purpose of this study was to investigate the pupils' sewing skills for improving "a training cloth for machine-sewing." In analyzing these skills, "process of learning," "sex differences" and "relation to personality" were considered. Ninety-two pupils in fifth grade were tested in 1986 for a month (twice per 2 hours a week) with the help of homeroom teachers. A digitizer was used to measure and evaluate the practice lines. The results were as follows: 1. A training cloth was effective for improving pupils' skills. 2. A VTR-tape and a training cloth were effective for male pupils; a training cloth alone for female pupils. 3. Non-troublesome and quiet pupils' skills were stable in both quantity and quality. A training cloth was found to be very effective for them.

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The purpose of this study was to develop training materials which were to be effective for training pupils' skills. The material to be studied was a cloth to train sewing skills which are used in elementary schools, based on a homemaking guidebook for objectives and teaching methodology. We devised a cushion-cover with a cat face, considering the following six items for materials which made: 1. The educational objectives clear. 2. Both long-term an short-term objectives clear. 3. Useful and attractive for pupils. 4. Knowledge and skills at a higher level than that of the pupils' present ability. 5. Familiar to pupils and which made them feel confident. 6. Giving pupils a sense of achievement in their work.

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This study investigated the relation between how students intend to stay healthy and their ability to plan menus learned in home economics classes. The results were as follows: 1. Comparing students who had completed home economics course in elementary schools and students in high schools, no difference was obtained in the state of their intention to stay healthy. 2. Concerning all students, their intention to stay healthy was related to their ability to plan menus. The hypothesis that there may be relation between how they intended to stay healthy and their ability to plan menus were verified. 3. Students who had completed home economics course in elementary schools, their intention to stay healthy was related to both their nutrition assessment and their vision assessment. 4. Students who had completed home economics course in high schools, their intention to stay healthy showed no relation with their ability to plan menus. 5. The state of students' health at that time showed no relation with how they intended to stay healthy.

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