For effective teaching of homemaking in coeducation, it is necessary to research the students' consciousness concerning sex role and participation in household tasks. Data were collected through a questionnaire from 1208 junior high school students. The results were as follows : 1. On sex role consciousness and frequency of participation in household tasks, there is a sex difference but no school grade difference. 2. Perceptions of likes and dislikes concerning school subjects are related to sex difference as well as school grade difference. 3. On students' self-evaluation about homemaking education, there is a significant school grade difference.

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In a society which has tendency of sex discrimination, the possibility to enhance coeducation of homemaking is limited. Family, school and workplaces, intensify the segregation consciousness between male and female. Recently, in these socializing agencies the movement for equality of men and women has expanded and has changed the sex role, hence to increase chances for coeducation of homemaking. This study reviewed the effects of each socializing agency and the interaction among agencies, in order to question the consciousness of junior high school students on sex role and coeducation of homemaking. The following results were found. 1. Sex role consciousness expectation for coeducation in homemaking, and positive attitude towards the homemaking teacher are affected by the degree of participation in household tasks. 2. Students with high score in homemaking self-evaluation have positive attitude toward equality of men and women, and deem it worthy to do household tasks. 3. Students who have learned homemaking expect to be coeducated.

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This survey was carried out in 1990, to find out the elements relating to transferring homemaking practice to coeducation. A questionnaire was sent to teachers of full-time, part-time and teaching concurrently homemaking, in junior high schools, in 1990, receiving 168 responses. The results are as follows : Coeducation had begun several years before the new Course of Study, 1993. 1. It had begun directly from 1989 to 1990, without experience of the "mutual extension system. " 2. One of the elements relating to transferring to coeducation was the environmental and societal needs 3. after 1985.

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In order to clarify the opportunity for teaching the significance of family meals, this study investigated the views and situation about family daily meals of primary school pupils. The results are as follows : 1. Views toward family daily meals were different according to development stages and their situation at home. 2. The lower class pupils thought that meals were necessary to keep their health, the higher class pupils regarded meals as time for family circle get-together. 3. Pupils who took meals leisurely and chatted with all family members, considered meals as time for family circle relationships. 4. It was clarified that teaching the significance of family meals was suitable for higher classes.

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This study investigates the present situation of cooking rooms and discusses their facilities and equipments in schools for physically and mentally retarded students through three successive reports. This report investigates the problems and home economics teachers' requests for their improvement. The results obtained are as follows : 1. Children of the schools for the handicapped have diversed degrees of handicaps. 2. A cooking room is used more frequently than other classrooms. Children learned food preparation in a room lacking equipments for cooking. 3. Cooking rooms were built mostly during five years, before and after 1979, when schools for physically and mentally retarded handicapped students became compulsory. Rooms built specially for food preparation were 67.5%. 4. A cooking room is frequently used without presenting the plan to use. 5. About 60% of home economics teachers wish to improve cooking rooms, but think it is impossible for reasons of school budget and room space.

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This report examines whether or not the frequency of use and conditions of equipments in a cooking room are sufficiently considered according to the individual disability of handicapped students. The results obtained are as follows : 1. The arranged types of cooking tables are, in order of frequency, vertical type to be useful for class instruction, horizontal type, and face-to-wall type to secure wide space in the center. 2. In about 60% of the schools, the passage between cooking tables is more than 120cm in width so that two wheelchairs can pass by. 3. Floor materials are mostly lumber and vinyl asbestos tile. Since each has its merits and demerits, we can not find the best matarial which can meet the conditions suitable for students' use. 4. We suggest solutions for the planning of cooking rooms from the viewpoints of hygiene, safety, function, and motion at work, on the basis of the opinions of home economics teachers. Therefore, it is necessary that cooking rooms satisfy the needs of the physique and the degree of handicaps of children.

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This report discusses the problem of cooking tables according to the different handicapped students : non-wheelchair-users, wheelchair-users, and students with disabled arms, to raise problems for future facilities and equipments of cooking rooms. The results obtained are as follows : 1. Schools with varying divisions tend to install cooking tables where the height is near to the average of student's height. 2. In schools with a large enrollment of wheelchair students, little consideration can be found for cooking tables, sinks and positions of gas faucets. 3. Screw faucets are used in about 40%-50% of the schools with an enrollment of more than half of the students with disabled arms. 4. Pertinent suggestions as to facilities and equipments are : it is necessary to change facilities and equipments to meet the students' disabilities, to exchange information and accumulate positive research, and to cultivate responsible attitudes at the administrative level toward giving all students chances to learn.

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The purposes of this study were to investigate high school girl students' concerns about aged people and their needs for learning in home economics classes, as well as to examine elements influencing their concerns and needs. Questionaire were replied by 1, 033 senior high school girl students living in Kanagawa and Ibaraki Prefectures. The results showed : 1. No significant relationship was found between students' concerns/needs among those having previous experiences in living with grandparents and those without such experiences. 2. Students who had previous experiences in contact with aged people had higher degrees of concerns/needs. 3. Students who have been learning more about senior citizens, through reading books, papers and having experience learning in class, had a higher degree of concern/needs. 4. However, it was found that when students visited senior citizen homes/care centers in large groups, a high degree of concerns/needs was not evident.

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This study developed an instructional material for training in designing financial plan including the payment of an auto loan for senior high school students. The material was programmed on a personal computer with spreadsheet software, and consisted of three sub-programs : for selecting an automobile from the data file of domestic-made autos ; for calculating the monthly payment for an auto loan depending on the amount of money to borrow, the length of the loan, and the annual percentage rate of interest ; and for designing financial plan including the monthly payment. The financial cost of the auto loan diminishes the amount of money available for living expenses. By comparing each subject's living expenses with average single persons' ones shown as a guide for planning, the subject is able to decide the monthly payment adequate to his net income. The material makes it possible for students to improve their ability in designing financial plan including the payment of the auto loan.

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The purpose of this study is to examine how to arrange and organize teaching materials to have deeper understanding of food, taking a case of vegetables. This paper reports the results of a questionnaire carried out to see what kind of diet pupils and their mothers live on, especially what kind of vegetables they eat and what they think of their diet. The following results were obtained. 1. As far as the amount of knowledge about nutrition of vegetables is concerned, both boys and girls show significant increase when their grades rise. 2. As for how much the pupils are conscious of the need to eat vegetables, there is no difference when their grades rise. Boys are much less conscious of the need of vegetables than girls. 3. There is a significant correlation between what kind of diet the mothers of the pupils are on, especially how much green-yellow vegetables they usually take and how to improve the pupils' eating habits - an unbalanced diet, eating on their own, conversation about health and growing vegetables at home.

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This study researched the objectives and contents of learning in early childhood education historically, in order to clarify them in coping with the changes of society, and were studied by students themselves in the developmental process. The objectives and contents of learning were examined in the stage in which home economics education was formed after World War II, through the first Course of Study released. The results were as follows : 1. Objectives and contents of learning in elementary and junior high schools were participation in baby-sitting and taking care of children ; and in senior high schools were in capability for childcare as a mother. 2. It was assumed that girls took household tasks at all levels of school. 3. The various problems involved in the democratization after the war were not reflected in the study of early childhood education and care.

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Relation between morning and evening life-pattern types (M-E types) in mothers and those in their children were investigated. The results are as follows : 1. A significant positive correlation exists between M-E types of mothers and those of their children. 2. M-E types of mothers and their children tend to coincide, when mother controls the daily life of their children. 3. They also coincide when they have a good relation. These results suggest that mothers could control M-E type of their children.

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