Time on task observations in consumer and homemaking classrooms

Abstract

The purpose of this study was to determine teacher and program effectiveness in Consumer and Homemaking Programs in Arizona by using time on task as a measure. In effective program studies, the common critical variable was the individual teacher (Brophy, 1979; McGreal and McGreal, 1986). Teachers who were organized, started class on time and kept the students busy with relevant work maintained high time on task percentages. Using time on task as a measurement of effectiveness, the "Managing Learning Time" instrument (Halasz and Desy, 1984), was used. This study: determined that the majority of students were on task in Arizona Consumer and Homemaking Education classrooms. Time on task was affected more by teacher and classroom practices than by the course content. The focus of the on task behavior varied by subject matter. The majority of time was spent on theory, practice and basic skills in Consumer and Homemaking courses.