Abstract
Many adolescents struggle with essential life skills necessary for independent living. Home Economics (HE) education offers a promising solution by equipping students with practical competencies to address this challenge. However, the real-world effectiveness of HE remains uncertain due to a lack of empirical evidence supporting its impact on student outcomes. This study examined the relationship between Junior High School students' attitudes toward HE and their subsequent application and self-reported competency in HE skills within family settings. It also explored whether demographic factors—including gender, family structure, birth order, family income, and religion—moderate this relationship. A validated and pilot-tested quantitative survey questionnaire was administered to 200 Junior High School students. The questionnaire assessed students' attitudes toward HE and their HE-related outcomes, specifically the frequency with which they applied HE skills at home and their self-reported competency in these skills. Linear regression analysis examined the relationship between attitudes and HE outcomes, while moderation analysis identified key moderating factors. The results indicate that while students generally hold positive attitudes toward, HE, birth order significantly influences the application and self-reported competency of HE skills at home. Only children and youngest children exhibited stronger correlations between their attitudes and skill application/competency than eldest and middle children. These findings underscore the need for targeted interventions that consider birth order dynamics. Such interventions are crucial for enhancing students' engagement with HE and improving their application and mastery of essential life skills. Future research should investigate the underlying reasons for these differences and explore strategies to optimize HE education for all students, regardless of birth order.
