Analyzing the Relationship Between Home Economics Teaching and Practical Life Skills Acquisition in Junior High School Students: An Explanatory Sequential Mixed-Methods Study

This explanatory sequential mixed-methods study aimed to determine the relationship between Home Economics teaching and the acquisition of practical life skills among junior high school students. The quantitative phase involved 101 respondents who rated the extent of teaching dimensions—curriculum content, teaching methods, frequency of instruction, teacher expertise, and problem-solving strategies and their perceived level of life skills acquisition in terms of skill proficiency, confidence in application, behavioral change, retention, and time management. Results showed a very extensive level across all dimensions, with a statistically significant moderate positive relationship between Home Economics teaching and life skills acquisition (r = .458, p < .001). Regression analysis revealed that the frequency of instruction and teacher expertise significantly predicted practical life skills acquisition. The qualitative phase, conducted through interviews, supported the quantitative results. Themes emerged around empowerment through hands-on learning, real-world readiness, and the perceived life-long value of the subject. Participants emphasized the transformative and functional nature of Home Economics education in preparing students for independent living. The integration of quantitative and qualitative findings underscores the importance of structured, experiential, and teacher-led instruction in developing essential competencies among learners.