Step By Step Instructions To Design And Develop A Questionnaire For A Final Year Project

Introduction:

the questionnaire is a strategy for gathering information whereby a respondent gives answers to a progression of questions given to him or her by a researcher or a research student. And as straightforward or simple as it might appear or sound, most students still think that it's very hard to frame or design a decent research questionnaire for their research project works.

There are various methods of developing a decent questionnaire for research purposes; this relies upon the sort or type of final year project topic or project topics the student is working on it.

Although, each educational field of study has its own format for the design of its research questionnaires, at times this might not be an order from the school but the choice of the supervisor.

Before a research student will be able to develop a decent questionnaire properly he or she must first of all be able to understand his or her final year project topic or project topics properly, before deciding on the kind of questions he or she will like to ask his or her respondents.

A questionnaire is a strategy for gathering information whereby a respondent gives answers to a progression of questions and to build up a decent questionnaire that will gather the information you need takes effort and time. However, by adopting a step by step strategy to questionnaire development, you can think of a successful way to gather the information that will address your remarkable research question.

Questionnaire design is a multistage process that requires attention to many details at once. Designing the questionnaire is a bit complicated because the studies can ask about topics in varying degrees of detail, questions can be asked in different ways, and questions asked earlier in research may influence how people respond to later questions. Researchers also are often interested in measuring change over time and therefore must be attentive to how opinions or behaviors have been measured in prior studies.

Maybe the most important part of the research process is the development or creation of questions that accurately measure the opinions, experiences, and behaviors of the public. Accurate random sampling and high response rates will be wasted if the information gathered is built on a shaky foundation of ambiguous or biased questions. Creating good measures involves both writing good questions and organizing them to form the questionnaire.

The diagram below shows a clear and decent research process to follow when designing a decent questionnaire

Also, read: HOW TO WRITE CHAPTER THREE OF YOUR RESEARCH PROJECT (RESEARCH METHODOLOGY)

The model of the research process

Experiences and motivation: You may be given a title for a project or you may choose your own. Your own background and interests will help you determine the research question.

Literature review: It is very important to know what research has been done in your field so that you can ascertain the value of your contribution (your position in a conceptual framework). Knowledge of any gaps in the literature may guide you to the best research question for your study.

Strategies: Choose a strategy or strategies that will suit your research.

Data generation methods: You may be working from secondary data but most likely will need to gather data by one of these methods. Data analysis: Use qualitative or quantitative methods depending on the type of data collected.

Designing and administering questionnaires

Many students do projects that use a questionnaire survey to collect data. These must be carefully designed so that the data you collect is meaningful and can be analyzed.

This stage has to follow a careful plan of what your research question is and what hypothesis /hypotheses are you testing.

The control group in research

You may want to include a control group.

E.g. if you wanted to know the extent to which disabled children from a special school use computers you could survey a group of children of the same age from ordinary school as a control group.

Types of data

§ Surveys can collect written data (qualitative) and measurement data or preferences on a sliding scale (e.g.using the Likert scale).

§ These latter two categories of data are classed as quantitative data.

Questionnaires

§ Can be used in conjunction with interviews.

§ The interview can produce qualitative data.

§ The questionnaire can produce quantitative data.

The nature of qualitative research

§ Qualitative research uses non-probability sampling as it does not aim to produce a statistically significant result.

§ Qualitative research aims for breadth as well as depth.

Purposive sampling

Purposive sampling is often used in qualitative research. When using purposive non-random sampling the number interviewed is less important than the criteria used to select them.

Determine what you need to know

§ What exactly do you need to find out?

§ What type of question do you want to ask?

§ The more structured the question the easier it is to analyze.

§ Types of questions (from Bell (1993) p 76, after Youngman (1986))

Linking the survey questions to theory

If you decide to collect survey data via a questionnaire for your project then you need to be able to design the questionnaire with sound theoretical underpinning, a description, and justification of your choice of questions, a sampling strategy and descriptions of your participants, and the number surveyed. And additionally, you must also describe the procedure for collecting the data and consent and ethical considerations in dealing with your participants.

Determine:

§ What exactly do you need to find out?

§ What is your research question? This is a high-level question.

§ What are the hypotheses arising from the research question? You will collect data to answer these questions.

§ What type of question do you want to ask? The more precise and focused the question the easier it is to analyze.

Pros and cons of questionnaires

§ Pros

–Less cost and time

–Low cost to distribute especially online

–People like answering structured questions without much need for writing

§ Cons

–Social desirability in answering

–People may deliberately lie

Structured questions

§ List

–Select from a list you give them

§ Category

–Offer selected categories such as age categories e.g. 16-25, 26-35, etc

§ Ranking

–The respondent is asked to put something in rank order

§ Scale

–Scales are devices to elicit strength of feeling or attitude. A straightforward attitude scale is a Likert scale

Ambiguity, imprecision, and assumption

§ Words that appear common sense to you may have a totally different meaning to others

§ Be precise in your wording

§ E.g. you ask “What type of school does your child attend? And the respondent chooses from a list of types of school.

§ You have assumed that the mother has one child-but she may have several and at different levels of schooling (primary and secondary)

Also, read: HOW TO WRITE EFFECTIVE RESEARCH PROJECT ABSTRACT

Developing a questionnaire

Identify the goal of your questionnaire. What kind of information do you want to gather with your questionnaire? What is your main objective? Is a questionnaire the best way to go about collecting this information?

§ Come up with a research question. It can be one question or several, but this should be the focal point of your questionnaire.

§ Develop one or several hypotheses that you want to test. The questions that you include in your questionnaire should be aimed at systematically testing these hypotheses.

Choose your question type or types. Depending on the information you wish to gather, there are several possible types of questions to include on your questionnaire, each with unique pros and cons. Here are the types of commonly used questions on a questionnaire:

§ Dichotomous question: this is a question that will generally be a “yes/no” question, but may also be an “agree/disagree” question. It is the quickest and simplest question to analyze but is not a highly sensitive measure.

§ Open-ended questions: these questions allow the respondent to respond in their own words. They can be useful for gaining insight into the feelings of the respondent but can be a challenge when it comes to the analysis of data. It is recommended to use open-ended questions to address the issue of “why.”

§ Multiple choice questions: these questions consist of three or more mutually-exclusive categories and ask for a single answer or several answers. Multiple choice questions allow for easy analysis of results, but may not give the respondent the answer they want.

§ Rank-order (or ordinal) scale questions: this type of question asks your respondent to rank items or choose items in a particular order from a set. For example, it might ask your respondents to order five things from least to most important. These types of questions force discrimination among alternatives but do not address the issue of why the respondent made these discriminations.

§ Rating scale questions: these questions allow the respondent to assess a particular issue based on a given dimension. You can provide a scale that gives an equal number of positive and negative choices, for example, ranging from “strongly agree” to “strongly disagree.” These questions are very flexible, but also do not answer the question “why.”

Develop questions for your questionnaire. The questions that you develop for your questionnaire should be clear, concise, and direct. This will ensure that you get the best possible answers from your respondents.

§ Write questions that are succinct and simple. You should not be writing complex statements or using technical jargon, as it will only confuse your respondents and lead to incorrect responses.

§ Ask only one question at a time. This will help avoid confusion

§ Beware of asking for private or “sensitive” information. This can be something as simple as age or weight, or something as complex as past sexual history.

§ Asking questions such as these usually require you to anonymize or encrypt the demographic data you collect.

§ Determine if you will include an answer such as “I don’t know” or “Not applicable to me.” While these can give your respondents a way of not answering certain questions, providing these options can also lead to missing data, which can be problematic during data analysis.

§ Put the most important questions at the beginning of your questionnaire. This can help you gather important data even if you sense that your respondents may be becoming distracted by the end of the questionnaire.

Restrict the length of your questionnaire. Keep your questionnaire as short as possible. More people will be likely to answer a shorter questionnaire, so make sure you keep it as concise as possible while still collecting the necessary information. If you can make a questionnaire that only requires 5 questions, does it.

§ Only include questions that are directly useful to your research question. A questionnaire is not an opportunity to collect all kinds of information about your respondents.

§ Avoid asking redundant questions. This will frustrate those who is taking your questionnaire?

Identify your target demographic. Is there a certain group of people who you want to target with your questionnaire? If so, it is best to determine this before you begin to distribute your questionnaire.

§ Consider if you want your questionnaire to collect information from both men and women. Some studies will only survey one sex.

§ Determine whether you want your survey to collect information from both children and adults. Many surveys only target certain age ranges for which the questions are applicable.

§ Consider including a range of ages in your target demographic. For example, you can consider a young adult to be 18-29 years old, adults to be 30-54 years old, and mature adults to be 55+. Providing an age range will help you get more respondents than limiting yourself to a specific age.

§ Consider what else would make a person a target for your questionnaire. Do they need to drive a car? Do they need to have health insurance? Do they need to have a child under 3? Make sure you are very clear about this before you distribute your questionnaire.

Ensure you can protect privacy. Make your plan to protect respondents’ privacy before you begin writing your survey. This is a very important part of many research projects.

§ Consider an anonymous questionnaire. You may not want to ask for names on your questionnaire. This is one step you can take to prevent privacy, however, it is often possible to figure out a respondent’s identity using other demographic information (such as age, physical features, or zipcode).

§ Consider de-identifying the identity of your respondents. Give each questionnaire (and thus, each respondent) a unique number or word, and only refer to them using that new identifier. Shred any personal information that can be used to determine identity.

§ Remember that you do not need to collect much demographic information to be able to identify someone. People may be wary to provide this information, so you may get more respondents by asking less demographic questions (if it is possible for your questionnaire).

§ Make sure you destroy all identifying information after your study is complete.

Also, read: TRENDING PROJECT TOPICS FOR FINAL YEAR STUDENTS AT A GLANCE

Question-wording

§ Ambiguity

§ Avoid any ambiguity in meaning

§ Imprecision

§ Be precise when asking questions-think of the range of possible answers and be sure that your question will elicit the full range

§ Assumption

§ You bring to your questionnaire design your cultural values e.g. you cannot assume that everyone will be free on a Saturday to answer a survey –some religions worship on a Saturday.

Memory

§ Memory can play tricks.

§ If you ask about something that happened a long time ago like games played at school, a younger person would probably remember more than someone older.

§ It depends on why you want this question answered-if it is critical that you get as much data from the person as possible then perhaps provide a list of games they can choose from.

Leading questions

§ Do not ask leading questions.

§ These are usually subjective and often emotive and are guiding the respondent in one direction.

Double questions

§ Double questions should never be asked

§ Do you like apples and oranges?

§ Yes to one? Or both?

§ How do you analyze data from this question?

Appearance, layout, and length

§ Questionnaires should be typed or printed.

§ Instructions should be clear.

§ Spacing between questions helps the reader.

§ If you want a limited number of sheets –reduce the copy.

§ Keep all response boxes in line towards the right of the sheet.

§ Start with straightforward, easy-to-complete questions.

§ Be critical of your questionnaire.

Also, read: HOW TO DEVELOP EFFECTIVE AND UNIQUE PROJECT TOPICS

The Most Effective Method To Write A Good Business Proposal

A proposal (business) is a written idea from a dealer to a - would-be purchaser, normally a key advance in the whole unpredictable deals process that places the purchaser's necessities in a setting that favors the vendor's items and benefits and teaches the purchasers about the ability of the merchants to address their issues. A proposal can be officially requested, casually requested, or spontaneous. Proposals are requested when they are written dependent on distributed commercial. The advert could be demand for proposal, demand for citation, greeting for the offer, or solicitation for data. Additionally, the proposal is casually requested when it is an aftereffect of a discussion between a purchaser and a dealer and it can likewise be alluded to as a sole-source proposal. While the proposal is spontaneous when it is a conventional, insignificant market handout and there is no association between the merchant’s needs and the seller’s prerequisites.

Loads of business proposals are dismissed reason they don't keep the organization's necessary standard, consequently, this article gives a sort of a checklist on the prerequisites to compose a decent officially requested proposal that can contend all-inclusive.

i. Clearly name your bundle requesting number: most occurrences proposals experience superfluous divisions and immaterial units in the firm since they don't have appropriate sales numbers. Firms get a lot of mail on the day by day bases, so if your bundle doesn't have any sales number, your proposal may not get the required consideration. So to make it exceptionally direct and simpler for the firm and to guarantee your proposal goes to the correct organizer, naming your sales number is a prerequisite.

ii. Make sure you incorporate your contact data: the firm may have an inquiry to get in touch with you and if there is no contact telephone number on it, the firm may not reach you.

iii. Make sure your bundle/sections composed dependent on the standard set by the purchaser on the proposal demand. In most proposal demand, there is an area called proposal entries. It is in reality acceptable to follow carefully the proposal accommodation rules. This is fundamental in light of the fact that the assessment boards of trustees for the most part follow the rule in their assessment and they may miss some pertinent area if the rule isn't carefully followed while documenting the proposal.

iv. Make sure that your proposal is flawlessly composed: most occasions individuals go through days, many months to set up a proposal yet they mess it up when they present a disorderly proposal. Not sorting out your proposal imparts an off-base sign and may damage your odds of being chosen.

v. Make sure you present your proposal in the correct area.

vi. Make sure you check the proposal accommodation necessity: it is useful to investigate the proposal accommodation prerequisite to ensure all the necessary reports are remembered for the accommodation.

vii. Give yourself an opportunity to truly ensure that your proposal is finished, compact and it incorporates the portrayal of every accommodation thing.

viii. Make sure you accentuation the assessment criteria. On the off chance that the call has a strategy for the grant, ensure you study it, and accentuation the focuses with the most noteworthy scores.

ix. Get an explanation if need be from the specialized contacts in the call early.

x. Make sure you present your proposal auspicious. Attempt however much as could reasonably be expected to bit the cutoff time.

All in all, these ten agendas on The Most Effective Method To Write A Good Business Proposal, are useful in a triumphant a proposal in any association or establishment.

How To Write The Chapter Four Of Your Final Year Project

Tips On How To Write The Chapter Four Of Your Final Year Project Effectively

In writing the final year project, Students at times find it difficult to document their findings properly. In every research project, chapter four is the heart of the research work and sometimes, supervisors do not even start the reading of the research work from chapter one, but they jump to chapter four because that is the chapter that tells the reader all that was done, the instrument you used, how you analyzed your data and finally your findings.

The purpose of this chapter four in your final year project is to summarize the collected data and the statistical treatment, and or mechanics of analysis. The first paragraph should briefly restate the problem, taken from Chapter one, and explain the object of each experiment, question, or objective, point out salient results, and present those results by the table, figure, or other forms of summarized data. Select tables and figures carefully. Some studies are easier to defend if all the raw data is in this chapter; some are better if the bulk of the raw data is in an appendix.

Also, read this article - Step By Step Guide To Write A Good Research Proposal

Chapter four of a Qualitative Research work carries different titles such as ‘Analysis of Data’, ‘Results of Study’, ‘Analysis and Results’ and so forth but the keywords are ‘analysis’ and ‘results’ which implies that you have ‘analyzed’ the raw data and presenting the ‘results’ or what you discovered in the fieldwork carried out, in this Chapter.

Studies have shown that a greater number of students always find it difficult to document their findings correctly. You may have done a good job writing Chapter one (Introduction), Chapter two (Literature Review), and Chapter three (Methodology) with such clarity and end up making a mess of Chapter four (Findings and Data Analysis).

Since chapter four is the heart of your research work and if your supervisor does not start the reading of your work from chapter one, but jump to chapter four which you have spent so much time collecting and analyzing data but do a poor job of reporting the results of the findings.

Also, read this article - Step By Step Instructions To Design And Develop A Questionnaire For A Final Year Project

Alternatively, after collecting all the data and your presentation of your results lack organization and clarity, your reader would struggle by trying to figure out what you have written, and by this, you’ve just wasted your precious time and possibly the cost of compiling the chapter.

Chapter four should ‘stand-alone:

what does this mean?

This means that you could ask a friend to read it and he or she would understand what you discovered in your study without having to read Chapters one to three.

For you to achieve this, your chapter four should be aligned to the purpose of the study, the research questions, why the study was important, how it connects to the underlying theories, literature review, and reflective of the conceptual framework. Chapter four is the culmination of your study and represents your best thinking and how you answered the research question you had formulated and stated in chapter one of the research project.

Also, Read This Article – How To Write Effective Research Project Abstract

A good researcher should begin this chapter with two or three introductory paragraphs. A transition from chapter three is very important too. The researcher should also provide a very brief review of the overall research design. It is not necessary to list all of the secondary questions and hypotheses at the beginning of the chapter, but the introductory section of the chapter should focus the reader’s attention on the primary research question and hypothesis.

Don’t border detailing everything, the bulk of the chapter will consist of the presentation of findings for the secondary questions and hypotheses set forth in Chapter three.

In quantitative research, the results usually begin with a description of the sample, For example, the sample size, description of participants who were excluded, and why the handling of missing data.

Also, the descriptive statistics. For example, frequencies and percentages for categorical variables, means, standard deviations, and ranges for continuously measured variables are presented, and normality of continuously measured variables is usually presented.

Address each hypothesis in turn, presenting a description of the analysis that was computed to address each hypothesis and the results of that analysis. State whether the null hypothesis was rejected.

Also, Read This Article - Trending Project Topics For Final Year Students At A Glance

Do not repeat in tedious prose that it is obvious for a knowledgeable peer to see at a glance. The dissertation advisor usually has an opinion about the level of detail needed in this chapter. Table titles and figure captions should be understandable without reading the chapter text.

Note all relevant results, even those that were contrary to the alternative hypotheses, or those that tend to distract from clear determinations.

Chapter Four Table Of Content

Introduction to the Chapter.
A transition from chapter three. (Very important)
Provide a brief overview of the research project: as I stated earlier, chapter four should be able to stand alone, this means it should be presented in such a way that one can read it and understand everything about your study, this means that a BRIEF overview of the research project is very important in this chapter.
Describe the purpose of the chapter.
Explain the organization of the chapter.
Data Analyses and Presentation of the Findings: this is the heart of this chapter, the presentation of the findings should be very concise and clear, make sure that you present it in such a way that even a layman can understand it.
State null hypothesis.
Present the statistical results in a table.
Draw statistical conclusions for accepted and rejected hypotheses.
Draw a preliminary research conclusion
Conclusion and Transition to Chapter Five

Also, Read This Article - How To Develop Effective And Unique Project Topics

HOME ECONOMICS AS A FIELD OF STUDY AND ITS BENEFITS

Home economics as a field of study usually to a common man bring to the mind about sewing aprons, cooking, and baking cake. But however, home economics as a field of study has illuminated the mind so much in the 20^th century to know that home economics covers a wide range of studies, including food and nutrition, clothing and textiles, child development, sociology, and consumer protection.

When home economics was first introduced in the late 1800s, the study was somehow in addition to other functions to helped students prepare for life on the farm and helping their families.

In the 20^th Century, the study acted as a bridge for students to enter into institutions of higher learning and later into professions. Students who graduated from these advanced programs went on to teaching positions to pass on this knowledge and some are led into positions in hospitals, restaurants, hotels, and even government. Along these lines, as universities and other tertiary institutions conducted research, home economics study has taught advanced classes in nutrition and hygiene as well as economics.

WHAT HOME ECONOMICS IS AS A COURSE

Home economics is cooking and other aspects of household management. Home economics or domestic science, or home science is a field of study that deals with the relationship between individuals, families, communities, and the environment in which they live. Home economics courses are offered internationally and across multiple educational levels. Home economics courses have been important throughout history because it gave women the opportunity to pursue higher education and vocational training in a world where only men were able to learn in such environments. In modern times, home economics teaches people of all genders important life skills, such as cooking, sewing, and finances. With the stigma the term “home economics” has earned over the years, the course is now often referred to by different terms, such as “family and consumer science.

WHY DO WE STUDY HOME ECONOMICS?

We study home economics to promote a well- being of individuals. The study helps the society to develop human progress individually and it comprises major ideas on food, clothing, home, and family. Human progress is necessary for society to grow and it is so important since well-being is the machinery that vibrant all aspects of human experience.

BRANCHES OF HOME ECONOMICS:

Here, we've outlined just some of the careers that involve knowledge of home economics. For some of them, you'll need a qualification in a subject other than home economics to go further, although home economics will still give you a useful background for the career.

1. Food Scientist/Technologist

2. Food Technician

3. Dietitian

4. Nutritionist

5. Catering/Restaurant Manager

6. Hotel Manager

7. Domestic Services Manager

8. Chef

9. Consumer protection (Trading Standards Officer)

10. Environmental Health Practitioner

11. Textiles and clothing

12. Tailor

13. Fashion Designer

14. Education (Teaching and lecturing)

15. Home Care Organiser

Food Scientist/Technologist

Food Scientists are experts on the biological, chemical, and physical make-up of food, and how food can be processed, stored and preserved. Food Technologists apply this knowledge to make new food products and ensure that they are safe and of good quality.

Although Food Scientists are more likely to go into research and Food Technologists into production, the division between them are not clear-cut. Both may work in research and development, production, and quality assurance management.

Food Technician

Food Technicians help Scientists/Technologists to develop food products. Technicians test the safety and quality of and finished products, as well as testing packaging, processing, and storage techniques.raw materials

They look after the day-to-day running of the laboratory, and might also help in the research and development of new products.

Dietitian

Dietitians give people information and advice about the right diet to maintain their health or to help them cope with or overcome an illness.

Dietitians may be based in hospitals or the community. Hospital work mainly involves diet therapy for individual patients, for example, people with food allergies or. They also train and advise other health professionals in diabetes in the hospital.

In the community, a dietitian might be involved in clinical work or health promotion, or a mixture of both. For example, they might work with health professionals such as practice nurses and health visitors. Health GPs promotion could include giving talks in schools or groups such as slimming clubs and pregnant women.

Dietitians work in lots of other areas, including sports nutrition, food, and industries, education, pharmaceutical research, and journalism.

Nutritionist

Nutritionists help us to understand how affects our health. They work in lots of areas, including the NHS, nutrition sports nutrition, the food industry, and animal nutrition.

NHS Nutritionists often work in the community, helping people to prevent problems such as cancer, stroke, and diabetes. They might run healthy eating sessions, teach cooking skills, and produce information about a healthy diet.

In the food industry, Nutritionists research and develop new food products. They advise on food products' nutritional content, such as how much fat and salt they have in them.

The right diet can help sports professionals to train and perform at their best. Nutritionists work with Athletes and Players, and also give people advice in the fitness industry.

Animal Nutritionists look at ways to improve the quality and quantity of things such as eggs, meat, and milk. They also try to improve pets' diets.

Catering/Restaurant Manager

Catering/Restaurant Managers work in a wide variety of places, from top hotels to fast-food chains, hospitals, cruise ships, and prisons.

Their main responsibility is for staff management, recruitment, training, and day-to-day organization. Other areas include quality control, hygiene, and health and safety.

Managers might be responsible for setting and controlling. They might also plan menus, order supplies; budgets greet customers, and deal with any complaints. They need to be good at dealing with people and should be able to work under pressure.

Hotel Manager

The duties of Hotel Managers vary according to the size of the hotel.

In a large hotel, the General Manager organizes a team of departmental Managers, taking overall responsibility for planning, and marketing. In a smaller hotel or guest house, the work will be more 'hands-on', with greater budgeting day-to-day contact with guests.

Domestic Services Manager

Domestic Services Managers, often known as 'Housekeepers' in the hotel industry and 'Domestic Bursars' in educational institutions are responsible for the cleanliness and general maintenance of large residential establishments. They work in places like hospitals, hotels, schools, universities, and colleges.

They are responsible for organizing the work of domestic staff, who keep the buildings clean and in good condition. They might have other areas of responsibility, such as organizing laundry services or arranging repairs.

They spend part of their time checking the work of staff, but there is also an office-based element to their work, involving administration and managing. Budgets

Chef

The term 'Chef' tends to be used in hotels and restaurants, whereas 'Cook' is used in work canteens, schools, and hospitals.

In the large hotel and restaurant kitchens, there are a number of specialists Chefs running different sections (such as vegetables or pastry) under the direction of the Head Chef. In smaller establishments, the Chef might do everything - ordering food, cooking and clearing up.

There can be opportunities for creative cookery, and to experiment with new and specialist dishes, particularly for experienced Chefs.

In catering services, such as for airlines, schools, and hospitals, the work is more routine. It often involves preparing large numbers of meals in a central kitchen, which are then distributed to different sites and re-heated.

Whatever the setting, the work of a Chef or Cook is physically demanding. Most of the working day is spent standing up in a hot kitchen. Unsocial hours are often part of the job.

Consumer protection (Trading Standards Officer)

Trading Standards Officers (TSOs) enforce the laws and regulations that cover the goods and services we buy, hire, and sell.

They inspect premises, sample, test and measure products, investigate complaints, give the consumer advice, and enforce the law. Employ TSOs. Local authorities

TSOs make regular checks to see if things like scales and petrol pumps measure accurately. They check toys and electrical products to make sure that they are safe to use.

TSOs might take samples of food and drink products to make sure that nutritional information on labels is accurate and that advertisements are not misleading.

Environmental Health Practitioner

Environmental Health Practitioners (EHPs) protect us from environmental hazards at home, at work, and in public places.

EHPs make sure our food is safe to eat, and improve conditions for people living in unfit or old housing. EHPs also monitor and control air, water, land, and noise pollution.

EHPs visit places such as offices, houses, leisure services, shops, and restaurants. They advise people on the best ways to protect themselves and others from environmental hazards. EHPs must also enforce the law, for example, closing food premises or requiring Landlords to carry out essential repairs.

Some EHPs work for private companies, making sure that they are following the law and safeguarding their employees and customers.

Textiles and clothing (Textile Designer)

Textile Designers create designs for fabrics, carpets, wall-coverings, and soft furnishings. Some, particularly in small companies, spend most of their time reworking traditional designs. In large firms, there may be more opportunities to create original designs.

It's important for Textile Designers to have knowledge of yarns, dyes, and manufacturing processes, as these affect designs.

Fashion Designer

Fashion Designers design clothing and/or accessories. A few work in, designing exclusive for haute couture garments individual and producing seasonal collections. clients

Others design ready-made quality garments, often following the trends set by haute couture. Fashion Designers working for wholesale manufacturers design the clothes that we see in shops and in catalogs.

Tailor

Tailors produce hand-crafted garments - particularly men's suits - to order. They also make alterations to garments.

They advise customers on the range of fabrics and styles available and take measurements. They then make cardboard or paper patterns, cut out cloth and stitch the garments, mainly by hand.

Textile industry

There are also many technical jobs in the textile industry, such as:

Textile Technologist Textile Technician Textile Operative Dyeing Technician

Education (Teaching and lecturing)

Most Home Economics Teachers work in secondary schools. They teach pupils about child development, food, and nutrition, or textiles. Design and Technology Teachers can also cover areas related to home economics, such as food technology and textile technology.

Teaching methods include group and practical work, discussions, and using audio-visual materials and the internet. Teaching may also involve visits to places of educational interest. Home Economics Teachers also have to plan lessons, mark work, write reports, go to meetings, and give feedback.

Home Care Organiser

Home Care Organisers manage the services that help people to cope with their own homes. They recruit, train, and supervise Home Care Assistants who provide practical, social, and emotional care too. Home Care Organisers clients assess clients' needs and arrange services such as the delivery of free meals.

Other jobs in the caring services

Some people with training in home economics go into housing work or health education/promotion.

Conclusion

As a student, after knowing and understanding home economics as a field of study and its benefits to individuals and the society at large, researchwap.com and projecttopics.site as an online resource center has come up with a vast database for students to have access to numerous free project topics and uncountable research materials on home economics and it related courses.

Below are few home economics project topics that you might want to take a look at