The Appraisal of the Techniques Used in Teaching of Economics in Secondary Schools (a Case Study of Oji River LGA)s
CHAPTER ONE
Objectives of the Study
The main objectives of the study are to appraise the techniques used in teaching Economics in secondary schools in Oji river LGA Enugu state. The specific objectives are as follows:
- To examine the type of teaching techniques that exist in secondary schools in the study area.
- To determine the extent teachers teaching habit differ in Age, sex and class in the study area.
- To examine the extent student have acquired good study habit through teaching and training in the study area.
- To determine the techniques that can be used in teaching economics in the secondary school.
- To make policy recommendation based on the findings
CHAPTER TWO
REVIEW OF RELATED LITERATURES
INTRODUCTION
A study report submitted to national teachers’ institute Ebonyi State University study center by Chibueze in (2014) set the objective of identifying the factors influencing the effectiveness of teaching and learning of economics in higher secondary schools in the Izzi local government zone. The investigative design of the research was descriptive and questionnaire survey. Total population of the study was ten thousand, nine hundred students. Likewise, seventy-five teachers in the senior secondary schools have been used. One hundred and fifty teachers and students were sampled in five selected schools. The descriptive statistics were used to analyze the data. The findings showed that teaching and learning of economics in our secondary schools are affected by unqualified economics teachers, poor method of teaching, inadequate instructional materials and attitudes and interest of the teachers and students. Based on the findings some recommendations were made thus Employment of economics teachers by the government through the ministry of education should be strictly based on merit so as to make it possible for only those who studied the course to be appointed. A research paper was published by Adu, Galloway and Olaoye (2014) regarding the teachers’ characteristics and students’ attitude towards economics in secondary schools. The study samples involved in six hundred and forty students selected through cluster sampling and simple random sampling techniques. To test the hypotheses of the study Pearson product moment correlation and t-statistics were used. The finding of the study shows that, students perceive their teachers’ in terms of knowledge of contents of economics, communication ability, teaching methods and classroom management skills has a significant relationship with the students’ attitude towards economics. When the students’ perception of their teachers’ characteristics is low, hence the students’ attitude to economics tends to be negative. Likewise, a research was completed by Idoko and Emmanuel (2015) about teachers’ effectiveness in teaching economics. Teachers, as the pillars of an education system are expected to be resourceful as a strategy for effecting teaching in Nigerian schools and colleges. Structured questionnaire made up of ten items was constructed in an Ankpa local government area of Kogi State and administered the questionnaire to one hundred students and ten teachers in fifty secondary schools.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to the appraisal of the techniques used in teaching of economics in secondary schools
Sources of data collection
Data were collected from two main sources namely:
Primary source and Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on the appraisal of the techniques used in teaching of economics in secondary schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of techniques used in teaching of economics in secondary schools
Summary
This study was on the appraisal of the techniques used in teaching of economics in secondary school. Four objectives were raised which included: To examine the type of teaching techniques that exist in secondary schools in the study area, to determine the extent teachers teaching habit differ in Age, sex and class in the study area, to examine the extent student have acquired good study habit through teaching and training in the study area, to determine the techniques that can be used in teaching economics in the secondary school and to make policy recommendation based on the findings. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Oji river LGA. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made cyber principals, vice principals administration, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The most common technique used in schools today in teaching economics is the traditional lecture method. Since this method tends not to actively involve students in the learning process, a number of scholars have advocated a range of alternative methods that actively engage students in core instructional processes including the lecture plus method and collaborative problem solving approaches. There is, however, mixed empirical evidence on the effectiveness of alternative approaches (Walstad, 2001). These conclusions suggest that poor student evaluation of economics course reflects a real, underlying problem with the adequacy of school economics education and identified range of measures that might be implemented to remedy this deficiency would be more effective if a variety of teaching techniques were used in combination (Christoffersen, 2002; Hervani & Helm, 2004, McGoldrick, 1998; McGoldrick, Battle & Gallagher, 2000; McGoldrick, Giordano, & Garcia-Preto, 2005; Saunders, 2001
Recommendation
The teachers ensure students do more of practical than theory. This will be agreed with the common china’s adage ‘’what I hear I forget, what I see, I remember, and what I do I know’’. Also, teachers should provide and illustrate for the learners’ range of experience from the environment. They should not lay emphasis on examination as the aim of instructional activities but rather, uses of full learning outcome should be emphasized
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