Analysis of Methods of Teaching Economics Among Senior Secondary Teachers in Oredo LGA Edo State
CHAPTER ONE
Purpose of the Study
The Main Purpose Of The Study Was To Analyze the Methods Of Teaching Economics Among Senior Secondary Teachers In Oredo L.G.A Edo State and specifically;
- To find out the discussion Methods adopted in teaching Economics in senior secondary schools.
- To find out the demonstration Methods adopted in teaching Economics in senior secondary school.
- To find out the questioning Methods adopted in teaching Economics in senior secondary school.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviewed related literature under the following sub-headings:
Conceptual Framework
- Economics as a subject
- Behaviorist Model
- Cognitive Constructivist Model
- State of the Art of teaching Economics in Edo East L.G.A
- Method of Teaching Economics
- Factors Militating against Teaching of Economics
- Concept of Instructional Material
- Types and Impacts of Instructional Materials
Theoretical Framework
- Behaviorism Theory of Teaching
- The Contiguity Theory
- Classical Conditioning
- Brain Theory
Empirical Studies
Summary of Literature Reviewed
Conceptual Framework
Economics as a subject: Economics is the science which studies human behavior as a relationship between ends and scarce means which have alternative uses. This subject relates to one particular aspect of human behavior-maximizing satisfaction from scarce resources.
Teaching: Teaching is a systematic process of behavior that involves the improving a student’s understanding of a particular phenomenon. Therefore, teaching of economics is the inculcating of economic principles that enable the student to be conservative and apply the behavior of the said knowledge into practical uses.
Behaviorist Model
Behaviorist viewed that the transmission of information from teacher to students is essentially the transmission of the response appropriate to a certain stimuli. Thus, the point of education is to present student with the appropriate repertoire of behavioral responses to specific stimuli and to reinforce those responses through an effective reinforcement schedule. An effective reinforcement schedule requires consistent repetition of the material; small, progressive sequences of tasks: and continuous positive reinforcement. Without positive reinforcement learned responses will quickly become extinct. This is because learners receive some positive reinforcement.
Behaviorist teaching methods tend to rely on so-called “skill and drill “exercises provide the consistent repetition necessary for effective reinforcement of response patterns.
Cognitive Constructivist Model
Cognitivist teaching methods aim to assist students in assimilating new information to existing knowledge and enabling them to make to the appropriate modifications to their existing intellectual framework to accommodate that information. They viewed that because knowledge is actively active discovery. The role of the teacher is not to drill knowledge into students through consistent repetition or to goad them into learning through carefully employed rewards and punishments, rather the role of the teacher is to facilitate discovery by providing the necessary resources and by guiding learners as they attempt to assimilate new knowledge to old and to modify the old to accommodate the new.
CHAPTER THREE
RESEARCH METHOD
This chapter discussed the method of the study. It focused on the following: research design, area of study, population of the study, sample and sampling Methods, instrument for data collection, validation of instrument, reliability of the instrument, method of data collection, method of data analysis and decision rule.
Design of the Study
The research design adopted for this study was a survey design. This design is used to elicit different opinions of people on an issue of wide concern. Survey design is a data collection method in which tools are used to gather information about an issue concerning the society (Cherry, 2005). This survey design will be used to elicit information from the respondents in this study to evaluate and examine the determinants.
Population of the Study
The population comprises of all the government secondary schools in Oredo Local Government Area of Edo State. And the population of the study consist of 10 secondary schools in Oredo Local Government Area of Edo State. Which are said to be (13,681) secondary schools student in Oredo Local Government Area.
Sample and Sampling Techniques
The study adopted Cluster random sampling procedure for the study to sample five (5) selected government secondary schools in Oredo Local Government Area of Edo State by simple random samply techniques of balloting, 100 secondary school students were selected from the selected eight (8) schools for the sampling, 20 students were sampled from each school selected. It is obtained by using random sampling techniques the method is balloting without replacement.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF RESULTS
This data collection for the study was presented and analyzed in this chapter based on the research questions that guided the study.
Research Questions 1: What are the discussion methods use in teaching Economics in senior secondary school?
From the computed mean in table 1: it was found that the mean of item (1-6) were above the cut- off point of 2.5 and therefore agreeing on the relationship between the use of discussion method of teaching and students’ learning effectiveness in economics. While item (7) was below the cut- off point and therefore not agreed on the relationship between the use of discussion method of teaching and students’ learning effectiveness in economics.
CHAPTER FIVE
DISCUSSIONS OF FINDINGS, SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of the following: Discussion of the findings, Conclusions and Recommendation for Improvements. Also highlighted are Limitations to the Study and Suggestions for Further Studies.
Discussion of the Findings
From the research question 1 analysis, the researcher discovered that teacher’s qualifications affect teaching of economics. The findings revealed that inadequate qualified economics teachers, employment of unqualified economics teachers affect the effective teaching of economics. Economics teachers in the secondary schools have the idea of mathematics which enable them to teach mathematical aspect of economics effectively and boost the interest of students in learning.
However, the research question II analysis in the study, the researcher found that inadequate instructional materials affect the teaching and of Economics. The study therefore, through the findings show that the school library do not have current textbook of economics. No wonder Oyobani (2002), in his view study note that “the problem facing the teaching of any discipline is related to instructional material which includes textbooks and models.
The research question III analysis in the study, the researcher found that poor method of teaching economics affect its teaching. The findings in the study, reveals good teaching methods affect the performance of the student in economics. Time allotted to the teaching affects the teachers’ preparation and deductive method of teaching is preferred to inductive method teaching economics.
Research question IV analysis in the study, stresses on how the interest and attitudes of students, teachers and school administrators influence teaching and of Economics. The findings show that some students absent themselves from economics class with hope to copy from others. Poor preparation by teachers makes economics teaching uninteresting to students. The funds meant for the construction of more classroom blocks are usually embezzled by some school principals and education managers.
Summary of the Study
This researcher is centered on the factors affecting the effective studying of economics in the secondary schools in Oredo Local Government Area. It has identified that employment of qualified economics teachers, improvement in the available instructional materials and method of teaching will enhance the teaching of Economics in the secondary schools as well as improve the students’ performance in the subject. Based on this, recommendations are made on how to facilitate teaching of Economics in Oredo Local Government Area.
Conclusion
The results of the study have shown that there is no significant difference between academic achievement of students taught with the demonstration learning approach and those taught using the Conventional lecture Method in economics. The result also reveals that there is a significant difference in the retentive abilities of students taught using demonstration and lecture approaches with respect to understand and apply concepts in economics conclusively.
Techniques is essential in teaching of economics. In order to achieve good performance from the student good method is highly paramount.
Limitation of the Study
- It was observed that some of the respondents were reluctant and dishonest in filling the questionnaire thereby made it difficult to elicit authentic information.
- Lack of fund and short period required for the study. However, the researcher was able to carry out this study despite these problems.
Recommendations
Based on the findings of the study the researcher made the following recommendations:
- Secondary school teachers should be discouraged from the continuous use of conventional lecture method in the teaching of economics as the method make students perform poorly.
- More emphasis should be laid on economics as a core subject in senior secondary schools.
- The government should provide instructional materials to schools and teachers should also improve where necessary for economics.
- The government should try as much as possible to organize from time to time seminars, workshops for economics teachers on contemporary issues in the field.
- Government should motivate teachers by ensuring good conditions of service.
REFERENCES
- Abraham, O. and Renner, C. (2006). An assessment of students’ perception of agricultural science as a course of study in secondary schools in Kogi State. Journal of Vocational and Technical Educators, 2(1), 14-19.
- Abraham, O. and Renner, C. (2009). Gender differences in economics literacy among undergraduate students at the University of Botswana: Implication for library Use. Retrieved October 23, 2008, from http/myais.fsktm.un.educ.my/23631
- Adedoyin, A. (2000). Comparing the Academic Performance of Sandwich and Regular Students in science, Technology and Mathematics Education (STME). Implications for standards. Sandwish/Part-Time Programme and Science, Technology and Mathematics Education in Nigeria (Omonu, J. B.; Audu, T. A. & Agashi, P. P. eds). Ankpa.
- Adenyika, B. and Mutulla, C. (2006). Polya’s problem solving strategy in secondary school students’ achievement and interest in Mathematics. An unpublished PhD Thesis. Faculty of Educaiton, Nsukka: University of Nigeria.
- Adunola O.(2011). Teaching Methods and Students’ Academic Performance. Published by: EgoBooster Books, Ogun State, Nigeria.
- Ajewole, A. C. (2001). Reducing Teacher’s Instructional Differentials in Identified content area of Agricultural Science syllabus of Senior Secondary School for Better Understanding in Nigeria. Journal of Social Sciences, 15(2), 141-145.
- Ajewole, G. O. (2006). Effects of Guided Discovery and Expository Instructional Methods on Students Transfer of Learning. Journal of Science Teachers’ Association of Nigeria (JSTAN), 26(2), 59-66.
