Students Attitude Towards the Study of Economics in Nigeria Secondary Schools
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the positive attitude of student towards economics
- To ascertain whether negative attitudes is as a result of the attitude of their teachers towards the subject
- To ascertain the attitudes of student towards problem solving result of unavailability of textbook and other instructional materials
- To ascertain whether Economics be made compulsory for all science students in secondary schools
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
This chapter dealt with the review of relevant literatures for the study. It has the following headings:
Conceptual framework
- Goals of secondary school economics.
- Problems facing the teaching and learning of secondary school economics.
- Students’ attitude towards the study of economic.
- Students’ interest and their attitude towards economics.
- Motivation and students’ attitude towards economics.
- Economics as a science.
- why do we study economics
Theoretical framework
Following theories were advanced to support the research topic:
– The stimulus- response theory of pavlov, thorndike and skinner.
– Abraham Maslow motivational theory.
– Clark hull s-r theory.
Empirical Review
Conceptual framework
According to the early curriculum experts Dewey (1913), Stratemeyer (1918) and Tyler (1949) have expressed in their different articles the necessity of relating the content of the school curriculum to the needs, interest and experience of the learners as well as goals, needs and values of the society. Milton Friedman (intellectual father of the Monetarist school of thought) recommended economics strongly as did Keynes who said that the study of economics lets one understand many things about life. In another perspective, Keynes (1936) recorded that there are so many things a person really cannot understand without some “scientific knowledge” of economics, and that economics usually does not seek to predict the behaviour of a specific individual, instead it focuses on the general behaviour of a large number of individuals. Tradition played a very important role in economics in ancient times and, infarct throughout most of history. It still plays a very important role in some of the less developed countries of the world. Its influence still can be seen even in modern society in such things as the economic relationship. According to the growth of economics in the school curriculum spans through what constituted curriculum in the pre-historic time, Greek, Romans period to the present. By the period of the Roman imperialism, economics has been included in the writings of most philosophers from the very beginning . The Old Testament and the New Testament of the bible contain much economics, as do the writings of religious other than Christianity. Every religion has been concerned with the issues of the right and wrong economic behaviour and with social choices. The bible, the Talmud, the Koran and other sacred scriptures and religious writings contain much economics. The end of the 19th century witnessed the colonization of the present Nigeria. The British tradition in education is steadily planted in Nigeria schools through the curriculum that was western world oriented. Remarked that “one clear inheritance from the past of the persistent official desire to justify economics (or, as it was always called in the early days, common sense) as a ‘useful subject”’. Teachers were offered economics courses in the ‘Normal Schools’ and colleges and given welcome incentives. Step by step, the teachings of economics entered the secondary schools. Within the apparently rigid and stable society, dynamic forces were at work as Darwin, Charles,Marx; etc turned the world into an unquiet position. Many eminent people began to have interest in the notion of children’s economic work as a valuable activity in its own right.
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 Students Attitude Towards the study of Economics in Nigeria 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.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on Students attitude Towards the study of Economics in Nigeria 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 Students attitude Towards the study of Economics in Nigeria Secondary Schools
Summary
This study was on Students Attitude Towards the study of Economics in Nigeria Secondary Schools. Four objectives were raised which included: To ascertain the positive attitude of student towards economics, to ascertain whether negative attitudes is as a result of the attitude of their teachers towards the subject, to ascertain the attitudes of student towards problem solving result of unavailability of textbook and other instructional materials and to ascertain whether Economics be made compulsory for all science students in secondary schools. 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 Akure south local government of Ondo state. 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 principals, vice principals, senior staff and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
From the results of the study it was reveals that right or positive attitudes of students is very essential if students want to perform well in economics both theory and practical. It seems we need to concentrate all efforts and energy on improving factors that tend to militate against the positive attitudes. Economics teachers should give intrinsic motivation to the students. They should be given the privilege to attend seminars, workshops and conferences so that they are conversant with the recent developments in chemical and teaching world. The children should be given sound foundation from homes as well as schools being partners in progress. Necessary, modern text books should be provided to learners and teachers. Teachers should employ modern methods of teaching that will facilitate individualized instruction. Government should encourage teaching profession admirable one through prompt payment of living wages (attractive salaries) and allowances to forestall strike actions. They should provide instructional materials to schools and should please find adequate schools to keep them going progressively.
Recommendation
- Teaching methods: teachers should realize that no single method is perfect for instruction.
- Selection of suitable books: modern and relevant textbooks should be recommended and should be used in schools.
- Provision of enough exercise:teachers should endeavour to give substantial work to students to aid mastery of concepts. These must be cross checked, marked and give correction wherever the need arises.
- Practical work:emphases should be laid on the practical aspects of the subject. These must be cross checked, marked and give correction wherever the need arises.
- Motivation of students:teacher can arouse and sustain students interest by giving enough motivation and reinforcement. Encourage group work by pairing them into groups with regard to sex and brilliant/ dull abilities.
References
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- Adu, E.O. [2012]. Two Problem-based learning strategies, Quantitative ability and Gender as Determinants of students academic Achievement in Economics [PhDThesis] University of lbadan; lbadan.
- Adu, E.O and AyeniA.O (2009). General Economics. Ibadan; Johnson Commercial press.
- Amoo, S. A., & Rahman, M. A. (2013). Secondary school students’ attitudes of learning mathematics in the world of information technology. Implication for mathematics teachers and teacher preparation. In Proceeding of the 42nd Annual Conference of the Science Teachers Association of Nigeria, 178- 182. Ibadan. Heinemann.
- Cousins .A. (2014): Gender inclusivity in secondary economics: A study of male and female participation in secondary school economics. International Journal of Science Education. 29(6): 711-730.
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- Popoola M. A. (2009): Factors affecting teaching and learning of agricultural science in Secondary schools (A case study of Akure South LocalGovernment Area of Ondo State. Unpublished PGDE Thesis, NationalTeachers Institute, Kaduna, Nigeria.
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