The Effects of Teaching Techniques in Teaching Economics in Secondary Schools
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the relation between teaching technique and student academic performance
- To ascertain the relationship between the use of assignment technique and students’ learning effectiveness in economics.
- To determine the relationship between the use of questioning technique and the students’ learning effectiveness in learning economics
- To ascertain whether teachers’ teaching technique affect student academic performance
CHAPTER TWO
REVIEW OF RELATED LITERATURE
EFFECTIVE TEACHING STRATEGIES
Interest and explanation – “When our interest is aroused in something, whether it is an academic subject or a hobby, we enjoy working hard at it. We come to feel that we can in some way own it and use it to make sense of the world around us.” (p. 98). Coupled with the need to establish the relevance of content, instructors need to craft explanations that enable students to understand the material. This involves knowing what students understand and then forging connections between what is known and what is new.
Concern and respect for students and student learning – Ramsden starts with the negative about which he is assertive and unequivocal. “Truly awful teaching in higher education is most often revealed by a sheer lack of interest in and compassion for students and student learning. It repeatedly displays the classic symptom of making a subject seem more demanding than it actually is. Some people may get pleasure from this kind of masquerade. They are teaching very badly if they do. Good teaching is nothing to do with making things hard. It is nothing to do with frightening students. It is everything to do with benevolence and humility; it always tries to help students feel that a subject can be mastered; it encourages them to try things out for themselves and succeed at something quickly.” (p. 98)
Appropriate assessment and feedback – This principle involves using a variety of assessment techniques and allowing students to demonstrate their mastery of the material in different ways. It avoids those assessment methods that encourage students to memorize and regurgitate. It recognizes the power of feedback to motivate more effort to learn.
Clear goals and intellectual challenge – Effective teachers set high standards for students. They also articulate clear goals. Students should know up front what they will learn and what they will be expected to do with what they know.
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 effects of teaching techniques in teaching economic in secondary schools.
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 to ascertain the effects of teaching techniques in teaching 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 effects of teaching techniques in teaching economics in secondary schools
Summary
This study was on the effects of teaching techniques in teaching economics in secondary schools. Four objectives were raised which included: To ascertain the relation between teaching technique and student academic performance, to ascertain the relationship between the use of assignment technique and students’ learning effectiveness in economics, to determine the relationship between the use of questioning technique and the students’ learning effectiveness in learning economics, to ascertain whether teachers’ teaching technique affect student academic performance. 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 Uyo local government of Akwa Ibom State. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study.
Conclusion
From the above experiential research, we can come up with some useful results concerning the teaching methodology of Economics. The involvement of the Economic theory with other sciences and particularly with music opens new horizons in the approach of economics phenomena because music offers the chance to students to study in an innovative way the social, political and economic environment. In this way, didactic methodology of Economic theory may get out of the strict structured framework of the course provided by the analytical program and economics and the economic concepts can be subjects for dynamic discussions and reflections between teachers and students. Moreover, teacher should apply all the conditions for the quality teaching, which are interpersonal relationships and expectations, pedagogical classroom climate and organization of classroom. In particular, the quality teachings focuses on the engagement of students in active learning, creation of intellectually ambitious tasks, usage of variety of teaching strategies, assessment of student learning continuously and adaptation teaching to student needs, creation of effective scaffolds and support, provision of clear standards, constant feedback, and opportunities for revising work and development and effective management of a collaborative classroom in which all students are equal partners
Recommendation
The following recommendations were made based on the findings and conclusions of the study.
- Teacher education should be based on use of a variety of teaching methods/tools, therefore, the student teaching process should focused on using more variety in selection of methods/tools.
- The paradigm of teaching and learning has been changed from traditional transfer of knowledge by the teacher to constructing knowledge through experiences using technology (by student), therefore teaching strategies for the future of agricultural education should be based on student-oriented approaches and experiences. The teacher’s role should be changed to be a guide or helper for student learning, because student learning is not a passive process, it is active process.
- The principles of teaching and learning and related theories should be addressed in the teacher education and teacher in-service programs because the amount of education in this area has an impact on use and effectiveness of selected teaching methods/tools.
REFERENCES
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- Brinia, V., Deimezi, K., (2015) Music – Economy, Athens. Brinia, V., Vikas, E., (2014) Innovations in the teaching methodology of the economic science in Secondary Education: The introduction of art in teaching the course “Principles of the Economic Theory“, Athens.
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