PROBLEMS FACING TEACHING LEARNING ECONOMICS IN SECONDARY SCHOOLS
ABSTRACT
The project work was carried out to investigate the possible causes of students’ poor performance in Economics in recent times in relation to economics teaching/learning at the senior secondary level in Lagos State, using Ikeja Local Government Area as a case study.
In order to conduct the research, ten (10) secondary schools were chosen, with one hundred and fifty (150) students and thirty (30) teachers randomly chosen as a sample population. Separate questionnaires were distributed to the students and teachers, and their responses were statistically analyzed using percentage (percent) and chi-square (X2).
Finally, findings were highlighted, and recommendations for improving students’ economics performance were made.
THE FIRST CHAPTER
INTRODUCTION
1.1 THE STUDY’S BACKGROUND
According to history, Adam Smith was the first writer to produce a work devoted to economics (Adebayo 1980). It is an undeniable fact that Adam Smith’s ideas pervade all aspects of modern economic knowledge. His wealth of knowledge would be an invaluable source of reference for future generations.
Over the years, a large number of people have made significant contributions to the advancement of economics. The importance of economics in nation building cannot be overstated, as the subject has expanded significantly to cover all issues and problems relating to how society uses its resources toward achieving a desirable standard of economics.
Its function is becoming increasingly important in that without it, multiple transactions of a modern business would be impossible. The Federal, State, and Local governments use economics to generate revenue for daily operational running’s through taxation.
Economic education in schools aims to produce a course that:
a. Is pertinent to the learners’ needs and experiences
b. Emphasizes economics’ fundamental unity
c. Incorporate a cultural component into economics education.
d. Provides an adequate and broad foundation for further specialized study, such as accounting, finance, and banking.
e. Be mindful of the learners’ psychological and philosophical maturation.
Nonetheless, despite the enormous contribution of economics to nation building, it is concerning to note a decline in secondary school students’ performance and general attitude toward the subject as revealed in terminal examinations in schools where the researcher had their teaching practice.
As a result, it is expected that if we are to have a ready path in the pursuit of economics, the subject economics should be taken seriously. Instead, what we are witnessing in our schools today are students’ erroneous attitudes toward the study of economics, which range from a lack of open mindedness, curiosity, interest, diligence motivation, and willingness. Attitudinal behavior varies with age, gender, and educational level.
1.2 PROBLEM STATEMENT
It has been observed that, despite the importance of economics to nation building, the performance of students in senior secondary schools in the subject is not encouraging. This was observed by the researchers during their teaching practice in the area in the terminal examination results in different schools in Ikeja Local Government in Lagos State.
1.3 STUDY OBJECTIVE
Because the primary goal of economics study in senior secondary school curriculum is to prepare students to face any economics challenges, the researchers believed that the project work would reveal some critical information, including:
a. The reason students haven’t taken the subject seriously.
b. Economic teachers’ and students’ teaching and learning habits in senior secondary schools.
c. The professional ability of economics teachers in schools.
d. The standard of educational facilities in schools.
1.4 THE IMPORTANCE OF THE STUDY
The study will attempt to determine students’ attitudes toward economics learning. The findings of this study will be extremely beneficial to economics teachers, students, and society as a whole. Teachers will be able to look for possible solutions if they are aware of the factors influencing students’ economic performance.
It will also assist researchers in becoming aware of some of the potential issues they may face as qualified teachers. The study’s findings will also assist teachers in detecting and dealing with the attitudinal behaviors that their students may exhibit during the course of teaching economics, allowing them to adopt a better method of teaching the subject.
1.5 STUDY OBJECTIVES
The survey will be conducted in six (6) public secondary schools and four (4) private secondary schools and will focus on the problems that teachers face when teaching and learning economics in senior secondary schools in the Ikeja Local Government Area of Lagos State. Among the schools chosen are:
Ikeja Grammar School is located in Ikeja, Lagos.
2. Ikeja’s Ojodu Grammar School
Ikeja Agidingbi High School
Ikeja Maryland Comprehensive High School
Ikeja Holy Trinity High School, No. 5
Ikeja’s Wasimi Community Secondary School is number six on the list.
Secondary Schools for the Rich:
Chrisland High School in Ikeja, Nigeria
ii. Fasta International School, Ikeja
iii. Ikeja Educational Centre
Abbey secondary schools, GRA, and Ikeja
1.6 QUESTIONS FOR RESEARCH
i. Do educational facilities have an effect on effective economics teaching and learning in teachers and students?
ii. Does the students’ home environment have a significant impact on their performance?
iii. Do the methods used by economics teachers influence students’ attitudes toward learning the subject?
iv. To what extent does a student’s self-concept influence their performance in economics at the senior secondary school level?
v. What are the possible causes of poor performance in economics by senior secondary school students in Lagos State’s Ikeja Local Government Area?
1.7 HYPOTHESIS OF RESEARCH
1. hypotheses
Ho: There is no relationship between economics teachers’ methods and students’ attitudes toward learning the subject.
Hi: There is a link between the methods used by economics teachers and students’ attitudes toward learning the subject.
Hypothesis No. 2
Ho: There is no correlation between the students’ home backgrounds and their performance.
Hi: There is a link between the students’ home backgrounds and their performance.
3rd hypothesis
Ho: There is no significant difference between the students’ personal interest in economics and their attitudes toward learning the subject.
Hi: There is a significant gap between students’ personal interest in economics and their attitudes toward learning the subject.
4th Hypothesis
H0: There is no statistically significant relationship between good educational facilities and student performance in economics.
Hi: In economics, there is a significant difference between the impact of good educational facilities and student performance.
1.8 TERMS AND CONDITIONS
Cognitive learning refers to achievement through mental processes such as reasoning, remembering, and recall. It aids in problem solving, the development of new ideas, and evaluation.
Facilities: These can be human or non-human resources that aid in teaching and learning.
Performance: This term is used to refer to grade attainment in academics or in other areas of life.
Professionalism: This refers to the expected level of behavior and performance of professionals. It consists of the personality, spirit, and methods that distinguish a professional from an amateur.
Psychomotive earning refers to the development of skills that require efficient coordination between our brains and muscles, such as reading, writing, skipping, juggling, balancing, and so on.
Qualified Teacher: This term refers to teachers who have gained professional experience in their teaching careers.
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PROBLEMS FACING TEACHING LEARNING ECONOMICS IN SECONDARY SCHOOLS
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