EVALUATION OF THE METHODS AND RESOURCES UTILIZED FOR TEACHING OF ECONOMICS IN SENIOR SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.0   Background to the Study

It is evident that economics has importance in everyday life by definition. Under the National Policy on Education, economics is one of the electives or set of subjects studied at the senior secondary school (SSS)level. The comparative education study and adaptation centre (CESAC) created an economics curriculum to match the needs of the new system (NPE 2014). The curriculum's driving idea is the necessity to provide SSS graduates with fundamental information and skills that would allow them to better understand the nature of economic challenges in any community.

The scope of economics thus entails determining which parts of the numerous component topics would be most beneficial for achieving the aims of teaching economics. The transmission of information necessitates the use of instructional methods, therefore the curriculum has been established as a teaching syllabus with an integrated teaching scheme and some suggested tactics to aid in the teaching and learning process (Ajaiyi 2015). As a result, an attempt has been made to connect the subject's theoretical underpinnings with their practical applications.  In terms of content and methods, the scope encompasses both the near and distant surroundings. As observed by Emenike 92018), this strategy is supposed to guarantee that inexperienced or untrained instructors handle the subject well in the classroom while enhancing the knowledge of teaching methods and resources of expert teachers. However, the economics teacher must become knowledgeable about the methods and tools utilized to teach economics in senior secondary schools. Content competence, competence in communicating content to the student, competence in using a range of instructional materials, and competence in assessing education are among these competencies. Some approaches and resources for promoting meaningful learning through the use of instructional materials are used in the teaching and learning process.

1.2    Statement of Problems:

The alarming decline in the use of different methods and resources for teaching economics in senior secondary school that might be caused by dilapidated buildings, teachers working condition, insufficient instructional materials, lack of proper motivation on the side of the teacher and inadequacy of period assigned for teaching of economics calls for concern. According to Uwakwe (2016), the various attempts made by the government through the organization of workshops, seminars and conferences seem to be yielding result but not enough to stem the problem. A change is inevitable going by the fact that students who are in the centre of this predicament constitute a large percentage of manpower supply in the society. For the future of this country to be guaranteed, students have to be properly guided and resources harnessed for the benefit of mankind. 

1.3     Purpose of the Study.

The broad objective of the study is focused on an evaluation of the methods and resources utilized for teaching of economics in senior secondary schools. Other specific includes to:

i.       To examine the adequacy of the period assigned to the teaching of economics in senior secondary schools.

ii.     To ascertain the level of adequacy and availability of instructional materials used in the teaching of economics in senior secondary schools.

iii.   To investigate the influence inadequacy and non-availability of instructional materials has on teaching methods and resources.

iv.   To determine whether school environment and  teachers’ working condition influence the  methods and resources for teaching economics.

1.4. Research Questions:

This research sought to answer the following research questions:

i.          Is the period assigned  for the teaching of economics in senior secondary schools adequate?

ii.        What is the level of adequacy and availability of instructional materials used in the teaching of economics in senior secondary schools?

iii.      Does inadequacy and non-availability of instructional materials has significant on teaching methods and resources.

iv.      To determine whether school environment and  teachers’ working condition influence the  methods and resources for teaching economics.

1.5 Significance of the Study:

At every point in the growth and development of education in Nigeria, we are ever reminded of the immense benefit of education to humanity. There is need to apply knowledge from economics to many area of our life endeavour in other to benefit the society, the achievement of these objectives necessitates an understanding of the basic teaching of economics. Thus, our research is of esteemed benefit to:

 Employers of labour by ensuring that outputs from schools are adequately trained and employable.       

i.          Parents, by giving them fulfilment as a result of improved academic performance of their children and wards.

ii.        Society, by reducing the menace of drop out and social ills of failing education.

iii.      The teachers, by advancing their quest for better condition of service,          admiration and respect from the public.

iv.      Students by promoting better interaction between teacher and student,           with the view of improving students’ academic performance.

v.        Teachers, by directing their attention to the need of adopting more          appropriate teaching methods.

vi.      School administrators, by helping to identify better strategy of  improving teachers’ effectiveness and productivity in the school system.

vii.    School proprietors, by appreciating the need to make available the necessary instructional materials.

1.6  Scope  of the Study:

The scope of this study borders on an evaluation of the methods and resources utilized for teaching of economics in senior secondary schools. The study is restricted to few selected secondary schools in Markurdi,  Benue State. This will make for convenience, comprehensiveness and quality of the data drawn from the schools.

 1.7 Limitation of the Study

During the process of carrying out this study, the researcher was confronted with a number of obstacles, some of which were limitations pertaining to time and finances, as well as difficulties pertaining to language and the attitudes of the respondents. Nevertheless, the researchers were able to overcome these obstacles in order to guarantee the success of this investigation.

In addition, the case study approach that was used in the research presented the investigator with a number of difficulties, such as the chance of making erroneous judgments and being subject to prejudice. In spite of this, the investigator was successful in overcoming the difficulties by adhering to the broad principles of respect for processes, justice, fairness, impartiality in observation and recording, and the weighing of evidence.

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