ATTITUDES AND PERCEPTION OF STUDENTS TOWARDS THE STUDY OF ECONOMICS IN NIGERIAN SECONDARY SCHOOLS

ATTITUDES AND PERCEPTION OF STUDENTS TOWARDS THE STUDY OF ECONOMICS IN NIGERIAN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Economics is a social science that studies the creation, distribution, and consumption of goods and services. The term “economics” comes from the Ancient Greek (oikonomia, “household management, administration”), which comes from (oikos, “house (nomos, “custom” or “law”), implying “house(hold) regulations.” The subject was originally known as political economy, but in the late nineteenth century, economists proposed the term “economics” as a shorter phrase for “economic science” that also avoided a limited political-interest connotation and sounded similar to “mathematics,” “ethics,” and so on (Eze 2015).

The topic is concerned with economic agents’ behavior and interactions, as well as the operation of economies. To that end, a fundamental textbook distinction is made between microeconomics and macroeconomics. Microeconomics is the study of the fundamentals of the economy.

Individual agents (such as families and businesses, or buyers and sellers), markets, and their interconnections are examples of parts. The study of the overall economy and the factors that influence it, such as unemployment, inflation, economic growth, and monetary and fiscal policy, is known as macroeconomics (Eze 2015).

Student attitudes and beliefs can either help or hinder learning (Yara, 2009). A variety of factors can influence students’ attitudes toward science and social sciences (Economics). Numerous studies (e.g., Wilson 1983; Soyibo 1985; Berg 2005; Adesoji 2008) show that students’ positive attitudes toward science are highly correlated with the fact that, in general, Nigerian students’ attitudes toward the basic sciences and social sciences decline in the following order: Biology, Economics, Physics, and Mathematics (Defias 1995).

Teaching methods, teacher attitudes, parental influence, gender, age, pupils’ cognitive styles, career interests, social views of science, social implications of science (Economics), and achievement were identified as factors influencing students’ attitudes toward science and social sciences (Economics) by Halladyna and Shanghnessy (1982) and Adesoji (2008). The studies show a link between attitude and instructional approaches, as well as attitude and achievement, and that attitude ratings can be used to predict achievement.

1.2 THE PROBLEM’S STATEMENT

Keeves (1992) claims that attitudes toward science and social sciences, including economics, are generally positive, demonstrating widespread support for science and scientific education. Furthermore, the average level of attitude toward economics and general science is consistent across nations and age groups within nations.

a nation. The data showed a more neutral attitude toward science in countries with a high level of technical and industrial development. According to the study, boys had a more positive attitude toward science on average. Kempa and Dude (1974) found that learners’ enthusiasm for science is related to their achievement in science. Based on these findings, Olatoye (2001) concluded that students’ attitudes toward economics had a significant direct influence on their success in the discipline. Despite economics’ status as a scientific topic, students continue to hold negative attitudes toward the subject, resulting in poor teaching performance and low enrollment, according to Adesokan (2000).

1.3 THE STUDY’S OBJECTIVES

The primary goal of this study is to assess students’ attitudes and perceptions of the study.

Economics is taught in Nigerian secondary schools. Other study objectives include, but are not limited to:

i. To assess the significance of economics as a subject in Nigerian secondary schools.

ii. To identify the factors that influence students’ economics choices in Nigerian secondary schools.

iii. Determine whether students’ attitudes toward economics have a significant impact on academic performance.

1.4 HYPOTHESES FOR RESEARCH

In this study, the following null hypotheses will be tested:

Ho1: Economics is not a subject taught in Nigerian secondary schools.

Ho2: Students’ attitudes toward economics have no significant influence on academic performance.

1.5 THE STUDY’S IMPORTANCE

The study’s findings are significant because they will help Economics teachers create new learning experiences for their students.

and reorganizing existing learning experiences in ways that engage students. Instructors would benefit from developing a habit of improving on old teaching techniques and maximizing their use of appropriate, current, and relevant instructional materials and textbooks. Furthermore, this study may help students develop a more positive attitude toward the subject of study. Furthermore, both the government and parents would benefit from an examination of their respective roles, as highlighted in the suggestion column.

Finally, this study will provide researchers with additional data on the effects of social media on student academic performance.

1.6 STUDY OBJECTIVES

This study will concentrate on students’ attitudes and perceptions of economics study in Nigeria.

Secondary schools. This study will specifically focus on determining the importance of economics as a subject in Nigerian secondary schools, determining the factors that influence students’ choice of economics in Nigerian secondary schools, and determining if students’ attitudes toward economics have any significant influence on academic performance.

Teachers and students of economics from selected secondary schools will be enrolled in this study’s survey.

1.7 THE STUDY’S LIMITATIONS

As with any human endeavor, the researcher encountered minor challenges while conducting the study. Due to the scarcity of literature on the subject as a result of the nature of the discourse, the researcher incurred additional financial expenses and spent more time sourcing for relevant materials, literature, or information.

and during the data collection process, which is why the researcher chose a small sample size. Furthermore, the researcher conducted this investigation alongside other academic activities. Furthermore, because only a few respondents were chosen to complete the research instrument, the results cannot be generalized to other secondary schools outside of the state. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.8 DEFINITION OF TERMS

Attitudes: A fixed way of thinking or feeling about something.

Perception: The way something is regarded, understood, or interpreted.

Students: A student is primarily a person who is enrolled in a school or other educational institution.