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

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 self-evident that economics is important in everyday life. Economics is one of the electives or set of subjects studied at the senior secondary school (SSS) level, according to the National Policy on Education. To meet the needs of the new system, the comparative education study and adaptation center (CESAC) developed an economics curriculum (NPE 2014). The driving idea behind the curriculum is the need to provide SSS graduates with fundamental information and skills that will enable them to better understand the nature of economic challenges in any community.

Thus, determining which parts of the numerous component topics would be most beneficial for achieving the goals of teaching economics is part of the scope of economics. Because the transmission of information necessitates the use of instructional methods, The curriculum has been established as a teaching syllabus with an integrated teaching scheme and some suggested teaching and learning tactics (Ajaiyi 2015). As a result, an attempt has been made to link the theoretical underpinnings of the subject with their practical applications. The scope includes both the immediate and distant surroundings in terms of content and methods. According to Emenike (92018), this strategy is intended to ensure that inexperienced or untrained instructors handle the subject well in the classroom while improving expert teachers’ knowledge of teaching methods and resources. The economics teacher, on the other hand, must become familiar with the methods and tools used to teach economics in senior secondary schools. Competence in content, competence in communicating content to students, competence

Among these competencies are competence in using a variety of instructional materials and competence in assessing education. In the teaching and learning process, some approaches and resources for promoting meaningful learning through the use of instructional materials are used.

1.2 Problem Description:

The alarming decline in the use of various methods and resources for teaching economics in senior secondary school, which could be caused by dilapidated buildings, poor working conditions for teachers, insufficient instructional materials, a lack of proper motivation on the part of the teacher, and inadequacy of time allotted for economics teaching, is cause for concern. According to Uwakwe (2016), the government’s various efforts through the organization of workshops, seminars, and conferences appear to be yielding results, but not enough to stem the tide.

problem. A shift is unavoidable given that students, who are at the heart of the problem, account for a sizable proportion of the society’s labor supply. To ensure the country’s future, students must be properly guided and resources must be harnessed for the benefit of humanity.

1.3 The Study’s Purpose.

The study’s overarching goal is to assess the methods and resources used for teaching economics in senior secondary schools. Other particulars include:

i. To assess the appropriateness of the time allotted to economics instruction in senior secondary schools.

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

schools.

iii. To investigate the impact of insufficient and unavailable instructional materials on teaching methods and resources.

iv. Determine whether the school environment and teachers’ working conditions influence economics teaching methods and resources.

1.4. Research Issues:

The following research questions were addressed in this study:

i. Is the time allotted for economics instruction in senior secondary schools adequate?

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

iii. Does the inadequacy and scarcity of instructional materials have an impact 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

We are constantly reminded of the enormous benefit of education to humanity at every stage of the growth and development of education in Nigeria. There is a need to apply economic knowledge to many areas of our life endeavor in order to benefit society; achieving these goals necessitates an understanding of basic economic teaching. As a result, our research is of great value to:

Employers of labor by ensuring that school-age children are adequately trained and employable.

i. Parents, by providing them with fulfillment as a result of their children’s and wards’ improved academic performance.

ii. Society, by reducing the threat of dropout and the social ills associated with failing education.

iii. Teachers gain admiration for their efforts to improve their working conditions.

as well as public approval.

iv. Students by encouraging better interaction between teacher and student in order to improve students’ academic performance.

v. Teachers, by drawing their attention to the importance of using more appropriate teaching methods.

vi. School administrators, by assisting in the identification of better strategies for improving teachers’ effectiveness and productivity in the school system.

vii. School owners, who recognize the importance of providing the necessary instructional materials.

1.6 The Study’s Scope:

The scope of this study is limited to an assessment of the methods and resources used for teaching economics in senior secondary schools. The study is limited to a few secondary schools in Markurdi, Benue State. This will improve the convenience, comprehensiveness, and quality of the data obtained.

the schools.

1.7 Study Restrictions

During the course of conducting this study, the researcher encountered a number of challenges, including time and financial constraints, as well as language and respondent attitudes. Nonetheless, the researchers were able to overcome these challenges and ensure the success of this investigation.

Furthermore, the case study approach used in the research presented the investigator with a number of challenges, such as the possibility of making incorrect judgments and being prejudiced. Despite this, the investigator was able to overcome the difficulties by adhering to the broad principles of process respect, justice, fairness, and impartiality in observation. and documentation, as well as evidence weighing.