Project – Effect of Teaching Methods on Students’ Academic Performance in Economics in Public Secondary Schools in Enugu North LGA, Enugu State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education remains a vital instrument for national development and individual advancement. At the secondary school level, students acquire foundational knowledge and skills that prepare them for higher education, employment, and responsible citizenship. One of the core subjects offered in senior secondary schools in Nigeria is Economics. Economics equips students with the knowledge of scarcity, choice, opportunity cost, demand and supply, market structures, national income, and other concepts essential for understanding how societies allocate limited resources.

Despite the importance of Economics, students’ academic performance in the subject has continued to attract concern among stakeholders. Reports from examination bodies such as the West African Examinations Council and the National Examinations Council frequently indicate varying levels of performance in Economics across Nigerian secondary schools. In many cases, students demonstrate weaknesses in areas requiring analytical reasoning, graphical interpretation, and application of economic principles to real-life situations.

One of the critical factors influencing students’ academic performance is the teaching method adopted by teachers. Teaching methods refer to the strategies, techniques, and approaches used by teachers to facilitate learning. These may include the lecture method, discussion method, demonstration, inquiry-based learning, problem-solving, cooperative learning, and the use of instructional materials. The effectiveness of these methods largely determines how well students understand and retain concepts taught in the classroom.

In many public secondary schools, the lecture method remains the dominant approach. While this method enables teachers to cover a wide range of topics within a limited time, it often limits student participation and interaction. Economics, as a subject that requires critical thinking and practical application, may not be effectively taught through passive instructional approaches alone. Learner-centered methods such as group discussions, case studies, and simulations may enhance students’ engagement and comprehension.

In Enugu, particularly within Enugu North Local Government Area, public secondary schools face several challenges including overcrowded classrooms, inadequate instructional materials, and limited opportunities for teacher professional development. These factors may influence the choice and effectiveness of teaching methods used in Economics classrooms. Consequently, students’ academic performance may be affected.

The Federal Republic of Nigeria (2013), in the National Policy on Education, emphasizes the use of learner-centered and activity-based teaching approaches to promote meaningful learning. Educational theories such as constructivism further support the idea that students learn better when they actively participate in the learning process. Therefore, examining the effect of teaching methods on students’ academic performance in Economics in public secondary schools in Enugu North LGA is necessary to provide evidence-based recommendations for improving instructional practices.

1.2 Statement of the Problem

Academic performance in Economics among students in public secondary schools has remained inconsistent and, in some cases, unsatisfactory. Despite the inclusion of Economics as a core subject in the senior secondary school curriculum, many students struggle to understand fundamental concepts and perform well in examinations. This situation raises concerns about the effectiveness of instructional delivery in the subject.

In public secondary schools in Enugu North Local Government Area, anecdotal evidence suggests that the lecture method is predominantly used in teaching Economics. Although this method may facilitate syllabus coverage, it often results in passive learning, minimal student engagement, and limited development of analytical skills. Economics requires students to interpret graphs, analyze economic problems, and apply theoretical knowledge to real-life situations. When inappropriate teaching methods are used, students may develop misconceptions and perform poorly academically.

Furthermore, large class sizes, inadequate teaching aids, and limited teacher training opportunities may hinder the adoption of innovative and interactive teaching strategies. Without effective teaching methods, students may lose interest in the subject, resulting in low achievement levels and negative attitudes toward Economics.

Although several studies have examined factors affecting academic performance, there is limited empirical evidence focusing specifically on the effect of teaching methods on students’ academic performance in Economics within Enugu North LGA. This gap in research makes it necessary to investigate the relationship between instructional strategies and students’ achievement in the subject. Therefore, this study seeks to determine the effect of teaching methods on students’ academic performance in Economics in public secondary schools in Enugu North LGA, Enugu State.

1.3 Objectives of the Study

The main objective of this study is to examine the effect of teaching methods on students’ academic performance in Economics in public secondary schools in Enugu North LGA, Enugu State.

Specifically, the study seeks to:

1. Identify the teaching methods commonly used in teaching Economics in public secondary schools in Enugu North LGA.

2. Examine the level of students’ academic performance in Economics in public secondary schools in Enugu North LGA.

3. Determine the effect of lecture method on students’ academic performance in Economics.

4. Assess the effect of learner-centered teaching methods (such as discussion and problem-solving methods) on students’ academic performance in Economics.

1.4 Research Questions

The following research questions guide the study:

1. What teaching methods are commonly used in teaching Economics in public secondary schools in Enugu North LGA?

2. What is the level of students’ academic performance in Economics in public secondary schools in Enugu North LGA?

3. What is the effect of the lecture method on students’ academic performance in Economics?

4. What is the effect of learner-centered teaching methods on students’ academic performance in Economics?

1.5 Research Hypothesis

The study will test the following hypothesis at a 0.05 level of significance:

H₀: There is no significant relationship between teaching methods and students’ academic performance in Economics in public secondary schools in Enugu North LGA, Enugu State.

H₁: There is a significant relationship between teaching methods and students’ academic performance in Economics in public secondary schools in Enugu North LGA, Enugu State.

1.6 Significance of the Study

The findings of this study will be beneficial to Economics teachers by providing insight into the effectiveness of different instructional methods. It will encourage the adoption of innovative and learner-centered teaching approaches that enhance students’ understanding and performance.

Students will benefit from improved teaching practices that promote active participation and better comprehension of economic concepts. School administrators and education authorities in Enugu State may use the findings to organize workshops and training programs aimed at improving teaching effectiveness.

The study will also contribute to academic literature by providing empirical evidence on the relationship between teaching methods and academic performance in Economics within Enugu North LGA.

1.7 Scope of the Study

This study focuses on public secondary schools in Enugu North Local Government Area of Enugu State. It examines teaching methods as the independent variable and students’ academic performance in Economics as the dependent variable. The study is limited to selected public secondary schools within Enugu North LGA.

1.8 Operational Definition of Terms

Teaching Methods: The instructional strategies and techniques used by teachers in delivering Economics lessons, including lecture, discussion, demonstration, and problem-solving methods.

Academic Performance: The level of students’ achievement in Economics as measured by their scores in continuous assessments and examinations.

Economics: A social science subject taught in secondary schools that deals with the study of scarcity, choice, resource allocation, production, and consumption.

Public Secondary Schools: Government-owned secondary schools located within Enugu North Local Government Area.

Project – Effect of Teaching Methods on Students’ Academic Performance in Economics in Public Secondary Schools in Enugu North LGA, Enugu State