Project – Factors Affecting the Effective Teaching and Learning Of Economics In Senior Secondary Schools

CHAPTER ONE

INTRODUCTION

1.1    Background of the Study

The effective teaching and learning of Economics in senior secondary schools is influenced by a range of factors that can either facilitate or hinder students’ comprehension and application of economic concepts. Understanding these factors is crucial for improving educational outcomes in the subject. One of the most significant factors is the qualification and preparedness of the teachers. According to Olayiwola (2015), teachers with appropriate academic qualifications and specialized training in Economics are better able to deliver complex economic theories and concepts in a way that is accessible to students. This is corroborated by Adebayo (2018), who notes that teachers with deep knowledge of the subject matter are more capable of fostering critical thinking skills in students, which are essential for mastering Economics.

Another important factor is the teaching methodology employed by instructors. The traditional lecture-based approach, which dominates many senior secondary schools, has been critiqued for its failure to engage students in active learning (Ogunyemi, 2020). In contrast, research by Eze (2017) suggests that the use of interactive teaching methods such as group discussions, case studies, and problem-solving activities significantly enhances student understanding of Economics. These student-centered approaches encourage deeper learning and help students connect theoretical concepts with real-world economic issues, making the subject more relevant and interesting. Additionally, the integration of technology into teaching has become increasingly important. A study by Kofi & Aboagye (2019) found that the use of digital tools and multimedia resources in Economics classrooms improved student engagement and academic performance, particularly in the areas of data analysis and economic simulations.

The availability of instructional resources also plays a critical role in determining the effectiveness of Economics education. According to Adeyemo (2020), textbooks, charts, and access to the internet are essential tools for reinforcing classroom learning. However, many senior secondary schools in developing countries face shortages of these resources, which limits students’ ability to engage with the subject matter outside of class. The lack of up-to-date textbooks and other resources further exacerbates the challenges of teaching Economics, as teachers may have to rely on outdated or insufficient materials. A study by Ogbodo (2019) highlights that the availability of educational resources not only supports the teaching process but also motivates students to take a more proactive approach to their learning.

Classroom environment and student attitudes toward Economics also significantly affect learning outcomes. A positive learning environment, characterized by supportive teacher-student relationships, collaborative peer interactions, and effective classroom management, has been found to enhance student engagement and performance in Economics (Akinmoladun, 2021). On the other hand, a disruptive or overly formal classroom environment can discourage student participation and reduce the effectiveness of instruction. In addition to the physical environment, students’ attitudes towards Economics are crucial. Research by Dike (2020) indicates that students’ interest in and motivation for Economics are often shaped by their perception of the subject’s relevance to their future careers and everyday life. When students see Economics as an important and applicable subject, they are more likely to engage meaningfully with the content.

Curriculum design is another critical factor influencing the effective teaching and learning of Economics. A well-structured curriculum that balances theory and practical application can make a significant difference in student performance. As noted by Okafor (2019), an overly theoretical curriculum that lacks practical examples may lead to student disengagement and difficulty in applying economic concepts to real-world situations. In contrast, a curriculum that integrates current economic issues and practical case studies can stimulate student interest and improve their problem-solving abilities. Furthermore, the alignment of the curriculum with national economic goals and standards ensures that students are equipped with the skills needed to contribute to the economy upon graduation.

Lastly, external factors such as parental involvement and socio-economic conditions impact the teaching and learning of Economics. According to Ige & Alabi (2020), parental support in terms of providing a conducive home environment for studying and encouraging academic achievement can positively influence students’ success in Economics. Socio-economic factors such as access to quality education, availability of supplementary learning materials, and financial support for school activities also play a role. In areas where families struggle financially, students may not have access to the necessary resources to excel academically, which can hinder their understanding of complex economic concepts. The intersection of these external factors underscores the need for a holistic approach to improving the quality of Economics education in senior secondary schools.

The role of parental involvement in education cannot be overlooked. According to Adeyemi (2021), the lack of parental support and encouragement can negatively affect the teaching and learning of Economics. In many cases, parents do not understand the relevance of the subject and thus fail to support their children in terms of providing learning resources or encouragement. Without the support of parents, students are less likely to take the subject seriously or view it as a viable career option. This disconnect between home and school further hinders students’ commitment to their studies in Economics and diminishes its overall impact.

1.2    Statement of the Problem

The effective teaching and learning of Economics in senior secondary schools faces a number of challenges that hinder students’ ability to fully comprehend economic concepts and apply them to real-world situations. Despite the importance of Economics as a key subject in shaping students’ understanding of societal issues, many schools continue to struggle with providing quality instruction. This problem is particularly evident in developing countries, where inadequate resources, teacher qualifications, and outdated teaching methodologies contribute to suboptimal learning outcomes. There is a growing need to investigate the root causes of these challenges in order to identify solutions that can enhance the quality of Economics education at the senior secondary level.

One of the primary issues is the lack of adequately trained and qualified teachers. Many Economics teachers, particularly in rural or underfunded schools, lack the specialized knowledge and pedagogical skills needed to effectively teach the subject. While some teachers possess basic qualifications in education, few have advanced training or specialized expertise in Economics, which is a subject that requires a deep understanding of complex theories and real-world applications. The shortage of subject-specific expertise not only affects the quality of teaching but also undermines students’ ability to engage critically with the content. This gap in teacher preparation has led to a situation where many students leave school with only a superficial understanding of economic principles.

The teaching methodologies employed in many schools also contribute to the problem. A significant number of Economics teachers still rely heavily on traditional lecture-based approaches, which often fail to actively engage students in the learning process. This approach is particularly ineffective for a subject like Economics, which requires students to develop analytical and problem-solving skills. Research indicates that when students are not actively involved in the learning process, they are less likely to retain and apply the knowledge they acquire. Additionally, these methods do not sufficiently incorporate real-world economic issues, which are essential for helping students see the relevance of Economics in their everyday lives. As such, there is a pressing need to explore more interactive, student-centered teaching methods that can foster deeper learning and critical thinking.

Furthermore, the lack of adequate instructional materials and resources poses a significant barrier to effective Economics teaching. Many schools, especially those in remote or economically disadvantaged areas, struggle to provide students with the necessary learning materials, such as textbooks, study guides, and access to the internet. The absence of these resources limits students’ ability to deepen their understanding of economic concepts outside the classroom and engage in independent research. This is especially problematic in the case of a subject like Economics, where access to up-to-date data, case studies, and multimedia resources is essential for illustrating real-world economic phenomena. Without these resources, students are left with an incomplete and often outdated understanding of the subject matter.

Classroom environment and student attitudes toward Economics also play a critical role in shaping the effectiveness of the learning process. Many students perceive Economics as a difficult and abstract subject, which affects their motivation and engagement in the classroom. This negative attitude is often compounded by a classroom environment that is not conducive to interactive learning. A lack of effective classroom management, poor student-teacher relationships, and insufficient peer interaction can result in a disengaged student body, further hindering the teaching and learning of Economics. Research has shown that when students feel disconnected from the subject and their instructors, they are less likely to perform well, even if the material is taught effectively. The challenge, therefore, lies in creating an environment that promotes both academic and personal engagement with Economics.

The broader socio-economic context in which schools operate also significantly influences the teaching and learning of Economics. Students from low-income backgrounds often face additional barriers, such as inadequate access to supplementary learning resources, limited parental support, and the need to work part-time jobs, which detract from their ability to focus on their studies. These challenges are compounded by schools’ limited financial resources, which further constrain their ability to invest in the necessary infrastructure, training, and teaching materials. Consequently, students in these contexts are at a disadvantage, not only in Economics but across all subjects. This disparity in access to quality education calls for targeted interventions that address both the material and socio-economic barriers to effective learning.

In summary, the problem of ineffective teaching and learning of Economics in senior secondary schools is multi-faceted, involving issues related to teacher qualifications, instructional methods, resource availability, classroom dynamics, and socio-economic factors. These interconnected challenges necessitate a comprehensive approach to reform that focuses on improving teacher training, updating teaching practices, enhancing the availability of instructional materials, and addressing the broader socio-economic factors that affect students’ ability to learn. Addressing these issues is crucial for ensuring that Economics education becomes more accessible, engaging, and impactful for students, ultimately preparing them to understand and address the economic challenges of the modern world.

 1.3    Purpose of the Study

The study examines Factors Affecting the Effective Teaching and Learning Of Economics In Senior Secondary Schools. Specifically, the study sought to find out if:-

1. Insufficient numbers of qualified teachers affects students’ mass failure in Economics subjects.
2. Unavailability of instructional materials for teaching of Economics subject affects students’ mass failure in Economics subjects,
3. The previous socio-economic backgrounds of the students affect them in studying Economics subject.
4. The attitude and interest of students towards the nature of Economics subject contribute deeply to their mass failure in SSCE.

Research Questions

In assessing the purpose of the study, this research project will answer the following questions:

1. Does insufficient numbers of qualified Economics teachers affects students’ mass failure in Economics subject?
2. Does unavailability of instructional materials for teaching of Economics subject affects students’ mass failure in Economics subjects?
3. Does previous socio-economic background of the students affect them in studying Economics subject?
4. How would interest of students towards the nature of Economics subject contribute deeply to their mass failure in SSCE?

 Research Hypotheses

In carrying out this research work the following theoretical statements are buttressed to serve as a direction on which the work will be premised:

1. H₀: Insufficient numbers of qualified Economics teachers does not affects students’ mass failure of students in Economics subject

H₁:  Insufficient numbers of qualified Economics teachers and instructional materials teaching affects Economics subject.

1. H₀: There is no significant relationship between availability of instructional materials for teaching of Economics subject and students’ mass failure in Economics subjects.

H₁:   There is significant   relationship   between availability of instructional materials for teaching of Economics subject and students’ mass failure in Economics subjects.

 1.6    Scope of the Study

The study examines Factors Affecting the Effective Teaching and Learning Of Economics In Senior Secondary Schools. The research work seeks to examine the factors militating against effective teaching and learning of Economics in secondary. The study will be limited to five selected schools in Eti-Osa Local Government Area, Lagos.

1.7   Significance of the Study

There is need to apply knowledge from Economics to many area of our life in other to benefit the society. The achievements of the objective necessitates an understanding of the basic teaching of Economics. We cannot attain national objectives in the light of poor or average performances in examinations and lack of application of Economics to life students.

Without doubt, improved teaching and learning of Economics will spur us into greater heights. This study will help to make our educational administrators to see the need to have qualified Economics teachers to handle the subject effectively for the benefit of the students and society at large.

This study will help to sensitize the educational administrators to appreciate the need to make available the necessary materials, example, chalkboard, graphs, audio-visual materials etc. that will enhance effective learning of Economics if they are not available.

This study will if need be direct the Economics teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about the above mentioned desirable experience in the learners. This study will have a great significance because it is going to provide information to Economics teachers for formation and evaluation of their plans.

It will be useful to learners for through this, they will be able to identify the factors militating against the proper teaching and learning of Economics. This study will help to produce sound Economics students that will function very well in the economy such as:

(a) Knowing how to use scarce productive resources with alternative uses to meet prescribed ends and be able to apply the principles of Economics.

(b)  The product of Economics that should be able to pick employment within a limited employment opportunity in any economy.

This work will serve as a source of encouragement to students and teachers that will come across it. It is hoped that the findings of this study would also form the basis for further research work by future researchers on this issue.

 1.8 Definition of Terms

1. Factors: Factors refer to elements or conditions that influence a particular outcome. In the context of teaching and learning in secondary schools, these could include social, economic, cultural, psychological, or environmental conditions that affect the educational process.

2. Affecting: Affecting refers to the way in which certain factors or circumstances have an influence on or change something. In the context of teaching and learning, “affecting” would refer to how various elements (like resources, teacher quality, or student motivation) impact educational outcomes.

3. Effective: Effective refers to the ability to produce a desired or intended result. In teaching and learning, “effective” means strategies, methods, or practices that lead to successful learning outcomes, such as improved student performance or understanding of the material.

4. Teaching: Teaching refers to the process of imparting knowledge, skills, and values to students. It involves activities such as explaining concepts, guiding discussions, assessing learning, and providing feedback. Effective teaching is crucial for student success.

5. Learning: Learning refers to the process by which students acquire knowledge, skills, attitudes, or competencies. It involves cognitive, emotional, and social processes. In secondary schools, learning can be influenced by factors such as teaching methods, student engagement, and the learning environment.

6. Economics: Economics in this context refers to the study of resources, production, distribution, and consumption, but in the educational setting, it usually addresses how economic conditions impact education. This includes funding for schools, access to educational resources, teacher salaries, and the broader socio-economic environment students are in.

7. Secondary Schools: Secondary schools refer to educational institutions that provide education to students typically between the ages of 12-18, covering middle school to high school levels. These schools focus on subjects like mathematics, science, literature, history, and other fields, preparing students for higher education or the workforce.

Project – Factors Affecting the Effective Teaching and Learning Of Economics In Senior Secondary Schools