AN APPRAISAL OF THE TECHNIQUES ADOPTED IN TEACHING OF ECONOMICS IN SECONDARY SCHOOLS

1.1 Introduction

Education at any level is to bring out an essential change in the learner’s behaviour and a good teaching method increases learner’s knowledge and understanding. Teachers are to apply appropriate teaching methods that best suit specific objective at any given time. Many teaching practitioners applied teacher-centered method to impact knowledge to the students compared to student-centered methods or techniques. The importance of adequate teaching techniques in teaching and learning of economics cannot be over emphasized because it brings positive change in the learners. Effectiveness of teaching techniques indicates that the quality of teaching is often reflected on the achievement of learners. Teaching is a process that involves bringing about desirable changes in learners to achieve specific outcomes. Adunola (2011) maintains that teachers need to be conversant with numerous teaching techniques that take recognition of the magnitude of complexity of the concepts to be covered, if teaching is to be effective.

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

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1.2 Background of Study

Economics is an important subject that is why Paul (2009), believes that economics is the study of allocation of scarce resources among alternative and competing ends. Pigou (2008), states that economics is worthy of study because it makes it easier to institute practical measures to promote welfare. Some scholars in this field sees it as a social subject while others in another dimension came up with different ideas about the concept. For example Adam Smith came up with the first publication “An Inquiry into the nature” helps us to observe that economist views on this subject of wealth creation as a means of enduring increase in materials to improve the standard of living. However, conceptual framework of economics limits this study to micro economics that deals with small units of the economy (output of a product, individual demand, etc).

The challenges that educators face in the 21st century are so diverse that using better teaching techniques in teaching economics is more crucial now than ever before. Demonstration techniques of teaching are one of the many teaching style under the investigation or activity based. Demonstration method involves showing by reason or proof, explaining or making clear by use of examples or experiments, it means “to clearly show”. It is a technique which is capable of improving learning through its diversity effect activity. Demonstration techniques often occur when students have a hard time connecting theories to actual practice or when students are unable to understand application of theories. This technique enables concepts and processes to be observed directly, which in turn makes learning easier.

As this result the need to teaching economics to Senior Secondary Schools. As the techniques of teaching Economics have been highlighted earlier to be treated in full, the students comprehend the art teaching through these techniques. There also cannot be learning without teaching and vice versa.

Economics is about human behavior, yet we describe it as a science rather than a subject within the arts or humanities. This reflects the way economist analyzed problem not the subject matter of economics. Some definitions by some scholars were not good enough and did not embrace all aspects of economics. This made scholars and some students to wonder about the natures of economics over the years. However theses definitions were accepted to some extent. Marshall (2006) defines economics as a study of man’s action in the ordinary business of life, He considers how people receive money (incomes) they earn, how they spend it rationally due to the knowledge of economics. Agu (2004) sees economics as the organization and distribution of goods and service. He further states that economics is concerned with the scarcity and the activities of man that is pertaining to making or earning a living. In support of this, Alan (2011) view economics as “as social sciences” concerned with how people individual or groups, attempt to accommodate scare resource of their wants through production substitution and exchange process.

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to appraise the technique used in teaching economic in Secondary School.

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1.3 Statement of Problems

Investigation revealed that poor performance could be attributed atleast in part to inadequate preparation which can be related to poor study habit and problems of teaching methodology in Economics. This is because it is not uncommon to see brilliant students failing their examination as a result of poor teaching and poor preparation. Many students perform poorly in their academic work not because they do not have the mental ability to do well but because their teacher’s do not know or do not have or use the most effective method of study or teaching. In order to improve students’ academic performance in economics and also improve teaching economics, deliberate efforts have to be put in place by teachers, government and parents to drill the students in the acquisition of appropriate study habit and improve teaching economics. In this study therefore, the researchers is poised to appraise the techniques used in teaching economics secondary schools.

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1.4 Aim and Objectives of Study

The aim of the study is to appraise the technique used in teaching economic in Secondary School. In achieving this aim, the following specific objectives were laid out as follows:

1. To determine the techniques that can be used in teaching economics in the secondary school.
2. To examine the factors that can affect the teaching of economics in secondary schools
3. To determine the methods used in teaching economics in line with the school curriculum
4. To find out the demonstration, discussion and questioning techniques adopted in teaching Economics in senior secondary school.

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1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Are there factors that can affect the teaching of economics in secondary schools?
• Are the methods used in teaching economics in line with the school curriculum?
• What are the techniques that can be used in teaching economics in the secondary school?
• What is the demonstration techniques adopted in teaching Economics in senior secondary school?
• What is the discussion techniques adopted in teaching Economics in senior secondary schools?
• What are the questioning techniques adopted in teaching Economics in senior secondary school?

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1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H0: There are no significant factors that can affect the teaching of economics in secondary schools
• H1: There are significant factors that can affect the teaching of economics in secondary schools

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1.7 Significance of Study

This study will be of significance to many individuals and concerned experts in academic industry. It will help to alert students teachers and educationist on the techniques used in teaching of economics in secondary and will equally re-equip them in an attempt to attain a higher study more especially in economics.

This study will also expose guidance and counseling personal and the school administration of the need of establishing guidance programme in school is so as to guide students in establishing good and regular study habit as well as advising teachers in adopting good method of teaching economics for better learning to take place.

This study will be of immense benefit to researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

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1.8 Scope of the Study

The study focuses on the Appraisal of the Techniques Adopted in Teaching of Economics in Secondary Schools in Warri-South Local Government Area, Delta State.

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1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Research material: availability of research material is a major setback to the scope of the study.
3. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
4. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

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1.10 Definition of Terms

Appraisal: Judgment of value, performance or nature of somebody.

Economics: this is the study of human behavior in relation to ends and scarce means which have alternative uses.

Teaching: this implies the inculcation into a receptor or student using any working method the information that brings about the student’s intellectual development.

Learning: as there is no teaching without a learner, this is the process by which the student assimilates the knowledge inculcated in him by the teacher using any of the appropriate methods.

Classroom: the teaching and learning process of Economics all take place in a classroom. A classroom is therefore a place where teaching and learning takes place and this is usually a designated and conducive environment.