ABSTRACT
The
main aim of this study was to investigate the techniques used in teaching of
economics in senior secondary schools in Enugu East Local Government Area of
Enugu State. three specific purposes and three corresponding research questions
were raised that guided the study. The instrument used to obtain information
was a structured questionnaire. The data collected were analyzed using mean.
The population of the study comprised of 13,681 students in 10 secondary
schools in Enugu East Local Government Area of Enugu State. 100 students were
sampled from five selected secondary schools for the study. The instrument used
was validated by three experts, two experts in School of Education and one
expert in the Department of Measurement and Evaluation of Enugu State College
of Education (Technical) Enugu. The findings showed that demonstration methods
of teaching promote academic and intellectual capacity of students in
calculation in economics. Questioning method develop critical thinking skills
to review previous lessons. Based on these the researcher recommended that
secondary school teachers should be discouraged from the continuous use of
conventional lecture method in the teaching of
Economics as the method makes students perform poorly. The government should provide instructional
materials to schools and teachers should also improve where necessary for
effective teaching of economics.
CHAPTER
ONE
INTRODUCTION
Background
to the Study
Education at any level is to bring out an essential
change inthe learner’sbehaviour
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.
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 is 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 techniques 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 techniques enables concepts and processes to be
observed directly, which in turn makes learning easier.
Demonstration as a teaching method is a valuable alternative to getting
students to “learn by doing” and often accompanied by explanations. Here, the
teacher engages students to learn, students are encouraged to ask questions.
The student is viewed as an inquirer, a seeker of information. There is now a
growing concern for the use of demonstration techniques of teaching economics,
as an innovative instructional practice, which can only be effectively
implemented if teachers possess the appropriate knowledge, skills, and
abilities related to its use in the classroom situation. The topic “the
technique adopted in teaching economics in senior secondary school in Enugu
East Local Government Area of Enugu State” attempts to assess the level of
impacts played by these techniques and its effectiveness on students’
achievement in secondary school. One of the most widely used method is the
discussion teaching method; “it is a thinking together process”, or “a type of
“co-operation in learning”. It is highly recommended by some educators as a
good method or techniques of teaching economics in secondary schools in Enugu
East Local Government Area of Enugu State.(Egbezor,2002) states thatdiscussion
method is organized on the principle that the knowledge and ideas of several
people pooled together have merit than those of a single person. During
discussion session students participate in the learning process, developing
possible solutions to problems, placing the solution into action, and
evaluating the results of the solution. As stated by Gokhale (2002), the professional
success of a teacher is directly related to an ability to transfer knowledge
gained in the academic environment to real-world situation.
Questioning teaching technique is largely used, and thus widely
researched teaching method. Research by Maduka (2013), indicates that asking
questions is second only to lecturing. Teachers typically spend from 35 to 50
percent of their instructional time asking questions. In general, research by
Maduka (2013), shows that instruction involving questioning is more effective
than instruction without questioning. Questioning teaching technique enable
teachers to increase motivation or interest; to evaluate students’ preparation;
to check on completion of work; to develop critical thinking skills; to review
previous lessons; to nurture insights; to assess achievement or mastery of
goals and objectives; to stimulate independent learning (Maduka, 2013).
One important findings is that questions that focus students’ attention
on important elements of a lesson result in better comprehension than those
that focus on unusual or interesting elements. Questions should be structured
for more elicit correct responses
Questioning teaching technique is highly vital because of its positive
effect towards quality teaching of economics insenior secondary schooland it is
highly recommendable in the sense that it helps to bring out the best in the
learning processes, it encourages students to do more and brings out the best
zeal in them toward learning for when there is teaching, there is learning.
Adejumobi, (2002), states “without effective teaching technique, a clear
set of goals and carefully arranged content are likely to fail to produce satisfactory
result on the part of the students. This tend to be so, since teaching
techniques are the means by which the students are kept inspired in the
teaching activities which result in learning.Teaching method serves as a
communication link between the teacher, the student and the subject matter (Obaje,
2008). This study attempts to analyze the techniques adopted in teaching
Economics in Secondary Schools in Enugu east local government area.
As
we have different economists, so also do views on economics differs in their
various ways. They view the nature of economics based on their individual
understanding of the subject. Economics is about the choice people and
societies have to make. A person might have to choose between buying a compact
disc and buying a book. Economics by nature, meets those end by its study on
price, costs, interest rate, unemployment, inflation, profit, budget deficit,
trade deficit, exchange rates and so on. But economists sometimes turn their
attention to other areas such as crimes, family relationship, war, politics,
anthropology and the law.
David
(2003), is of the view that economics study how society decides what, how and
for whom to produce; goods are physical commodities such as steel and
strawberries, service are activities such as messages, life concerts, consumed
or enjoyed only at the instant they are produced. In a rare cases, some of the
questions about what, how and for whom to produce have not been answered, until
the arrival of a man. Friday, Robinson Crusoe can ignore the “for whom”
question. In general, however, society must answer all these questions.
By
emphasizing the role of society the nature of economics places economics within
the social sciences, the science that study and explain human behaviour. The
subject matter of economics is human behaviour in the production, exchange and
use of goods and services. Economics in nature studies central economic problem
of the society and how to reconcile the conflict between people’s virtually
limitless desires for goods and services and the scarcity of resources (labour,
machinery and raw materials) with which these goods and services can be
produced. Awoke (2000), sees economics
as the study of how man allocates their scarce resources to provide for their
various wants or needs. As a science which studies human behaviour in the
disposal of scarce goods. Robbins concluded by postulating that human beings
exhibit four fundamental characteristics which are all embodies in the above
definitions.
1.
Man has various ends or wants to serve
2.
His means of satisfying these ends such
as times and money at his disposal are limited resources.
3.
Those limited means are capable of being
paid to alternative uses
4.
Man, therefore, exercise choice in
distributing these limited means (resource) between the competitive ends on the
basis of relative importance.
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 either individual
or groups, attempt to accommodate scare resource of their wants through
production substitution and exchange process.
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).
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.
Major concepts embodied in this research work are:
- 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.
In
conclusion,teaching Economics in Senior Secondary Schools is paramount to the
techniques used which bring forth effective learning in students.However, to
know the significances of economics as a school subject or a teaching subject,
it is imperative to know the role economics plays in the senior secondary
school that made it a teaching subject. Educational Encyclopedia (2007), states
that the goals for economics education at the senior secondary school level may
be placed in three broad categories:
Ø Helping
students develop an awareness of their place in the economic decisions.
Ø Helping
students develop the ability to apply economics in their responsibilities as
consumers, producers or citizens, and
Ø Contributing
to develop knowledge and skills for their general education, which can be
achieved by drawing selective from a broad based content, by using diverse
teaching and learning methods, and by capitalizing on multiple opportunities of
economics understanding.
Statement of the Problem
Recent times, questions about the teaching methods on students’ learning
effectiveness have consistently raised considerable interest in the field of
educational research. Teachers have the greatest potential to influence the
students’ education, while a student achievement is related to teachers’
competence in using different methods of teaching. Thus, students achieve more
when teachers employ systematic teaching procedures that make teaching and
learning processes easier.
Excellent academic performance by the students is not only attainable but
could also be sustained through teacher’s method of teaching.However, the
incidence of ineffective teaching technique of Economics in senior secondary
school have resulted to poor achievement in both internal and external
examinations. Most teachers while teaching do not involve learner centered
approach like questioning techniques, demonstration techniques and discussion
techniques that facilitate effective teaching and learning. This study
therefore examined the effectiveness of some selected methods or techniques of
teaching towards students learning.
Purpose of the Study
The main purpose of the study was to investigate into the techniques used
in teaching economics in senior secondary schools in Enugu East L.G.A. and;
1.
To
find out the discussion
techniques adopted in teaching Economics in senior secondary schools.
2.
To
find out the
demonstration techniques adopted in teaching Economics in senior secondary school.
3.
To
find out the
questioning techniques adopted in teaching Economics in senior secondary school.
Significance of the Study
It is expected that the findings of this study will be of immense benefit
not only to the researchers but also to numerous people in the society and in
the educational sector. The findings will be of great importance to students,
in that; they will be well informed about various teaching techniques, and the
effects will be on their academic performance.
Findings will be of great importance to educationist both private and
public stakeholders, teachers. It will help increase awareness and
understanding the use of the most of the teaching methods and provide feedback
on the teaching competences in most commonly used teaching methods as a basis
for improvement in instructional practice to enhance performance.
Curriculum designers, educational planners’ policy makers as well as government
need empirical data on the overall teaching techniques and activity teaching
competence of government teachers in senior secondary schools to facilitate
proper curriculum policies and programmes for effective teaching.
Findings of his study will be of great benefit to school counsellors for
proper guidance on effective teaching techniques to be adopted according to the
needs of the students that could positively influence teaching.
Scope of the Study
The study aimed to cover the techniques used in teaching economics in
senior secondary schools in Enugu East Local Government Area of Enugu State.
Research Questions
The study used the following research questions;
1. What are the discussion methods use in teaching Economics in senior secondary school?
2.
What are the demonstration methods use in teaching
Economics in senior secondary school?
What are the questioning
methods use in teaching Economics in senior secondary school?================================================================
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