PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING

AND LEARNING OF ECONOMICS IN SECONDARY SCHOOL IN

EZEAGU LOCAL GOVERNMENT AREA OF ENUGU STATE

BY

AGUBUZU HELEN
U16/EDU/ECO/045

DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION

FACULTY OF EDUCATION, GODFREY OKOYE UNIVERSITY
THINKERS CORNER, ENUGU STATE

JULY, 2018

TITLE PAGE

1
 PROBLEMS MILITATING AGAINST EFFECTIVE TEACHING
AND LEARNING OF ECONOMICS IN SECONDARY SCHOOL IN
EZEAGU LOCAL GOVERNMENT AREA OF ENUGU STATE

BY

AGUBUZU HELEN
U16/EDU/ECO/045

DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION

FACULTY OF EDUCATION, GODFREY OKOYE UNIVERSITY
THINKERS CORNER, ENUGU STATE

A RESEARCH WORK SUBMITTED TO THE DEPARTMENT OF

ARTS AND SOCIAL SCIENCE EDUCATION, FACULTY OF
EDUCATION, GODFREY OKOYE UNIVERSITY, IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF
BACHELOR OF SCIENCE IN EDUCATION (B. Sc Ed)

PROJECT SUPERVISOR
DR. OKOYE CHUKWUEMEKA

JULY, 2018

APPROVAL PAGE

Agubuzu Helen a student in the department of Arts and Social Science and

Education (Economics Education) in Faculty of Education with Reg No:

U16/EDU/ECO/045 has satisfactory completed the requirement for the

2
award of degree in Bachelor of Science in Education (B.Sc Ed). The work

embodied in this project is original and has not, to the best of my

knowledge, been submitted or presented elsewhere.

…………………. …………………
Agubuzu Helen Date

…………………. …...………………
Dr. Okoye Chukwuemeka Date
Supervisor

…………………. …………………
Dr. Ene Date
Head of Department

……………………. ……………….
External Examiner Date

CERTIFICATION

Agubuzu Helen a student in the department of Arts and Social Science

Education (Economics Education) in Faculty of Education with Reg No:

U16/EDU/ECO/045 has satisfactory completed the requirement for the

award of degree in Bachelor of Science in Education (B.Sc Ed). The work

3
embodied in this project is original and has not, to the best of my

knowledge, been submitted or presented elsewhere.

……………………. ………………….
Agubuzu Helen Date

…………………. …………………
Dr. Okoye Chukwuemeka Date
Supervisor

…………………. …………………
Dr. Ene Date
Head of Department

DEDICATION

This work is dedicated to the Almighty God for his grace and

inspiration throughout the period of study.

4
 ACKNOWLEDGEMENT

My special gratitude goes to Almighty God for His care throughout the
course of my study.
I also appreciate my supervisor and my mentor Dr. Okoye Chukwuemeka
and Prof. Uche Agwagah in a special way whom through their brilliant idea and
humble advised made it possible for this project to be a reality.
With heart full of gratitude, I warmly express my unreserved gratitude to
my lovely parents, for their parental advice and encouragement during the course
of this study.
I am forever grateful for the unalloyed support and motivation received
from my friends, thank you for being there for me. I am forever grateful to many
others whose names may not have contained in this piece of write up for their

5
support and assistance. May God remember you all in your times of trouble,
Amen.

TABLE OF CONTENTS
Title page - - - - - - - - - i
Certification - - - - - - - - - ii
Dedication - -- - - - - - - - iii
Acknowledgements - - - - - - - iv
Table of Content - - - - - - - - v
Abstract - - - - - - - - - vi
CHAPTER ONE: INTRODUCTION
Background to the Study - - - - - - - 1
Statement of Problem- - - - - - - - 8
Purpose of the Study - - - - - - - - 11
Significance of the Study- - - - - - - 12

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Scope of the Study- - - - - - - - 13
Research Questions- - - - - - - - 13
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework - - - - - - - 15
Concept of Teaching - - - - - - - 15
Concept of Learning - - - - - - - 17
Types of Learning - - - - - - - - 19
Relevance of Economics in Teaching and Learning - - - 25
Improvement of Instructional Material in Teaching of Economics 28
Solution to the Problem of teaching and learning of Economics 30
Theoretical Framework - - - - - - 34
Empirical Studies - - - - - - - - 35
Summary of Literature Review - - - - - - 38

CHAPTER THREE: RESEARCH METHODS

Design of the study - - - - - - - 41
Area of the Study - - - - - - - - 41
Population of the study - - - - - - - 42
Sample and Sampling Technique - - - - - 42
Instrument for Data Collection - - - - - - 42
Validity of the Instrument - - - - - - 43
Reliability of the Instrument - - - - - - 43
Method of Data Collection - - - - - - 43
Method of Data Analysis - - - - - - 43
CHAPTER FOUR: PRESENTATION OF RESULT
Presentation of Data - - - - - - - 44

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CHAPTER FIVE: DISCUSSION, IMPLICATION, RECOMMENDATION
AND SUMMARY
Discussion of Results - - - - - - - 48
Conclusion - - - - - - - - - 51
Implication of the Study - - - - - - - 52
Recommendations - - - - - - - - 53
Limitations of the Study - - - - - - - 53
Suggestion for Studies - - - - - - - 54
Summary - - - - - - - - - 54
References - - - - - - - - - 56
Appendix - - - - - - - - - 58
Questionnaire - - - - - - - - 59

Abstract
This research work aimed at finding out the problems militating against
effective teaching and learning of economics in secondary school in Ezeagu
Local Government Area of Enugu State. The purpose of the study is the
problems militating against effective teaching and learning of economics in
secondary school in Ezeagu Local Government Area of Enugu State.
Descriptive survey research was used for the study and the researcher
sampled the opinions of the respondents with the use of structural
questionnaire. The researcher limited the research to Ezeagu local
Government area of Enugu state. The total population of the respondents
was 2000. Out of 2000 which is the overall population, the researcher used
300 respondents for the sample size of the study. The researcher used
questionnaire for data collection. The researcher, after due process wish to
use the chi-square statistics to analyzed the data. The researcher
recommends that the government should provide all the necessary
equipment needed in the teaching of economics in all senior secondary
school, especially in Ezeagu local government area of Enugu state. The

8
government should as a matter of urgency provide means of proper
evaluation of the teachers to ensure strict standard.

CHAPTER ONE

INTRODUCTION

Background to the Study

Teaching is an integral part of the process of education. It is a system

of actions intended to induce learning. Its special function is to impact

knowledge, develop understanding and skill. In teaching an interaction

occurs between the teacher and the students, by which the students are

diverted towards the goal. Thus the sole element of teaching is the mutual

relationship or the interaction between the teacher and the students, by

which students are diverted towards advances the goal. Teaching can be

considered as the art of assisting another to learn by providing the

9
information and appropriate situations, conditions or activities. It is an

intimate contact between a more mature personality and a less mature one

which is designed to further the education of later (Joyce 2011).

Teaching activities and instructional procedure are performed by

using maxims of teaching. The term Maxim of teaching, according to Smith

(2009), may be defined as rules for presenting terms and concepts to make

them easy to comprehend in classroom teaching. They are the guidelines for

teaching. The maxims of teaching are very helpful in obtaining the active

involvement and participation of the learners in the teaching - learning

process. They quicken the interest of the learners and motivate them to learn.

They make the students attentive to the teaching- learning process.

According to Kochhar (2014), a good teacher must be familiar with the

general maxims for effective teaching, some of which are the following:

Proceed from the known to the unknown, Proceed from Simple to Complex,

Proceed from the Concrete to Abstract, Proceed from Particular to General,

Proceed from Psychological to Logical, Proceed from Whole to Part, and

from Analysis to Synthesis.

It must be accepted that in the ultimate analysis maxims are meant to

be our servants and not masters. Moreover, by and large, they are

interrelated. Different maxims suit different situations. It is therefore

10
essential that a judicious use be made of each maxim. They are means and

not end in themselves.

Teaching and learning process is the heart of education. It is the most

powerful instrument of education to bring about desired changes in the

students. Teaching and learning are related terms. In teaching - learning

process, the teacher, the learner, the curriculum and other variables are

organized in a systematic way to attain some pre-determined goal (Bruner

cited in Siaw, (2009).

It is informative to examine the ideal teaching-learning process, as

proposed by Laurillard (2010) who argues that there are four aspects of the

teaching-learning process namely: discussion, interaction, adaptation and

reflection. Discussion according to Laurillard is between the teacher and the

learner. Interaction is between the learner and some aspect of the world

defined by the teacher. Adaptation is of the world by the teacher and action

by the learner. Reflection is on the learner’s performance by both teacher

and learner. Laurillard considers how different educational media and styles

can be described in these terms. For example, a textbook represents a one-

way flow of knowledge from the teacher’s conceptual knowledge to the

student’s conceptual knowledge. A lecture or tutorial may be seen the same

11
way, but there is a possibility of meaningful discussion between teacher and

learner.

Education is a purposive, conscious or unconscious, psychological,

sociological, scientific and philosophical process, which brings about the

development of the individual to the fullest extent and also the maximum

development of society in such a way that both enjoy maximum happiness

and prosperity (Mill 2012). In Short, education is the development of

individual according to his needs and demands of society, of which he is an

integral part. The above remarks of different educators highlight the

following special features of education:

Adeniyi (2014) stated that “education is a method of leading people

out of ignorance through the socialization of human beings and constant

training of the child to adjust to the changing world. The definitions of

education above have several things in common, one of these is that,

education is a process, which starts at birth and continues for as long as the

individual lives. Secondly, the individual education enables developmental

potentials that give service not only to individual but also to the community

at large, Universal Basic Education (UBE) programme, therefore is an

educational programme or scheme fashioned out in such a way that the

beneficiaries will live up to the expectations of the society.

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 In most contemporary educational systems of the world, secondary

education comprises the formal education that occurs during adolescence. It

is characterized by transition from the typically compulsory, comprehensive

primary education for minors, to the optional, selective tertiary,

"postsecondary", or "higher" education (e.g. university, vocational school)

for adults. Depending on the system, schools for this period, or a part of it,

may be called secondary or high schools, gymnasiums, lyceums, middle

schools, colleges, or vocational schools. The exact meaning of any of these

terms varies from one system to another. The exact boundary between

primary and secondary education also varies from country to country and

even within them but is generally around the seventh to the tenth year of

schooling. It is an established fact that education is the gateway to the

development of any society. It is a basic need that leads to the development

of all other sectors. In this case, no society can afford to down grade its

educational system as it has direct link with the overall advancement of

society most especially in secondary school level (Thomson 2011).

Economics is the science that deals with production, exchange and

consumption of various commodities in economic systems. It shows how

scarce resources can be used to increase wealth and human welfare. The

13
central focus of economics is on scarcity of resources and choices among

their alternative uses.

The resources or inputs available to produce goods are limited or

scarce. This scarcity induces people to make choices among alternatives, and

the knowledge of economics is used to compare the alternatives for choosing

the best among them. For example, a farmer can grow paddy, sugarcane,

banana, cotton etc. in his garden land. But he has to choose a crop depending

upon the availability of irrigation water.

Two major factors responsible for the emergence of economic

problems includes: i) the existence of unlimited human wants and ii) the

scarcity of available resources. The numerous human wants are to be

satisfied through the scarce resources available in nature. Economics deals

with how the numerous human wants are to be satisfied with limited

resources (Bradley 2012). Thus, the science of economics centres on want-

effort-satisfaction. Economics not only covers the decision making

behaviour of individuals but also the macro variables of economies like

national income, public finance, international trade and so on. For proper

analysis of problem of teaching economics in secondary schools various

methods could be used depending on the topic of study.

14
 For example, the use of instructional material could be the best

method of teaching economics like graphs, charts, pie chart etc. this will

facilitate the easy method of teaching economic. Moreover, the use of life

instructional material or real object will equally help in teaching economics.

Also the use of dramatic method could be of great help in teaching

Economics. Again there should be excursion to various places in other to

facilitate teaching and learning of economics most importantly in Ezeagu

local government area of Enugu State. It is equally an important way of

learning through practical aspects on the whole most of the available

economics textbook no longer meet in the subject, all of which could result

to economic failure of students in examination.

Non-chalant attitude on the part of student to the studies as well affect

their academic performance, one cannot reap where he does not sow. Some

students are so lazy that they find it difficult to bend down and read. And

when one lacks interest in studies the next option will be failure as an

ultimate goal (Kumar 2010).

Ismail (2010) highlights the problems associated with the teaching

and learning of Economics include; lack of motivation, breaking the rules

and routines, lack of infrastructure, insufficient time management,

ineffective classroom environment, and lack of interaction in classrooms.

15
More also, the causes of these problems includes; place and structure of the

course in the curriculum, classroom size and lack of rules, lack of teachers’

management skills and students attitudes as well as unavailability of

instruction materials in teaching of economics.

Therefore this work intends to find out the problems militating against

effective teaching and learning of economics in secondary schools in Ezeagu

local government area of Enugu.

Statement to the Problem

Despite the programs to improve student learning of economics by

organizations such as the National Council on Economic Education and the

American Economics Association, we have just started to understand factors

that affects student learning and performance in economics. Several studies

investigate the teaching and learning of economics by concentrating on

backgrounds of students and personality type, the role and gender of

instructor, student expectations, math skill, absenteeism, and so forth.

However, there can be many other factors that have profound problems

militating against teaching and learning of economics especially in Ezeagu

local government area, such as the choice of textbook, choice of instructors,

16
choice of class time, students’ major, level of instructors, and a host of other

students attributes that have not been addressed in the previous study

(Ballard 2015).

One of the most functional subjects taught in secondary school is

Economics. Essentially due to the nature of this subject, it becomes

expedient that to make a good living one needs the knowledge of economics.

But differently, this subject when well taught in secondary school helps

student to adjust easily to changes in Economic state of the nation (Jarkins

2012). Additionally the knowledge of economics and practices are well

important decisions in making important investment decision whether in the

private or public sector. That is more reason investigation to determine the

effects of problem of teaching economics in secondary school specifically in

Ezeagu local government area of Enugu State.

Studies investigating factors contributing to student performance and

success in economics identify the following factors: gender, math skills, who

is the instructor, teaching methods, absenteeism, class size, student effort,

employment, seating location, and personality type.

Another factor of interest is the effect of mathematic skills on student

performance in economics classes. Although a superior math skill is

perceived as an advantage to understanding economics, the existing

17
evidence is mixed. In an experimental study, Cohn and Cohn (2011),

looking at the accuracy of drawing graphs and its effect on student

performance, find that drawing accurate graphs helps students perform

better. Extending the experiments into following semesters, Cohn, Cohn,

Balch, and Bradley (2011) randomly place students into two sections of

graph and no-graph lectures. The authors were not able to find any

significant difference in the success of students.

According to Hill and Stegner (2013) reports that students with a

preference towards math performed better in of economics classes,

especially on graphical questions. Cohn (2014) examines the students’

preferences towards graphs and reaches no definitive conclusion. And

Ballard and Johnson (2014) do find a statistically significant effect of math

skills on students’ success. They assert that dexterity of basic algebra skills

plays the most important role in introductory microeconomics class.

A third line of research focuses on who is the instructor and what are

their teaching methods. Generally, there is a significant difference in the

effect of instructors on student success and learning; there also are

measurable effects due to introducing new ways of teaching with the

advancement of technology (Goffe and Sosin, 2015).) The difference in the

performance is attributed to differences between the instructors employed by

18
the colleges and the universities. While the effect of the instructor has a

significant factor on student learning, the gender of instructors does not

seem to make any difference in student performance (Robb and Robb,

2009).

Research examining attendance and absenteeism finds a strong

positive correlation between student attendance and performance in

economics classes (Durden and Ellis, 2015, Chan, Shum, and Wright, 2017).

Durden and Ellis (2015) report significant positive effects of attendance on

student success. Interestingly, missing up to four classes throughout the

semester does not have any effect on student performance; attendance

becomes a significant factor after four missed classes.

Class size is another variable of interest when predicting student

success in economics. Recent studies do conclude that smaller classes are

correlated with greater success (Aries and Walker, 2014). The debate on the

effect of class size and learning does not seem to be settled. With respect to

the effect of student effort on performance, existing research also produces

mixed results.

Above all, moved the researcher to embark on the study of this nature

in other to find out the problems militating against effective teaching and

19
learning of Economics in secondary school in Ezeagu local government area

of Enugu State.

Purpose of the Study

The purpose of the study is to find out the problems militating against

effective teaching and learning of economics in secondary school in Ezeagu

Local Government Area of Enugu State.

Specifically, this study intend to:

i. find out if teachers teaching technique affect teaching and learning of

economics in secondary school in Ezeagu local government area.

ii. to find out if students learning ability affect their understanding in

teaching and learning of economics in Ezeagu local government area.

iii. to find out if the school environment is not conducive for teaching and

learning of economics in Ezeagu local government area.

iv. find out the solutions to the problems of teaching economics in

secondary schools in Ezeagu local government area.

Significance of the Study

A study such as this will be significant in many ways. There is going

to be a great improvement on the part of the students who learn economics,

and on the part of the teachers who teach economics, which will now know

20
the acceptable workload, which will be reasonable enough to guarantee that

every student receive the time and attention needed for genuine

improvement.

This study will be of great value to schools and educational

administrators in their educational planning and reformations. Teachers in

urban schools where there are a great number of teachers would loose some

to very remote towns where there are extreme large classes but with a small

number of teachers, and vice versa.

Besides, textbook writers will use the findings of this study to update

their work on the most recent methodologies for effective teaching of

economics. When the copies of these findings are made available to schools

through the school authorities, a sure remedy shall have evolved in

economics teaching.

Finally, the study is very important as it might create jobs for

unemployed Economics teachers. The government might realize the needs

for more hands with regards to recruitment of many economics experts who

would be deployed to areas of need.

Scope of the Study

21
 This work emphasized in the problem militating against effective

teaching and learning of Economics in secondary school in Ezeagu local

government area of Enugu State.

This study shall be restricted to the government owned senior

secondary schools in Ezeagu Education Zone. Seven schools are to be used

by random selection for this study from Ezeagu local government area.

Research Questions

In course of this study, the researcher formulated the following

research questions to guide the study. These research questions are:

1. To what extent do teachers teaching technique affect teaching and

learning of economics in secondary school in Ezeagu local

government area.

2. To what extent do students learning ability affect their understanding

in teaching and learning of economics in Ezeagu local government

area.

3. To what extent do school environment conducive for teaching and

learning of economics in Ezeagu local government area.

4. What are the solutions to the problems of teaching economics in

secondary schools in Ezeagu local government area.

22
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter will be discussed under the following subtitles:

Conceptual Framework

 Concept of Teaching

 Concept of Learning

 Relevance of Economics in teaching and learning

 Improvement of Instructional Materials in Teaching of Economics

23
  Solution to the Problem of teaching and learning of Economics

Theoretical Framework

 Constructivist Theory

Empirical Studies

Summary of Literature Review

Conceptual Framework

Concept of Teaching

Teaching is a complex, goal oriented; multifaceted activity. Teaching

and learning are the set of events that are designed to bring about behavioral

changes in instruction. It is an event that happens outside the learners

supports the internal process which modifies the behavior of an individual

through learning. Hence, teaching is an internal process of learning.

Psychologist found different concepts of the process of teaching.

Those who see learning as a process of conditioning define teaching in terms

of what teachers do in various stimuli of their environmental. Psychologists

who see learning as an individual’s personal discovery of meaning emphasis

teaching as procedure designed to involve learners in defining their own

purpose and problems and in formulating and testing plans for achieving

those purposes and solving those problems.

24
 Teaching is a process which usually takes place in the classroom

situations. It is a formal process through which the teacher interacts with the

students to give what he/she wants the learners to learn according to their

learning needs. It is a systematic way to attain some pre-determined goal.

Teaching is to cause motivation to learn and to fill the minds of the learners

by information knowledge of facts. It imparts understanding of concepts and

basic life skills.

The role of the teacher in the teaching-learning process can be categorized as

follows

• Traditional Role-Teacher - Centred

• Modern Role - Facilitator (Student-Centred)

There has been a change from the traditional role to the modern role

in the present context. The learning increases when the teacher builds on the

previous experience of the student. However individual’s learning differs

and each individual learns at his or her own pace. Thus, effective learning is

to a great extent based on experiences. Direct experiences are student -

centred and the teacher should carefully design and organize the contents for

direct and indirect experiences of learning.

Teachers’ involvement of intellectual competence, the ability to

perform all their skilled service upon which continued functioning of

25
modern society depends therefore we can say the meaning thereby that

teaching is a profession. Effective teacher provide the students opportunities

for learning. Teacher facilitates the interaction among the students. Teacher

organizes to construct the knowledge. In short, teaching is effective to the

extent that the teachers’ art in ways that are favourable to the development

of basic skill, understanding, work habits, desirable attitudes, and value

judgments of students.

Concept of Learning

It is quite essential for the teachers to know about the concept of the

term ‘learning’ before engaging in the teaching process. It would facilitate

the teachers to get a thorough understanding of the meaning and definitions

of learning.

Learning is an act of getting experience, knowledge, skills and values

by understanding what to do and how to do any task by synthesizing the

different types of information perceived by us. Learning brings about

changes in the existing behaviour of an individual. Human beings, animals

and plants do learning (Garry 2010).

A child starts learning even in the womb of the mother and it involves

continuous training or practice to produce a permanent change in the

behaviour. Learning not only brings about changes in the existing behaviour

26
of an individual but also enable individuals to acquire new behaviour. The

changes brought about thrpugh experience and training by learning would he

stable and enduring. It prepares the individual for adjusting and adapting

with the existing environment (Kimble (2011).

Learning is a process which occupies an important role in moulding

the structure of our personality and behaviour. It develops socially accepted

behaviours and also there is equal chance of building negative side of human

behaviour. Learning necessities to meet sonic personal need as it is a

purposeful and goal oriented. Recognising and identifying such needs enable

us to evaluate whether that learning has been worthwhile and successful

(Henry 2012). Learning involves new ways of doing things with no limit to

adopt the ways and means to attain the goal. It is a continuous,

comprehensive process which involves different methods and covers

conative, cognitive and affective domains of human behaviour.

Types of Learning

Learning involves either physical or mental activities. The physical

activity involves activities of muscles, hones, etc. and mental activities

involves from simple to complex or higher mental activities. There are

different types of learning which could be classified such as (a) Depending

27
on the way of acquiring knowledge, (b) Depending on the number of

individuals, and (c) Depending on the types of activity involved.

(a) Depending on the way of acquiring knowledge: Depending on the

way of acquiring knowledge, learning could be classified further as

Formal Learning, Informal Learning and Non-formal, Learning.

Formal Learning: Formal learning states learning objectives in an

organised and structured form and hence it is always intentional. The

objective emphasizes to gain knowledge, skills and/or competencies.

Ex: Learning in a formal setting school or workplace.

Informal Learning: As the name itself mean this type of learning happens

through experiences like talking, observing, training etc. It is a natural way

to learn. This learning through experiences may happen at any place at any

time and hence incidental. Ex: Learning one’s mother tongue or culture or

religion etc.

Non Formal Learning: This type of learning is intentional which states the

objectives and could he in an organised form. Non- formal learning is

flexible and includes intermediate concepts of formal and informal learning.

Ex: Vocational education.

(b) Depending on the number of individual,: The number of individuals

involved in the learning process distinguishes learning as i) Individual

28
 Learning and ii) 2. Group Learning Individual Learning: Individual

learning or self-learning involves individualized training and

instruction. The learner plays the active role to cater the needs of

his/her own learning. Ex: Distance Learning, Computer Learning etc.

According to Akahara (2012) asserted that teaching is an attempt to

help someone acquire or change some skills attitudes knowledge, idea or

appreciation or to create or influence desirable changes in behaviour in

students by the person who is more knowledgeable compared with the

person who is learning (learner). From the above statement, it becomes an

effort made to help someone to change and know what his/she does not

know before. Ability to make such person(s) to be creative to influence

him/her that is making such individual(s) or group to appreciate the new idea

and creative in nature so as to solve the immediate problems and challenges

that may come his or her way sequentially. As a result in which the research

is concerned with the problems militating against the teaching and learning

of economics in secondary school especially in Ezeagu local government

area of Enugu state. Akahara (2012) maintained that the teacher task is to

create and in order to say that one has taught some change in the learner’s

behaviour, learning must have taken place, if not there has been no teaching

at all.

29
 According to Ayaba (2014) he sees communication as the sharing of

idea and felling in a mood of mutually emphasizes on the build common

understandings or consequences between those involved in exchange of it. It

is also the need to learn how to take the role of other person and how to

develop the sensitive communication. When emphasize are based on the

definition cited above, it is obvious that communication embraces all it takes

for one to understand the other. This is because sharing which is involved

should have give the chance to prevail when teaching of contradicted or

hand subject like economics are concerned possibility between the teacher

and the student and the feelings also should be given appropriate avoidance

so that such student can freely share their feeling and discuss their difference

within the expected period, before communication barrier may be

established between them and the teacher. In taking the role of others, the

definition is seeing it as making the learner (student) to be like the teacher,

which is the excess of teaching making some to know what you have known

before by the means of teaching process.

In the same ways Dale (2010) opined that Communication is an

interpersonal phenomenon, which involves interaction. The give and take

that provides feed back to person in exchange about particular issues at a

stake from the statement established, it is clear that it is interpersonally

30
interaction and such interaction whereby give and take is involved not only

involved but which provides situation where feedback will come into ensure

that what is being discussed in the decision reached the expected angle

corner without delay and interference most in economics classes or teaching

environment as the case may be mutual unorganized and half hazard

arranged. Another fact that is problem of teaching economic in secondary

school was identified by the same person is instructional materials.

To him, he sees it to be device which presents a complete body of

information and largely self supporting rather than supplementary in the

teaching and learning of economics. This explains also the emphasis that

every instructional material like film, projectors, charts, or even textbooks

should be well prepared and should as well be variable to the teacher and the

learner, it should however be noted that any good instructional material may

be in times of production, it requires the skill of the teacher to use it to make

teaching learning more effective quickens and invariable enjoyable. This is

all about the consent of the statement above.

According to Nwosu (2012) he said that Instructional material supply

a concert basis for conceptual thinking, supply the necessary basis for

development learning and have forth, make learning more permanent offer a

reality of experience which later stimulates self activities on the part of

31
student and provide expenses not easily secured by other materials and

eventfully contribute to efficient depth and variety of learning and teaching.

From the above expression so far, it is clear that instructional material

other than any other factor supply the conceptual thinking on the code of the

learners and provides the experience for the student to secure the experience

which they should have done and enable them (students) to have a strength

Jacket of focus other than roaming around and teaching about the such.

Another pattern disconcerted that the classroom teacher has too many

functions to discharge or reform namely; the teacher is a guide, a motivator,

and organizer mediator, they reinforces a budget between generators and a

stimulator and researcher knowledge, a confident and a friend, a stimulator

and creativity and inspire of vision.

As a result since only him (teacher) can make these changes to happen

and practicalized to student, if therefore without hiding that teacher engages

in services of work more than classroom discharge only, which as matter of

fact should have been shared among other classes of people and as a matter

of fact the teacher cannot because of the limited time given to him finish

what he has in mind and in order to do this satisfactorily, he may or in short

cannot cover the expected scheme of work or programme meant for him on

the basis of the case may be therefore he (the teacher) is by engagement

32
being one of the factors militating against the effective teaching and learning

of economics in secondary school especially in Ezeagu local government

area of Enugu state.

Nwosu (2012) further maintained that teacher personality is another

factors that hinder the effective teaching of economics, method of approach,

means of motivation, students entering behaviour, unprepared instructional

materials like Charts, chalk board, films, tape recorder, video recorder etc,

interpretation and presentation from the focus of the interpretation given to

the above, personality of the teacher involved in the subject has to be

considered, the approaches he adopted and the same way, the totality of the

preparedness of the student and teacher who are about to received the lesson

including the student factors that will motivate the student to do this will be

considered.

Relevance of Economics in Teaching and Learning

According to the National Council of Educational Research and

Training (NCERT, 2005) “the answer to the question; why economics is

taught in schools is not only essential in answering students but also for the

teachers when they teach economics in schools. Teachers are likely to

understand why economics is taught so that they can plan the classroom

activities effectively”. The details of opinions would also help in

33
understanding the content topics and subtopics and why they are included in

the curricular contents. The aims at teaching economics at the higher

secondary stage are: making students understand some basic economic

concepts and developing economic reasoning and thus learners can apply to

their daily life as citizens, workers and consumers; enable learners to realize

their role in country building and sensitize them to the economic issues that

the nation is facing today, to equip learners with the basic tools of

economics basic tools of economics and statistics to analyze economic

issues. This is pertinent to even those who may not pursue this course, this

course of the higher secondary stage; and to develop an understanding

among students that there can be more than one view on any economic issue

and to develop the skills to argue logically with reasoning (NCERT, 2005).

Additionally, NCERT, (2005) emphasize “if all competitors in the

global economy are to achieve a better quality of life for their populations,

there must be economic cooperation between all countries. This does not

mean that developed countries must control the purposes of less-developed

countries. Instead, it means sharing concepts across cultures, against a

context of economic theories, ideas awareness.” To achieve this

understanding, students must be taught to consider economic theories, ideas

and activities from the points of view of changed individuals, nations and

34
cultures in the world economy. Although broad knowledge is impossible,

students can exploration for understanding through a wide range of different

aspects of the global economy. Their exploration may inspire a lifelong

interest in the promotion of international level understanding.

Capable teacher prepares a perspective plan for the entire academic

year, where the entire syllabus is looking into and a term wise plan of

different units is prepared. This can clear confusion created when the

concerned teacher is absent and another one takes over. Also, it leads to

transparency and coordination among the group of teachers, teaching

different sections. Besides the overall plan, each unit and content area need

to be structured with regard to the objectives, content coverage,

methodology, specific learning activities and so on, as laid down in the basic

components of a Teaching Unit. Let us briefly discuss each component of a

teaching unit (Robertson & Acklam, 2000; Chibueze, 2014).

A survey was conducted by Blazar (2015) into education production

function that moved away from narrative teacher inputs, such as education,

certification, and salary, directing as a replacement of on observational

measures of teaching practice. Build on this conversation by exploiting

within-school, between grade, and cross-cohort variation in scores from two

observation instruments; further, the condition with a uniquely rich set of

35
teacher characteristics, practices, and skills. The findings of the study

indicated that inquiry-oriented instruction positively predicts student

achievement. Content errors and imprecision were negatively related, though

the estimates and were sensitive to the set of ‘covariates’ included in the

model. Two other dimensions of instruction, classroom emotional support

and classroom organization, were not related to this outcome. Findings

recommended that recruitment and development efforts aimed at improve

the quality of the teacher workforce.

Improvement of Instructional Material in Teaching of Economics

Obanya (2014) Observed that several studies carried out in some areas

in Nigeria indicated that the results of senior secondary school certificate

examinations were completely bad in nearly all subjects. This upholds the

assertions of Ahmed (2013) that in most secondary schools in Nigeria,

teaching and learning take place under a most unconducive environment

without access to essential materials.

Ibitoye (2011) believes that the improvisation of instructional

materials will certainly lead to the utilization of such materials. This implies

that accessibility of instructional materials tantamount to its utilization.

36
Utilization of materials aids the achievement of the stated objectives which

in turn gives the teacher a sense of satisfaction and fulfilment. It is therefore

expected that the teacher does all that is within his reach to enrich the

instructional environment as it concerns the utilization of instructional

materials. Eniayewu (2009) in his submission asserts that it is very important

to use instructional aids for instructional delivery to make students acquire

more knowledge and to promote academic standard. Resourceful and skilful

teachers should improvise necessary instructional materials to promote

academic standard in Nigerian schools (Abdu-Raheem and Oluwagbohunmi,

2015). This calls for commitment on the part of teachers, they have to

improvise where and when there is none available. Ibitoye (2011) expressed

that no matter how generous and rich the educational authorities might be

they are generally not always in a position to provide their schools with all

they need. The best way for teachers to make use of their manipulative skills

is to improvise so as to achieve their lesson objectives at least to a

reasonable extent (Oso, 2011). Therefore schools and teachers should make

instructional materials accessible by making the most of what they can get or

construct from available materials.

Teachers with ample knowledge of economics are able to plan

effectively for the introduction and organization of basic concepts. For

37
example, they are able to relate the learning of new concepts to prior

learning experiences of students. They are also able to avoid overwhelming

learners with too many details. According to Miller (2009) "This puts special

emphasis on the teacher's knowledge of economics, because he or she must

know what can be safely omitted without distorting the picture."

Knowledgeable teachers are also able to distinguish simple from

complex concepts in economics and to vary instructional procedures

accordingly. For example, conjunctive concepts, such as goods and services,

are simply and clearly defined; they can be presented effectively by means

of a definition-to-example approach to instruction. By contrast, disjunctive

concepts are more complex and have alternative meanings depending on

their context. They must therefore be presented and learned within various

contexts (Miller 2009).

Solution to the Problem of teaching and learning of Economics

A survey was conducted by Blazar (2015) into education production

function that moved away from narrative teacher inputs, such as education,

certification, and salary, directing as a replacement of on observational

measures of teaching practice. Build on this conversation by exploiting

within-school, between grade, and cross-cohort variation in scores from two

observation instruments; further, the condition with a uniquely rich set of

38
teacher characteristics, practices, and skills. The findings of the study

indicated that inquiry-oriented instruction positively predicts student

performance. Content errors and imprecision were negatively related, though

the estimates and were sensitive to the set of ‘covariates’ included in the

model. Two other dimensions of instruction, classroom emotional support

and classroom organization, were not related to this outcome. Findings

recommended that recruitment and development efforts aimed at improve

the quality of the teacher workforce.

A study by Izci (2016) was concerned about supporting learning

assessment forms, an important part of instruction in internal and external

factors affecting teachers’ adoption of and it contributes student’s learning

gain and motivation. The study, was completed by using a teacher’s change

environment framework, reviews literature on formative assessment and

presents at tentative model that illustrates the factors impacting the teachers’

adoption of formative assessment in their teaching. There were four main

factors consisting personal, contextual, resource-related and external factors

that influenced teachers’ practices of formative assessment were the

significant conclusions of the study.

A research was accomplished by Vasiliki, Panagiota, and Maria

(2016) about a new teaching method for teaching economics in secondary

39
education. The aim of the study was to find out the attitudes and perceptions

of students, when implementing this teaching process and to explore the

extent to which this method can contribute to the improvement of teaching

and learning. The authors evaluated an interdisciplinary approach to

teaching economics through an innovative teaching method. The important

findings of the study were, the use of art and especially the use of a movie,

helped students understand the basic concepts of teaching and learning of

economics especially in Ezeagu local government area of Enugu State.

Furthermore, the use of audiovisual material facilitated the active

participation in students and made the course more interesting. As a result,

the class climate was friendlier enhancing the freedom of expression. The

role-playing was a significant factor of formatting this climate and it created

positive experiences of students. The new teaching methodology contributed

to the enforcement of knowledge results which helped students to shape their

own views of the economic issues..

Cashin (2010) highlights some point if when applied in teaching and

learning of economics will go a long way in helping the students in teaching

and learning of economics:

1. Fit the lecture to the audience

40
2. Focus your topic - remember you cannot cover everything in one

lecture

3. Prepare an outline that includes 5-9 major points you want to cover in

one lecture

4. Organize your points for clarity

5. Select appropriate examples or illustrations

6. Present more than one side of an issue and be sensitive to other

perspectives

7. Repeat points when necessary

8. Be aware of your audience - notice their feedback

9. Be enthusiastic - you don’t have to be an entertainer but you should be

excited by your topic.

Others ways includes:

Case Method: Providing an opportunity for students to apply what they learn

in the classroom to real-life experiences has proven to be an effective way of

both disseminating and integrating knowledge. The case method is an

instructional strategy that engages students in active discussion about issues

and problems inherent in practical application. It can highlight fundamental

dilemmas or critical issues and provide a format for role playing ambiguous

or controversial scenarios.

41
Discussion: There are a variety of ways to stimulate discussion. For

example, some teachers begin a lesson with a whole group discussion to

refresh students memories about the assigned reading(s). Other teachers find

it helpful to have students list critical points or emerging issues, or generate

a set of questions stemming from the assigned reading(s). These strategies

can also be used to help focus large and small group discussions.

Obviously, a successful class discussion involves planning on the part

of the instructor and preparation on the part of the students. Instructors

should communicate this commitment to the students on the first day of

class by clearly articulating course expectations. Just as the instructor

carefully plans the learning experience, the students must comprehend the

assigned reading and show up for class on time, ready to learn.

Active Learning: Meyers and Jones (2013) define active learning as learning

environments that allow students to talk and listen, read, write, and reflect as

they approach course content through problem-solving exercises, informal

small groups, simulations, case studies, role playing, and other activities --

all of which require students to apply what they are learning. Many studies

show that learning is enhanced when students become actively involved in

the learning process. Instructional strategies that engage students in the

learning process stimulate critical thinking and a greater awareness of other

42
perspectives. Although there are times when lecturing is the most

appropriate method for disseminating information, current thinking in

college teaching and learning suggests that the use of a variety of

instructional strategies can positively enhance student learning. Obviously,

teaching strategies should be carefully matched to the teaching objectives of

a particular lesson.

THEORETICAL FRAMEWORK

Constructivist Theory

Constructivism posited the notion that learners create or construct new

knowledge (Von-Glassersfeld, 1985). According to Nwike (2011), learning

is therefore seen as an adaptive and experimental process rather than a

knowledge transfers activity, Richardson (2003), opined that as learners

access information through sense, the construction of new knowledge comes

from an interaction of new knowledge between their existing knowledge and

new experiences and ideas with which they come in contact in the natural

world and their culture. This learning theory provides anchor to the present

research since it involves creativity and construction of new knowledge.

The materials-first-rational model

The materials first-rational model and opportunity model of lesson plan

developed by Belland (1981), revised by Ibe-Bassey (2012), which stipulates

43
that the teacher must organize resources which would facilitate learning

among the learners. It encourages the use of events of instruction.

The Opportunity model of lesson plan

The model states that the systematically designed and produced materials

can teach on their own. It helps pupils develop the right habit of performing

all learning activities in their logical sequences.

Empirical Studies

The researcher tends to review some relevant works that were related to the

area of this research work which is based on the problems militating against

effective teaching and learning of economics in secondary schools in Ezeagu

local government area of Enugu State.

A study report submitted to national teachers’ institute Ebonyi State

University study center by Chibueze in (2014) set the objective of

identifying the factors influencing the effectiveness of teaching and learning

of economics in higher secondary schools in the Izzi local government zone.

The investigative design of the research was descriptive and questionnaire

survey. Total population of the study was ten thousand, nine hundred

students. Likewise, seventy-five teachers in the senior secondary schools

have been used. One hundred and fifty teachers and students were sampled

in five selected schools. The descriptive statistics were used to analyze the

44
data. The findings showed that teaching and learning of economics in our

secondary schools are affected by unqualified economics teachers, poor

method of teaching, inadequate instructional materials and attitudes and

interest of the teachers and students. Based on the findings some

recommendations were made thus Employment of economics teachers by

the government through the ministry of education should be strictly based on

merit so as to make it possible for only those who studied the course to be

appointed.

Nwosu (2011) on his study problems of teaching and learning of

economics in secondary schools described the situation clearly when he

states that avoid the practice instructional materials, explaining educational

failure as being due to dullness by the side of the student, teachers inability

to handle instructional materials, scarcity of instructional materials etc. He

will understand that putting a name to the problem does not solve an attempt

of diagnosis and remedial treatment; while the level of cultural development

of society at large will determine the overall pattern of students development

and education.

Segal (2009) writes that the school and the class are the two most

important groups that influence students in the field of education, and the

degree to which student with their varied home background realized their

45
educational potential will depend on intellectual and emotional atmosphere

of the groups ultimately of course this depends on the educational outlook of

the staff.

Hurd (2013) opines that merely providing the materials is of course

not enough. In some cases, it could militate against learning in the authors

words. A heterogeneous elutes material is likely to present difficult problem

of stimulus discrimination to students. An example, which illustrates their

point concerns learning to read.

Attah (2014) writes as follows In essence, teacher should play an

active part in assisting the students in economic activity, he should do more

to provide the necessary apparatus and experiences for learning, he should

control their presentation both in sequence and ingredient of difficulty.

Kelechi (2010) adds that the teacher should in fact; programme the

learning situation that he arranges. In addition it is necessary for him to

examine the concepts he wishes to foster in the students and to arrange for

them to have the practical experiences relevant to those concepts. In most

cases, he will need to decide on ways of appropriation simplifying the tasks

so that the students will be helped to grasp the basic principles both at the

same time. He will need to ensure that when the student have acquired and

46
understand the principles they have sufficient concrete experience to enable

them to grasp the practical application of economic.

Summary of Literature Review

After going through the series of author’s knowledge and visions,

which made to understand some empirical validated fact that economics is

unavoidable; the researcher listed that the general public should search for

the best means of method of improving matter that can help for other pure

sciences and scientific development. And in the same way continue by

saying that measure, to check this should be established in time with the

constitution of federal republic of Nigeria.

Besides, the summary encompass the act that, if the issue of teaching

economics is not critically addressed and proposed solutions not followed,

accordingly the reverse will be dangerous not only, the teaching and learning

of economics in Ezeagu local government area will be in shamble and in

Nigeria at large.

The review of literature covered relevant theories: Constructivist

Theory, the materials-first rational model and the Opportunity model of

lesson plan. This theory opined that as learners access information through

sense, the construction of new knowledge comes from an interaction of new

knowledge between their existing knowledge and new experiences and ideas

47
with which they come in contact in the natural world and their culture. This

learning theory provides anchor to the present research since it involves

creativity and construction of new knowledge. First-rational model and

opportunity model which stipulates that the teacher must organize resources

which would facilitate learning among the learners. It encourages the use of

events of instruction.

The model states that the systematically designed and produced

materials can teach on their own, it helps the students develop the right

habit of performing all learning activities in their logical sequences.

Finally, some relevant empirical studies were reviewed. The

empirical studies covered issues on problems militating effective teaching

and learning of economics in secondary schools especially in Ezeagu local

government area of Enugu State.

48
 CHAPTER THREE

METHODOLOGY

Research Design

The researcher intends to use descriptive survey research and the

researcher will sample the opinions of the respondents with the use of

structural questionnaire in which opinions will be made available for the

respondents to their opinions based on these questionnaires given to them.

According to Best and Kahn (2007), “The term descriptive survey research has

often been used incorrectly to describe three types of investigation that are

different. Perhaps their superficial similarities have obscured their

difference. Each of them employs the process of disciplined inquiry through

the gathering and analysis of empirical data, and each attempts to develop

knowledge. To be done competently, each requires the expertise of the

49
careful and systematic investigator. A brief explanation may serve to put

each one in proper perspective.”

Area of the Study

The researcher limited the research to Ezeagu local Government area

of Enugu state. The information was gotten through the teachers and student

in the area of the study. Ezeagu is a Local Government Area of Enugu State,

Nigeria. Its headquarters are in the town of Aguobu-Owa. It has an area of

633 km² and a population of 169,718 at the 2006 census. The postal code of

the area is 401.

Population of the Study

The population of this study was made up of ten (10) secondary

schools in Ezeagu local government of Enugu State. The total population of

the respondents was 2000 and was expected to this through simple random

sampling technique. 30 respondents which are made of teachers and students

will be picked from each school in the ten selected secondary schools in

Ezeagu local government area.

Sample and Sampling Techniques

The sample and sampling techniques that will be used in gathering the data

by the researcher is the questionnaire. Out of 2000 which is the over all

population, the researcher will send out 300 questionnaires, to seek the

50
opinions of the respondents, which will come up to be the sample size of the

study.

Instrument for Data Collection

The researcher set out questionnaire to be used in collecting data.

Again personal observation will help the researcher in the analysis the work.

Validation of the Instrument

The researcher submitted the instrument to an educationist who is an

expert in measurement and evaluation for properly constructed which will

either modified or removed completely from the instrument before

administering it to the respondents. Also to ensure reliability of the test, the

researcher will conduct a pre-test on some group of the respondents before

its administration.

Reliability of the Instrument

In order to obtain degree of reliability of this study, the researcher is

certain to test the instrument twice, and if the result did not change 0.85

significant therefore measured to the degree of reliability.

Method of Data Collection

51
 The researcher is meant to collect the data from ten (10) sampled secondary

schools in Ezeagu local government area and aimed to accomplish these

with the use of questionnaire in Ezeagu local government area of Enugu

State.

Method of Data Analysis

The researcher, after due process wish to use the chi-square statistics

to analyzed the data set to be collected for the study.

CHAPTER FOUR
ANALYSIS OF DATA/RESULTS
The data collected are analyzed in this chapter using the chi-square
statistics with respect to the research questions.
Research Question 1: How do teachers teaching technique affect teaching
and learning of economics in secondary school in Ezeagu local government
area?
Table 1: Response on do teachers teaching technique affect teaching and learning of
economics in secondary school in Ezeagu local government area.
S/N Items SA A SD D Total
(of-ef) (of-ef) (of-ef) (of-ef)

1. Inexperienced teachers in 124 118 24 34 300

teaching of economics affect (110.8) (115.5) (37.8) (36)
secondary school student in
Ezeagu LGA.
2. Unqualified teachers to teach 98 102 48 52 300
economics affect students in (110.8) (115.5) (37.8) (36)
Ezeagu LGA.

52
 3. Poor method used by the teachers 121 105 34 40 300
to teach economics affects (110.8) (115.5) (37.6) (36)
students in Ezeagu LGA.
4. Teachers inability to use 100 137 45 18 300
instructional materials while
(110.8) (115.5) (37.8) (36)
teaching economics affect
secondary school students in
Ezeagu LGA.

Research Question 2: How do students learning ability affect their

understanding in teaching and learning of economics in Ezeagu local
government area?
Table 2: Response on the how does students learning ability affect their
understanding in teaching and learning of economics in Ezeagu local
government area.
S/N Items SA A SD D Total
(of-ef) (of-ef) (of-ef) (of-ef)

1 Students are not actively involved 123 142 15 (29) 300

in the learning process in (122.39) (124.07) (24.8)
secondary schools in Ezeagu
LGA.
2. Students skip economics classes 98 127 27 38 300
in secondary schools in Ezeagu (122.39) (124.0) (24.8) (29)
LGA.
3. Lack of interest to the study of 121 105 30 44 300
economics in secondary schools (122.39) (124.00) (24.8) (29)

53
 in Ezeagu LGA.
4 Lack of teacher-students 147 112 27 14 300
relationship to the teaching of (122.39) (124.0) (24.8) (29)
economics in secondary schools
in Ezeagu LGA.

Research Question 3 Are school environment conducive for teaching and

learning of economics in Ezeagu local government area.

S/N Items SA A SD D Total

(of-ef) (of-ef) (of-ef) (of-ef)

1. Dilapidated structures affect the 142 109 27 22 300

teaching and learning of economics (101.8) (122) (26.8) (24)

in Ezeagu LGA.

2. Polluted environment affect 132 102 37 28 300

teaching and learning of economics (101.3) (122) (26.5) (24)

in Ezeagu LGA.

3. Large class size affect teaching and 112 140 27 21 300

learning of economics in Ezeagu (101.8) (22) (26.5) (24)

LGA.

54
4. Poor power supply affect teaching 120 140 15 25 300

and learning of economics in (101.8) (122) (26.57) (24)

Ezeagu LGA.

Research Question 4: What are the solutions to the problems of teaching

economics in secondary schools in Ezeagu local government area?
S/N Items SA A SD D Total
(of-ef) (of-ef) (of-ef) (of-ef)

1. Schools and teachers should make 111 97 48 44 300

instructional materials accessible (115.7) (96) (42.9) (45.7)
by making the most of what they
can get or construct from available
materials.
2. Teachers with ample knowledge 110 90 48 52 300
of economics are able to plan (115.7) (96) (44.7) (45.7
effectively for the introduction and
organization of basic concepts.
3. Classroom emotional support and 126 101 32 41 300
classroom organization should be (115.7) (96) (42.7) (45.7)
put in place in secondary schools
in Ezeagu LGA
4. Recruitment and development of 100 137 54 18 300

55
 teachers should be done by the (110.8) (115.5) (37.8) (36)
government to improve the quality
of the teacher workforce.

CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS, RECOMMENDATION AND

SUMMARY OF THE FINDING

Discussion of the Results

This last chapter is tailored on the presentation of full details of the

discussion of findings by the researcher. The researcher also discussed the

implication of findings recommendation and conclusions as the out line may

demand.

Subsequently the sole objectives of the research were to review the

problems militating against effective teaching and learning of economics in

senior secondary school in Ezeagu local government area of Enugu State.

The information gotten were critically analyzed with chi-square statistics.

On the basis of the research question number spited into the

questionnaires which constituted items number 1,2 and 3 reviewed that the

56
chi-square on the area definition agreed and strongly agreed that

Inexperienced teachers in teaching of economics affect secondary school

student in Ezeagu LGA. Unqualified teachers to teach economics affect

students in Ezeagu LGA.

Respectively 121 of them strongly agreed that Poor method used by

the teachers to teach economics affects students in Ezeagu LGA 118 of

them agreed while 24 strongly disagreed and 34 of them disagreed, also 105

of them agreed that poor method used by the teachers to teach economics

affects students in Ezeagu LGA while 34 strongly disagreed and 40

disagreed. Then 100 respondents strongly agreed that Teachers inability to

use instructional materials while teaching economics affect secondary school

students in Ezeagu LGA. 45 strongly disagreed and 18 of them disagreed.

Table 2, was also addressed of the awareness Students are not actively

involved in the learning process in secondary schools in Ezeagu LGA. 142

of them agreed while 15 of them strongly disagreed and 20 disagreed.

Also 98 respondents strongly agreed that Students skip economics

classes in secondary schools in Ezeagu LGA. 137 of them agreed while 27

strongly disagreed and 38 of them disagreed. Similarly 121 respondents

strongly agreed that Lack of interest to the study of economics in secondary

57
schools in Ezeagu LGA. 105 of them agreed while 30 of them strongly

disagreed and 44 of them disagreed to that.

Also l47 respondents strongly agreed that Lack of teacher-students

relationship to the teaching of economics in secondary schools in Ezeagu

LGA. 112 of them agreed while 27 of them strongly disagreed and 14 of the

disagreed.

Table 3, discussed the research 3: Are school environment conducive

for teaching and learning of economics in Ezeagu local government area.

Out of 300 respondent 142 of them strongly agreed that dilapidated

structures affect the teaching and learning of economics in Ezeagu LGA.

Dilapidated structures affect the teaching and learning of economics in

Ezeagu LGA. 109 of them agreed while 27 of them strongly disagreed and

22 disagreed.

Also 132 respondents strongly agreed that Polluted environment affect

teaching and learning of economics in Ezeagu LGA. 102 respondents

agreed while of 37 of them strongly disagreed and 28 of them disagreed.

Also 102 respondents’ agreed that the Polluted environment affect teaching

and learning of economics in Ezeagu LGA. 140 of than agreed to that while

27 strongly disagreed and 21 disagreed.

58
Table 4 discussed the research question 4: What are the solutions to the

problems of teaching economics in secondary schools in Ezeagu local

government area?

Out of 300 respondents 111 of them strongly agreed that Schools and

teachers should make instructional materials accessible by making the most

of what they can get or construct from available materials. While 48 of them

strongly disagreed Teachers with ample knowledge of economics are able to

plan effectively for the introduction and organization of basic concepts. 90

of them agreed while 48 strongly disagreed and 52 disagreed.

Also 126 of the strongly agreed that Classroom emotional support and

classroom organization should be put in place in secondary schools in

Ezeagu LGA 101 of the agreed while 32 strongly disagreed and 41 of them

disagreed.

Finally, 100 respondents strongly agreed that Recruitment and

development of teachers should be done by the government to improve the

quality of the teacher workforce. While 32 strongly disagreed that

Classroom emotional support and classroom organization should be put in

place in secondary schools in Ezeagu LGA.

Conclusion

59
It is clear that economics plays a role which is significant to both religious

political and mainly the limited available resources. As a result government

parents and student should see this subject as a management course which if

they looked down on it. It will later result to the problems, which may lead

to general scarcity of food, water and other essential commodities including

shelter.

Besides, from the available evidence so far, economics become a sine-

qua non in all sector of lives both to the youths, the children, the elder and

the general public. Therefore, anything within the disposal of the private,

public organizations and the government person should be put in place to

ensure the quick development and improvement in the area of economics as

far as science and technology is concerned in this our modern society of

today.

Implication of the Study

To ensure that the problems of teaching economics in secondary

schools in Ezeagu local government area solved, there are some major

implication which should be treated in order to eliminate this stupid and ugly

academic performance in economics, has many implications to both students

and the school administrators. As a result, the employment of economic

teachers who are completely trained, in addition to the provision of modem

60
teaching aids and books would serve as a panacea to the apparent problem

existing. The government should establish a good environment for learning

both for the students and staff.

Students should be provided with learning materials, such as

textbooks, exercise books, work books etc by their parents / guardians.

Another implication of this study was that teacher do not prepare well before

coming to the class. This attitude makes the class to be noisy and

uninteresting.

Awareness and provision for individual difference in children very

necessary. The teacher should draw examples from the background of the

students.

Recommendations

The following recommendations are made. The researcher recommends that

the government should provide all the necessary equipment needed in the

teaching of economics in all secondary school, especially in Ezeagu local

government area of Enugu state should be established and set aside for the

training of economist/economics teachers.

The government should as a matter of urgency provide means of proper

evaluation of the teachers to ensure strict standard.

Limitations of the Study

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Any program including educational programme like this has its own

weakness and as a result of the voluminous nature of this concept considered

it natural phenomenon and the scope of what is encompasses, the study was

limited to what should be done to improve the teaching standard of

economics especially the Nigerian union of teachers in the said area.

What limited the study also was the outstanding financial

predicaments coupled with time factor, added to other researcher to go to the

intended areas and finally, all these limitation not with standing for the fact

that this work will give a comprehensive overview on the problems of

teaching economics is secondary school in Udi local government area.

Suggestion for Further Studies

The following recommendation was made for further research.

1. Importance of economics in the community development

2. The society and their economics crises (problems and prospects)

3. Economics abuse, a determent to the human survival. The impact of

unqualified teacher in the performance of students in economics

Summary of the Findings

The researcher summarized the result from the data collected.

The following are the problems militating against the effective teaching and

learning of economics in senior secondary schools in Ezeagu local

62
government Area; teacher/student negative attitude towards economics

causes and teaching learning ineffectiveness.

Teacher method of teaching of economics causes problem in our

school. It was discovered that lack of personnel trained teachers basically for

economics and vividly some major environmental factor are not considered

by the government in respect of teaching economics in secondary schools,

moreover, poor communication network to enable the number of teaches

available to transform their knowledge was not there. Therefore government

should answer by making provision form them. In terms of employment,

retirement, distribution of equipment and facilities coupled with

instructional materials, proper selection should be taken care of before any

decision at all.

Another factor, so far discussed was that, economic has no general

definition, which is accepted throughout the universe, as this has a lot to do

since some methodology and teaching should be drawn from the definition

point of view. The researcher also discovered that economics itself has no

clear or outstanding different between pure sciences and itself. In the

contribution of the findings so far, it was realized by the researcher that both

parents and students do not give special attention to economics as some

parents do not even allow their ward/children to offer it.

63
 Finally, the findings encompassed the food that the course

(Economics) should be pronounced to be a compulsory subject in the

Nigerian schools especially at the secondary levels, while he maintained also

that the educationists among the educations sectors do not even attach any

serious to the subject called economics, as this alone constituted much

towards the problem of teaching economics in Nigeria secondary school.

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APPENDIX

Department of Arts and Social

Science Education
Godfrey Okoye University
Thinkers Corner, Enugu.
July, 2018

Dear Sir/Madam
The researcher is a final year student of the above named institution
carrying out research on the problems militating against effective teaching
and learning of economics in secondary school in Ezeagu local government
Area of Enugu State.
You are kindly requested to respond to these questionnaires items as
they appeal to you. Your responses will be treated with strict confidence and
use for academic and research works.

67
 Thanks for you co-operation

Yours faithfully

Agubuzu Helen

QUESTIONNAIRE

Instruction Tick ( ) where necessary

Name: -------------------------------------------------------------------------

Status Single Married

Sex: Male Female

Research Question 1: How do teachers teaching technique affect teaching

and learning of economics in secondary school in Ezeagu local government
area?
S/N Items SA A SD D

1. Inexperienced teachers in teaching of

economics affect secondary school

68
 student in Ezeagu LGA.
2. Unqualified teachers to teach economics
affect students in Ezeagu LGA.
3. Poor method used by the teachers to teach
economics affects students in Ezeagu
LGA.
4. Teachers inability to use instructional
materials while teaching economics affect
secondary school students in Ezeagu
LGA.

Research Question 2: How do students learning ability affect their

understanding in teaching and learning of economics in Ezeagu local
government area?
S/N Items SA A SD D

5 Students are not actively involved in the

learning process in secondary schools in
Ezeagu LGA.
6. Students skip economics classes in
secondary schools in Ezeagu LGA.
7. Lack of interest to the study of economics in
secondary schools in Ezeagu LGA.
8. Lack of teacher-students relationship to the
teaching of economics in secondary schools
in Ezeagu LGA.

69
 Research Question 3 Are school environment conducive for teaching and
learning of economics in Ezeagu local government area.
S/N ITEMS SA A SD D

9. Dilapidated structures affect the teaching and

learning of economics in Ezeagu LGA.
10. Polluted environment affect teaching and
learning of economics in Ezeagu LGA.
11. Large class size affect teaching and learning of
economics in Ezeagu LGA.
12. Poor power supply affect teaching and learning
of economics in Ezeagu LGA.

Research Question 4: What are the solutions to the problems of teaching

economics in secondary schools in Ezeagu local government area?
S/N ITEMS SA A SD D

13. Schools and teachers should make

instructional materials accessible by making
the most of what they can get or construct
from available materials.
14. Teachers with ample knowledge of
economics are able to plan effectively for
the introduction and organization of basic
concepts.
15. Classroom emotional support and classroom
organization should be put in place in
secondary schools in Ezeagu LGA
16. Recruitment and development of teachers
should be done by the government to
improve the quality of the teacher

70
workforce.

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