Relevance Of Teaching Methods And Classroom Management In Teaching And Learning Of Economics

Project and Seminar Material for Economics Education

Relevance Of Teaching Methods And Classroom Management In Teaching And Learning Of Economics

Abstract

This study was carried out to examine the relevance of teaching methods and classroom management in teaching and learning of Economics using some selected senior secondary schools in Oye LGA Ekiti State as a case study. The study was specifically set to ascertain whether economics teachers adopt effective teaching methods during teaching and learning of economics in secondary school, determine whether the utilization of effective teaching method influence the teaching and learning of economics in secondary school, ascertain whether classroom management have a significant effect on the teaching and learning of economics in secondary school, and determine the classroom management strategies which contributes to the effective teaching and learning of economics in secondary school school. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of Economics teachers and students of some selected senior secondary school students in Oye LGA Ekiti State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Pearson Correlation statistical tool, SPSS v23. The result of the findings reveals that Economics teachers does not adopt effective teaching methods during teaching and learning of economics in secondary school. Furthermore the study also revealed that the classroom management strategies which contributes to the effective teaching and learning of economics in secondary school school includes: good relationship, reinforcement, antecedent, and punishment. Therefore, it is recommended that teachers should continue to home their skills by attending workshops seminars and other teaching enhancing programmes that can enable them be on top of their game, Teachers should be aware of the right teaching methods to apply in teaching when one method is not effective since a combination of methods is considered most appropriate. Also, the study that good relationship as a classroom management strategy should be cautiously used because it can potentially be misinterpreted or abused and can lead to low academic performance. To mention but a few.

Table of Content

  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One

Introduction

1.1 Background of the Study

Teaching at any level of education is to bring a fundamental change in the learner (Tebabal and Kahssay, 2011). To facilitate the process of knowledge transmission, teachers are to apply appropriate teaching methods that best suit specific objectives and level of outcomes. In the traditional epoch, many teaching practitioners widely applied teacher-centered methods to impact knowledge to the learners compared to student-centered methods. Research on teaching and learning constantly endeavours to examine the extent to which different teaching methods enhance growth in student learning (Hightower, 2011). Quite remarkably, rampant poor academic performance by the majority of students is fundamentally linked to application of ineffective teaching technique by teachers to impact knowledge to learner (Adunola, 2011). Effectiveness of teaching methods indicates that the quality of teaching is often reflected on the achievement of learners.

According to Ayeni, (2011); 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 methods that take recognition of the magnitude of complexity of the concepts to be covered, if teaching is to be effective. It is likely true that successful learning depends on various factors other than that of the teacher. The methods that a teacher uses continues to play an important role in students’ learning and in their academic achievement. The challenges that educators face in the 21st century are so diverse that using better teaching methods is more crucial now than ever before.

Furthermore, The classroom teacher is charged with lots of functions to perform in the teaching and learning process.One of the most challenging functions of the classroom teacher is classroom management and control. The teacher’s effectiveness in teaching is assessed by his ability to use varied classroom management techniques to control students towards effective and meaningful learning during instruction. Meaningful teaching and learning cannot be achieved in a classroom environment characterized by noise making and other distractions by students.

The academic achievement of students of a particular classroom can be attributed to the teachers’ ability to manage and control the classroom during instruction. Oyira (2006) reported that the variable that measures the classroom learning environment as perceived by students actually predicts their attitude towards schooling and academic performance.

The importance of good classroom management in the realization of the objectives of education cannot be over emphasized. Teaching and learning is all embracing involving a wide range of activities such as writing on chalkboard, discussing with students, demonstrating a procedure, supervising student’s class work, reading and marking assignments. Good classroom environment with good desks and seats well-spaced out, well ventilated, good lighting, good ceiling and roof and smooth floor enhances effective teaching and learning. When the classroom environment provides students with what they need, equilibrium occurs but when the classroom environment does not, there is disequilibrium. The researcher has observed that most public secondary schools in Federal Capital Territory (FCT), the classroom are over populated. In most of these schools, the teacher student’s ratio of 1:80 is evidenced. The National Policy on Education revised (2004) recommended a teacher-student’s ratio of 1:40 for normal or regular school. Besides, research has revealed an increasing rate of behaviour problems among secondary school students during lessons which most cases affect the teaching and learning process in the school (Yaduma and Abdulhamid, 2007).

In addition, when teaching Economics in secondary School, teachers are often facing various problems related on how to effectively managed the classroom and how they can make their students understand basic economic phenomena, relevant terms and their application in everyday life. In order to overcome such problems, teachers must discover and apply new teaching techniques which are compatible with the needs, the interests and the abilities of their students.

1.2 Statement of the Problem

Teachers have the greatest potential to influence the students’ education, while a student achievement is related to teachers’ competence in managing the classroom effectively and 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 methods of teaching. The incidence of ineffective teaching of Economics in senior secondary school has resulted to poor achievement in both internal and external examinations. Most teacher while teaching do not involve the learners, learners merely absorb what is given to them, this makes them passive and less receptive, it does not encourage investigation and verification of facts, students’ knowledge is limited to what their teacher teach them. Teachers must stimulate, encourage and maintain active participation of students through the selection of appropriate teaching technique.Students’ negative attitudes towards learning may be related to methods of teaching used. Varying factors ranging from socio-economic background, intelligence, attitudes of students to teaching methods employed by teachers have been attributed to poor achievement. Every teachers’ desire is to make sure that teaching-learning process take place positively in the classroom, this depend on his/her approach towards learning situations. The teacher does not teach the most relevant, meaningful and useful materials for specific students, he must recognize and adopt a good and well-researched methods of teaching that guarantees better understanding and also stimulates and motivate the students.

On other hand, A conducive classroom is very important for learning, because without the feeling of safety, students will develop anxiety and become uneasy in the classroom. But what is prevalent in our public secondary schools appear chaotic and un-conducive classrooms. It is suspected that the environment are unlikely to enhance expansive teaching and learning. Against this background, this study examined the relevance of teaching methods and classroom management in teaching and learning of Economics

1.3 Objectives of the Study

The overall aim of this study is to examine the relevance of teaching methods and classroom management in teaching and learning of Economics. Hence, the study will be channeled to the following specific objectives;

  1. Ascertain whether economics teachers adopt effective teaching methods during teaching and learning of economics in secondary school.
  2. Determine whether the utilization of effective teaching method influence the teaching and learning of economics in secondary school.
  3. Ascertain whether classroom management have a significant effect on the teaching and learning of economics in secondary school.
  4. Determine the classroom management strategies which contributes to the effective teaching and learning of economics in secondary school school.

1.4 Research Questions

  1. Does economics teachers adopt effective teaching methods during teaching and learning of economics in secondary school?
  2. Does the utilization of effective teaching method influence the teaching and learning of economics in secondary school?
  3. Does classroom management have a significant effect on the teaching and learning of economics in secondary school?
  4. What are the classroom management strategies which contributes to the effective teaching and learning of economics in secondary school school?

1.5 Research Hypotheses

  • Ho1: There is no significant relationship between teaching methods and effective teaching and learning of economics in secondary school.
  • Ho2: There is no significant relationship between classroom management and effective teaching and learning of economics in secondary school.

1.6 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.

1.7 Scope of the Study

The scope of this study boarders on the relevance of teaching methods and classroom management in teaching and learning of Economics. However the study will be delimited to some selected senior secondary schools in Oye LGA Ekiti State.

1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 Definition of Terms

Teaching Method:

Teaching method comprises the principles and methods used by teachers to enable student learning.

Classroom Management:

Refers to the actions teachers take to establish and sustain an environment that fosters students’ academic achievement as well as their social, emotional, and moral growth.

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the relevance of teaching methods and classroom management in teaching and learning of Economics using some selected senior secondary schools in Oye LGA Ekiti State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study

In this study, our focus was to examine the relevance of teaching methods and classroom management in teaching and learning of Economics using some selected senior secondary schools in Oye LGA Ekiti State as a case study. The study was specifically set to ascertain whether economics teachers adopt effective teaching methods during teaching and learning of economics in secondary school, determine whether the utilization of effective teaching method influence the teaching and learning of economics in secondary school, ascertain whether classroom management have a significant effect on the teaching and learning of economics in secondary school, and determine the classroom management strategies which contributes to the effective teaching and learning of economics in secondary school school.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are Economics teachers and students of some selected senior secondary school students in Oye LGA Ekiti State.

5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. Economics teachers does not adopt effective teaching methods during teaching and learning of economics in secondary school.
  2. The utilization of effective teaching method influence the teaching and learning of economics in secondary school.
  3. Classroom management have a significant effect on the teaching and learning of economics in secondary school.
  4. The classroom management strategies which contributes to the effective teaching and learning of economics in secondary school school includes: good relationship, reinforcement, antecedent, and punishment.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Teachers should continue to home their skills by attending workshops seminars and other teaching enhancing programmes that can enable them be on top of their game, Teachers should be aware of the right teaching methods to apply in teaching when one method is not effective since a combination of methods is considered most appropriate.
  2. School owners and administrator should employ qualified teachers, train and retrain them from time to time so that they can meet up to the set standards.
  3. School owners and administrators should create a conducive teaching a learning environment, particular in the area of class size.
  4. Government should provide incentives that can boost the educational sector which the schools fait under in terms of infrastructure and basic amenities like, Water table, electricity supply, desks and chairs, chalk boards improved toilet facilities etc.
  5. Teachers should use reinforcement and antecedent strategies frequently in their classrooms since they play a dual role of managing behaviour and predicting the academic performance of students.
  6. Good relationship as a classroom management strategy should be cautiously used because it can potentially be misinterpreted or abused and can lead to low academic performance.
  7. Using punishment as a classroom management strategy should be avoided as its use hinders academic performance of students.

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