Teachers Variables And Student’s Attitude Towards The Study Of Economics In Public Secondary Schools In Ondo State, Nigeria

Project and Seminar Material for Economics Education

Teachers Variables And Student’s Attitude Towards The Study Of Economics In Public Secondary Schools In Ondo State, Nigeria


Abstract


This study was carried out to examine teachers variables and student’s attitude towards the study of economics in public secondary schools in Ondo state, Nigeria. Specifically, the study aims to examine whether teachers qualification influences student’s attitude towards the study of economics, find out whether teachers experience affects student’s attitude towards the study of economics and investigate whether teachers method of teaching have a significant influence on students’ attitude towards economics. The study employed the survey descriptive research design. A total of 141 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that teachers qualification do influences student’s attitude towards the study of economics. Also, teachers experience do affects student’s attitude towards the study of economics . The study thereby recommends that Teachers should adopt good communication techniques through verbal and non-verbal means that would attract students’ attention and enhance effective communication during lesson. This will foster relationships of mutual respect in a non-threatening teaching and learning environment.


Table of Content


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 Organization 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 is a very complicated or multifaceted activity that is affected by some variables such as subject matter, the time available, the teacher’s factor, the disposition of the learners and resources. A distinction can be made between the pedagogical perspectives of teaching which includes the selection and organization of teaching material, method of organization of teaching materials, method of instruction and assessment as well as the interpersonal relationship between teachers and students. There is essential interpersonal relationship between teachers and students. Since teachers prefer a disciplined and conventional environment for learning, whereas others want to create a pleasant classroom atmosphere where students feel safe to take risks and be creative (Adamu, 2016). Success in any worthwhile endeavor may be contingent upon certain critical variables or factors. This can also be said of student’s performance in school. Good achievement in schooling would be the affective (attitude) and psychomotor domains. Ali (2019) argued that one key overriding factor for the success of overall performance in their academic pursuit is the teacher.

Economics is a social science which is concerned with the production, distribution, and consumption of commodities and services. The term economics originates in Ancient Greek (oikonomia, “household management, administration”) from (oikos, “house (nomos, “custom” or “law”, implying “house(hold) regulations.” Political economy was the subject’s original name, but economists in the late nineteenth century proposed the term “economics” as a shorter phrase for “economic science” that also avoided a restricted political-interest connotation and sounded similar to “mathematics,” “ethics,” and so on (Eze 2015).

The topic is concerned with teachers characteristics andthe behavior and interaction of economic student, as well as the functioning of economies. To this end, a fundamental textbook difference between microeconomics and macroeconomics is made. Microeconomics is the study of the behavior of the economy’s fundamental parts, such as individual agents (such as families and businesses, or buyers and sellers), and markets, as well as their interconnections. Macroeconomics is the study of the overall economy and the factors that influence it, such as unemployment, inflation, economic growth, and monetary and fiscal policy (Eze 2015).

Student beliefs and attitudes can either help or obstruct learning (Yara, 2019). Numerous variables may influence students’ attitudes toward science and social sciences (Economics). Numerous studies (Adesoji 2018) indicate that students’ positive attitudes toward science are highly correlated with the fact that, in general, the attitude of Nigerian students toward the basic sciences and social sciences tends to decline in the following order: Biology, Economics, Physics, and Mathematics. Adesoji (2018) identified a number of factors that influence students’ attitudes toward science and social sciences (Economics), including teaching methods, teacher attitudes, parental influence, gender, age, pupils’ cognitive styles, career interests, social views of science, social implications of science (Economics), and achievement. The studies indicate that there is a link between attitude and instructional approaches, as well as between attitude and accomplishment; and that attitude ratings may be used to predict achievement.


1.2 Statement of the Problem

According to Keeves (2019), attitudes toward science and social sciences, including economics, are generally favorable, demonstrating widespread support for science and scientific education. Additionally, there is consistency in the average degree of attitude toward economics and general science across nations and age groups within a country. However, in countries with a high degree of technical and industrial development, the data indicated a more neutral attitude toward science. Boys, on average, had a more favorable attitude toward science, the study revealed. According to Kempa & Dude (2017), learners’ enthusiasm in science is related to their achievement in science. Olatoye (2021) concluded from these data that students’ attitudes toward economics had a considerable direct influence on their success in the discipline. According to Adesokan (2020), despite economics’ status as a scientific topic, students continue to have unfavorable views about the subject, resulting in poor teaching performance and low enrolment. Hence, this study will look into teachers variables and student’s attitude towards the study of economics in public secondary schools in Ondo State, Nigeria


1.3 Objectives of the Study

The general objective of this study is to assess teachers variables and student’s attitude towards the study of economics in public secondary schools in Ondo State, Nigeria. Specifically but not limited to, other objectives of the study are:

  1. To examine whether teachers qualification influences student’s attitude towards the study of economics.
  2. To find out whether teachers experience affects student’s attitude towards the study of economics.
  3. To investigate whether teachers method of teaching have a significant influence on students’ attitude towards economics.

1.4 Research Questions

The following questions have been prepared for the study:

  1. Does teachers qualification influences student’s attitude towards the study of economics
  2. Does teachers experience affects student’s attitude towards the study of economics.
  3. Does teachers method of teaching have a significant influence on students’ attitude towards economics.

1.5 Research Hypotheses

The following null hypotheses will be tested in this study:

Ho1: Teachers qualification do not influences student’s attitude towards the study of economics

Ho2: Teachers experience do not affects student’s attitude towards the study of economics


1.6 Significance of the Study

The study’s findings are significant as it will aid economics teachers in developing new learning experiences for students and reorganizing existing learning experiences in ways that pique students’ attention. It would be beneficial for instructors to develop a practice of improving on old teaching techniques and maximizing their usage of appropriate, current, and relevant instructional materials and textbooks. Additionally, this study may aid students in developing a more positive attitude regarding the subject’s study. Additionally, both the government and parents would benefit from an examination of their respective roles, which would be underlined in the suggestion column.

Finally, this study will go further in helping researchers with more information on the effects of social media on student’s academic performance.


1.7 Scope of the Study

This study will examine whether teachers qualification influences student’s attitude towards the study of economics. The study will also find out whether teachers experience affects student’s attitude towards the study of economics. Lastly, the study will investigate whether teachers method of teaching have a significant influence on students’ attitude towards economics. Hence, this study is delimited to Ondo State Nigeria.


1.8 Limitations of the Study

The researcher encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size. Furthermore, the researcher did this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.


1.9 Definition of Terms

Attitudes:

A settled way of thinking or feeling about something.

Perception:

The way in which something is regarded, understood, or interpreted.

Students:

A student is primarily a person enrolled in a school or other educational institution and who is under learning with goals of acquiring knowledge, developing professions and achieving employment in a desired field.


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, Conclusion and Recommendation

5.1 Summary

In this study, our focus was to examine teachers variables and student’s attitude towards the study of economics in public secondary schools in Ondo state, Nigeria using selected schools in Akure South as a case study. The study specifically was aimed to examine whether teachers qualification influences student’s attitude towards the study of economics, find out whether teachers experience affects student’s attitude towards the study of economics and investigate whether teachers method of teaching have a significant influence on students’ attitude towards economics. A total of 141 responses were validated from the enrolled participants where all respondent are drawn from teachers and students.


5.2 Conclusion

Based on the finding of this study, the following conclusions were made:

  1. Teachers qualification influences student’s attitude towards the study of economics
  2. Teachers experience affects student’s attitude towards the study of economics.
  3. Teachers method of teaching have a significant influence on students’ attitude towards economics.

5.3 Recommendation

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

  1. Teachers should adopt good communication techniques through verbal and non-verbal means that would attract students’ attention and enhance effective communication during lesson. This will foster relationships of mutual respect in a non-threatening teaching and learning environment.
  2. More than one teaching method should be appropriately adopted in a single lesson presentation by a teacher so as to embrace learner diversity and or barriers to learning through multi-modal presentations, create variety, minimize boredom and enhance active interest in what is being taught and learnt.
  3. Teachers should create good classroom management strategies, to ensure democratic, disciplined and conducive learning atmosphere before, during and after every lesson as far as transferring positive knowledge, skills and attitudes learnt in Economics into other school subjects.

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