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PROJECT TOPIC- PROBLEMS OF TEACHING ECONOMICS IN ENUGU STATE. A CASE STUDY OF AGWU LOCAL GOVERNMENT AREA

PROJECT TOPIC- PROBLEMS OF TEACHING ECONOMICS IN ENUGU STATE. A CASE STUDY OF AGWU LOCAL GOVERNMENT AREA

ABSTRACT

This study concentrated on the problems of teaching Economics in Enugu State Secondary Schools prevailing in Nigeria and its accompanying effects on the system of teaching of Economics in Awgu Local Government Area in particular. This study is to take care of such problems, like poor teaching methodology, un-conducive environment, the use of obsolete textbooks with foreign background

inadequate funding of secondary schools and assessing the qualification of the teaching staff. However, questionnaire was made for students. The researcher selected 100 students; questionnaires were distributed to this number of people to sample their opinion. The following findings were made concerning these problems; the findings show that the teachers handling Economics in the sample local

government are not qualified. It was discovered that students in this local government are still making use of inadequate instructional materials.

CHAPTER ONE

INTRODUCTION

1.1    BACKGROUND OF STUDY

With the introduction of the free and compulsory education up to junior secondary by the Enugu State Government in 1999, the school system has witnessed an upsurge in the number of enrolments in most schools in the state generally and Awgu Local Government in particular. This sudden increase in the number of students, although welcomed, has its problems, partly because of the seeming unpreparedness

on the part of the government (Agwu et al 2002). This state is evident in the observed teacher-student imbalance, as this led to the employment of so many teachers. However this massive employment of teachers of various cadre and qualification created and is still creating problems in the teaching and learning of most subjects in the school, particularly in the output of the whole teaching and learning process.

Economics, like other subjects taught in the secondary school is not left out. This is more disturbing considering its functionality and its position to achieving the goals of our National Policy on Education. Consequently Nwankuma (1993) maintained that “considering the obvious importance of Economics in nation building, effort should be directed towards making its teaching and learning more realistic contrary to the views of Nwankuma, teaching and learning of Economics is not realistic at least, going by

the result of students performance in SSCE, 2004 only an average of only 23% each year pas Economics at pass level.The result is in sharp contrast to the aims and objectives of our policy on education as well as the huge investment by the state government. Therefore, this research is seeking the following:

  1. To X-ray the problems associated with Economics in our schools, particularly in Awgu Local Government
  2. Improper use of instructional materials
  3. Inadequate infrastructure in the schools
  4. The condition of teaching and learning
  5. Use of obsolete textbooks
  6. Inefficiency of the teacher on the subject matter
  7. Examination malpractice culture.

PROJECT TOPIC-PROBLEMS OF TEACHING ECONOMICS IN ENUGU STATE. A CASE STUDY OF AGWU LOCAL GOVERNMENT AREA

1.2    STATEMENT OF THE PROBLEM

Economics as the basis on which the economy of every society or nation revolves, is too important a subject to be toyed with. The knowledge of Economics should not be left in the hands of mediocre; therefore efforts should be made in ensuring the effective transfer of Economics knowledge to the students. Some of the problems the researcher would be focusing on include:

  1. Time allotted to Economics subject
  2. Infrastructure available in the school
  3. Teachers qualification as related to the subjects
  4. Inadequate instructional materials.

Time allotted to subjects in the secondary school are not enough to drive home the points teachers intend to pass. The 40 minutes a subject, most of the time, the teacher is still at the point of introduction when the next teacher starts to hang around the corridor indicating that it is his time to teach. Perhaps Nwankuma 1993 was referring to this point when he was emphasizing that efforts should be directed

towards making the teaching and learning of Economics more realistic.Most school environments are in shamble, not effective for teaching and learning. The environment is full of distracting materials and lack of discipline. The walls and roofs of the classrooms are leaking or open, the entrance of sun rays or sudden appearance of lizards or snakes in the classroom can jolt a student and cause distraction of the

pupils attention or even the teacher’s attention. This is evident in Agwu 2002, when he cited that the population increase in schools have taken the government unawares are seemingly the government is not prepared to handle the increase. Teacher qualification; this has been a major thorn in the flesh of employers of labour especially those in the ministry of education. In schools where the staff strength is

low, teachers are made to teach more than one subjects, most of which they are not trained to teach. This makes the teaching of the subject shallow and ineffective. Also, teachers are meant to teach related courses apart from the ones they are trained in as main causes. For example, a teacher who studied Accountancy been made to teach Maths or Economics. The level of teaching is certainly not going to be

the same as compared to that of a professional.Inadequate instructional material; the use of instructional materials go a long way informing proper conceptualization of a subject topic to a student. Inadequate use of it can confuse a student the more. Most teachers are unable to time an instructional material, without the time factor instructional material. The teacher ends up confusing the students, this is an issue the researcher intends to look into.

1.3    PURPOSE OF THE STUDY

The general purpose of this study is to identify the problems of teaching Economics in our secondary schools.

The study specifically tends to

  1. Find out the extent to which teachers’ qualification affects the teaching and learning of Economics.
  2. To find out the extent to which teachers mobility to use instructional materials and methods affect teaching and learning of Economics.
  3. To find out the extent to which the environment of learning affects the effectiveness in teaching and learning Economics.
  4. To suggest ways and methods through which students and teachers can best be encouraged in the subject area.

The above problems identified can be remedied to ameliorate the effects on the teaching and learning of economics. Teachers can be encouraged in the following ways, ensure that they attend in-service training with allowances. This enables the teacher to update the knowledge from time to time, and to improve his methods and scope of his subject area.

The payment of the teachers salaries and due allowances as at when due. The improvement and review of his conditions of services including his promotions will also help.The putting in place of conducive learning environment with the appropriate infrastructure in place would also encourage the teacher and students to be more concerned in giving their best in teaching and learning. The time provision of library and supply of up to date materials will also help the students as well as the teachers.

1.4    SIGNIFICANCE OF THE STUDY

This research work is being carried out to investigate the problems of teaching economics in Enugu State Secondary Schools.

The study will also help Economics teachers to identify the problems of students in learning Economics and how to deal with such problems when they are spotted.

The study will also equip the Economics lecturer on method and techniques most suitable for teaching and learning of Economics in the secondary schools.

The study would also enable teachers to make inputs into the planning of curriculum in Economics, on those areas that are seen as problem areas.

The study will help the teachers and students to understand each other better in teaching and learning of Economics.

1.6    RESEARCH QUESTIONS

  1. To what extent does the qualification of the teachers affect the study of Economics?
  2. How does inadequate instructional material affect the study of Economics?
  3. To what extent does insufficient facilities constitute a problem to the study of Economics?
  4. To what extent does inadequate personnel constitute a problem to the study of Economics.

PROJECT TOPIC-PROBLEMS OF TEACHING ECONOMICS IN ENUGU STATE. A CASE STUDY OF AGWU LOCAL GOVERNMENT AREA

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