A SURVEY OF FACTORS INFLUENCING ECONOMICS TEACHER’S EFFECTIVENESS IN PUBLIC SECONDARY SCHOOLS IN SOKOTO METROPOLIS (original) (raw)

Factors Affecting Effective Teaching and Learning of Economics in Some Ogbomosho High Schools, Oyo State, Nigeria

This study was carried out to examine the present curriculum of Economics as a subject in some Ogbomoso Senior High Schools and to determine factors affecting effective teaching of economics in the schools. Variables such as number of students, teachers' ratio available textbooks were also examined. The study adopted descriptive design since it is an ex post facto research. The target population for this study is Ogbomosho North Local Government Area of Oyo State comprising nine (9) High Secondary Schools. Three (3) teachers of economics and five (5) students from each school were used in answering the questionnaires. The study revealed high number of economics students (5,864) as against 26 teachers in nine (9) public schools under study. This gives a very high teacher-student ratio of 1:225. The findings also showed that there one lack of teaching aids, library facilities and where available, there is lack of textbooks of Economics. All the schools studied were highly dense resulted into high students' population. Based on the findings of his study, the federal and the state governments should employ more teachers, especially in Economics to checkmate rising teacher student ratio. More senior secondary schools should be built with the increasing student population within the LGA under study.

The Effect to Teaching Method of Economics on Student Performance: A Case Study of Selected Secondary Schools in Ojo Local Government Area, Nigeria

Iconic Research And Engineering Journals, 2018

The purpose of this study was to find out the effect of teaching methods of economics teacher on student's performance in Public Senior Secondary School in Ojo Local Government Area of Lagos State. A total of one hundred and twenty (120) teachers were randomly selected from twelve secondary schools in Ojo Local Government Area. Data was collected by the use of self-developed questionnaire in line with 4 point Likert scale. The data was analyzed by the use of Statistical Packages for Social Sciences (SPSS). Frequency and Simple Percentage and Bar Chart were employed to analyzed demographic data while non-parametric statistics of Chi-Square ( 2) was used to test the three hypotheses. All the three hypotheses were rejected because the calculated Chi-Square ( 2) values were greater than the table values. Based on the results from finding, teacher should adopt oriented method and use concrete objects to represent ideas that have direct bearing on learners.

Assessment of Teaching Strategies and Performance of Students in Economics: a Case Study of Selected Secondary Schools in Enugu State

Chima Chidi Iloabuchi, 2017

To assess the performance of students in economics with a particular reference to some selected secondary schools in Isi-Uzo, Enugu State. The objective of this study amongst others is to assess different teaching strategies from which research questions and hypotheses were drawn. The research design used was descriptive survey. The population of this research comprises of six hundred and fifty-five (655) students on selected public and private senior secondary schools in Isi-Uzo Local Government Area of Enugu State. The sample size of forty-eight (48) was adopted using kerjcie-morgan's table and a simple random sampling technique was used. The instrument used for data collection was structured questionnaire. The data collected were analyzed into tables using frequency counts and percentage. Findings from the study revealed that there was a significant difference among teachers given instructional materials and the paper therefore recommends that student center method should be used for teaching economics subject.

Students’ and Teachers’ Factors Hindering Effective Teaching and Learning of Economics in Secondary Schools in the Nsukka Local Government Area of Enugu State

Journal of Culture and Values in Education

Students’ and teachers’ factors that affect effective teaching and learning of economics in secondary schools in the Nsukka Local Government Area of Enugu State, Nigeria, was investigated using 10 out of 31 public schools in the study area. Data was collected using a questionnaire titled “Teachers’ & students’ factors hindering effective teaching and learning of Economics in Secondary Schools (TSFETLE),” developed by the researchers and rated on a four-point scale. The instrument had 26 items arranged in three clusters. Cluster A elicited information on teacher-related factors hindering effective teaching and learning of economics, Cluster B sought information on student-related factors that hinder effective teaching and learning of economics, and Cluster C sought information on strategies for effective teaching and learning of economics. The 52 teachers in the 31 government-owned secondary schools and 349 SS2 students of economics in 10 randomly selected secondary schools in the Ns...

ECONOMICS STUDENTS’ RATING OF ECONOMICS TEACHERS’ EFFECTIVENESS: A SURVEY OF SELECTED SENIOR HIGH SCHOOLS IN THE CENTRAL REGION OF GHANA

The thrust of this study was to ascertain the influence of certain factors on Economics students’ rating of Economics teachers’ effectiveness. A total of 781 Economics students, randomly selected, were involved in the study. A questionnaire, (which was a students’ rating form) was used for data collection. Data obtained on students’ background information as well as other data were analyzed using both descriptive and inferential statistics to describe the characteristics of respondents. An independent samples t-test suggested that students’ rating was dependent on location of school and class size. The test however indicated that students’ rating was independent of students’ gender, students’ level, students’ intention towards further studies of the subject, as well as students’ perceived difficulty of Economics. It was recommended that students’ ratings should not be employed as a sole criterion for assessing teacher effectiveness, but should be combined with other assessment measures such as teaching portfolios and classroom observation.

TEACHER’S ASSESSMENT OF ADEQUACY OF SENIOR SECONDARY SCHOOL ECONOMICS CURRICULUM IMPLEMENTATION IN OYO-CENTRAL SENATORIAL DISTRICT, OYO, NIGERIA

School of Vocation, Federal College of Education, Okene, 2018

The general purpose of this study was to assess teachers’ implementation of Nigerian Secondary School Economics curriculum in Oyo-Central, Nigeria. Specifically, the study focused on the adequacy of quantity of available teachers of Secondary Schools Economics for effective curriculum implementation amongst others. This study was a descriptive research study. ‘INPUT’ and ‘PROCESS’ components of Stufflebeam CIPP Evaluation Model were used to gather relevant data. The population of this study comprised all the teachers of Economics in the 617 public Senior Secondary Schools in Oyo State, Nigeria. The research instrument that was used for this study was research-designed questionnaire and checklist tagged “Teachers’ Assessment of the Adequacy of Senior Secondary School Economics Curriculum Implementation Questionnaire” (TAASSSECIQ) which was structured in line with ‘Input’ component of Stufflebeam’s CIPP Curriculum Evaluation Model. Percentages, frequency counts and summated mean were used to answer the research questions.The findings of the study revealed that the quantity of Economics teachers in Senior Secondary Schools, Oyo-Central, Nigeria, for effective curriculum implementation, was inadequate(1:53) as teacher-student ratio, amongst others.Given the findings of this study, the following recommendations were made to facilitate effective implementation of Senior Secondary School Economics curriculum in Oyo-Central; To enhance smooth implementation of Economics curriculum, government should ensure that only professionally qualified teachers are employed in the system, amongst others.

TEACHER-RELATED FACTORS AS CORRELATES OF SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN ECONOMICS, EKITI STATE, NIGERIA

Et Voix, 2015

The development of any nation depends largely on the quality of education of such a nation. Education in Nigeria is generally believed to have fallen in standard, specifically at secondary school level, which is perennially reflected on the academic performance of students in external examinations in all subjects, including Economics. Much effort has been made by all stakeholders with little impact. The fact that teachers play crucial roles in students’ achievement is not in doubt, hence, this study examined the correlation among Economics teachers’ competence, teaching methods and personality traits and senior secondary school students’ achievement in Economics. Three research questions were formulated. The study adopted descriptive research design of correlational type using multistage sampling technique to select sample from 6 Local Government Areas in Ekiti State. Three instruments were used to collect data, after they have been validated. Data collected were analysed using multiple regression. The findings of the study revealed that positive linear relationship existed between the predictor variables and the criterion variable. The three predictors’ variables accounted for 33.1% of the total variances in students’ achievement in Economics. Teachers’ teaching method, (β = 0.02; P < 0.05), teachers’ competence, (β = 0.84; P< 0.05) and personality traits (β = 0.28; P < 0.05) were significant. Based on the findings, it was recommended that teachers should engage in effective teaching of Economics by employing activity-based teaching methods; update their level of competence for better academic achievement in Economics, among others. Keywords: Economics, teachers’ competence, teaching methods, personality traits, senior secondary school students’ achievement

Evaluation of the Implementation of the Senior Secondary School Economics Curriculum in Oyo State Nigeria

Zenodo (CERN European Organization for Nuclear Research), 2021

The study evaluated the implementation of secondary school Economics curriculum in Oyo State along all the four objectives, and on the basis of five implementation variables (students' study skills, teachers' attitude, resource utilisation, teachers' evaluation methods and resource availability).Survey design using the Input, Process and Outcome Evaluation Model guided the study. The secondary schools in Oyo State were clustered along the eight educational zones. Three teachers and 20 students were randomly selected from each of the 10% of the schools selected in each zone. Five instruments: School Materials Inventory (r=0.84), Economics Achievement Test (r=0.78), Economics Students (r=0.76), Economics Teachers (r=0.74), Economics Students' Perception of Teachers' Resource Utilization and Attitude (r=0.71) Questionnaires were used for data collection. Data collected were analysed using frequency counts and multiple regression at 0.05 alpha level .Students' performance in Economics was average (74.4%). Their perceived skills in prudence in resource management (1.2%); finding solution to problems (2.1%) and appreciation of economic, cultural and social values (10.6%) were low. Only resource utilisation had significant relative contribution to Economics curriculum implementation (ß = 0.17). Students' perception of the teachers' attitude (B=0.14) and students' study skills (B=0.19) contributed positively to dignity of labour. There were more male teachers than females (52.8%).Material resources available in school were well utilised but they were not adequate with over 80% inadequacy level. The implementation of secondary school Economics curriculum had been poor in Oyo State there is the need for adequate provision of human and material resources. Students should be encouraged to develop positive study skills, while teachers should teach skills along with evaluation.

Effect of Economics Teachers Pedagogical Strategies on Economics Students' Academic Achievement

This study sought to find out the effect of Economics teachers' pedagogical strategies on academic achievement of Economics students in selected Senior High Schools in the Central Region of Ghana. The study employed the descriptive survey design and used simple random technique to sample 300 Economics students from five Senior High Schools in the Central Region of Ghana. The instruments used for the study were structured questionnaire and Test of Economics Understanding (TEU). The data were analyzed using Simple Linear regression and independent sample t-test. The results of the study revealed that Economics teachers' active involvement of students, and teaching and learning resources had significant influence on Economics students' academic achievement. Also, there was no statistically significant difference in the SHS Economics students' academic achievement based on gender. It was recommended that Economics teachers should continue to involve students in their lessons, and use teaching and learning resources in the teaching and learning process. Again, equal attention should be given to both male and female Economics students in the classroom instructional process.