PROBLEMS AND PROSPECTS OF TEACHING AND LEARNING OF ECONOMICS AS SUBJECT IN THE RURAL SECONDARY SCHOOLS (A CASE STUDY OF OJO LOCAL GOVERNMENT AREA).
This research work, problems and prospects of teaching and learning of economics as subject in the rural secondary schools (A case study of Ojo Local Government Area) was designed to determine the social factors that act as impediment towards effective teaching and learning of economics in rural areas, as well as to determine the relevant factors that affect the academics students performance of economics students in rural secondary schools it was in additional designed to analysis and determine the various problems that militate against the teaching and learning of economics as a subject in rural area. The result findings revealed that there is significant difference between the academic performance of students in the rural areas and those in the urban area. There is also significant difference between the academic performances of students from rich family background. The result indicated that students in the urban areas perform significantly than those in the rural areas. The researcher suggested some ways that government can improve teaching and learning in rural areas.
TABLE OF CONTENT
Title Page i
Table of Content vi
1.0 Introduction 1
1.1 Background to the Study 1
1.2 Statement of the Problem 4
1.3 Significance of the Study 4
1.4 Purpose of the Study 5
1.5 Research Questions 5
1.6 Research Hypothesis 6
1.7 Assumption of the Study 7
1.8 Scope/Limitation of the Study 8
1.9 Definition of Terms 8
2.0 Literature Review 9
2.1 Economics as a Subject 9
2.2 Relevance of Economics as a Subject 12
2.3 Behavioural Effect of Economics
Education on the Society 14
2.4 Effect of Sociological Factor on Teaching
and Learning of Economics 16
2.5 Rural Society and Understanding 18
3.0 Research Methodology 20
3.1 Research Design 20
3.2 Population of the Study 20
3.3 Sample and Sampling Technique 20
3.4 Research Instrument 21
3.5 Method of Data Analysis 23
DATA ANALYSIS AND DISCUSSION
4.1 Data Analysis 24
4.2 Discussion of Findings 29
5.0 SUMMARY, CONCLUSION AND
5.1 Summary 38
5.2 Conclusion 39
5.3 Recommendations 40
1.1 BACKGROUND TO THE STUDY
It is universally agreed that no society could be greater than her level of education and socialization because education is the bedrock of every economic development, to achieve any laudable goals, education in its entity has been designed and fashioned in different curricular forms and subjects at all levels. In Nigeria, secondary education which is described as pivotal class of education for every individual is made up of units and subjects with specific objectives and philosophies, these includes, English Language, Mathematics, Biology, Government, Economics to mention but a few, for making a meningitis impact on citizens.
Adesina (2008), stressed that while teaching and learning are the products of the future, the efficiency and meaningful acquisition of the teaching and learning are being determined by the process of social economic factor which has its foundation from the country’s economy.
The nature of community of which an individual found him/herself is strongly affecting his/her level of social being and determine his ability to operate in the society. Also, individual education, exposure, understanding behaviour is also affected by these powerful ecological factors that distinguish the rural from urban area. Hence, while viewing the problems and prospects of economics as subjects, the contributing factors of rural area must also be taken into consideration to meet the challenges and prepare for changes. Nigeria presently needs economical revival to move her from the state of economic mismanagement which contributes to her lo* standard of living. However, no government policy nor implementation could be functioning beyond the level of her people’s understanding of which education is been considered as principal factor.
Annually, it has always been a great concern in rural area that whenever the result of the SSCE or NECO is been released; only about twenty to thirty percent of students particularly the re-takers pass economics as subject at credit level.
Moreso, the socio-economic behaviour does not really reflect on the students of economics in their thinking and moral standard as economics itself proposed. Meanwhile the teaching of economics in Nigeria schools is meant to fulfill the national philosophy of education as stated below.
- To inculcate the right type of value and attitudes for the survival of the individual and Nigeria
- To train the minds in the understanding of the world around us.
- To acquire appropriate skills, abilities and competence both mentally and physically as equipment for individual desirable. Hence all children should be given the basic training and knowledge and appreciate the necessary issues of economics and its application towards the development of a virile nation (NPE 1998 Edition).
The growth of a country depends largely on how it applies her available economics resources and knowledge for practical purpose of life and educational development, Nigeria will continuously produce the mixed multitude of mediocre as product of her education if all factors and environmental values are not liberated and made equal for easy classification of educational taxonomy.
1.2 STATEMENT OF THE PROBLEM
The major reason behind the writing of this research project problems and prospects of learning and teaching of economics as subject in rural secondary school” is to examine the problems as well as to determine the level of student’s performance in the rural area of Ojo local government towards the understanding and transforming the concepts of economics education to the real life situation not just only on the academic performance of general examination results.
1.3 SIGNIFICANCE OF THE STUDY
This research projects is of importance at this crucial time when Nigeria needs economic improvement for better changes, this study will serve as a searchlight to various problems affecting teaching and learning in the rural areas, particularly the social-economic subjects aspects. It will also enable students and teachers to get familiar with various problems that affect teaching and learning process, it will also provide probable solutions to some of the problems that are militating against teaching and learning of economics in the rural areas and as well encourage economic behavioral changes.
1.4 PURPOSE OF TUE STUDY
The purpose of this research work could be stated as follows:
- To determine the social factors that act as impediment towards effective teaching and learning of economics in rural areas.
- To determine the relevant factors that affects the academic performance of economics students in rural secondary schools.
- To analyze and determine the various problems that militate against the teaching and learning of economics as a subject in rural areas.
- To highlight the prospects of economics subject in term of learning process and behavioral output.
1.5 RESEARCH QUESTIONS
To find or probe more on this research topic, the following research questions were raised.
- What are the social factors affecting teaching and learning of economics in rural areas?
- Is there any difference between the academic performance of economics students in rural area and their urban counter parts?
- What are the problems militating against the teaching and learning of economics in the rural areas?
- What are the likely prospects of economics in the rural areas?
1.6 RESEARCH HYPOTHESIS
Ho: There is no significant difference between the performance of students in the rural areas and those in the urban areas.
Ho There is no significant difference between the academic performance of students from rich family background and poor family background
Ho3: There is no significant difference between the performance of teachers in the urban area and those in the rural area.
Ho4: There is no significant difference between the instructional materials of students in the rural area and those in the urban area.
1.7 ASSUMPTION OF THE STUDY
In developing countries like Nigeria, urban center areas are more favored while rural or local areas are been discriminated against in the distribution of social amenities which always lead to rural migration and sometimes lower performance of rural students in examinations.
Oluseyi (2009), believed and stated that academic performance of any given institution/school have direct proportional to its environmental standard and the available social and material resources, to this end, it could be well assumed that there must be a clear difference in term of the acquisition and application between the performance of students in the rural areas and their urban counterparts in learning. In addition, teacher who teaches economics as a subject in a well favored environment will likely find his/her teaching process easier and meaningful, hence economical behaviour is more reflected and meaningful in the life of urban teachers and students. These assumptions however impose problematic questions on rural areas which need to be investigated.
1.8 SCOPE/LIMITATION OF THE STUDY
This research project is limited to selected senior secondary schools in the rural areas of Ojo Local Government, it is meant to assess the problem affecting teaching and in OJO Local Government Area.
1.9 DEFINITION OF TERMS
Economics: Economics is widely defined and accepted by prof Lord Robinson (1932) as a social science which studies human behaviour as a relationship between ends and scarce means which has alternative uses.
Rural Area: This is a technological and social economy disadvantage area regardless of her location arid population.
Teaching and Learning Process: Thus is a pedagogical concept and principle for effective impartation and acquisition of knowledge between the trainees and trainers
Problems: These are short comings and difficult encounter in learning process.
Prospect: Futuristic of change for better.
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