Abstract
This study examined influence of resource availability and utilization of secondary school Economics teachers’ instructional effectiveness in Imo state. The study adopted descriptive survey research design. A sample of 579 respondents which comprised 26 Economics teachers and 553 Senior Secondary II Economics students was drawn from 11163 respondents being the population of all the 523 Economics teachers and 10640 SS II students in them 300 public secondary school in Imo state, Nigeria. The study adopted a multi-stage sampling technique. The instruments for data collection were Economics Resource Availability for Instructional Effectiveness Questionnaire (ERAIEQ) and Economics Resource Utilization for Instructional Effectiveness Questionnaire (ERUIEQ) which had a 20-item each with four clusters and 4-point response scales of Very High Extent, High Extent, Low Extent, and Very Low Extent with 4, 3, 2, and 1 ratings respectively that addressed the research questions. The face validation of the instruments was carried out by three experts: two Economics teachers from the department of Educational Management and one in measurement and evaluation in the Department of Science Education, all from College of Education, Michael Okpara University of Agriculture, Umudike, Abia State. The internal consistency aspect of the reliability of the instruments was determined using Cronbach alpha statistic which yielded an overall index of 0.87 and 0.79 respectively. The data was collected by the researcher with the help of three trained research assistants. . Out of 579 copies of the instruments administered, 532 copies representing 92% were returned and used for data analysis. Mean and standard deviations were used to answer the eight research questions raised for the study while t- test statistic was used to test the eight hypotheses that guided the study at 0.05 level of significant. The results showed among others that availability of teacher resources and time allocation influenced Economics teachers’ instructional effectiveness in secondary to a very high extent while the utilization of teachers, laboratory equipment, ICT facilities and time allocation influence Economics teachers’ instructional effectiveness in secondary schools to a very high extent. Based on the results, it was recommended among others that Government should employ adequate number of qualified Economics teachers that should teach Economics in secondary schools.
TABLE OF CONTENTS
Title Page ii
Declaration iii
Certification iv
Dedication v
Acknowledgements
vi
List of
Tables x
Abstract xi
CHAPTER
1: INTRODUCTION 1
1.0 Background
of the Study 1
1.2 Statement of the
Problem 10
1.3 Purpose of the Study 11
1.4 Research Questions 12
1.5 Hypotheses 13
1.6 Significance of the Study 14
1.7 Scope of the Study 15
CHAPTER 2: REVIEW OF RELATED LITERATURE 16
2.1 Conceptual Framework 16
2.1.1
Secondary education in Nigeria 16
2.1.2 Educational resources 17
2.1.3 Resources for teaching economics 18
2.1.4 Economics teachers 20
2.1.5 Effectiveness 23
2.1.6
Instructional effectiveness 24
2.1.7 Economics teachers’ and instructional
effectiveness 25
2.1.8 Laboratory equipment and instructional effectiveness 32
2.1.9 ICT facilities and instructional
effectiveness 37
2.1.10 Time management and instructional effectiveness 40
2.1.10.1Significance of time management in teaching and
learning 41
2.2 Theoretical Framework 43
2.2.1 Socio
technical system theory by Eric L. Trist (1981) 43
2.2.2 Social learning theory by Bandura
(1977) 45
2.2.3 Connectivism theory by George Siemen in (2005) 47
2.3 Empirical Studies 48
2.4
Summary of Review of Related
Literature 66
CHAPTER 3: METHODOLOGY 68
3.1 Design of the Study 68
3.2 Area of the Study 68
3.3 Population of the Study 70
3.4 Sample and Sampling Techniques 70
3.5 Instrument for Data Collection 71
3.6 Validation of the Instrument 73
3.7 Reliability of the Instrument 73
3.8 Method of Data Collection 74
3.9
Method of Data Analysis 74
CHAPTER 4: RESULTS AND DISCUSSION OF FINDINGS 75
4.1 Results: 75
4.2
Summary of the Major Findings 90
4.3
Discussion of Findings 92
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 99
5.1 Summary 99
5.2 Conclusion 100
5.3 Educational Implications of the Study 101
5.4
Recommendations 103
5.5
Limitations of the Study 104
5.6 Suggestions for Further Studies 104
REFERENCES 105
APPENDICES 115
LIST OF TABLES
4.1: Mean and
standard deviation scores of responses of teachers and students
on the
extent teachers’ availability influence Economics teachers’
instructional
effectiveness in secondary Schools 75
4.2: t-test analysis of mean ratings of
teachers and students on the extent
teachers’
availability influence Economics teachers’ instructional
effectiveness
in secondary schools 76
4.3: Mean and
standard deviation scores of responses of teachers and students
on the
extent availability of laboratory equipment influence Economics
teachers’
instructional effectiveness in secondary Schools 77
4.4: t-test analysis of mean ratings of
teachers and students on the extent
availability
of laboratory equipment influence Economics teachers’
instructional
effectiveness in secondary schools 78
4.5: Mean and
standard deviation scores of responses of teachers and students
on the extent availability of ICT facilities
influence Economics teachers’
instructional
effectiveness in secondary Schools 79
4.6: t-test analysis of mean ratings of
teachers and students on the extent
availability
of ICT facilities influence Economics teachers’
instructional
effectiveness in secondary schools. 80
4.7: Mean and
standard deviation scores of responses of teachers and students
on the extent availability of time allocation
influence Economics teachers’
instructional
effectiveness in secondary Schools 81
4.8: t-test analysis of mean ratings of
teachers and students on the extent
availability
of time allocation influence Economics teachers’
instructional
effectiveness in secondary schools 82
4.9: Mean and
standard deviation scores of responses of teachers and
students on the extent utilization of teachers
influence Economics
teachers’ instructional effectiveness in
secondary schools 83
4.10: t-test analysis of mean ratings of teachers
and students on the extent
utilization
of teacher influence Economics teachers’ instructional
effectiveness
in secondary schools 84
4.11: Mean and
standard deviation scores of responses of teachers and
students
on the extent utilization of laboratory equipment influence
Economics
teachers’ instructional effectiveness in secondary schools 85
4.12: t-test analysis of mean ratings of teachers
and students on the extent
utilization
of laboratory equipment influence Economics teachers’
instructional
effectiveness in secondary schools 86
4.13: Mean and
standard deviation scores of responses of teachers and
students
on the extent utilization of time allocation influence Economics
teachers’
instructional effectiveness in secondary
schools 87
4.14: t-test analysis of mean ratings of teachers
and students on the extent
utilization
of time allocation influence Economics teachers’
instructional
effectiveness in secondary schools 88
4.15: Mean and
standard deviation scores of responses of teachers and students
on the extent utilization of time allocation
influence Economics teachers’
instructional
effectiveness in secondary Schools 89
4.16: t-test analysis of mean ratings of teachers
and students on the extent
utilization
of time allocation influence Economics teachers’
instructional
effectiveness in secondary schools 90
CHAPTER 1
INTRODUCTION
1.0 BACKGROUND
TO THE STUDY
School is an
institution designed for attitude modification and teaching of students under
the direction of an instructor referred as teachers. It is a place or institution
for teaching and learning established for the purpose of education. This
educational system in general is concerned with the development of human skill,
character, attitude, and knowledge in order to tackle societal problems. Secondary
Education is the level of education after primary education; it includes the
final stage of compulsory education (NPE, 2013). Secondary education as defined
by Onwurah, Uzodinma, and Njoku, (2013) is an education received by children
after primary education and before entering into tertiary level. Secondary
school level is the bridge between the primary and tertiary levels. The
productivity in the secondary school setting is dependent on indispensable
resources. These resources to a greater extent determine instructional
effectiveness and its efficiency in schools.
Resources
refer to all materials and non-material factors that are necessary and
contribute to the attainment of goals of an organization/institution. On the
other hand, educational resources refer to human and material resources
utilized in the educational system. They can be referred to as those humans and
material resources that facilitate learning experiences in school. Resources
are not limited to materials, money, human and other equipment that aid production.
Resources are also those materials that help to facilitate effective
instructional delivery (Duru 2019). Fabunmi (2009) sees resources as both human
and material in secondary schools including students, personnel, physical
facilities, curriculum and finance. Fabunmi further noted that these variables
constitute the major variables that could influence the degree of educational
success in secondary school system. In this regard, it seems like the quality
and quantity of these resources may determine the quality of school output
measured in terms of teachers’ instructional effectiveness and students’
academic performance. Supporting the above assertion, Ezea (2017) noted that
the component of resources (such as teachers, time allocation, etc.) interacts
with certain facilities and equipment (ICTs, library, laboratory etc.), at
certain time to bring about production of output (result). This implies that the
quality and quantity of this output are to a great extent dependent on the
quality and quantity of resource (s) input and the manner of processing.
Resource
utilization is the transformation of a set of input into goods and services
(Subba, 2009). It involves the use of resources to promote learning (Ezea,
2020). In line with this, Uzoma (2017) stated that resource utilization deals
with the extent to which available facilities are provided and used effectively
or ineffectively or else they may remain unused. Gakibayo, and Ikoja-Odongo
(2013) discovered that resources utilization have gradually become major
information source in the educational system; its emergence has tremendously
transformed instruction in academic environments both in teaching and learning
situations. Resource utilization entails that even though education facilities
are provided, there is the tendency that they may not be used and even when it
is in use, it may not effectively be utilized by the teachers in some secondary
schools (Onwurah, Uzodinma, & Njoku, 2013). In line with this assertions
attributed by some researchers, uncertainty then exists about whether teachers’
instructional effectiveness can be achieved with respect to resource availability
and utilization. This study is concerned about availability and utilization of
educational resources such as quality teachers, laboratory equipment, ICT
facilities, time allocation and management and its outcome to Economics
teachers’ instructional effectiveness.
Research
evidence in recent development has shown that there has been an outpouring of
interest on how man can best harness and improve the productivity of learning and
teaching effectiveness in schools (Ogwuru, 2022). However, to further buttress
this point, Taiwo (2013) noted that twenty-three centuries ago, Aristotle
identified those important elements in the process of teaching as comprising ‘a
communicator, the message and the receiver of the message’. In another
development, Lesswell (2018) asserted that ingredients of effective teaching denotes;
who says what? For what purpose? To whom? In what situation? By what means? And
finally, with what effect. The age of books and chalkboard dragged on over the
centuries in the process of education and its communicative effectiveness; thus
bringing technology in the classroom. According to Ezea (2017), classroom
activities are the relationship between the characteristics of teaching with
the corresponding effects on the educational output among students. With
respect to this assertion, it will then mean that teachers are the hub of every
educational system.
The quality
of teachers in any educational system determines to a great extent, the quality
of the system itself (Illiya, 2013). Professional teachers in particular are
crucial to the formulation of educational policies in any country. Teachers
have been recognized as indispensable human resources and in fact, the most
important element in the school system, more important than the quality of
equipment and materials or the level of financing (Illiya, 2013). This is to say
that teachers’ are very instrumental to the entire educational process. Taiwo
(2013) pointed out that teachers are very vital in any educational system as
they are the one who interpret the aims, goals and plans of education and
ensure that the children are educated in the direction of those aims and goals.
Ogunsaju (2010) was of the opinion that in any establishment be it school or a
corporation, adequate planning and development of various resources are
essential ingredients for the survival of the establishment. Continuing, the
author further stated that the purpose of human resources, planning and
development is to ensure that specific number of employees with required skills
needed for the job are made available and placed on the right job at the
appropriate time.
Economics
teachers on the other hand could be described as a group of professionally
trained individuals in the field of Economics who help learners to obtain
necessary knowledge, skills and attitude through variety of ways linked with
effective learning of Economics. Apart from moulding and modelling the mind of
the learner, Teachers direct the learner to develop new ideas, gain useful
information, cultivate good cultural habit acceptable by the society and
possess good attitude to ensure balanced personality (Obunadike, 2016). Economics
teachers are also well grounded to teach Economics and all its related topics. According
to Nwadike (2022), Effective instructional delivery occurs when the teacher
effectively performs his/her instructional roles. Emphasising on these roles, Ezenwa (2022)
noted that it includes; using adequate teaching method, involving students in
the learning process, accommodates learning pace among students, making use of
appropriate materials, possess enthusiasm to teach, and inspire students in
learning situation among others. The author further noted that these roles maximize
students’ learning outcome. This is to say that teacher’s effectiveness reflects
in his personality (behaviour or attitude). Many parts of effective teaching
can be cultivated, but it is not easy to effect change in an individual’s
personality.
Teacher
effectiveness is generally referred to in terms of focus on students’ outcomes
and the teacher behaviour and classroom processes that promote better students’
outcomes (Walls in Ezea, 2017). Teacher effectiveness is the relationship
between the characteristics of teaching acts with the corresponding effects on
the educational output of classroom teaching. An effective teacher is one who always
comes prepared, set clear and fair expectations, have a positive attitude, is
patient with students and regularly and at intervals assesses his teaching. Ezenwa
(2022) noted that the functions of an effective teacher include: producing
students with desirable changes that are reflected in high academic performances
and desired behaviour, possessing some unique characteristics that
distinguishing them as instructors and subject expert such as care givers, accommodating,
and knowledgeable. To this extent, Agomuo (2015) stated that teacher’s effectiveness
include good knowledge of the subject matter, effective communication,
well-organized materials, enthusiasm to teach, skills to motivate and inspire
students, friendly and open behaviour, and good classroom management. These features
are expected of an effective teacher in order to achieve effective
instructional delivery. This is because how the teacher relates to the students
has an impact on the students learning, understanding and experiences in the
classroom” (Iwu, 2015).
Teachers’ effectiveness
can come through experience, years of training in educational institutions and
skill in classroom presentation. Supporting this assentation, Okonkwo (2011) pointed out three criteria in which
teacher effectiveness should be based and this include; the students'
achievement (product), the teaching and learning experience (process) and his intellectual
ability. The view above agrees with the opinion of Iwu, (2015) who states that ‘an effective teacher is that teacher
who sees teaching as a process; he is knowledgeable, communicates effectively
with his students, uses variety of teaching methods/techniques and
instructional materials, has initiative and achieves set educational objectives’. According to Ezea (2017:8),
“an effective teacher is a person that assumes ownership of
the classroom and the students’ success,
use
appropriate instructional materials and personal
experiences as examples in teaching, understands feelings
of students, communicates clearly, admits to mistakes and corrects them
immediately, thinks about and reflects on practice, displays a sense of humour, dresses appropriately for
the position, maintains confidential trust and respect, he is structured, yet
flexible and spontaneous, responsive to
situations and students’ needs, enjoys
teaching and expects students to enjoy learning, and listen attentively to students’ questions and comments”.
Teacher
effectiveness is noted by Onyeoma (2014) as the degree to which the teacher is
able to engage learners and impact knowledge in the process of teaching and
learning.
Looking at the
criteria that make for effective teaching and teacher effectiveness, there would
be no doubt that some Economics teachers may not effectively carry out an
efficient presentation of the subject in the classroom and even when they do,
students may not concretize learning. Supporting this assertion, Onyejiuwa
(2010) reported that ineffective teaching and non-application of teaching
materials by teachers in Economics are major problems or cause of low academic
achievement of students in Economics. In this regard, Akande (2018) asserts
that teaching aids and other educational resources are very essential in the
delivery of any subject in the classroom. Akande further reported both the teachers’
effectiveness, availability of educational resources and proper use of these resources,
add to the effective academic achievement of students in Economics in schools.
Teacher-effectiveness means the totality of the teachers’ knowledge of what to
teach, the skilful handling of classroom presentation through good and
effective methods of instructional delivery, and using relevant teaching and
learning aids to drive home the points of teaching. The effective
implementation of any curriculum depends to a large extent on the availability
of various resources (such as quality of teachers, laboratory equipment, ICT
facilities and time management) which facilitate understanding, impact
knowledge and attempt to educate learners through a series of planned
activities (Buseri & Dorgu, 2011).
The quality
of teachers in an educational setting like the school is directly proportional
to the achievement of students in the same setting. Oni (2014) discovered that
human resources played an important role in the teaching-learning situation
than any other factor of production and that the quality of education hinges
upon the qualities of teachers available in the system. Oyedeji (2016) was of the view that the supply
of quality teachers in the schools is directly or indirectly affected by the
quality of learning facilities which will in turn affect the academic
performance of students. In another study, Maduabum (2018) noted that the
amount of teacher education amongst others was found as a significant
determinant of school achievement and a useful pointer to areas of action in
developing countries. He observed that the quality of teachers show a stronger
relationship in students’ achievement. Also, a study by Salau (2015) revealed that
the shortage of qualified teachers relate to poor performance in public
examinations.
Laboratory
facilities have been identified as important variable that can influence school
performance. According to Mkpa (2017) and Azikiwe (2014), laboratory facilities
helped the teacher to simulate the learning interest of students, serve as
compelling spring boards into a wide variety of learning activities and also
assist in overcoming physical difficulties in presenting the subject matter. By
implication, laboratory facilities supply a concrete basis for conceptual
thinking and make learning real, meaningful and permanent. They equally
increase the quality of learning output. Some research studies like that of Johnson
(2012) and Chidi (2014) have revealed that adequate laboratory facilities in a
school have great influence on student's academic achievement, stressing that
students from poor families can perform excellently with the adequacy of such resources
in every school.
Okpala (2017)
observed that instructional resources help teachers to create a situation in
which curiosity is aroused, imagination stimulated, interest generated,
viewpoints enlarged and attitude of the pupils changed to achieve
pre-determined goals of education. However, the author further lamented that
these instructional resources which influence better academic performance in
schools have been very inadequate in many schools in Nigeria. Agreeing with
this assertion, Akoji (2017), Hallak (2012) and Fermanich (2013) in their
independent studies concluded that instructional resources among which ICT is
one, are the major determinants of educational attainment in any school system.
The emergence
of information and communication technologies (ICTs) and the ubiquitous
connectivity of internet and networks improve man’s ingenuity and opportunities
given that societies consciously depend on real-time information to be
proactive and to discount the effects of environmental changes. This has led to
the use of ICT resources recently in various institutions (Eze, Chinedu-Eze
& Bello, 2018). All those technological device or tools that aid in
information and communication, collection, storing, and transfer such as the
internet, calculator, computer features, etc are classified under ICT. The ICT
tools provide the opportunity to work with data that has meaning, so that they
have a measure of ownership that is real to them (Oldknow, 2014). The
availability of ICT facilities is a plus to teachers and the entire school
system for proper function and greater output in teacher job performance and
instructional effectiveness.
Time is a
very precious resource but moves fast. Time Management “is a set of principles,
practices, skills, tools and systems that helps in managing time to accomplish
what it was meant for. It refers to the techniques, and strategies that
individuals use in utilizing and maximizing the work that they do. Managing and
allocating appropriate time, helps to effectively develop a better personality
and efficiency in an organization. Time management is raised as a factor that
contributes towards administrative effectiveness. According to Delvin, Kift and
Nelson, (2012), School efficiency is a measure of how well resources are being
utilized to produce outputs. Time is one important resource needed in any
educational system. Time misused cannot be regained and this makes it an expensive
commodity to man, and also, the greatest equalizer in life.
Some
resources have been explored so far, and with the enumerated importance of
resources in instructional delivery, it is not certain to the best of
researcher’s knowledge, on the extent they are available and used in schools by
the teachers’ to achieve instructional objectives. Hence, the need for this
study to determine the influence of Economics teachers on the influence of the
availability and utilization of resources in secondary schools for the
teachers’ instructional effectiveness in Imo State.
1.2 STATEMENT OF THE
PROBLEM
Expectedly, when resources are available and well utilized by Economics
teachers in the teaching profession, the teachers are bound to deliver
instruction effectively. The resultant effect of this effective instructional
delivery is improved academic performance of the students which pave way for
the functional and productiveness of senior secondary education.
At present, effective teaching and learning process is
considered an appropriate means of educating students for better future.
However, this process has been hindered in a number of ways. The secondary school
system has been affected with limited educational resource use, and this has
actually put the quality of the nation’s education sector into serious
question. Thorough observation has shown that the two major obstacles that
hinder efforts at successful resource use and management in education are those
of waste and underutilization or underemployment of teaching materials in
classroom presentation. This is practically seen in our public secondary
schools nowadays. Many Economics teachers carry out ineffective teaching and do
not use the necessary materials to teach in the classrooms, while some of them
who use improvised teaching aids, are perceived to be inexperienced in the
application of the materials or adopted the ones that does not meet the requirement.
This seem to have affected ineffectiveness in the teaching and learning of
Economics. If the situation remains unabated, interest in the learning of the
subject among students may be lost. This may likely impede the economic
expansion of the nation since the resultant effect is awful achievements in
classroom tests and examinations both in internally and externally. In view of
this, the researcher was determined to investigate the influence resource
availability and utilization on secondary school Economics teachers’
instructional effectiveness in Imo State.
1.3 PURPOSE OF THE STUDY
The main purpose of this study was to examine the influence
of resource availability and utilization on secondary school Economics teachers’
instructional effectiveness in Imo State. Specifically, the study sought to:
1. determine the
extent of quality teachers’ availability influence Economics teachers’
instructional effectiveness in secondary schools
2. find out the
extent of availability of laboratory equipment influence Economics teachers’
instructional effectiveness in secondary schools
3. determine the
extent of availability of ICT facilities influence Economics teachers’
instructional effectiveness in secondary schools
4. find out the
extent of availability of time allocation influence Economics teachers
instructional effectiveness in secondary schools
5. determine the
extent of utilization of teachers influence Economics teachers instructional
effectiveness in secondary schools
6. find out the
extent of utilization of laboratory equipment influence Economics teachers
instructional effectiveness in secondary schools
7. determine the
extent of the utilization of ICT facilities influence Economics teachers
instructional effectiveness in secondary schools
8. find out the
extent utilization of time allocation influence Economics teachers
instructional effectiveness in secondary schools
1.4 RESEARCH QUESTIONS
The following
research questions guided the study:
1. What is the extent
of quality teachers’ availability influence Economics teachers’ instructional
effectiveness in secondary schools?
2. To what extent does
availability of laboratory equipment influence Economics teachers’
instructional effectiveness in secondary schools?
3. To what extent does
availability of ICT facilities influence Economics teachers’ instructional
effectiveness in secondary schools?
4. What is the extent
of availability of time allocation influences Economics teachers’ instructional
effectiveness in secondary schools?
5. To what extent
does utilization of teachers influence Economics teachers’ instructional
effectiveness in secondary schools?
6. To what extent does
utilization of laboratory equipment influence Economics teachers’ instructional
effectiveness in secondary schools?
7. To what extent
does utilization of ICT facilities influence Economics teachers’ instructional
effectiveness in secondary schools?
8. What is the
extent of utilization of time allocation influence Economics teachers’
instructional effectiveness in secondary schools in Imo State?
1.6 HYPOTHESES
The following null
hypotheses were formulated and were tested at 0.05 level of significance.
HO1: There is no significant difference between
the mean scores of teachers and students on the extent quality teacher’s availability
influence Economics teachers’ instructional effectiveness in secondary schools
HO2: There is no significant difference between
the mean scores of teachers and students on the extent of the availability of
laboratory equipment influence Economics teachers’ instructional effectiveness
in secondary schools
HO3: There is no significant difference between
the mean scores of teachers and students on the extent of the availability of
ICT facilities influence Economics teachers’ instructional effectiveness in
secondary schools
HO4: There is no significant difference between
the mean scores of teachers and students on the extent of the availability of
time allocation influence Economics teachers’ instructional effectiveness in
secondary schools
HO5: There is no significant difference between
the mean scores of teachers and students on the extent of the utilization of
teachers influence Economics teachers’ instructional effectiveness in secondary
schools
HO6: There is no significant difference between
the mean scores of teachers and students on the extent of the utilization of
laboratory equipment influence Economics teachers’ instructional effectiveness
in secondary schools
HO7: There is no significant difference between
the mean scores of teachers and students on the extent of the utilization of
ICT facilities influence Economics teachers’ instructional effectiveness in
secondary schools
HO8: There is no significant difference between
the mean scores of teachers and students on the extent of the utilization of
time allocation influence Economics teachers’ instructional effectiveness in
secondary schools in Imo State.
1.6 SIGNIFICANCE OF
THE STUDY
This study if findings
published would
be of benefits to governments, teachers, students and
researchers.
Governments at the
three tiers (Federal, State and Local) are expected to benefit from findings of
this study in that it would show whether government
was performing well in the area of providing resources in the schools. Also, a well-educated
citizen may not give the government problems and this would lead
to socio-economic and political development.
Teachers
find it difficult when resources to use are unavailable or inadequate. If the
suggestions from the outcomes of this study are carried out by the government in
providing adequate and quality resources in the public schools, the work of the
teachers in imparting knowledge to the students would be made easy.
The
students are the primary beneficiaries of this study because the study is
expected to expose what impede learning and suggested solution(s). This would
make learning easier for the students.
This
study would be expected to add to the bank of knowledge in the academic field
in that, other researchers are expected to benefit and can replicate the study in
other local government areas and states in Nigeria since environmental factors
in Imo State differ from those of other states. Other environmental factors
that occur in the rural areas may influence the outcomes of such studies.
Generally, this study was expected to add or contribute to knowledge in the
area of Economics Education.
1.7 SCOPE OF THE
STUDY
This study was delimited to influence of resource
availability and utilization on secondary school Economics teachers’
instructional effectiveness in Imo State. The study made use of Economics
teachers n SS 2 and Senior Secondary Two (SS2) students. The study focused on influence
of availability and utilization of resources (such as teachers, laboratory
equipment, ICT facilities and time allocation) on secondary school Economics
teachers’ instructional effectiveness in Imo State.
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