Abstract
This study was conducted to survey the factors influencing the
effectiveness of economics teachers in some selected public secondary schools
in Ondo state. The research design of the study was descriptive survey design.
The population of the study was sixty three (66) economics teachers in the
public secondary schools. Fifty three (53) economics teachers were sampled in
twenty selected schools. The instrument used for data collection was Economics
Teacher Effectiveness Questionnaire (ETEQ). The validity and reliability of the
instrument were tested. Data collected were presented in a table, mean and
frequency distributions were used to analyse the data. The findings shows that
teaching and learning of economics in public secondary schools in Ondo state
are affected by some factors among which are; poor method of teaching,
inadequate instructional materials and some personal factors like residential
problem and mental health of economics teachers. Based on the findings some
recommendations were made thus; to make teaching effective, employment of
teachers especially economics should be based on assessment through written
test and trial teaching to guide against the influx of quacks into teaching
profession. Also the government should try as much as possible to organize from
time to time, seminars, workshops and symposium for economics teachers on
contemporary issues in the field. I don’t care attitude should be removed from
various bodies concerned with educational development and replaced with
education consciousness.
TABLE OF CONTENTS
CHAPTER
ONE
INTRODUCTION
1.1 Background to the study
1.2 Statement
of the Problem
1.3 Objectives
of the study
1.4 Research
Questions
1.5 Significance
of the Study
1.6 Scope and delimitation of the Study
1.7 Operational
Definition of Terms
CHAPTER
TWO
REVIEW
OF RELATED LITERATURE
2.1 Introduction
2.2 Conceptual Framework
2.3 Theoretical
Framework
2.4 Economics as a teaching subject
2.4.1 Methods of Teaching Economics
2.5. Factors Influencing Economics teacher
effectiveness
2.5.1. Qualities and characteristics of an effective
teacher
2.6. Teacher
Effectiveness and student academic performance
2.6.1. Gender and teacher effectiveness in economics
2.7. Review
of empirical Studies
2.8. Summary
of the Literature Review
CHAPTER
THREE
RESEARCH
METHODOLOGY
3.1 Introduction
3.2 Research
Design
3.3 Population
of the Study
3.4 Sample
and Sampling Technique
3.6 Validation
of the Instrument
3.7 Reliability
of the Instrument
3.8 Method
of Data Collection
CHAPTER
FOUR
DATA
PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Demographic data
4.3 Data Analysis
4.4 Summary of major findings
4.5 Discussion of findings
CHAPTER
FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendations
5.4 Suggestion for Further Studies
REFERENCES
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
1.1 Background
to the study
Economics is one of the important
subjects taught in secondary schools. It is important to both students and the
society at large because it cuts across all spheres of human endeavour as it
can be seen in its simpler definition by Robbins (1975) who sees economics as a
science which studies human behavior as a relationship between ends and scarce
means which have alternative uses. By this definition Robbins emphasized
economics as a science and that economic analysis should be based on scientific
and logical process rather than vague judgments.
The importance of economics as an
instrument of nation building and national development cannot be
over-emphasized. It is based on this axiom that Nigeria as a sovereign nation
requires quality teachers in order to achieve National Development Goals
through effective teaching and learning of economics in the senior secondary
schools.
Teachers are the fabric of any
educational system. This is so because teachers act as a hub around which any
educational system revolves. According to Ogunrinde (1999), teachers are
conformists who are expected to be armed with sound knowledge in their subject
areas with a view to achieving academic excellence in the classroom situation.
Igbede (1999) pointed out that teaching occurs when teachers interact
skillfully with the learners. Idisi (2012) also stressed that effective
teaching can only be attained when resourceful, competent, and dedicated
teachers are employed to teach, so as to guide against inefficient use of
methods and strategies in teaching and learning process.
Effective teaching is not universal but depends
mainly on individual teacher’s teaching habit, and the school setting in which
the teacher finds himself. Teacher effectiveness has been defined as ―the
impact that classroom factors, such as teaching methods, teacher expectations,
classroom organizations and use of classroom resources, have on students’
performance (Ogunriide, 1999, Ifeta, 2012; Jimba, &Agenyi, 2012). To be effective
in teaching, teachers are expected to be honest, dedicated, firm, committed and
consistent in their job for better learning outcome. When these variables are
lacking in a teacher, teaching becomes ineffective. In view of this therefore,
the research seek to find out the factors that influence economics teacher
effectiveness in public secondary schools in Ondo .
1.2
Statement of the
Problem
All over the country, there is growing concern about
the inability of teachers to effectively perform their task of teaching
students especially in Public schools. This has led to declining standard of
education in the country. This is manifested by high mass failure of students
in national public examinations such as WAEC and NECO. This showed that students
have not been well taught and prepared by teachers in the various subjects It
is on this premise that this study attempts to make a survey of factors
influencing economic teachers effectiveness in some selected secondary schools
in Ondo .
1.3 Objectives of the study
The Objectives of this study are
to:
1. Examine
the factors influencing economic teacher’s effectiveness in public secondary
schools in Ondo state
2. To
examine the extent to which effectiveness of economics teacher affects academic
performance of public secondary school students in Ondo state
3. Assess
how gender influences economic teacher effectiveness in Ondo state.
1.4 Research Questions
Based on the above stated objectives, the following
questions were formulated to guide the study
1.
What are the factors influencing the
effectiveness of economic teachers in Ondo state?
2.
Does teacher effectiveness affect student
academic performance in economics in public secondary schools in Ondo state?
3.
To what extent do gender influence economic teacher
effectiveness in Ondo state?
1.5 Significance of the Study
The findings of
the study will be of importance to the ministry of education as they will get
to know the factors influencing economics teachers’ effectiveness which finally
affects the performance of students in examinations. By this, the Ministry will
use the information to come up with the ways of ensuring the teachers are
effective in carrying out their duties.
Teachers would find the findings of
this study useful in that it will help them improve their daily task. The
information will provide them with insight into an array of factors which may
hinder or foster effective teaching and learning.
The study will also be of importance
to the management of the schools as it will highlight the factors influencing
economics teacher’s effectiveness. By this information, the management of the
schools can come up with better ways of improving the effectiveness of
teachers.
Information from this study will provide a basis for
improving teaching and learning in economics and hence, student performance in
the subject will in turn improve.
1.6
Scope and delimitation of the Study
The study focuses on survey of
factors influencing economics teacher’s effectiveness in secondary schools in Ondo
state. It is therefore delimited to selected public secondary schools in Ondo
state.
1.7 Operational Definition of Terms
i.
Teaching effectiveness: The degree to which
teaching is successful in producing a desired effect on students
ii.
Teacher Effectiveness: The degree to which
specific instructional objectives are achieved by the students under the
guidance of a given teacher.
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