ABSTRACT
This study examines the impact of
globalization on the teaching and learning of economics in some selected
secondary schools, It reflects the effect on culture and brings about a new form of cultural imperialism.
Thus, the study identified the essence of globalization through a questionnaire
for students within schools in Ikoyi local government area of Lagos state.
Sample random technique was employed on the target population of 100 students.
The results were analyzed using the frequency count and chi square test. Analysis of the results
obtained explains that the Findings of this study showed that ICT is
significantly related to teaching and learning of economics. These findings can
be used to guide planners about the need for qualified teachers to facilitate
effective teaching and learning in secondary schools in Nigeria through
instructional materials. It also clarifies the need for improvement in the
academic situation of the secondary education from its present state.
TABLE OF CONTENTS
TITLE PAGE
Certification ii
Dedication iii
Acknowledgement iv
Abstract v
Table of Contents vi
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Purpose of the Study 3
1.4 Research
Question 6
1.5
Research Hypothesis 6
1.6
Significance of the Study 6
1.7 Scope
and Limitation of the Study 7 1.8 Delimitation of the Study 7
1.9 Definition of Terms 7
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction of Globalization to Teaching and 11
2.2 Learning of Economics 12
2.3 Schools, Learning and Computers 14
2.4 Computers Solve Problems 16
2.5 The Rationale for ICT in Schools 18
2.6 Globalization and Economics Students 20
2.7 Globalization and Economics Teachers 20
2.8 Discipline of Economics 21
2.9 Economics Education in Nigeria Secondary
Schools 22
2.10 Objectives of Economics in Secondary School
Curriculum 23
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design 24
3.2 Population of the Study 24
3.3 Sample and Sampling Techniques 24
3.4 Research Instrument 25
3.5 Method of Data Analysis 25
3.6 Validity and Reliability of Research Instrument
25
CHAPTER FOUR: DATA ANALYSIS AND
DISCUSSION OF RESULTS
4.1 Introduction 26
4.2 Presentation of Data 26
4.22 Gender of the Respondents 27
4.23 Family Type 27
4.3 Hypothesis Testing 34
4.4 Conclusion 36
4.6 Discussion of Results 37
CHAPTER FIVE: SUMMARY,
CONCLUSION AND RECOMMENDATION
5.1 Summary of Findings 38
5.2 Conclusion 38
5.3 Implication of the Study
for Qualitative Planning 39
5.4 Recommendation 39
5.5 Suggestions for Further
Research 40
References 42
Appendix 48
CHAPTER
ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Learning occupies a
central position in man’s existence and this is externally oriented. Man’s interaction
with this environment induces a change in his behavior resulting from
experience. The extent of interaction with the environment is affected by
number of personality factors. Continuous belongingness to the society demands
a degree of conformity.
Unlike the past
centuries, the 20th century saw an unparalled growth in the world
economy, even though in the inter-war era. The world had since turned its back
on the primitive ways of life. Characteristics of the 20th century
have access to international capital flow, technology, cheaper imports, larger
export market and increased competition, division of labor and adoption of
comparative cost advantage principle.
Some countries,
especially in Asia, benefit by having their per capita incomes moving quickly
towards levels in the industrial countries since 1970, all resulting from the
perceived significance of globalization.
Consequently, a new
world order emerges, signaling thereby an integration of power relations.
Globalization is
portrayed in the economists’ picture as a situation whereby artificial barriers
such as tariffs, quotas and exchange controls are done away with followed by
the environment of liberal market forces heralding subsequently a culture and
era of free flow of investments, characterized by shared artifacts, identical
production processes and tastes.
Globalization is a
process, which has affected many areas of human life, one of those being
education.
In the 20thcentury,
many developing countries have experienced growth in the educational facilities
available to them due to the entry of institutions from the West. Some believe
that this process is an invaluable opportunity for the people of the developing
countries to raise their skills and standards of education.
Through globalization
of education, which is being knowledge transfer from the Western countries into
developing countries, is intended to improve the skills and capabilities of the
people receiving it.
For a developing
economy, globalization as it stands today is one of the few tools that can be
used to attain high level of development and economic stability while for a
developed nation, globalization will be one of the tools to use in order to
remain afloat of the world ocean, especially in the midst of economic
adversities, disasters both natural and created, outbreak of diseases, war,
etc.
Education is undergoing
constant changes under the effects of globalization. The effects of
globalization on education bring rapid developments in technology and
communications are foreseeing changes within school systems across the world as
ideas, values and knowledge, changing the roles of students and teachers, and
producing a shift in society from industrialization towards an
information-based society. The rise of a global society driven by technology
and communication developments are shaping children, the future citizens of the
world into ‘global citizens’, intelligent people with a broad range of skills
and knowledge to apply to a competitive, information based society.
The future of countries
often lies within their ability to compete in a global market where industrial
based economies are giving way to knowledge based industries, realising the
importance of knowledge, skills and the intellectual capacity to meet the
challenges of accelerated change and uncertainty.
Education is a lifelong learning and training
process, developing transferable skills and knowledge that can be applied to
competitive markets where knowledge and information is being traded as a
commodity.
The introduction of
technology into the classroom is changing the nature of delivering education to
students is gradually giving way to a new form of electronic literacy, more
programs and education materials are made available in electronic form,
teachers are preparing materials in electronic form and students are generating
papers, assignments and projects in electronic form.
According to a UN
survey (2002), many people lost their jobs, other saw their communities
disintegrated; some even felt that their identity is at stake. Therefore, for
developing nations like Nigeria, the aspect of ICT and globalization that
should concern them is the inequality problems and the unbalanced distribution
of benefits are shared out all over the world.
This was buttressed in
the world in the words of Kofi Annan (1999) “the internet holds the greatest
promise to humanity ever known. The internet has a tool for long distance
learning and universal access to quality education”.
Subsequently,
technology is foreseeing a change in the education environment towards a
reliance on electronic sources to deliver material. With suchchanges and the
emergence of video conferencing and the Internet, the barriers of distance are
beingbroken down at a rapid rate, due to the key aspect of globalization.
According to Mustafa,
Kemal Ataturk (2004) “in order to stave off covetousness, greed and spite,
citizens world over must be educated’’ this accretion tells more of how
education can egalitarian society united, strong and self-reliant nation, great
and dynamic nation on education
especially Nigeria. The society today with its level of advancements
requires the same level of expertise for things to move at par and this can
only be brought about by education.
At this junction, it
must be stated unequivocally that in this information age, globalization exerts
major impacts on the learning and teaching process among others, hence it can
alter the outcome of educational input and outputs.
Greatly influence of
globalization has help to restructure their perception of the subject matter,
economics and its place in the 21st century.
1.2 STATEMENT OF THE PROBLEM
The knowledge of
economics and the ability to apply it to significant problems and issues are
essential elements of responsible citizenship in a democratic society. Citizens
must be able to comprehend and use basic economic concepts in order to perform
adequately as producers, consumers, investors, critiques, analysts,
commentators, agitators’ voters in public election. Widespread improvements in
the ability to perform these roles will yield enormous benefits to individual
and the nation.
However, the teaching
of economics in Nigerian Secondary Schools does not come easy. Such hard knots
includes; students interest and commitment to study, inadequate qualified and
professional teachers, employment and use of crude materials for teaching,
governmental non-support in terms of provision of modern tools, family
background, societal and environmental factors, non-existence of a serene
environment for learning, etc. All these problems has eaten deep into our
educational system thereby leaving it miles behind when compared with other
nations of the world in the same category with Nigeria. Consequently, to education
and all its challenges, it is also highly imperative that the teachers and the
students should learn how to use and integrate the new technologies, and they
should be encouraged to develop curiosity in them.
Though, the cost of
these information and communication technologies are exorbitant, the cost of
not using them in education is by far higher, because denial of access to
information, communications and innovativeness. It means keeping the next
generation in the same cycle of poverty and ignorance. It also means losing one
of the easiest ways of supporting employment.
Therefore, the research
work will examine the impact of globalization on the teaching and learning
process of economics as a subject.
1.3 PURPOSE OF THE STUDY
The purpose of this
research is stated as follows:
·
To determine the level of educational development
before the advent of Globalization.
·
To ascertain the essence of Globalization in
education.
·
To examine the effects of Globalization on
education.
·
To determine the effects of Globalization on
teaching and learning in secondary schools.
1.4 RESEARCH QUESTION
The
research questions that will be generated in this course of study are: -
·
What is the level of educational development before
the advent of Globalization?
·
What is the aim of Globalization to education?
·
What is the impact of globalization on education?
·
What are the effects of Globalization on the
teaching and learning of economics in senior secondary schools?
1.5 RESEARCH HYPOTHESES
Ho: -
There is a significant difference between globalization and the teaching and
learning of economics in secondary school.
H1:
- There is no significant difference between globalization and the teaching and
learning of economics in secondary school.
1.6 SIGNIFICANCE OF THE STUDY
The findings of the research work will be of help to teachers, students,
school management and educational planners as well as the entire society. It
will guide the teachers on the need to instil appropriate knowledge into the
students at the right stage and at the right place. It keeps educational
planners alert of the pros and cons of Globalization and education.
1.7 SCOPE AND LIMITATION OF THE STUDY
The research study will
look at the assessment of the impact of globalization on the teaching and
learning of economics in Nigerian secondary schools, a case study of selected
secondary schools in Lagos state. Because of time constraint, This study will
be delimited to the research design in the five [4] randomly selected secondary
schools in Ikoyi local council government area of Lagos state, namely, St.
Gregory’s college, Aunty Ayo senior secondary school, Ilado community high
school and holy child college. Out of the four randomly selected schools, two
hundred [200] students offering economics will be randomly selected in
all.Research instrument will be the questionnaire, while a non-parametric test
will be used to present the data.
1.8 DELIMITATION OF THE STUDY
The research tries to
look into the entire country Nigeria but due to some factors, such as time
constraint, inadequate supply of data, hostility, illiteracy, unwilling
respondents and finance, the research work is limited to four senior secondary
schools in Ikoyi local government of Lagos state as a case study.
1.9 DEFINITION OF TERMS
GLOBALIZATION: it refers to the act or process of globalizing: the state of being
globalized; especially the development of an increasingly integrated global
economy.
ECONOMICS:it is defined as a science which study human behavior as a relationship
between ends and scarce means which have alternative uses.
TECHNOLOGY: it is a systematic way of doing
things or solving problem for the good of mankind.
COMMUNICATION: it is the transfer of messages between two parties and it being
understood by both parties, i.e. the sender and the receiver.
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