1.1 Introduction
Education is described as the study of how society manages its limited resources, examining how people make choices and how these choices affect the production, distribution, and consumption of goods and services (Mankiw, 2021). The teaching and learning of Economics at the secondary school level is an important component of the educational system because it introduces students to fundamental economic concepts and principles that influence everyday life. Through the study of Economics, students are expected to develop analytical skills, understand economic policies, and appreciate the role of economic activities in national growth and development. In Nigeria, Economics is one of the major subjects offered at the senior secondary school level and is recognized by examining bodies such as the West African Examinations Council and the National Examinations Council.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
The teaching and learning of Economics has become an important aspect of secondary school education because of its role in helping students understand economic activities and the management of scarce resources. Economics provides learners with knowledge of how individuals, businesses, and governments make decisions regarding the production, distribution, and consumption of goods and services. The subject also exposes students to economic reasoning and analytical thinking, which are necessary for understanding societal issues such as unemployment, inflation, poverty, and economic growth. As a result, Economics is widely taught in senior secondary schools and forms part of the curriculum recognized by examining bodies such as the West African Examinations Council and the National Examinations Council in Nigeria.
According to Mankiw (2021), Economics examines how people make decisions and how these decisions interact to shape the functioning of the entire economy. The importance of Economics education at the secondary school level is widely recognized because it prepares students for higher education and equips them with skills necessary for responsible citizenship. According to Adu and Olatundun (2017), effective teaching of Economics at the secondary school level helps students develop analytical abilities and enhances their understanding of economic policies and national development issues. The authors asserted that when Economics is properly taught, students become more capable of interpreting economic problems and proposing logical solutions.
However, the effectiveness of the teaching and learning of Economics in many secondary schools has become a matter of concern among educators and policymakers. Academic performance in the subject has fluctuated over the years, raising questions about the quality of instruction and the learning environment. The West African Examinations Council reported that students' performance in Economics in the Senior School Certificate Examination has shown variations across different years, with many candidates demonstrating weaknesses in the application of economic concepts and analytical reasoning (WAEC, 2022). Similarly, the National Examinations Council reported that a significant number of students experience difficulties in understanding key economic principles, which affects their overall academic performance in the subject (NECO, 2021).
According to Yusuf (2018), the use of appropriate instructional strategies enhances students' understanding of complex economic concepts and improves their academic performance. The author affirmed that learner-centered teaching methods such as group discussion, problem-solving activities, and the use of practical examples promote active participation and deeper comprehension of the subject matter. Ogunleye (2019) reported that instructional resources such as charts, graphs, statistical tables, and audio-visual materials help simplify abstract economic concepts and improve students' retention of knowledge. The study contends that when these materials are inadequate or poorly utilized, the teaching process becomes less effective and students may find it difficult to understand certain topics within the Economics curriculum.
Teacher qualification and professional competence are also important elements in the teaching and learning process. According to Darling-Hammond (2017), teachers who possess adequate subject knowledge and pedagogical skills are more effective in delivering lessons and guiding students toward academic success. The author asserted that teacher quality significantly influences students' academic achievement because teachers serve as facilitators of knowledge and role models within the classroom. In situations where teachers lack proper training in Economics or relevant teaching experience, the effectiveness of instruction may be compromised.
Students' attitudes toward the subject also contribute to the effectiveness of the teaching and learning process. Adebayo (2017) stated that students who develop positive attitudes toward Economics tend to participate actively in classroom activities and demonstrate higher levels of academic achievement. The author affirmed that interest and motivation play essential roles in learning because students who perceive the subject as relevant and useful are more likely to invest effort in their studies. Conversely, negative perceptions about the difficulty of Economics may discourage students and reduce their level of engagement in the learning process. This study is set against the backdrop of assessing the effectiveness of teaching and learning of Economics in selected secondary schools.
1.3 Statement of Problems
Investigation revealed that the teaching and learning of Economics at the secondary school level is widely recognized as an important component of the education system because it equips students with knowledge of economic principles, decision making, and resource management. In many schools, the subject is expected to help learners understand issues such as production, distribution, consumption, and national development. However, the level of achievement recorded by students in Economics in many secondary schools has raised concerns among educators, parents, and policymakers. Examination reports from bodies such as the West African Examinations Council and the National Examinations Council indicate fluctuations and, in some cases, unsatisfactory performance in Economics over the years (WAEC, 2022; NECO, 2021).
In many secondary schools, teaching still relies heavily on traditional lecture methods, where students are passive recipients of information rather than active participants in the learning process. Studies show that the use of interactive teaching strategies, instructional materials, and practical examples improves students' comprehension and interest in Economics, yet such practices are not consistently applied in many schools (Adu & Galloway, 2015; Yusuf, 2018).
Furthermore, the learning environment and students' attitudes toward Economics also present important challenges. Overcrowded classrooms, limited access to relevant textbooks, and insufficient learning facilities often hinder effective interaction between teachers and students. In addition, some students perceive Economics as a difficult and abstract subject, which reduces their interest and participation during lessons (Adebayo, 2017). It is against this backdrop that this study seeks to assess the effectiveness of teaching and learning of Economics in selected secondary schools.
1.4 Aim and Objectives of Study
The aim of this study is to assess the effectiveness of the teaching and learning of Economics in selected secondary schools.
The specific objectives of the study are:
- To examine the teaching methods used by Economics teachers in secondary schools.
- To determine the availability and utilization of instructional materials for the teaching and learning of Economics.
- To examine the influence of teacher qualification and competence on the teaching of Economics.
- To examine students' attitudes toward the learning of Economics in secondary schools.
- To determine the influence of the learning environment on students' academic performance in Economics.
1.5 Research Questions
Based on the stated objectives, the study seeks to answer the following research questions:
- What teaching methods are used by teachers in the teaching of Economics in secondary schools?
- What instructional materials are available and utilized for the teaching and learning of Economics?
- How does teacher qualification influence the teaching and learning of Economics?
- What attitudes do students have toward the learning of Economics?
- How does the learning environment influence students' academic performance in Economics?
1.6 Research Hypothesis
Based on the objectives, the following hypotheses are formulated:
Hypothesis One
- H0: There is no significant relationship between teaching methods and students' academic performance in Economics in selected secondary schools.
- H1: There is a significant relationship between teaching methods and students' academic performance in Economics in selected secondary schools.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will provide useful information on the effectiveness of the teaching and learning of Economics in secondary schools. Also, the study will guide teachers on the importance of adopting appropriate teaching techniques and utilizing relevant instructional materials
Furthermore, the findings of this study will be beneficial to students because it will help identify the factors that influence their understanding and academic performance in Economics. In addition, the findings will help school administrators recognize the importance of providing adequate instructional materials, improving classroom facilities, and supporting teachers through professional development opportunities.
Lastly, the study will be beneficial to researchers and scholars because it will serve as a reference material for further studies related to the teaching and learning of Economics in secondary schools.
1.8 Scope of Study
This study focuses on assessing the effectiveness of the teaching and learning of Economics in selected secondary schools in Lagos State, Nigeria.
1.9 Limitations of the Study
The study is limited to selected schools within the state and therefore the findings may not represent the situation in all secondary schools across Nigeria. The research also concentrates specifically on Economics education at the secondary school level and does not include other subjects or educational levels.
1.10 Definition of Terms
Economics:
Economics refers to the social science that studies how individuals and societies allocate scarce resources in order to satisfy unlimited human wants. It examines how goods and services are produced, distributed, and consumed within an economy (Mankiw, 2021).
Teaching:
Teaching refers to the process through which a teacher guides, instructs, and facilitates students' learning by presenting knowledge, skills, and values in a structured educational environment (Akinpelu, 2018).
Learning:
Learning refers to the process through which individuals acquire knowledge, skills, attitudes, and understanding through study, experience, or instruction.
Effectiveness:
Effectiveness in education refers to the extent to which teaching methods and educational activities achieve the intended learning objectives and improve students' academic performance.
Instructional Materials:
Instructional materials are teaching aids such as textbooks, charts, graphs, models, and audio-visual resources used by teachers to enhance students' understanding of subject content.
Secondary School:
A secondary school is an educational institution that provides post-primary education for students before they proceed to higher education or vocational training.
Academic Performance:
Academic performance refers to the level of achievement demonstrated by students in examinations, tests, and other forms of academic assessment.
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