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Problems Facing Teaching Learning Economics in Secondary Schools
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Problems Facing Teaching Learning Economics in Secondary Schools

Economics is a social science subject taught in secondary schools that focuses on how individuals and societies allocate scarce resources to satisfy unlimited wants, preparing students for informed economic decision making. This study investigates the problems facing the teaching and learning of Economics in secondary schools, with attention to instructional methods, teacher qualification, instructional materials, student attitudes, and institutional conditions. The motivation for embarking on this research arises from consistent poor performance in Economics and declining student interest in the subject. Many classrooms experience overcrowding, limited textbooks, insufficient teaching aids, and uneven teacher preparation.

Data were collected from 150 respondents comprising teachers and senior secondary students through structured questionnaires and selected interviews to obtain both quantitative and qualitative responses. The findings show that lecture method was rated less effective by 70 respondents, while group activities (70) and discussion method (60) improved understanding. Availability of materials was rated very high by 60 and high by 55 respondents. Teacher competence recorded very high impact (65) and high impact (55). Furthermore, positive student attitude was very positive (70), while large class size (70) and limited resources (65) hindered learning.

The outcome of this research indicates that effective teaching and learning of Economics depend on interactive instructional strategies, qualified teachers, adequate materials, positive student attitudes, and supportive school structures. Based on the findings, it was recommended that school administrators and policymakers should address systemic challenges by providing sufficient learning facilities, managing class sizes, and offering administrative support to create a conducive learning environment.

Material Excerpt on Problems Facing Teaching Learning Economics in Secondary Schools

TABLE OF CONTENTS

PRELIMINARY PAGES

  • Title page
  • Approval page
  • Dedication
  • Acknowledgement
  • Table of Contents
  • Abstract

CHAPTER ONE

INTRODUCTION

  • 1.1 Introduction
  • 1.2 Background of Study
  • 1.3 Statement of Problems
  • 1.4 Aim and Objectives of Study
  • 1.5 Research Questions
  • 1.6 Research Hypotheses
  • 1.7 Significance of Study
  • 1.8 Scope of Study
  • 1.9 Limitations of the Study
  • 1.10 Definition of Terms

CHAPTER TWO

LITERATURE REVIEW

  • 2.1 Introduction
  • 2.2 Conceptual Review of Economics Education
  • 2.3 Objectives of Teaching Economics in Secondary Schools
  • 2.4 Teaching Methods in Economics
  • 2.5 Instructional Materials for Teaching Economics
  • 2.6 Teacher Qualification and Competence
  • 2.7 Students' Attitude Towards Economics
  • 2.8 School Environment and Learning Facilities
  • 2.9 Challenges Affecting Teaching and Learning of Economics
  • 2.10 Theoretical Framework
  • 2.11 Review of Empirical Studies
  • 2.12 Gaps in the Literature
  • 2.13 Summary of Literature Review

CHAPTER THREE

RESEARCH METHODOLOGY

  • 3.1 Introduction
  • 3.2 Research Design
  • 3.3 Population of Study
  • 3.4 Sampling and Sampling Technique
  • 3.5 Validation of Research Instrument
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Questionnaire Administration
  • 3.9 Ethical Consideration
  • 3.10 Statistical Analysis

CHAPTER FOUR

DATA ANALYSIS, RESULT AND DISCUSSION

  • 4.1 Introduction
  • 4.2 Presentation and Analysis of Data
  • 4.3 Re-statement of Research Questions
  • 4.4 Problems Facing Teaching of Economics
  • 4.5 Problems Affecting Students' Learning of Economics
  • 4.6 Test of Research Hypotheses
  • 4.7 Discussion of Findings

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

  • 5.1 Summary of Findings
  • 5.2 Conclusion
  • 5.3 Recommendation

REFERENCES

APPENDIX A - “QUESTIONNAIRE”

CHAPTER ONE

1.1 Introduction

At the secondary school level, Economics is introduced as a subject designed to equip students with fundamental knowledge of economic principles, critical thinking skills, and the ability to make rational decisions in everyday life. In Nigeria, Economics occupies a significant position in the secondary school curriculum as approved by the Nigerian Educational Research and Development Council. The objectives of teaching Economics at this level include enabling students to understand basic economic concepts, appreciate the structure of the Nigerian economy, develop analytical skills, and apply economic reasoning to societal issues (Federal Republic of Nigeria, 2013).

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

Economics as a discipline occupies a central position in the educational system because it provides learners with knowledge of how scarce resources are allocated to meet unlimited human wants. In Nigeria, the inclusion of Economics in the secondary school curriculum reflects its perceived importance in fostering economic literacy and national growth. The Federal Republic of Nigeria (2013) stated that secondary education is intended to prepare individuals for useful living within society and for higher education. Within this framework, Economics is expected to equip students with the knowledge and skills necessary to understand economic policies, market structures, and development issues. The Nigerian Educational Research and Development Council further affirmed that the Economics curriculum aims to promote critical thinking, rational decision making, and an appreciation of the Nigerian economy in relation to the global economic system.

The West African Examinations Council (2022) reported that students' performance in Economics in recent years shows inconsistencies, with a considerable proportion of candidates performing below expectations. Similarly, the National Examinations Council (2022) reported that common weaknesses among candidates include poor understanding of basic concepts, inability to interpret graphs and tables, and inadequate application of economic theories to practical situations.

Adeyemi (2016) asserted that large class sizes negatively influence students' academic achievement because teachers find it difficult to provide individualized attention and manage classroom interaction effectively. In many public secondary schools, overcrowding is a persistent issue, thereby limiting the use of interactive and participatory teaching methods that enhance comprehension. Where classroom environments are not conducive, both teachers and students experience reduced motivation and engagement. In addition, Ojo and Adebayo (2017) contended that the predominance of lecture-based teaching methods in secondary schools limits students' active participation and critical thinking skills. Economics involves abstract concepts such as demand and supply analysis, elasticity, national income determination, and market equilibrium, which require practical illustrations and real-life applications.

The availability and utilization of instructional materials also play a significant role in the teaching and learning process. Eze (2018) stated that inadequate instructional materials hinder effective curriculum implementation in secondary schools. Many schools lack up-to-date textbooks, visual aids, and access to technological resources that support interactive learning. Without relevant materials, teachers may find it challenging to relate classroom instruction to current economic realities, thereby reducing students' interest and understanding (Eze, 2018).

Okeke (2019) affirmed that teachers' mastery of subject matter and pedagogical competence significantly influence students' academic performance. In some instances, teachers assigned to teach Economics do not possess specialized training in the subject, which affects the clarity and depth of instruction delivered. Furthermore, limited opportunities for in-service training and workshops restrict teachers' exposure to innovative teaching techniques and contemporary economic issues.

Funding and policy implementation issues further complicate the situation. The Federal Republic of Nigeria (2013) stated that adequate funding and supervision are essential for achieving educational objectives. However, in practice, many secondary schools operate under financial constraints that affect infrastructure, resource provision, and teacher welfare. Weak monitoring mechanisms also limit accountability and consistency in curriculum delivery. This study is set against the backdrop of persistent concerns about students' performance, instructional quality, resource adequacy, and the overall learning environment in Nigerian secondary schools.

1.3 Statement of Problems

Investigation revealed that the dominance of teacher-centered instructional methods in many secondary schools. The continued reliance on lecture methods limits students' active participation and critical thinking, which are essential for mastering economic concepts (Ojo & Adebayo, 2017). In many classrooms, students are passive recipients of information rather than active participants in the learning process. On the other hand, modern pedagogical approaches emphasize interactive and learner-centered strategies, yet their adoption in many schools remains limited due to inadequate training and resistance to change (Federal Ministry of Education, 2014).

Additionally, many learners perceive the subject as abstract, calculation-based, and difficult to understand. This perception is often reinforced by poor teaching approaches and inadequate guidance, resulting in low motivation and limited engagement (Okeke, 2019). Parental influence and societal misconceptions about the relevance of Economics as a career path further weaken students' commitment to the subject.

Furthermore, many secondary schools lack up-to-date textbooks, teaching aids, and access to relevant digital resources that is necessary for effective Economics instruction. Where materials are available, they is often insufficient in quantity or outdated in content, making it difficult for teachers to relate theoretical concepts to current economic realities (Eze, 2018). It is against this backdrop that this study seeks to examine the problems facing teaching and learning of Economics in secondary schools and provide recommendations for improvement.

1.4 Aim and Objectives of Study

The aim of this study is to investigate the problems facing the teaching and learning of Economics in secondary schools. The specific objectives of the study are:

  1. To assess the impact of teacher qualification and professional competence on students' academic performance in Economics.
  2. To determine the extent to which availability of instructional materials influences the teaching and learning of Economics.
  3. To examine how instructional methods affect students' understanding of Economics in secondary schools.
  4. To evaluate how students' attitudes toward Economics affect their academic achievement.
  5. To identify institutional and systemic factors that hinder effective teaching and learning of Economics in secondary schools.

1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

  • How do instructional methods affect students' understanding of Economics in secondary schools?
  • To what extent does the availability of instructional materials influence the teaching and learning of Economics?
  • How does teacher qualification and professional competence affect students' academic performance in Economics?
  • What influence do students' attitudes toward Economics have on their academic achievement?
  • What institutional and systemic factors hinder effective teaching and learning of Economics in secondary schools?

1.6 Research Hypotheses

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

  • H01: There is no significant relationship between instructional methods and students' understanding of Economics in secondary schools.
  • H02: There is a significant relationship between the availability of instructional materials and effective teaching and learning of Economics in secondary schools.
  • H03: There is a significant relationship between teacher qualification and students' academic performance in Economics.
  • H04: There is a significant relationship between students' attitudes toward Economics and their academic achievement.
  • H05: There is a significant relationship between institutional factors and effective teaching and learning of Economics in secondary schools.

1.7 Significance of Study

It is believed that at the completion of the study the findings will assist policymakers in reviewing existing structures and implementing reforms that enhance educational quality. The study will also inform educational policymakers by providing evidence that will shape reforms and funding priorities in secondary education.

Furthermore, the study will benefit students by improving the quality of instruction and learning conditions in Economics classrooms. In addition, the research will guide school administrators in improving supervision, resource allocation, and academic monitoring.

Lastly, the study will contribute to academic literature and serve as a reference for future research in Economics education.

1.8 Scope of Study

The scope of the research is focused on the problems facing teaching learning economics in secondary schools. This study covers selected public senior secondary schools in Lagos State under the supervision of the Lagos State Ministry of Education.

1.9 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

  1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
  2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
  3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.10 Definition of Terms

Economics:

Economics is a social science that studies how individuals, groups, and governments allocate scarce resources to satisfy unlimited wants. It examines issues related to production, distribution, consumption, and decision-making within society (Samuelson & Nordhaus, 2010). In this study, Economics refers specifically to the subject taught in secondary schools as part of the social science curriculum.

Teaching:

Teaching is the systematic process of facilitating learning through instruction, guidance, explanation, and interaction between teacher and students. It involves the use of appropriate methods, materials, and strategies to help learners understand subject content (Ololube, 2013). In this context, teaching refers to the instructional practices employed by Economics teachers in secondary schools.

Learning:

Learning is a relatively permanent change in behavior, knowledge, skills, or attitudes that occurs as a result of experience, study, or instruction (Ormrod, 2012). Within this study, learning refers to students' acquisition of knowledge, understanding, and skills in Economics.

Instructional Methods:

Instructional methods are the techniques and strategies used by teachers to deliver lessons and engage students in the learning process. These include lecture, discussion, demonstration, group work, and problem-solving approaches (Ojo & Adebayo, 2017). In this research, instructional methods describe the various approaches adopted in teaching Economics.

Instructional Materials:

Instructional materials are teaching aids and resources used to support lesson delivery and enhance understanding. They include textbooks, charts, graphs, audio-visual materials, and digital resources (Eze, 2018). In this study, instructional materials refer to all resources available to facilitate the teaching and learning of Economics.

…

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter focuses on the review of related literature. A literature review presents current knowledge, as well as theoretical and methodological contributions, related to Problems Facing Teaching Learning Economics in Secondary Schools. It documents the state of the art on the subject under study and provides a comprehensive survey of existing literature. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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