BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
A STUDY OF INDUSTRIALIZATION ON THE ECONOMIC DEVELOPMENT OF IMO STATE
ABSTRACT:
This work gives a study of industrialization on the economic development of imo state: a survey study of Ezinihitte Mbaise Local Government Area. A hundred and twenty questionnaires were shared amongst managers of selected manufacturing companies in imo state. Interviews and surveys were also conducted.
Primary and secondary data were used the analysis. Both frequency distribution and regression analysis were used.
It was observed therefore that industrialization has a significant positive impact on the economic development of imo state. Also, there is a strong positive relationship between industrialization and the economic development of imo state.
The work is made of five chapters with bibliography and list of references.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
- Background of the Study
- Statement of the Research Problem
- Objectives of the Study
- Significance of the Study
- Research Questions
- Research Hypothesis
- Conceptual and Operational Definition
- Assumptions
- Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
- Sources of Literature
- The Review
- Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
- Research Method
- Research Design
- Research Sample
- Measuring Instrument
- Data Collection
- Data Analysis
- Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
- Data Analysis
- Results
- Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
- Summary
- Recommendations for Further Study
Bibliography
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
A STATISTICAL ANALYSIS ON RATE OF INDUSTRIAL ACCIDENT-A CASE STUDY OF EMENITE LIMITED
ABSTRACT:
This work investigates the effects of pre-marital sex on student academic performance in osun state colleges of education. A hundred and twenty questionnaires were shared amongst students and teachers of six colleges of education in the six geo-political zones of Nigeria.
Primary and secondary data were used the analysis. Both frequency distribution and regression analysis were used.
It was observed therefore that the effect of extra-marital sex on students academic performance was very significant. Also, there was a negative relationship between students academic performance and extra-marital sex.
The work is made of five chapters with bibliography and list of references
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
- Background of the Study
- Statement of the Research Problem
- Objectives of the Study
- Significance of the Study
- Research Questions
- Research Hypothesis
- Conceptual and Operational Definition
- Assumptions
- Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
- Sources of Literature
- The Review
- Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
- Research Method
- Research Design
- Research Sample
- Measuring Instrument
- Data Collection
- Data Analysis
- Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
- Data Analysis
- Results
- Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
- Summary
- Recommendations for Further Study
Bibliography
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
IMPEDIMENT TO THE ACQUISITION OF ECONOMICS EDUCATION BY SECONDARY STUDENTS
TABLE OF CONTENTS
Title Page i
Approval ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of Contents vii
List of Tables ix
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Purpose of the Study 5
Statement of the Hypothesis 5
Significance of the Study 6
Research Question
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework of Economics 8
Economics as a Teaching Subject 10
The Place of Economics in a Curriculum 15
Method of Teaching Economics 16
Factors Militating Against the Teaching of Economics 19
Factors Militating Against the Learning of Economics 19
Theoretical Framework 29
Review of Empirical Studies. 31
Summary of the Literature Review 32
CHAPTER THREE: RSEARCH METHODS
Research Design 34
Area of the Study 34
Population of the Study 34
Sample and Sampling Technique 34
Instrument for Data Collection 35
Validation of the instrument 35
Reliability of the Study 35
Method of Data Collection 36
Method of Data Analysis 36
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary 45
Educational Implication of the Study 45
Limitations of the Study 45
Recommendations 46
Suggestions for Further Studies 47
REFERENCE
APPENDIX 50
CHAPTER ONE
INTRODUCTION
Background of The study
Economics is one of an important subject taught in the 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 professor lord Robbins (1975), thus 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.
Economics according to Hornby, (1973) is the study of production and distribution of money and goods of a country. It is the study of how people of the society choose to use their limited resources like land, capital, labour, goods and technical knowledge to provide various goods and services for the consumption of man. Pigou (1972), believed that economics makes it easier to institute practical measures to promote welfare, so that the society may build upon the work of economics. He concluded by saying that the study is not worthwhile for its own sake but only for the healing that the knowledge may help to bring. Economics is relevant to the field of science and art. It enables the individuals to think in the sense that he/she is able to apply its principles to solve practical problems and avoid unnecessary costly mistake. It also enables individuals to understand better the relationship between himself and his fellow human beings in his effort to make a living.
All over the world, 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 excellent qualified teacher and teaching aids in the students understanding of the need to effect a change in National Development through the teaching and learning of economics in the senior secondary schools preferably those in SS1 to SS3.
There has also been a traumantic growth in commerce and industry since independence which invariably calls for specialized and qualified manpower to make the various aspects of the economy become imperative. This lead to the introduction of economics as a separate subject of study in the new National policy of education. Economics subject was also included in the curriculum that is geared towards producing a group of people who can study and improve the structure of Nigerian Economy. Economics as a field of study provides individuals with sound knowledge on how to be self-employed and better the lots of people in his or her own society.
Profoundly, in Izzi Local Government Area of Ebonyi State, there has been a lot of factors militating against the teaching and learning of economics in the secondary schools, which invariably calls for the study of this research work.
Consequent upon this foregoing therefore, we can briefly look at the word “teach and teaching”. The Oxford Advance Learners Dictionary 6th edition (2001:1220), defined the word teach to mean a given lesson to students in a schools, colleges, universities, etc to make somebody learn something by giving information about it to show somebody how to do something so that they will be able to do it by themselves. Lark (1995), also sees teaching as the interaction between a teacher and student under the teacher’s responsibility in order to bring about the expected change in the students’ behaviour. Alaezi (1990:1), describes teaching as the business of all those involved in the act of changing human behaviour and transformation of society for better, particularly when their actions render them perceptibly significant respectable and recognizable to others because of the consequences they accomplish and the unique manner they do them. He emphasized that a teacher must possess knowledge and method of imparting it that could bring about positive change in learners attitude or behavior.
According to Mukherjee, (2002), learning is seen as an inference from some performance of the organization resulting in an enduring change of behaviour. Hengenhan, (1982), defined learning as a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. Also, Omebe, (2001:5) defined learning as a change in behaviour that is as a result of experience and which cause people to understand situation differently.
It is therefore, a great concern in this regard to give absolute attention to the quality and the numbers of the teachers we have in the secondary schools to enable us achieve and attain the goals for which these secondary schools were established without any impediment or hampering this purpose. Hence, being properly trained as a professional teacher and having a sound knowledge of what to teach is the most vital prerequisite for a good qualified teacher. Unqualified teachers in our secondary schools today in teaching of economics have acted persistently as canker-worm devouring the efforts of achieving the educational objectives for this subject. It is observed that a person can never give out what he does not have. Nwanna (1968) said that the personality of teachers has significant influence on student’s performance.
The proper application of teaching materials is very important in the effective studying of economics. The quality of the teaching materials used in teaching and learning appear to affect greatly the teaching and learning of economics. According to Okorita (2004), there is urgent need to provide the schools with facilities and materials so as to boost the teaching and learning which will call for education for all the year 2010. Writing further, he attributed the largely factors affecting the teaching and learning of economics in secondary schools to lack of adequate facilities and teaching materials in the school surrounding which could have facilitated the teaching of the subject.
In teaching economics, methodology is a veritable tool for the conveyance of the principles or theories of economics as well as materials to the students for the achievement of the goals of that institution. According to Ali (2001), says “methodology uses materials in an instructional setting to send the principles (knowledge) which could be the cognitive, the affective and the psychomotor aspect of the school’s curriculum.” Ugwu (2001), emphasized the essentiality for a teacher to select most effective method amongst other for a given purpose, if he must satisfy the learners need to know and his desire to participate actively in the instructional process.
The interest and attitudes of teachers and students over teaching and learning of economics in secondary schools are of great effects. Onyeji (2000), of his view that the teacher’s attitude discourages and scares away students from studying the subject. This is so, if the students are not properly guided, they become scared of the teachers and the subject resulting in lack of interest and the student’s performance tend to be poor since effective teaching do not take place.
Statement of The Problem
Economics is being taught in secondary schools in Izzi Local Government Area and it has been observed that students performed poorly in the Senior Secondary Certificate Examination which formed the problem of the study. In that, it has been observed that there are lots of factors militating against the effective teaching and learning of economics in secondary schools which include lack of qualified teachers, lack of instructional materials, poor methodology of teaching, attitudes and interest of teachers and students in teaching and learning of economics, etc.
Purpose of The Study
The general purpose of the study is to identify the factors affecting the effective teaching and learning of economics in secondary schools in Izzi Local Government Area.
The study is specifically designed to:
- Determine the educational qualification of economics teachers in the secondary schools and how it affects the study of economics.
- Find out the extent instructional materials available and how they affect the study of economics?
- Identify the method economics teachers used in teaching economics in the secondary schools
- Identify the extent interest and attitudes of students and teachers affect the teaching and learning in the secondary schools
Significance of The Study
This study will help to make our educational administrators to see the need to have qualified economics teachers if not available to handle the subject and effectively for the benefits of the students and society at large.
It will also helps to sensitize the educational administrators to appreciate the need to make available the necessary materials, examples chalkboard, graph, audio-visual materials, etc that will enhance effective learning of economics if they are not available.
This study will if need be direct the economics teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about the above mentioned desirable experience in the learners. This study will have a great significant to economists for formulation and evaluation of their plans.
It will be useful to learners to identify the factors affecting the teaching and learning of economics. It will help to identify the factors affecting the teaching and learning of economics. It will help to produce sound economics students that will function well in the economy.
This work will serve as a source of encouragement to students and teachers that will come across it. It is hoped that the findings of this study would also form the basis for further research work by future researchers on this issues.
Research Question
The following research questions guided this research work:
- How do qualifications of the economics teachers influence the teaching and learning of economics in the secondary schools
- To what extent are instructional materials available and how they affect the study of economics?
- To what extent does poor method of teaching affect teaching and learning of economics in secondary schools?
- To what extent does an interest and attitude of students, teachers and school administrators influence effective teaching and learning of economics?
Scope of The Study
The study deals with the factors affecting the effective study of economics in secondary schools in Izzi Local Government Area of Ebonyi state. It geographically covers the five selected secondary schools in Izzi Local Government Area of Ebonyi state.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
IDENTIFICATION OF TEACHERS AND STUDENTS PERCEIVED PROBLEMS OF TEACHING AND LEARNING OF ECONOMICS IN SENIOR SECHOOLS
TABLE OF CONTENTS
Title Page i
Approval ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of Contents vii
List of Tables ix
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Purpose of the Study 5
Statement of the Hypothesis 5
Significance of the Study 6
Research Question
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework of Economics 8
Economics as a Teaching Subject 10
The Place of Economics in a Curriculum 15
Method of Teaching Economics 16
Factors Militating Against the Teaching of Economics 19
Factors Militating Against the Learning of Economics 19
Theoretical Framework 29
Review of Empirical Studies. 31
Summary of the Literature Review 32
CHAPTER THREE: RSEARCH METHODS
Research Design 34
Area of the Study 34
Population of the Study 34
Sample and Sampling Technique 34
Instrument for Data Collection 35
Validation of the instrument 35
Reliability of the Study 35
Method of Data Collection 36
Method of Data Analysis 36
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary 45
Educational Implication of the Study 45
Limitations of the Study 45
Recommendations 46
Suggestions for Further Studies 47
REFERENCE
APPENDIX 50
CHAPTER ONE
INTRODUCTION
Background of The study
Economics is one of an important subject taught in the 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 professor lord Robbins (1975), thus 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.
Economics according to Hornby, (1973) is the study of production and distribution of money and goods of a country. It is the study of how people of the society choose to use their limited resources like land, capital, labour, goods and technical knowledge to provide various goods and services for the consumption of man. Pigou (1972), believed that economics makes it easier to institute practical measures to promote welfare, so that the society may build upon the work of economics. He concluded by saying that the study is not worthwhile for its own sake but only for the healing that the knowledge may help to bring. Economics is relevant to the field of science and art. It enables the individuals to think in the sense that he/she is able to apply its principles to solve practical problems and avoid unnecessary costly mistake. It also enables individuals to understand better the relationship between himself and his fellow human beings in his effort to make a living.
All over the world, 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 excellent qualified teacher and teaching aids in the students understanding of the need to effect a change in National Development through the teaching and learning of economics in the senior secondary schools preferably those in SS1 to SS3.
There has also been a traumantic growth in commerce and industry since independence which invariably calls for specialized and qualified manpower to make the various aspects of the economy become imperative. This lead to the introduction of economics as a separate subject of study in the new National policy of education. Economics subject was also included in the curriculum that is geared towards producing a group of people who can study and improve the structure of Nigerian Economy. Economics as a field of study provides individuals with sound knowledge on how to be self-employed and better the lots of people in his or her own society.
Profoundly, in Izzi Local Government Area of Ebonyi State, there has been a lot of factors militating against the teaching and learning of economics in the secondary schools, which invariably calls for the study of this research work.
Consequent upon this foregoing therefore, we can briefly look at the word “teach and teaching”. The Oxford Advance Learners Dictionary 6th edition (2001:1220), defined the word teach to mean a given lesson to students in a schools, colleges, universities, etc to make somebody learn something by giving information about it to show somebody how to do something so that they will be able to do it by themselves. Lark (1995), also sees teaching as the interaction between a teacher and student under the teacher’s responsibility in order to bring about the expected change in the students’ behaviour. Alaezi (1990:1), describes teaching as the business of all those involved in the act of changing human behaviour and transformation of society for better, particularly when their actions render them perceptibly significant respectable and recognizable to others because of the consequences they accomplish and the unique manner they do them. He emphasized that a teacher must possess knowledge and method of imparting it that could bring about positive change in learners attitude or behavior.
According to Mukherjee, (2002), learning is seen as an inference from some performance of the organization resulting in an enduring change of behaviour. Hengenhan, (1982), defined learning as a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. Also, Omebe, (2001:5) defined learning as a change in behaviour that is as a result of experience and which cause people to understand situation differently.
It is therefore, a great concern in this regard to give absolute attention to the quality and the numbers of the teachers we have in the secondary schools to enable us achieve and attain the goals for which these secondary schools were established without any impediment or hampering this purpose. Hence, being properly trained as a professional teacher and having a sound knowledge of what to teach is the most vital prerequisite for a good qualified teacher. Unqualified teachers in our secondary schools today in teaching of economics have acted persistently as canker-worm devouring the efforts of achieving the educational objectives for this subject. It is observed that a person can never give out what he does not have. Nwanna (1968) said that the personality of teachers has significant influence on student’s performance.
The proper application of teaching materials is very important in the effective studying of economics. The quality of the teaching materials used in teaching and learning appear to affect greatly the teaching and learning of economics. According to Okorita (2004), there is urgent need to provide the schools with facilities and materials so as to boost the teaching and learning which will call for education for all the year 2010. Writing further, he attributed the largely factors affecting the teaching and learning of economics in secondary schools to lack of adequate facilities and teaching materials in the school surrounding which could have facilitated the teaching of the subject.
In teaching economics, methodology is a veritable tool for the conveyance of the principles or theories of economics as well as materials to the students for the achievement of the goals of that institution. According to Ali (2001), says “methodology uses materials in an instructional setting to send the principles (knowledge) which could be the cognitive, the affective and the psychomotor aspect of the school’s curriculum.” Ugwu (2001), emphasized the essentiality for a teacher to select most effective method amongst other for a given purpose, if he must satisfy the learners need to know and his desire to participate actively in the instructional process.
The interest and attitudes of teachers and students over teaching and learning of economics in secondary schools are of great effects. Onyeji (2000), of his view that the teacher’s attitude discourages and scares away students from studying the subject. This is so, if the students are not properly guided, they become scared of the teachers and the subject resulting in lack of interest and the student’s performance tend to be poor since effective teaching do not take place.
Statement of The Problem
Economics is being taught in secondary schools in Izzi Local Government Area and it has been observed that students performed poorly in the Senior Secondary Certificate Examination which formed the problem of the study. In that, it has been observed that there are lots of factors militating against the effective teaching and learning of economics in secondary schools which include lack of qualified teachers, lack of instructional materials, poor methodology of teaching, attitudes and interest of teachers and students in teaching and learning of economics, etc.
Purpose of The Study
The general purpose of the study is to identify the factors affecting the effective teaching and learning of economics in secondary schools in Izzi Local Government Area.
The study is specifically designed to:
- Determine the educational qualification of economics teachers in the secondary schools and how it affects the study of economics.
- Find out the extent instructional materials available and how they affect the study of economics?
- Identify the method economics teachers used in teaching economics in the secondary schools
- Identify the extent interest and attitudes of students and teachers affect the teaching and learning in the secondary schools
Significance of The Study
This study will help to make our educational administrators to see the need to have qualified economics teachers if not available to handle the subject and effectively for the benefits of the students and society at large.
It will also helps to sensitize the educational administrators to appreciate the need to make available the necessary materials, examples chalkboard, graph, audio-visual materials, etc that will enhance effective learning of economics if they are not available.
This study will if need be direct the economics teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about the above mentioned desirable experience in the learners. This study will have a great significant to economists for formulation and evaluation of their plans.
It will be useful to learners to identify the factors affecting the teaching and learning of economics. It will help to identify the factors affecting the teaching and learning of economics. It will help to produce sound economics students that will function well in the economy.
This work will serve as a source of encouragement to students and teachers that will come across it. It is hoped that the findings of this study would also form the basis for further research work by future researchers on this issues.
Research Question
The following research questions guided this research work:
- How do qualifications of the economics teachers influence the teaching and learning of economics in the secondary schools
- To what extent are instructional materials available and how they affect the study of economics?
- To what extent does poor method of teaching affect teaching and learning of economics in secondary schools?
- To what extent does an interest and attitude of students, teachers and school administrators influence effective teaching and learning of economics?
Scope of The Study
The study deals with the factors affecting the effective study of economics in secondary schools in Izzi Local Government Area of Ebonyi state. It geographically covers the five selected secondary schools in Izzi Local Government Area of Ebonyi state.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
CHALLENGES OF TEACHING AND LEARNING OF ECONOMICS IN NIGERIA SECONDARY SCHOOL
TABLE OF CONTENTS
Title Page i
Approval ii
Dedication iii
Acknowledgement iv
Abstract vi
Table of Contents vii
List of Tables ix
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 3
Purpose of the Study 5
Statement of the Hypothesis 5
Significance of the Study 6
Research Question
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework of Economics 8
Economics as a Teaching Subject 10
The Place of Economics in a Curriculum 15
Method of Teaching Economics 16
Factors Militating Against the Teaching of Economics 19
Factors Militating Against the Learning of Economics 19
Theoretical Framework 29
Review of Empirical Studies. 31
Summary of the Literature Review 32
CHAPTER THREE: RSEARCH METHODS
Research Design 34
Area of the Study 34
Population of the Study 34
Sample and Sampling Technique 34
Instrument for Data Collection 35
Validation of the instrument 35
Reliability of the Study 35
Method of Data Collection 36
Method of Data Analysis 36
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary 45
Educational Implication of the Study 45
Limitations of the Study 45
Recommendations 46
Suggestions for Further Studies 47
REFERENCE
APPENDIX 50
CHAPTER ONE
INTRODUCTION
Background of The study
Economics is one of an important subject taught in the 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 professor lord Robbins (1975), thus 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.
Economics according to Hornby, (1973) is the study of production and distribution of money and goods of a country. It is the study of how people of the society choose to use their limited resources like land, capital, labour, goods and technical knowledge to provide various goods and services for the consumption of man. Pigou (1972), believed that economics makes it easier to institute practical measures to promote welfare, so that the society may build upon the work of economics. He concluded by saying that the study is not worthwhile for its own sake but only for the healing that the knowledge may help to bring. Economics is relevant to the field of science and art. It enables the individuals to think in the sense that he/she is able to apply its principles to solve practical problems and avoid unnecessary costly mistake. It also enables individuals to understand better the relationship between himself and his fellow human beings in his effort to make a living.
All over the world, 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 excellent qualified teacher and teaching aids in the students understanding of the need to effect a change in National Development through the teaching and learning of economics in the senior secondary schools preferably those in SS1 to SS3.
There has also been a traumantic growth in commerce and industry since independence which invariably calls for specialized and qualified manpower to make the various aspects of the economy become imperative. This lead to the introduction of economics as a separate subject of study in the new National policy of education. Economics subject was also included in the curriculum that is geared towards producing a group of people who can study and improve the structure of Nigerian Economy. Economics as a field of study provides individuals with sound knowledge on how to be self-employed and better the lots of people in his or her own society.
Profoundly, in Izzi Local Government Area of Ebonyi State, there has been a lot of factors militating against the teaching and learning of economics in the secondary schools, which invariably calls for the study of this research work.
Consequent upon this foregoing therefore, we can briefly look at the word “teach and teaching”. The Oxford Advance Learners Dictionary 6th edition (2001:1220), defined the word teach to mean a given lesson to students in a schools, colleges, universities, etc to make somebody learn something by giving information about it to show somebody how to do something so that they will be able to do it by themselves. Lark (1995), also sees teaching as the interaction between a teacher and student under the teacher’s responsibility in order to bring about the expected change in the students’ behaviour. Alaezi (1990:1), describes teaching as the business of all those involved in the act of changing human behaviour and transformation of society for better, particularly when their actions render them perceptibly significant respectable and recognizable to others because of the consequences they accomplish and the unique manner they do them. He emphasized that a teacher must possess knowledge and method of imparting it that could bring about positive change in learners attitude or behavior.
According to Mukherjee, (2002), learning is seen as an inference from some performance of the organization resulting in an enduring change of behaviour. Hengenhan, (1982), defined learning as a relatively permanent change in behavioural potentiality that occurs as a result of reinforced practice. Also, Omebe, (2001:5) defined learning as a change in behaviour that is as a result of experience and which cause people to understand situation differently.
It is therefore, a great concern in this regard to give absolute attention to the quality and the numbers of the teachers we have in the secondary schools to enable us achieve and attain the goals for which these secondary schools were established without any impediment or hampering this purpose. Hence, being properly trained as a professional teacher and having a sound knowledge of what to teach is the most vital prerequisite for a good qualified teacher. Unqualified teachers in our secondary schools today in teaching of economics have acted persistently as canker-worm devouring the efforts of achieving the educational objectives for this subject. It is observed that a person can never give out what he does not have. Nwanna (1968) said that the personality of teachers has significant influence on student’s performance.
The proper application of teaching materials is very important in the effective studying of economics. The quality of the teaching materials used in teaching and learning appear to affect greatly the teaching and learning of economics. According to Okorita (2004), there is urgent need to provide the schools with facilities and materials so as to boost the teaching and learning which will call for education for all the year 2010. Writing further, he attributed the largely factors affecting the teaching and learning of economics in secondary schools to lack of adequate facilities and teaching materials in the school surrounding which could have facilitated the teaching of the subject.
In teaching economics, methodology is a veritable tool for the conveyance of the principles or theories of economics as well as materials to the students for the achievement of the goals of that institution. According to Ali (2001), says “methodology uses materials in an instructional setting to send the principles (knowledge) which could be the cognitive, the affective and the psychomotor aspect of the school’s curriculum.” Ugwu (2001), emphasized the essentiality for a teacher to select most effective method amongst other for a given purpose, if he must satisfy the learners need to know and his desire to participate actively in the instructional process.
The interest and attitudes of teachers and students over teaching and learning of economics in secondary schools are of great effects. Onyeji (2000), of his view that the teacher’s attitude discourages and scares away students from studying the subject. This is so, if the students are not properly guided, they become scared of the teachers and the subject resulting in lack of interest and the student’s performance tend to be poor since effective teaching do not take place.
Statement of The Problem
Economics is being taught in secondary schools in Izzi Local Government Area and it has been observed that students performed poorly in the Senior Secondary Certificate Examination which formed the problem of the study. In that, it has been observed that there are lots of factors militating against the effective teaching and learning of economics in secondary schools which include lack of qualified teachers, lack of instructional materials, poor methodology of teaching, attitudes and interest of teachers and students in teaching and learning of economics, etc.
Purpose of The Study
The general purpose of the study is to identify the factors affecting the effective teaching and learning of economics in secondary schools in Izzi Local Government Area.
The study is specifically designed to:
- Determine the educational qualification of economics teachers in the secondary schools and how it affects the study of economics.
- Find out the extent instructional materials available and how they affect the study of economics?
- Identify the method economics teachers used in teaching economics in the secondary schools
- Identify the extent interest and attitudes of students and teachers affect the teaching and learning in the secondary schools
Significance of The Study
This study will help to make our educational administrators to see the need to have qualified economics teachers if not available to handle the subject and effectively for the benefits of the students and society at large.
It will also helps to sensitize the educational administrators to appreciate the need to make available the necessary materials, examples chalkboard, graph, audio-visual materials, etc that will enhance effective learning of economics if they are not available.
This study will if need be direct the economics teachers’ attention to the need for them to adopt more appropriate teaching method in order to bring about the above mentioned desirable experience in the learners. This study will have a great significant to economists for formulation and evaluation of their plans.
It will be useful to learners to identify the factors affecting the teaching and learning of economics. It will help to identify the factors affecting the teaching and learning of economics. It will help to produce sound economics students that will function well in the economy.
This work will serve as a source of encouragement to students and teachers that will come across it. It is hoped that the findings of this study would also form the basis for further research work by future researchers on this issues.
Research Question
The following research questions guided this research work:
- How do qualifications of the economics teachers influence the teaching and learning of economics in the secondary schools
- To what extent are instructional materials available and how they affect the study of economics?
- To what extent does poor method of teaching affect teaching and learning of economics in secondary schools?
- To what extent does an interest and attitude of students, teachers and school administrators influence effective teaching and learning of economics?
Scope of The Study
The study deals with the factors affecting the effective study of economics in secondary schools in Izzi Local Government Area of Ebonyi state. It geographically covers the five selected secondary schools in Izzi Local Government Area of Ebonyi state.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
USE OF INSTRUCTIONAL MATERIALS IN THE TEACHING AND LEARNING OF SECONDARY SCHOOL ECONOMICS
TABLE OF CONTENT
Chapter One
1.1 Background of the study
1.2 History of Instructional materials
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Significance of the study
1.6 Scope of the study
1.7 Limitations of the study
Chapter Two
Literature Review
Chapter three
3.1 Research Design
3.2 Sample area or scope of the study
3.3 Sample subject
3.4 Sample techniques
3.5 Validity and Reliability
3.6 Administration of the instrument
3.7 Method of data analysis
Chapter Four
4.1 Analysis of data interpretation and discussion
Chapter Five
5.1 Summary
5.2 Recommendations
5.3 Conclusion
Bibliography
Questionnaires
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The project discusses how secondary school teachers can enhance their classroom performance through the identification and effective utilization of appropriate instructional materials . The ability of the teacher to educate does not depend only on the possession of the relevant knowledge at a given time but the use of good instructional materials appropriate to the needs of t he students. The idea of using instructional materials to enhance teaching and learning is not new, as Greek geometers draw diagrams on sand, Jesus Christ used parable which were story illustration that helped his listeners to understand his message (Obujes Obudu Journal of Education Studies Vol. No 1 July 1992).
Instructional materials can be seen as those materials, which aids the teacher in teaching his/her lesson in the class. Instructional materials of curriculum materials were succinctly defined by Oyejemezi (1981) as all the available materials, which appeal to all the sense and feeling and aid learning. Instructional materials are tools ranging from most elementary and home made device to highly complex machines designed to help teachers cope with specific teaching needs and proffer solutions to them for a teacher to administer instructional materials in teaching, there must be the presence of students who are ready to learn.
The use of instructional materials is very essential and school lacking the necessary materials, for teaching, do not reasonably achieve its objective. What the effectiveness of teaching possible is not only the quality of teacher but also equipment and materials that will aid the teacher and students performance. Some instructional materials can be drawn and module by the students, hence it promotes fast learning. Studies on teacher education and use of instructional materials have been out and reported by several investigators including those of Lynne (1982) Agun and Okunrotifa (1977), Agun (1999) and Agun (1986) pointed out the need for development of skills by teachers undergoing their training so that they could be able to use a wide variety of instructional materials sufficiently well.
Learning aids are instructional materials and devices through which teaching and learning are done in school examples of learning aids include visual aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall chart, illustrated pictures, pictorial materials and other two dimensional objects. It is interesting to note that a large percentage of trained teachers and those undergoing professional training course can teach with some of the learning aids they do so consciously because they known that the use have positive effect on learning out comes as their cognate experience during teaching practice supervision reveals.
Some investigators claim that whenever they taught with some of the learning aids their students gets more stimulated because the learning aids help them (students) to become more attentive. In addition, students positive attitude generate more interest for the lesson they teach as a result students participate better in class activity.
HISTORICAL BACKGROUND OF EGOR LOCAL GOVERNMENT
Egor Local Government was formerly a part of Oredo Local Government until 1996 when it was carried out by the Sanni Abacha Administration. It has its head quarters at Uselu. The communities in Egor include Uselu, Egor, Uwelu, Ugbowo, Iguosa, Osakwe, Egor and Ogunwenyi.
Tourism attractions include the university of Benin and its Teaching Hospitals, Grown Status, Bronze, Brass work and Terro Coffees.
Natural resources/Industrial Raw Materials include Cassava, Yam, Pepper, Tomatoes, Vegetables, Pineapple, rubber, Clary, Kaolin and Timber.
The infrastructure in the local government include electricity good network of roads, potable water, telephone and other tele communications facilities.
Health services are provided by public and primary health centres public and private hospital clinics and maternity homes. The university of Benin Teaching Hospital, the best. In the state is located in the local government.
The local government has one of the highest concentrations of educational institution in Edo State. Public and private institutions of learning abound in the local government. The university of Benin, a federal university, the first in Nigeria is located in the Local Government Area.
1.2 HISTORY OF INSTRUCTIONAL MATERIALS
Much of the foundation of the field of instructional design was laid in World War II, when the US military faced the need to rapidly train large number of people to perform complex technical task, from fieldstripping a carbine to navigating across the ocean to building a bomber. After the (World War II) the success of the wartime training model was replicated in business and industrial training and to a lesson extent in the secondary classroom. Benjamin Bloom (1955) published an influential taxonomy of what he termed the three domains of learning. Cognitive (what we know or think), Psychomotor (what we do, physically) and Affective (What we feel, or what attitude we have). This taxonomy still influences the design of instructional materials .
Instructional materials as defined in education code section 60010(L) provide instruction designed to ensure that students master all the economics contents standards for the installed grade level.
1.3 STATEMENT OF THE PROBLEM
The researcher intends to examine the following areas:
1. Importance of instructional materials to the academic.
2. Performance of secondary school students
3. Identification and selection of appropriate instructional materials .
4. Guidelines for effective use of instructional materials .
1.4 PURPOSE OF THE STUDY
For the purpose of this study, the researcher will
1. Analyze the needs or importance of teaching aids/instructional materials in the teaching learning process.
2. Find out if the schools are properly equipped with various instructional materials .
3. Find out if the teacher uses available teaching aids/instructional materials when teaching their subjects.
1.5 SIGNIFICANCE OF THE STUDY
This study is significant because it will enable teachers to realize and appreciate the importance of instructional materials and guide them in the selection of appropriate and suitable materials for effective teaching/learning process.
It is also aimed at helping the teachers to know that instructional materials stimulates children’s interest in learning and helps them to recollect what they have been taught.
1.6 SCOPE OF THE STUDY
This study will be carried out in six secondary schools in Egor Local Government area of Edo State which have been selected randomly those are:
1. Uselu Secondary School
2. Use Secondary School
3. Egor Secondary School
4. Uwelu Secondary School
5. Evbareke Secondary School
6. Federal Grils College
7. Adolor Secondary Schools.
8. Iyoba Girls College.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
THE APPLICATION OF INFORMATION TECHNOLOGY TO THE LEARNING AND TEACHING OF ECONOMICS IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
In today’s world, the use of adoption of information technology (ICT) in teaching of economics in secondary schools could be helpful in the task of capacity building therefore; negative view in this direction could constitute a draw back to the achievement of our science and technology objectives (Adetula 2003).
The adoption and application of ICT Information and Communication Technology in teaching of economics in secondary schools has come to occupy an important place in the education sector and national development and indeed the development of the world. This is because it has not only ensured scientific and technological development but it has also opened up more learning opportunities, improved the techniques of teaching and production of materials which reduce time consumption and distance.
Because of the adoption of or use of information communication technology in teaching of economics in secondary schools today one can communicate in different ways, fully capable of communicating his or her findings from economical enquiry using power points, spread sheets to present graphs of data from around the world moreover, the evolution of technology can be traced from the earlier days of human existence, when our early ancestors learn the benefits of setting in one area to cultivate farm lands and grow foods rather than wonder from one place to the other. Settling down increase population which necessitate the investigation of tools to increase food production that was the beginning of technology advancement.
The computer is one of the greatest inventions of the 20th century which has contributed to the service of humanity through its capacity to automate the highly needed respective calculation earlier inventions have necessitated from the history of man existence, it is clear that there has been a continuous search for a way to reduce computational efforts primitive and mechanical tools to speed up calculation during the ear of predigital electronic computer.
The researcher observed that ICT is not effectively used in our classrooms situations; this is partly because most of the teachers are not computer literate, therefore making it difficult for them to operate ICT materials. The issue of power, which is needed to power the computers, is another problem affecting ICT application in the classrooms.
STATEMENT OF THE PROBLEMS
The use of Information Communication Technology in teaching economics in secondary schools, like any other devices is because of the ability or its capability to store large volumes of data, organize and analyze data accurately in other to produce quality information it has been the rapidly expanding trend. Could it be that there is a problem in the application of the ICT in economics classroom activities?
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
SECONDARY SCHOOL STUDENTS’ ATTITUDE AND ACHIEVEMENT TOWARDS ECONOMICS
CHAPTER ONE
INTRODUCTION
1.1BACKGROUND TO THE STUDY
Economics is the social science that analyzes the production, distribution, and consumption ofgoods and services. The term economics comes from the Ancient Greek οἰκονομία(oikonomia, “management of a household, administration”) from οἶκος (oikos, “house”) +νόμος (nomos, “custom” or “law”), hence “rules of the house(hold)”. Political economy was the earlier name for the subject, but economists in the late 19th century suggested “economics” as a shorter term for “economic science” that also avoided a narrow political-interest connotation and as similar in form to “mathematics“, “ethics”, and so forth.
A focus of the subject is how economic agents behave or interact and how economies work. Consistent with this, a primary textbook distinction is between microeconomics and macroeconomics. Microeconomics examines the behavior of basic elements in the economy, including individual agents (such as households and firms or as buyers and sellers) and markets, and their interactions. Macroeconomics analyzes the entire economy and issues affecting it, including unemployment, inflation, economic growth, and monetary and fiscal policy.
Other broad distinctions include those between positive economics (describing “what is”) andnormative economics (advocating “what ought to be”); between economic theory and applied economics; between rational and behavioral economics; and between mainstream economics(more “orthodox” and dealing with the “rationality-individualism-equilibrium nexus”) and heterodox economics (more “radical” and dealing with the “institutions-history-social structure nexus”).
Economic analysis may be applied throughout society, as in business, finance, health care, and government, but also to such diverse subjects as crime,[education, the family, law, politics,religion social institutions, war, and science. At the turn of the 21st century, the expanding domain of economics in the social sciences has been described as economic imperialism.
An attitude may be defined as a predisposition to respond in a favourable or unfavourable manner with respect to a given attitude object (Oskamp and Schultz 2005). The focus of this project is on school studentsâ€
attitudes towards Economics subjects taught in secondary classrooms. The term ‘subjects†refers to both theory and laboratory classes in secondary school. Thus, the scope of the present study was limited to Economics as experienced by students in secondarys chool rather than out-of-school experiences obtained from external sources such as the media, museums, field trips and friends. Attitude towards Economics or science denotes interests or feelings towards studying Economics or science. It is the students†disposition towards like or ‘dislike†science while attitude in science means scientific approach assumed by an individual for solving problems, assessing ideas and making decisions. Student beliefs and attitudes have the potential to either facilitate or inhibit learning (Yara, 2009).Many factors could contribute to studentâ€s attitude toward studying science (Economics). Several studies (including Wilson 1983; Soyibo, 1985;Berg 2005; Adesoji, 2008) report that students†positive attitudes to science correlate highly with their that, in general, the attitude of Nigeria students towards the basic sciences tend to decrease in the order, Biology, Economics, Physics and Mathematics. Defiana (1995) found that using integrated science environment activities improved high school student attitude toward and awareness about the environment. Armstrong and Impara (1991) in their studies determined that fifth and seventh – grade students using nature score as a curriculum supplement developed more positive attitudes than those who did not. Abimbola (1983) reported that students exposed to a programmed instruction recorded higher and more favourable attitude towards mathematics. Ayelaagbe (1998) also reported a more positive attitude of studies after exposing them to self learning strategy. Similar results were obtained by Udousoro (2000) after using computer and text assisted programmed instruction and Popoola (2002) after exposing students to a self learning device. Popoola(2008) also reported that students attitudes and interests to sciences, especially Agricultural science correlate highly with their science achievement. Halladyna and Shanghnessy (1982) and Adesoji (2008) have concluded that a number of factors have been identified as related to students†attitude to science (Economics). Such factors include; teaching methods, teacher attitude, influence of parents, gender, age, cognitive styles of pupils, career interest, social view of science and Scientifics, social implicating of science (Economics)and achievement. The studies thus reviewed suggest that there is a relationship between attitude and methods of instruction and also between attitude and achievement;and that it is possible to predict achievement from attitude scores. What isneeded to complement the results of such studies however is the nature of relationship between students†attitude and factors related to teaching and learning of Economics. Results of these types of study are likely to broaden our knowledge as how we can influence students†attitude positively towards Economics as a subject in Akure, Nigeria.
1.2PURPOSE OF THE STUDY
The purpose of the study is to investigate the attitudes of students in Akure South Local Government Area of Ondo State toward studying of Economics as a subject. The study is also designed to make various recommendations for teachers and other stakeholders on how to arouse or improve students attitudes in the subject.
1.3STATEMENT OF THE PROBLEMS
Despite the greater number of Economics graduates produced by our tertiary institutions; every year there are numbers of secondary schools where Economics teachers are not competent in the teaching of the subject. Also, the attitude of the students in secondary schools towards Economics as a profession is not encouraging. This makes the teaching of Economics ineffective and inefficient even where there are competent teachers to teach. It is on this premise, that this study is designed to investigate the attitude of students to teaching and learning of Economics in secondary schools.
1.4RESEARCH QUESTIONS
In order to investigate the attitude of students to Economics, the following questions were raised:
Do the students have positive attitudes towards Economics?
Do their negative attitudes a result of the attitude of their teachers towards the subject?
Do their attitudes towards problem solving result of unavailability of textbook and other instructional materials?
Should Economics be made compulsory for all science students in secondary schools?
1.5SCOPE OF THE STUDY
The study was limited to secondary schools in Akure South LocalGovernment of Ondo State only. Based on the time frame and financial constraints in covering all the secondary schools in the Local Government, the study was also limited to the students in Senior Secondary Schools (SS Class)
The names of the schools are:
St.Dominic Grammar School, Akure.
C.A.C.Grammar School, Akure.
Oyemekun High School, Akure.
St.Peterâ€sUnity High School, Akure.
Fiwasiaye Girls Grammar School, Akure.
1.6SIGNIFICANCE OF THE STUDY
The study is aimed at looking at the students†attitudes towards Economics in some selected secondary schools in Akure South Local Government Area of Ondo State. The results of the study is hoped to assist Economics teachers to develop new learning experience for the students and reorganize these learning experience in some ways enough to arouse the interest of the students. It would be of good assistance to teachers to create a habit were they would improve on the obsolete teaching methods, use adequate, modern and relevant instructional materials and textbooks at their disposed to the fullest. This study may also assist the students to improve their attitude towards the study of the subject. Finally, the government and parents would benefit from the study of their roles as these would be highlighted at the recommendation column.1.7Assumption of the Study Based on the study, the following assumptions were made. Secondary school students constitute a valid source of data needed in the study. Also, that the respondents will give valid and unbiased responses to the questionnaire items and that the samples drawn will be representatives of the population
1.8DEFINITION OF TERMS
Economics:- This is a science subject taught in the Senior Secondary Schools.
Learning:– This is the process of acquiring knowledge in Economics among Senior Secondary School Students.
Attitude:– This refers to students†positive mind to the study of Economics.
Teaching:– Transmission of the knowledge of Economics to Senior Secondary School Students. Instruction
Materials:- These are aids used in teaching and learning of Economics in Senior Secondary School.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
MANAGING OF SCHOOL FINANCE FOR QUALITY LEARNING OUTCOMES
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Growth and development of any organization can be achieved through the proper management of its finances. Finance is the life-blood of any institution. When finance is accountably used, success is achieved but when it is misappropriated, the reverse becomes the case. The top priority of an organization is the actualization of its goals and objectives and that is why it is pertinent for organizations to harness their human, material and financial resources to achieve these set goals (Heuneman 1983).
Management of school finance involves how to source for fund, increase the fund, invest it and account for the fund used in fixing up programmes and projects of a school. The main purpose of finance management in an organization is sourcing for fund and ensuring that the sourced fund is put into efficient and effective use. This is quite important due to the availability of scarce resources in other for optimal usage of those resources (Ogbonnaya, 2000). A study that was carried out in Uganda showed that just a small percentage of the fund allocated to the education sector was properly utilized, in fact, it was about 13% that was allocated to the education sector (Hallak and Poisson, 2001). The implication of mismanagement of fund is that it will increase the cost of some fees in the school; efficiency will not be achieved coupled with conflicts in decision making. Of which secondary schools in Lagos state suffer from these. Mismanagement of education funds affects the quality and availability of education (Poisson, 2001).
However, a school’s finance that has been misappropriated leaves the school with an unequipped library, science lab, dilapidated structures, and poorly remunerated teachers; which adversely leaves the students with nothing but a poor performance in their academics now and after. A research carried out by UNESCO proves that there is a very strong relationship between the quality of education and the proper utilization of the funds on the performance of a student (UNESCO, 2005).
Managing of funds in Lagos state secondary schools will help provide facilities that will aid teaching and learning in schools, consequently the academic performance of students. This is because with learning facilities on ground the skills of the students will be discovered and polished to achieve success and even scientific ideas. When these facilities are provided, it will be beyond what the teacher said in class (theory) to what they can see and practice with (Ajayi and Akinwumiju, 1990). The quality and availability of teaching/learning materials depend on the amount of money spent on acquiring them. It has been discovered from different authors that the quality of education largely depends on the management of school finance. The added that the proper management of these resources lead to proper harnessing of physical, material and human resources required to achieve quality education (Adeogun ,2001; Oni,1995; Aghenta, 1999; Sodimu,1998).
The possible factors that could lead to the mismanagement of funds are delay in the release of funds, uneven distribution of limited resources, poor orientation of the school administrators on the management of funds, unmerited appointment of school administrators by politicians, poor record of funds by the school bursary department and non-payment of teachers’ salaries.
school finance is meant for the day to day running of the school, therefore, it is pertinent for the school heads to map out the budget of the school early enough in order to know the amount left in the school treasury and how much is needed to carry out programmes/projects of the school.
Consequently, it has been observed that some head teachers or principals in Lagos state secondary schools mismanage funds not because of poor planning and budgeting, but through embezzlement. The necessary supervisory bodies in Lagos state have not paid attention to this problem and it is affecting the growth of education in the state.
All the different stages of education in Nigeria has its objectives it is meant to achieve, like the secondary schools objectives are to equip Nigerian youths to contribute meaningfully to the development of the country and preparedness for higher education (FRN, 2004). The truth still remains that funds are needed to actualize these objectives.
It is therefore clear that the outcomes from students in Lagos state secondary schools is quite discouraging due to mismanagement of school finance; and that is why this study is conducted to support the proper managing of school finance for better learning outcomes in Lagos state secondary schools.
1.2 STATEMENT OF THE PROBLEM
Mismanagement of funds has always been a threat to different organizations in Nigeria, including the educational system.
The learning environment of most secondary schools in Lagos state is an obvious proof of mismanagement of funds. Grasses grown too tall as trees with no one to trim them, no drainages, dirty and wrong method of refuse disposal.
Still in line with this is poor remuneration of teachers. Due to poor managing of funds in secondary schools in Lagos state, teachers are seen discharging their duties with levity. Most of them come late to school, some do not go for their classes, and some have turned the learning ground to a fun fair arena where they chat, gossip and even do their private businesses; thus, affecting the academic performance of the students of Lagos state secondary schools.
In addition, due to mismanagement of funds, educational learning and teaching facilities are not provided to aid teaching. Infrastructure like conducive classroom, desks/chairs, computers, equipped libraries, equipped laboratories are in demeaning states; which affects the performance of students in internal and external examinations.
1.3 OBJECTIVES OF THE STUDY
The major objective of this study is to investigate managing school finance for better learning outcomes in Lagos state secondary schools.
Other specific objectives include:
a) To examine the correlation between managing school finance and learning outcomes.
b) To investigate the extent of Lagos state secondary schools’ finance management.
c) To identify proper ways of managing school finance in Lagos state secondary schools.
d) To examine other means secondary schools in Lagos state can generate revenue aside from the government.
1.4 RESEARCH QUESTIONS
The following research questions are generated to guide this study:
a) Is there a correlation between managing school finance and learning outcomes?
b) What is the extent of Lagos state secondary schools’ finance management?
c) What are the proper ways of managing school finance in Lagos state secondary schools?
d) What are the other means secondary schools in Lagos state can generate revenue aside from the government?
1.5 RESEARCH HYPOTHESIS
H0: There is no correlation between managing school finance and learning outcomes.
H1: There is a correlation between managing school finance and learning outcomes.
1.6 SIGNIFICANCE OF THE STUDY
This study is meant to inform, educate, and enlighten general public, school management and the government on managing school finance for better learning outcomes.
It is meant to inform school administrators that it is very pertinent to properly utilize finance allocated to secondary schools to ensure effectiveness and efficiency in the education sector.
To the government it is meant to remind them that they should request for an account on how every spent on education is utilized by school administrators, in other not to give room for corruption in the education sector.
This study will be of immense benefit to other researchers who intend to know more on this topic and can also be used by non-researchers to build more on their work. This study contributes to knowledge and could serve as a guide for other work or study.
1.7 SCOPE OF THE STUDY/LIMITATIONS OF THE STUDY
This study is restricted to managing school finance for better learning outcomes, a case study of Lagos state secondary schools.
Limitations of study
1. 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).
2. Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.9 DEFINITION OF TERMS
MANAGING: This refers to having executive control or authority; being economical.
SCHOOL FINANCE: This is the money provided by a government or raised by parents and teachers to finance the running of a school.
LEARNING OUTCOMES: Are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of a course or program. In other words, learning outcomes identify what the learner will know and be able to do by the end of a course or program.
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
WHATSAPP US ON 08137701720
INFLUENCE OF WORK CLIMATE ON AGGRESSIVE BEHAVIOUR OF NON-TEACHING STAFF OF BENUE STATE UNIVERSITY MAKURDI
CHAPTER ONE
INTRODUCTION
As today’s businesses continue to struggle to survive or acquire sustainable competitive advantage, it is important for organizations to better understand the factors that influence employees and important employee-oriented work outcomes. The growing significance placed on understanding employees and their behavior within the organization has produced a great deal of interest in investigating employee perceptions of climate within the organization (Riggle, 2007: 1). Work environment or climate perception of employees has significant consequences for both individuals and organizational. Climate or atmosphere in workplace has impact on employee’s motivation, behavior, attitudes and potentials, which, in turn is predicted to influence organizational productivity (Adenike, 2011: 155). In other words, the climate or the organizational climate is considered very important in the life of organizations due to its clear effects and relations to the various regulatory activities. It affects employees’ satisfaction and performance and, thus, the success of the organization and its ability to continue (Al-Saudi, 2012:
15). For these reasons, organizational climate has been a topic of considerable research over the last thirty years, both theoretically and empirically (Dawson et al., 2009: 89). Organizational climate is defined as the set of characteristics that describe an organization and that distinguish the organization from other organizations and influence the behavior of people in the organization (Farooqui, 2012: 296). Organizational climate attempts to identify the environment that affects the behavior of the employees. Due to the organizational climate importance on employee’s attitudes and behaviors, researches increasing attention in organizational behavior literature (Holloway, 2012: 13).
In literature, researchers have found links between organizational climate and employee attitudes and behaviors. Researchers suggest that organizational climate related with positive behaviors like innovative behavior, organizational citizenship behavior and negative organizational behaviors like aggressive behaviours. (Bellou and Andronikidis, 2009: 295; Scheuer, 2010: 10; Farooqui, 2012: 298; Fagbohungbe et al., 2012: 213; Al-Saudi, 2012: 15; (Wolf et al., 2012: 666). Because, people tend to accept and internalize the climate of the organization in which they work, and the perception of climate has an important impact on their behavior (Vardi, 2001: 327). If employees perceive that the organization stands behind them and performs employee oriented politics, they are more likely to be persistent, innovative and helpful when faced with unexpected problems. Conversely, employees who perceive their work environments as being non supportive or unwelcoming they are more likely to exhibit negative or aggressive behaviours (Wolf et al., 2012: 666).
Aggressive behaviours are directly harmful to the organization or to other individuals in the organization and can range from relatively minor to very serious. Aggressive behaviours are likely to be affected by both individual and organizational factors (Biron, 2010: 877). Organizational climate is one of the organizational factors that affect aggressive behaviours. There are a few researches that show the relationship between organizational factors and aggressive behaviours. For instance, most studies focus on the relationship of aggressive behaviours with some of the variables such as job satisfaction, job performance, organizational justice, leader-member exchange, turnover intention, well-being etc. However, there are limited researches existing literature investigating the impact of perceived organizational climate on aggressive behaviours.
1.2 Statement of the problem
Due to limited studies on the effects of organizational climate on the aggressive behaviours, this study attempts to add to the area of organizational behavior research. In this context, the purpose of this study is to investigate the effect of the organizational climate upon the employees’ aggressive behaviours.
1.3 Objectives of the study
1. To understand the influence of work climate on aggressive behavior of non teaching staff
2. To understand the relationship between work climate and aggressive work behavior of non-teaching staff
1.4 Research questions
1. What is the influence of work climate on aggressive behavior of non teaching staff ?
2. What is the relationship between work climate and aggressive work behavior of non-teaching staff?
1.5 Research hypothesis
H0: There is no relationship between work climate on aggressive behavior of non-teaching staff
H1: There is a relationship between work climate on aggressive behavior of non-teaching staff
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project topics
(2) Email Address
(3) Payment Name
(4) Teller Number
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420