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TEACHERS PROFESSIONAL DEVELOPMENT IN NIGERIA-ISSUES AND PROSPECTS
Abstract:
This study delves into the landscape of professional development for teachers in Nigeria, examining the current issues and prospects within the context of the country’s educational system. Employing a mixed-methods research design that includes a thorough literature review and surveys, the research seeks to identify the challenges faced by teachers in accessing quality professional development opportunities and explore potential prospects for enhancing the effectiveness of such programs.
The findings highlight several key issues, including limited resources, inadequate infrastructure, and the absence of a cohesive national framework for continuous teacher development. Additionally, the study addresses issues related to the relevance and applicability of existing professional development programs, as well as the need for tailored approaches that consider the diverse needs of teachers across various regions and educational levels.
In exploring prospects, the research identifies opportunities for leveraging technology, fostering collaboration among educational stakeholders, and aligning professional development initiatives with evolving global and national educational priorities. Recommendations are made for policy adjustments, resource allocation, and the integration of innovative strategies to address the identified challenges and capitalize on the potential prospects for teacher professional development in Nigeria.
The implications of this research contribute to the ongoing dialogue on enhancing the professional development landscape for teachers in Nigeria. Education policymakers, administrators, and relevant stakeholders can leverage these insights to design and implement targeted interventions that support the continuous growth and effectiveness of teachers, ultimately contributing to the improvement of the overall quality of education in the country.
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SOCIAL FACTORS AFFECTING EFFECTIVE TEACHING AND LEARNING OF COMMERCE IN SENIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
Background of The study
Mathematics 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 mathematics as a science which studies human behavior as a relationship between ends and scarce means which have alternative uses. By this definition Robbins emphasized mathematics as a science and that economic analysis should be based on scientific and logical process rather than vague judgments.
Mathematics 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 mathematics makes it easier to institute practical measures to promote welfare, so that the society may build upon the work of mathematics. 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. Mathematics 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 mathematics 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 mathematics 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 mathematics as a separate subject of study in the new National policy of education. Mathematics 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. Mathematics 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 mathematics 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 mathematics 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 mathematics. The quality of the teaching materials used in teaching and learning appear to affect greatly the teaching and learning of mathematics. 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 mathematics 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 mathematics, methodology is a veritable tool for the conveyance of the principles or theories of mathematics 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 mathematics 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
Mathematics 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 mathematics 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 mathematics, etc.
Purpose of The Study
The general purpose of the study is to identify the factors affecting the effective teaching and learning of mathematics in secondary schools in Izzi Local Government Area.
The study is specifically designed to:
Determine the educational qualification of mathematics teachers in the secondary schools and how it affects the study of mathematics.
Find out the extent instructional materials available and how they affect the study of mathematics?
Identify the method mathematics teachers used in teaching mathematics 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 mathematics 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 mathematics if they are not available.
This study will if need be direct the mathematics 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 mathematics. It will help to identify the factors affecting the teaching and learning of mathematics. It will help to produce sound mathematics 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 mathematics teachers influence the teaching and learning of mathematics in the secondary schools
To what extent are instructional materials available and how they affect the study of mathematics?
To what extent does poor method of teaching affect teaching and learning of mathematics in secondary schools?
To what extent does an interest and attitude of students, teachers and school administrators influence effective teaching and learning of mathematics?
Scope of The Study
The study deals with the factors affecting the effective study of mathematics 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.
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THE IMPACT OF WHISTLEBLOWING MECHANISMS IN DETECTING AND PREVENTING FINANCIAL STATEMENT FRAUD IN NIGERIA(A STUDY OF ZENITH BANK)
Abstract
This study examines the impact of whistleblowing mechanisms in detecting and preventing financial statement fraud within Nigeria’s banking sector, using Zenith Bank as a case study. Whistleblowing is widely recognized as a vital corporate governance tool for uncovering unethical practices, especially in the area of financial misrepresentation. Despite the existence of regulatory frameworks such as the Central Bank of Nigeria (CBN) whistleblowing policy and the Financial Reporting Council of Nigeria (FRCN) Act, incidents of financial statement manipulation and accounting irregularities persist in Nigerian banks.
A descriptive survey design was adopted for the study. Data were collected through structured questionnaires administered to selected staff of Zenith Bank branches in Lagos and Abuja. The data were analyzed using descriptive and inferential statistical methods, including correlation and regression analyses, to determine the relationship between whistleblowing mechanisms and fraud detection and prevention.
Findings revealed that effective whistleblowing mechanisms significantly enhance the early detection of financial statement fraud and reduce the likelihood of its occurrence. The study also found that factors such as fear of retaliation, lack of anonymity, and inadequate protection policies discourage employees from reporting fraudulent activities. The results further indicated that organizational culture, management support, and the credibility of internal audit systems strongly influence the effectiveness of whistleblowing frameworks.
The study concludes that strengthening whistleblower protection laws, promoting a culture of transparency, and ensuring management’s commitment to ethical reporting are essential to improving fraud prevention in Nigerian banks. It recommends that Zenith Bank and similar institutions implement anonymous reporting channels, periodic training, and independent monitoring systems to foster trust and accountability.
Keywords: Whistleblowing, Financial Statement Fraud, Corporate Governance, Fraud Detection, Zenith Bank, Nigeria.
Table of Contents
Title Page
Abstract
Table of Contents
List of Tables
List of Figures
List of Abbreviations
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitations of the Study
1.9 Operational Definition of Terms
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework
2.1.1 Concept of Whistleblowing
2.1.2 Financial Statement Fraud
2.1.3 Mechanisms of Whistleblowing in Organizations
2.1.4 The Role of Whistleblowers in Fraud Detection and Prevention
2.1.5 Corporate Governance and Ethical Responsibility in Banking
2.1.6 Regulatory Framework for Whistleblowing in Nigeria (CBN, ICPC, EFCC, FRCN)
2.1.7 Challenges to Effective Whistleblowing in Nigeria
2.1.8 The Relationship between Whistleblowing and Financial Performance
2.2 Theoretical Review
2.2.1 Agency Theory
2.2.2 Fraud Triangle Theory
2.2.3 Stakeholder Theory
2.2.4 Deterrence Theory
2.3 Empirical Review
2.3.1 Review of Local Studies
2.3.2 Review of International Studies
2.3.3 Summary of Literature and Research Gap
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size and Sampling Technique
3.4 Sources and Method of Data Collection
3.5 Research Instrument and Validation
3.6 Reliability of Instrument
3.7 Method of Data Analysis
3.8 Model Specification (if applicable)
3.9 Ethical Considerations
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS, AND INTERPRETATION
4.1 Data Presentation
4.2 Demographic Characteristics of Respondents
4.3 Analysis of Research Questions
4.4 Test of Hypotheses
4.5 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATIONS
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations
5.4 Contribution to Knowledge
5.5 Suggestions for Further Studies
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FACTORS MILITATING AGAINST EFFECTIVE TEACHING AND LEARNING OF ECONOMICS IN SECONDARY SCHOOLS (A CASE STUDY OF OWERRI MUNICIPAL COUNCIL)
ABSTRACT
This study was designed to find out the factors militating against teaching and learning of economics in secondary school in Owerri Municipal Council of Imo State.
The study was motivated by the alarming rate at which secondary school students were abandoning economics in preference of other school subjects I felt that if nothing was done, no student will offer Economics at the Senior School Certificate Examination (SSCE) level and if there are no such student in future, there will be no student offering economics as a course of study in the University.
Worried by such a situation, the research posed six-research question, which guided the study. Random sampling was used in the selection of schools. Four schools were selected from the particular area study, which have a total number of ten teachers teaching economics.
Data collected through the questionnaire were analysed through percentage analysis techniques. Based on the result of the findings, recommendations were made in respect to arousing or motivating students interest. Some of the findings include that inadequate availability of instructional material is a handicap to both the student and the teachers. Most teachers do not have the prerequisite qualification and lack the competence to use the available instructional materials.
Recommendations made include among other things that teachers be trained to have relevant qualification ad skills for teaching that a group of experts be engaged in the production of audio visual materials to mainly produce and distribute these aids to schools.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Economics is one of the subjects in post primary school. It is an important subject taught in the secondary schools. Economics is important both to 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 Robin (1975).
Economics is associated with scarcity and choice. Robin defines economics as a social science that studies human behaviour as a relationship between ends, scarce means which have alternative uses.
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 society choose to use their limited resources like land, capital, labour, goods and technical knowledge to provide various goods for the consumption of the people in the society. 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 economist. 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 enable 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 enables the individual to understand better the relationship between himself and his fellow human beings in his effort to make a living. From another stand point; economics education may prepare us for a career.
Notwithstanding, it has been observed that there are many problems militating against the teaching and learning of economics in post primary schools as enumerated by many writers on problems of economics in Nigeria, they attributed the high level of economics failure to lack of students concentration in the classroom, their view steamed from observed students performance in economics.
Thus observe failure could be as a result of inability of the students to understand economics terms lack of finance to buy needed textbooks, inadequate teachers, inability of the students’ to interpreted economics table and graph, inappropriate and ineffective method of teaching, lack of control over the attitudes of students and teachers and others which have contributed to low level of teaching economics in secondary schools.
Okorie (1979:152) suggested that for the effective teaching to take place, the skilful teacher needs to use the many effective method and techniques effectively because in them his successes and failure depends. He further more emphasised that the success in the use of methods depends of the intelligent analysis of educational purposes, pupil in the class and the curriculum content of the moment.
A few moments reflection is sufficient to reveal that every society faces crucial issues and problems in education which have very serious economic angels that cannot be overlooked easily for instance, the production of education as well as the acquisition of education both require the use of large qualities of scare resources (production of education require conducive classrooms, administrative blocks, personal, librarians, laboratories of education require expenditures on tuition, books, travels, uniform, lodging etc and students time.
1.2 STATEMENT OF THE PROBLEM
Economics is being taught in secondary schools in Owerri Municipal Council and it has been observed that students in government college Owerri performed poorly in the 2003 May/June Senior Certificate Examination. It has been also observed that there are lots of factors militating against the effective teaching and learning of economics in secondary schools in the study area.
Some questions are posed below to throw more light into the problem of economics in the secondary school system.
Could inadequate qualified teachers create problems for proper teaching of economics in secondary schools?
Could it be that teaching and learning aids such as textbooks constitute additional problems?
However, the pivoting problems of economics is varied and complex and can only be minimally solved if the teachers and students change their attitude to teaching and learning in schools generally and to economics in particular.
3. Could there be other factors influencing effective teaching and learning of economics?
1.3 PURPOSE OF THE STUDY
Study has been undertaken with a view to identify the problems involved in the teaching and learning of economics in secondary schools in Owerri Municipal Council and factors responsible for these problems. It will therefore examine the teacher and students factors in process of teaching and learning economics on our secondary schools.
The study will specially determine:
1. The educational qualification of economics teachers ns secondary school in Owerri Municipal and also the factors militating against the proper teaching and learning of economics.
2. To find out the extent, instructional materials are available and why students perform poorly inc certificate examinations in secondary schools in Owerri Municipal Council.
3. Establish the frequency, which economics teachers use the available and the problems they encounter in the study of economics.
4. Identify the method economics teacher’s use in teaching economics.
5. Indicate the extent to which other related subjects influence economics as a subject and suggests and means of solving such problems.
1.4 SIGNIFICANCE OF THE STUDY
There is need to apply knowledge from economics to many area of our life endeavour in other to benefit the society the achievements of the objective necessitates an understanding of the basic teaching of economics. We cannot attain national objectives in the light poor average performances in examinations and lack of application of economics to life of students.
Without doubts, improves teaching and learning of economics will spur us into greater heights. This study will help to make our educational administrator to see the need to have qualified economics teachers if not available to handle the subject effectively for the benefit of the students and society at large.
This study will help to sensitise the educational administrators to appreciate the need to make available the necessary materials, example, chalkboard, graphs, 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 significance because it is going to provide information to economics for formation and evaluation of their plans.
It will be useful to learners for through this they will be able to identify the factors militating against the proper teaching and learning of economics. This study will help to produce sound economics students that will function very well in the economy such as:
(a) Knowing how to use scarce productive resources with alternative uses to meet prescribed ends and be able to apply the principle of economics.
(b) The product of economics should be able t pick employment within a limited employment opportunity in any 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 issue.
1.5 RESEARCH QUESTIONS
The following research questions guided this research work:
To what extent are instructional materials available for the teaching and learning of economics in secondary schools?
How often do economics teachers use the available instructional materials on teaching?
To what extent does attitude of people, students,teachers and school administrators influence effective teaching and learning of economics?
How do qualifications of the economics teachersinfluence the effective teaching and learning od economics in secondary school?
What influence do other school subjects have oneffective teaching and learning of economics?
To what extent does shortage of various teaching methods hinder the effective teaching and learning of economics in secondary schools?
Top of Form
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OR
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Account Number: 3139283609
Bank: FIRST BANK
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08068231953, 08137701720, 08154275408
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AVAILABILITY AND UTILIZATION OF AUDIO VISUAL AIDS IN TEACHING OF ECONOMICS IN SECONDARY SCHOOLS
ABSTRACT
In Teaching and learning communication skills, we have a lot to choose from the world of technology: TV, CD Rom, Computers, C.A.L.L., the Internet, Electronic Dictionary, Email, Blogs and Audio o Cassettes, Power Point, Videos, DVD’s or VCD’s. The last two decades have witnessed a revolution due to onset of technology, and has changed the dynamics of educational institutes, and has also influenced the educational system and the way people interact and work in the society. This rapid rising and development of information technology has offered a better pattern to explore the new teaching model. Using audio visual to create a context to teach communication skill has its unique advantages. As a result technology plays a very important role in teaching communication skill. This paper tries to analyze the necessity of audio visual technology to communication skill teaching and also brings out the problems faced by using these technologies. It also aims to make Economics teachers aware of the strategies to use it in an effective manner.
CHAPTER ONE
1.1 Background of the study
The use of audio visual in industries has been extensive, as it has been effective inincreasing productivity and retention rates, where research has shown that peopleremember 20% of what they see, 40% of what they see and hear, but about 75%of what they see and hear and do simultaneously (Lindstrom, 1994). Audio visual is now permeating the educational system as a tool for effective teaching and
learning. With audio visual, the communication of information can be done in a more effective manner and it can be an effective instructional medium for delivering information. Audio visual access to knowledge is one of the possibilities of information and communication technology that has tremendous impact on learning. The instructional media have emerged in a variety of resources, and equipment, which can be used to supplement or complement the teachers efforts in ensuring effective learning by students. It is recognized that conventional media technologies can no longer meet the needs of our teaching and learning processes; as a result they are being replaced by audio visual technology. This technology provides a learning environment that is self-paced, learner-controlled and individualized.
Audio visual is defined as the combination of various digital media types such as text, images, sound and video, into an integrated multi-sensory interactive application or presentation to convey a message or information to an audio ence. In other words, audio visual means “an individual or a small group using a computer to interact with information that is represented in several media, by repeatedly selecting what to see and hear next” (Agnew, Kellerman and Meyer, 1996).
Reisman (1994) described audio visual as a ray of “computer-driven interactivecommunication system, which create, store, transmit and retrieve, textual, graphicand audio tory networks of information.
Audio visual could be interpreted as a combination of data carriers, for examplevideo, CD-ROM, floppy disks, Internet and software in which the possibility for aninteractive approach is offered (Smeets, 1996; Jager and Lokman, 1996).
Fetterman (1997) also viewed audio visual as those resources used for instructionthat include one or more media such as graphics, video, animation, image andsound in addition to textual information. He identified four important characteristics of audio visual as:
The power of audio visual lies in the fact that it is multi-sensory, stimulating themany senses of the audio ence. It is also interactive, enabling the end users of theapplication to control the content and flow of information. This has introducedimportant changes in the educational system and impact the way we communicateinformation to the learners (Neo and Neo, 2000).Ogunbote and Adesoye (2006) expressed that audio visual technology adds newdimension to learning experiences because concepts were easier to present andcomprehend when the words are complemented with images and animations.
Stating further that it has been established that learners retain more when a varietyof senses are engaged in impacting knowledge; and the intensity of the experienceaids retention and recall by engaging social, emotional and intellectual senses.
The evolution of audio visual has made it very possible for learners to become more involved in their work. With audio visual technologies, they can create audio visual applications as part of their project requirements. This would make them active participant in their own learning process, instead of just being passive learners of the educational content.
Reinsman (1994) expressed that audio visual involves processing, storage, generation, manipulation and retention of audio visual system, and the resourcescould include text files, pictures, video, audio o, databases, archives, library catalogs, course notes, relevant links to various websites and easy access to search engines available on the Internet (Shuell and Ferber, 2001).
A study by Ubogu (2006) supports the view that audio visual resources facilitateaccess to all human knowledge, anytime, and anywhere in a friendly, multi-modal, efficient and effective way, by overcoming barriers of distance, language and culture, and by using multiple Internet-connect devices.
It is important to say that the use of audio visual technology has great significancein colleges, universities and research institutions in the Western countries. In thesecountries, the technology is being seen as a key player to development in allramifications and essential component of education.
However, Babajide (2003) identified different types of audio visual communication, some of which include economics hardware, economics software, public address systems, slides, overhead projectors, opaque projectors, videos, cassettes, audio tapes, cassette recorders, flip, time sequence, stream charts, Diorama still motion pictures among others.
Audio visual in Education
Audio visual in Education has been extremely effective in teaching individuals a wide range of subjects. Audio visual is changing the way we communicate with each other. The way we send and receive messages is more effectively done and better comprehended.
While a lecture can be extremely informative, a lecture that integrates pictures or video images can help an individual learn and retain information much more effectively. Using interactive CD-ROMs can be extremely effective in teaching students a wide variety of disciplines, most notably languages and music.
A multi-sensory experience can be created for the audio ence, which in turn, elicits positive attitudes towards its application (Neo and Neo, 2001). Audio visual has also been shown to elicit the highest rate of information retention and result in shorter learning time (Ng and Komiya, 2000). On the part of the creator, designing aaudio visual application that is interactive and multi-sensory can be both a challenge and thrill. Audio visual application design offers new insights into the learning process of the designer and forces him or her to represent information and knowledge in a new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes, such asknowledge sharing-portal, search engines, public administration, social service and business solution. Oshodi (1999) posits that awareness created towards the use of information and communication technology over the years is increasing in the classroom learning environment in the third world such that mere verbalization ofwords alone in the classroom to communicate ideas, skills and attitude to educatelearner is futile. Omagbemi (2004) supporting this view expressed that access to audio visual information could stimulate changes and creates conductive learning environment and make learning more meaningful and responsive to the localized and specific needs of learners. There is certainly no lack of vision within educational communities concerning the central role and importance of ICT in the educational contexts of the future (Wood, 1993). That vision is shared by many and is accompanied by an acknowledgement that in order to realize this vision, three factors – access, training and targets must be provided (DFE, 1995; Simpson, Payne, Munro and Hughes, 1999). However, Hoffman (2001) suggested that successful implementation of ICTs need to address five interlocking frameworks for change namely the infrastructure, attitude, staff development, support (technical and administrative) and also sustainability and transferability.
The many kind of ICTs implemented at teaching and learning can be used in education for different purpose. For instance, some of them help students withtheir learning by improving the communication between them and the instructors (Valasidou, Sidiropoulos, Hatzis and Bousiou-Makridou, 2005).
In a study conducted by Simpson et al (1999) it was found that 64% of the teachereducator used ICT in the production of traditional resources of overhead transparencies and hand outs using standard word processing package; 27% indicated that they made use of and had experience with more powerful communication and presentation software; 32% incorporated the use of any ICT software into the lectures and only 24% made use of CDi resource materials. The study also revealed that in the tutors’ delivery of the courses, the students seldomexperienced demonstrations of the use of ICT as a teaching tool, that is, the tutorsseldom modelled its use through their own practices. However, these tutors gave lack of time to practice skills and the limited accessibility of some specialized facilities as constraint factors on their use of ICTs in teaching.
Studies have shown that, there are some factors that determine academics’ useand non-use of new technologies for teaching and learning in the advanced countries and these include, the needs of the learner, the characteristics and experiences of academics, the technology available, the environment within whichacademics work and how valuable they perceive the use of technology to be for teaching their students (Spotts, 1999; Jager and Lokman, 1999; Chun and Kwan,2005; and Munoz – Repiso and Tejedor, 2006) and the disciplinary context of which the academic is part (Rowley, Banwell, Childs, Gannon – heary, Londsdale,Urguhart and Armstrong, 2002). However, research have demonstrated that thereare disciplinary and subject differences in the way ICTs are being used and adopted in teaching and learning (Jager and Lokman, 1999; Jones, Zenois andGriffiths, 2004 and Eynon, 2006).
In developing countries, Nigeria inclusive, factors like lecturers’ attitude (Agbonlahor, (undated); Perception and use of media (Mabawonku, 1987); Perceived ease of use (Mabawonku, 1987; Ehikhamenor, 2005) quoted by Agbonlahor (undated); Perceived usefulness (Aghonlahor, (undated); Characteristics of lecturers (Gender, Age, Experience; Qualification etc); Adekunmisi, Ojo, Amusa and Obadeyi 2009; Training (Osunade, Philips and Ojo
(undated); Opinions of “significant others” and or peers in the university community (Agbonlahor, (undated); Availability of infrastructural facilities (Osunade et al (undated); Iloanusi and Osuagwu (undated); Cost of Purchasing (Ehikhamenor, 2005; Iloanusi and Osuagwu (undated); Management attitudes (Sife, Lwoga and Sanga, 2007); Use/knowledge of economics(Anadarajan, Igbaria and Anakwe, 2002); Power supply (Osunade et al (Undated); Iloanusi and Osuagwu (Undated) amongst others.
There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and audio visual instruction is considered as a necessary tool for this purpose. However, the presence of audio visual alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of audio visual instruction in education.
Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of audio visual on their own. Teachers need to actively participate in the use of audio visual facilities. They have to be trained in the use of audio visual and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and
encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;
Tan, 2000).
In this study, attempts are therefore made at examining such issues as arepertinent to audio visual utilization for teaching in the Faculties of Arts and
Education, University of Ibadan, Oyo State, Nigeria.
Specifically, the objectives of this study are to:
1. Determine the availability of instructional audio visual in the Faculties of Arts and Education for teaching and learning.
2. Determine the pattern and frequency of use of audio visual by lecturers in these selected faculties for teaching and learning
3. Investigate the adequacy of audio visual facilities for teaching and learning of economics.
4. Identify factors, if any, which limit the use of audio visual by the teachers.
The study is structured to provide answers to the following research questions:
1. How available are the instructional audio visual for teaching and learning in economics?
2. What is the pattern and frequency of use of the audio visual for teaching andlearning by the lecturers of the facility?
3. How adequate are the audio visual facilities for teaching and learning of economics?
4. What factors limit the use of audio visual by teachers of the subject?
H0: The application of audiovisuals does not have a significant positive impact in teaching economics in junior secondary schools in Oredo LGA, Edo state
H1: The application of audiovisuals have a significant positive impact in teaching economics in junior secondary schools in Oredo LGA, Edo state
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AN APPRAISAL OF THE METHODS USED IN TEACHING OF ECONOMICS IN SECONDARY SCHOOLS IN ENUGU EAST
Abstract
The study was directly towards an appraisal of the methods used in teaching of economics in secondary schools in enugu east. In the course of this study the following findings were made thus; teachers should teach economics with lesson note and instructional materials and also conducive learning environment is highly recommendable for teachers and students. The specific objectives of this study are to determine the methods used in teaching economics in secondary school, to extent teachers teaching habits differ in age, sex and class, examine students study habits through teaching and training. Questionnaire and oral interview were the method used for collecting data and frequency table and percentage were also used for data analysis. The sample size for this study was 378 which represents the whole population for the study and also random sampling methods was used. It was recommended that qualified teachers should be in various secondary schools in the study area. Government should be also compensate teachers regularly, more classroom should be erected to maintain conducive learning environment.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
This chapter 1 deals intensively on the obligation of the secondary school in helping to promoting the full development of the individual morally, socially, intellectually and its contribution on the well being of the society in which he lives.
Further more, the term curriculum of secondary school has been designed to meet the desired objectives of secondary education as stated in the secondary national development plan. These aims broadly stated as follows:-
1. Preparations for useful living in the society
2. Preparations for higher education
To achieve these aims a member of school subject has been introduced into the curriculums in paramount among these subject in economics. Economics in a very important and exciting subject it deals with the day to day activities of man. Knowledge of economics enables students to spend wisely so that with resources at their disposal can be used to minimize their satisfaction. Economics prepares students to contribute positively to their rapid economic development of the nation. It inculcates the spirit of inquiry so that students can base their decision on facts rather than more sentiment. Simply, study of man’s judicious use of his limited resources for the satisfaction on his unlimited wants. The popularity of this subject among secondary school students in evidenced by the increasing number of those who offer it in senior secondary school certificate examination of both WAEC and NECO. In order that student themselves can reap the benefit of studying economics at school; they should be able to organize their learning efficiently. It has been observed that in their bid to do this, students made use of various study habit depend on the teachers teaching methodology. Some prefer taking down notes during classes while others just listen to the teachers and later read their text books, some have private study time tables which they keep to while others prefer reading together and discussing the material studied. What then are problem in teaching economics? In the height of these observation, the researcher has deemed it necessary to investigate the problem and remedies of teaching economics in secondary schools in Enugu East Local Government Area.
1.2 Statement of the Problems
In spite of the support system given to the education of secondary school students by the government, majority of the students either do not or partially achieve their aims of secondary school education. This can be deducted from the increasing concern of the general public the unimproving standard of our educational system has regulated to the poor performance of students in various school subjects and inadequate teaching aid in the secondary school curriculum.
This poor performance could be attributed atleast in part to inadequate preparation which can be related to poor study habit and problems of teaching methodology in Economics. This is because it is not uncommon to see brilliant students failing their examination as a result of poor teaching and poor preparation. Many students perform poorly in their academic work not because they do not have the mental ability to do well but because their teacher’s do not know or do not have or use the most effective method of study or teaching. In order to improve students academic performance in economics and also improve teaching economics, deliberate efforts have to be put in place by both teachers, government and parents to drill the students in the acquisition of appropriate study habit and improve teaching economics. In this study therefore, the researchers is poised to appraise the methods used in teaching economics secondary schools.
1.3 Objectives of the Study
The main objectives of the study are to appraise the methods used in teaching Economics in secondary schools in Enugu East Local Government Area of Enugu State. The specific objectives are as follows:
(i) To examine the type of teaching methods that exist in secondary schools in the study area.
(ii) To determine the extent teachers teaching habit differ in Age, sex and class in the study area.
(iii) To examine the extent student have acquired good study habit through teaching and training in the study area.
(iv) To determine the methods that can be used in teaching economics in the secondary school.
(v) To make policy recommendation based on the findings
1.4 Significance of the Study
This study will be of significance to many individuals and concerned experts in academic industry. It will help to alert students teachers and educationist on the methods used in teaching of economics in secondary and will equally re-equip them in an attempt to attain a higher study more especially in economics.
This study will also expose guidance and counseling personal and the school administration of the need of establishing guidance programme in school is so as to guide students in establishing good and regular study habit as well as advising teachers in adopting good method of teaching economics for better learning to take place.
1.5 Research Questions
The following research questions have been formulated to guide the researchers.
(i) What are the factors that can affect the teaching of economics in secondary schools?
(ii) Are the methods used in teaching economics in line with the school curriculum?
(iii) What measures can help students acquire good study habit their of economics?
1.6 Scope of the Study
This research is strictly concerned with the appraisal of the methods used in teaching economics in secondary schools in Enugu East Local Government Area of Enugu State.
It will address itself to the identification of the methods and training on good teaching and study habit on students achievement in economics.
1.7 Limitation of the Study
The researchers encountered financial problems. The money required for traveling is much, although they co-operated very friendly during the research work. Most of the teachers were not consistently in their offices. A lot of times were spent by the researchers in a bid to get them in their offices and classrooms. The researchers could not consult members out side the research group.
1.8 Definition of terms
Appraisal – Judgment of value, performance or nature of somebody.
Aptitude – Skill at doing something
Counsellor – A person trained to advise people with
problem
Curriculum – The subjects that are included in a course of study or taught in a school, college etc.
Classroom – A room where a class of children or students are taught
Economics – This is the study on how the society organizes its money, trade and industry.
Guidance – Help or achieve given to somebody.
Grade – A mark given in an exam or for a piece of school work.
Habits – A thing that you do often and almost without thinking, especially that is hard to stop doing.
Library – A place where books are kept.
NECO – National examination council.
OKBR – Overview, key point, read, recite and reflect.
SQBR – Survey, Question, read, recite and revise.
Secondary –
Schools – School of young people between the age of 11 and 16
Students – People who are studying at university or college.
Test – An examination of somebody’s’ knowledge or ability, consisting of questions for them to answer.
Methods – A particular way of doing something especially one in which one has to learn special skill.
Teacher – A person who is qualified to impart knowledge to students by training.
Teaching – The idea of imparting knowledge to students.
WAEC – West African examination council.
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THE APPLICATION OF ICT TO THE TEACHING AND LEARNING OF ECONOMICS IN SECONDARY SCHOOLS
Abstract:
This research aims to investigate the multifaceted application of Information and Communication Technology (ICT) in the realm of secondary school economics education. Recognizing the evolving landscape of education and the increasing significance of digital tools, this study delves into the diverse ways in which ICT can be effectively employed to enrich the teaching and learning experience in secondary schools.
The research employs a mixed-methods approach, incorporating both qualitative and quantitative analyses. Through surveys, interviews, and classroom observations, the study explores the current state of ICT integration in secondary school economics classrooms, identifying challenges and opportunities faced by educators. Furthermore, the research investigates the impact of ICT on student engagement, comprehension, and overall academic performance.
Key aspects of ICT integration in the teaching of economics, such as the use of multimedia resources, interactive simulations, and online collaborative platforms, are analyzed in depth. Additionally, the study assesses the perceptions and attitudes of teachers and students towards the integration of ICT, shedding light on factors influencing successful implementation.
The findings of this research provide valuable insights for educators, policymakers, and curriculum developers seeking to enhance the effectiveness of economics education in secondary schools. By understanding the potential benefits and addressing the challenges associated with ICT integration, stakeholders can contribute to the creation of a more dynamic and adaptive learning environment, better preparing students for the complexities of the modern economic landscape.
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ROLE OF TECHNOLOGY IN ENHANCING ECONOMIC EDUCATION IN SECONDARY SCHOOLS IN NSUKKA LGA
Abstract
Technology has revolutionized educational practices globally, providing new tools and resources to enhance learning experiences and educational outcomes. This study explores the role of technology in enhancing economic education in secondary schools within Nsukka Local Government Area. The research investigates the availability, application, and effectiveness of digital tools, multimedia resources, and internet-based platforms in teaching and learning economics. Using a mixed-method approach, data was collected through surveys administered to teachers, students, and administrators, as well as classroom observations. Findings reveal that although technology significantly aids in the understanding of complex economic concepts and encourages student engagement, its integration is often limited by infrastructural and financial constraints. The study highlights both the opportunities and challenges of implementing educational technology and suggests strategies for more effective use, including targeted training for teachers, investments in digital infrastructure, and policies to increase access. This research provides insights for educators, policymakers, and stakeholders in enhancing economic education, ultimately aiming to foster a generation of economically informed students.
Table of Contents
Chapter One: Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Definition of Terms
Chapter Two: Literature Review
2.1 Conceptual Framework of Technology in Education
2.2 Theories of Learning and Technology Adoption in Education
2.3 The Role of Technology in Economic Education
2.4 Technology Integration in Secondary School Curriculum
2.5 Challenges and Barriers to Technology Adoption in Education
2.6 Summary of Literature and Research Gap
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sampling Technique and Sample Size
3.4 Data Collection Instruments
3.5 Validity and Reliability of Instruments
3.6 Procedure for Data Collection
3.7 Data Analysis Techniques
3.8 Ethical Considerations
Chapter Four: Data Presentation and Analysis
4.1 Demographic Characteristics of Respondents
4.2 Availability and Usage of Technology in Economics Classes
4.3 Impact of Technology on Student Engagement and Understanding
4.4 Challenges Faced in Implementing Technology for Economic Education
4.5 Discussion of Findings
Chapter Five: Summary, Conclusion, and Recommendations
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions for Further Research
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PRINCIPALS SCHOOOL FINANCE MANAGEMENT ABILITIES AND LEARNING OUTCOME OF SENIOR SECONDARY SCHOOL STUDENTS
BACKGROUND
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.
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HUMAN, MATERIAL AND FINANCIAL RESOURCES FACTORS AS DETERMINANTS OF EMPLOYABILITY OF UNIVERSITY GRADUATES IN THE LABOUR MARKET IN SOUTHESTERN NIGERIA
ABSTRACT:
This work discusses human, material and financial resources factors as determinants of employability of university graduates in the labour market in southern Nigeria.
The main purpose of this study was to investigate the influence of human, material and financial factors on graduate employability in southwestern Nigeria. To achieve this objective, three null hypotheses were formulated to guide the study. The ex-post facto research design(non-experimental designs used to investigate causal relationships) was adopted for the study. An accidental sampling technique was used in the selection of the samples. A total of 150 respondents were used for the study. The major instrument for data collection was a four-point Likert scale questionnaire titled human, material and financial resources Factors and Graduate Employability Questionnaire (HMFRFGEQ). It was designed by the researcher with the aid of research experts to establish its validity and reliability. Data collected was collected through questionnaires and analysed using percentages and tables. The hypotheses were analysed using one-way analysis of variance (ANOVA). The result of the analyses showed that human, material and financial resources factors significantly influences graduate employability, though human resources factors have a stronger significant influence on graduate employability. Based on these findings, it was recommended among others, that the curriculum should reformed and made universal to provide students of higher institutions with the requirements of contemporary labour market. It was also recommended that there should be a de-emphasis on certificate education in place of skill-oriented training.
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