EFFECTIVENESS OF TEACHERS INSTRUCTIONAL TIME AND PEDAGOGICAL SKILLS ON STUDENTS ACADEMIC ACHIEVEMENT IN ECONOMICS IN SOME SELECTED SECONDARY SCHOOLS

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EFFECTIVENESS OF TEACHERS INSTRUCTIONAL TIME AND PEDAGOGICAL SKILLS ON STUDENTS ACADEMIC ACHIEVEMENT IN ECONOMICS IN SOME SELECTED SECONDARY SCHOOLS

Chapter One:

Introduction

1.1 Background of the Study

The importance of education in societal development cannot be overstated. In Nigeria, secondary education serves as a critical foundation for students’ future academic and career pursuits. Economics, as a subject, plays a vital role in equipping students with the necessary skills and knowledge to understand economic concepts, societal functioning, and decision-making processes. However, students’ academic achievement in Economics has been a concern for educators, policymakers, and parents alike.

Effective teaching is instrumental in fostering student learning and achievement. This study focuses on two critical factors: teachers’ instructional time and pedagogical skills. Instructional time refers to the actual time teachers spend delivering lessons, while pedagogical skills encompass the techniques and methods teachers employ to facilitate learning. Understanding how these factors influence students’ academic performance is essential in improving educational outcomes in Economics.

1.2 Statement of the Problem

Despite the recognized importance of Economics in secondary education, many students continue to struggle with the subject, resulting in poor academic performance. Preliminary observations indicate that insufficient instructional time and inadequate pedagogical skills may significantly hinder effective teaching and learning. This situation calls for an investigation into how teachers’ management of instructional time and the application of appropriate pedagogical strategies impact students’ academic achievement in Economics.

1.3 Objectives of the Study

The primary objectives of this study are:

To assess the effectiveness of teachers’ instructional time management on students’ academic achievement in Economics.

To evaluate the impact of teachers’ pedagogical skills on students’ understanding and performance in Economics.

To identify the relationship between instructional time, pedagogical skills, and students’ academic achievement in selected secondary schools.

1.4 Research Questions

This study aims to answer the following research questions:

How does the management of instructional time affect students’ academic achievement in Economics?

What is the relationship between teachers’ pedagogical skills and students’ performance in Economics?

To what extent do instructional time and pedagogical skills interact to influence students’ academic success in Economics?

1.5 Hypotheses of the Study

To provide a framework for analysis, the following hypotheses will be tested:

There is a significant relationship between teachers’ instructional time management and students’ academic achievement in Economics.

Teachers’ pedagogical skills have a significant impact on students’ performance in Economics.

There is a significant interaction effect between instructional time and pedagogical skills on students’ academic achievement in Economics.

1.6 Significance of the Study

This study is significant for several reasons:

Educational Policy: The findings will provide insights for educational policymakers to formulate strategies aimed at improving teaching practices in secondary schools.

Teacher Development: The study will highlight the importance of professional development for teachers, particularly in time management and pedagogical skills.

Academic Improvement: The research will contribute to understanding how effective instructional practices can enhance students’ performance in Economics, thereby improving overall educational outcomes.

1.7 Scope of the Study

The study will focus on selected secondary schools within [specify location or region], targeting teachers of Economics and their students. It will cover aspects of instructional time management, pedagogical skills, and academic performance in Economics over the academic year [specify year].

1.8 Definition of Terms

Instructional Time: The actual time allocated for teaching and learning activities in the classroom.

Pedagogical Skills: The methods and strategies employed by teachers to facilitate learning.

Academic Achievement: The performance of students in assessments and examinations, particularly in Economics.

CHAPTER TWO

LITERATURE REVIEW

Effective teaching, particularly in subjects like Economics, depends on both the appropriate allocation of instructional time and the pedagogical skills employed by the teacher. These two factors are key determinants in enhancing students’ understanding and academic achievement. This literature review explores how teachers’ instructional time management and pedagogical approaches contribute to student performance in Economics, particularly in secondary schools.

2. Instructional Time and Academic Achievement

Instructional time refers to the amount of time teachers allocate to teaching during school hours. It encompasses both direct teaching and other academic-related activities that aim to enhance student learning outcomes.

Time-on-task and Learning Outcomes: Research has shown a strong correlation between time-on-task and student achievement. According to Silva (2007), effective use of instructional time is critical in ensuring students stay engaged and focused on the subject matter. More time dedicated to academic instruction improves learning opportunities, particularly in complex subjects like Economics, where conceptual understanding is essential.

Efficient Time Management: Wenglinsky (2004) highlights that the quality of time used for instruction is as important as the quantity. Teachers who manage classroom time effectively by balancing between direct instruction, interactive learning, and independent study tend to see better academic performance among their students.

Challenges in Time Allocation: However, studies by Lavy (2015) indicate that external factors, such as overcrowded classrooms, can hinder effective instructional time. In many secondary schools, particularly in developing regions, teachers often struggle to complete the curriculum, leaving students with incomplete knowledge that can affect their performance in subjects like Economics.

3. Pedagogical Skills and Academic Achievement

Pedagogical skills refer to the strategies and methods teachers use to deliver lessons effectively. These skills are central to engaging students and facilitating meaningful learning.

Constructivist Pedagogy: According to Vygotsky’s theory of social constructivism, learning is an active, social process, and students build knowledge through interaction with their environment and peers (Shabani et al., 2010). In Economics, where students are required to understand both theoretical and practical aspects, constructivist teaching methods, such as group discussions, debates, and case studies, have been found to improve comprehension and retention.

Teacher Content Knowledge and Pedagogical Content Knowledge: Shulman (1987) emphasizes the importance of teachers possessing both content knowledge and pedagogical content knowledge (PCK). A teacher’s expertise in Economics enables them to explain complex concepts clearly, while strong PCK helps in selecting appropriate teaching strategies. Studies by Ball et al. (2008) demonstrate that teachers with high PCK tend to use diverse instructional methods, such as problem-solving activities and real-world economic examples, which foster better student understanding.

Interactive Teaching Methods: Interactive teaching methods, such as inquiry-based learning, are also associated with improved academic achievement. According to Darling-Hammond et al. (2019), interactive teaching encourages critical thinking and problem-solving, which are essential skills in subjects like Economics.

Technology Integration in Teaching: With the advent of educational technologies, the pedagogical landscape has evolved. The use of technology in the classroom has been associated with improved academic achievement in Economics (Law et al., 2010). Teachers who integrate multimedia, simulations, and interactive software into their pedagogical practices offer students diverse learning experiences, thus improving understanding of abstract economic concepts.

4. Impact of Combined Instructional Time and Pedagogical Skills on Academic Achievement

Studies on the combined impact of instructional time and pedagogical skills reveal that both are critical to academic success.

Cumulative Effects on Performance: Research by Coe et al. (2014) suggests that effective instructional time combined with strong pedagogical skills can lead to significant improvements in student outcomes. Teachers who not only spend adequate time on instruction but also employ effective teaching methods, such as differentiated instruction and scaffolding, tend to foster higher academic achievement in Economics.

Economics as a Subject: In the context of Economics, the combination of sufficient instructional time and effective pedagogical practices is particularly crucial. Due to the analytical nature of the subject, which requires students to engage with complex models, graphs, and economic reasoning, the teacher’s role in breaking down these concepts is vital for student success (Blanchard & Johnson, 2013).

5. Challenges in Achieving Instructional and Pedagogical Effectiveness

Despite the positive correlation between instructional time, pedagogical skills, and academic achievement, several challenges exist.

Teacher Training and Professional Development: In many secondary schools, particularly in developing countries, teachers may lack access to ongoing professional development, limiting their ability to adopt innovative teaching practices (UNESCO, 2015). This gap often results in the continued use of traditional, lecture-based methods that may not effectively engage students.

Classroom Environment: As noted by Adeyemi (2010), classroom management issues, such as large class sizes and limited resources, can reduce the effectiveness of both instructional time and pedagogical strategies. In Economics classes, which often require the use of teaching aids like charts, statistical tools, and technology, inadequate resources can severely hinder learning.

6. Conclusion

The effectiveness of teachers’ instructional time and pedagogical skills plays a pivotal role in shaping students’ academic achievement in Economics. A well-managed classroom, where instructional time is maximized, and where pedagogical strategies are adapted to meet the diverse needs of learners, is more likely to result in improved student performance. However, the challenges associated with limited resources and insufficient professional development remain obstacles to achieving optimal outcomes. Addressing these challenges through policy reforms and targeted interventions can further enhance the academic success of students in Economics.

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