Abstract
This study was conducted to survey the factors influencing the effectiveness of economics teachers in some selected public secondary schools in Sokoto metropolis. The research design of the study was descriptive survey design. The population of the study was sixty three (66) economics teachers in the public secondary schools. Fifty three (53) economics teachers were sampled in twenty selected schools. The instrument used for data collection was Economics Teacher Effectiveness Questionnaire (ETEQ). The validity and reliability of the instrument were tested. Data collected were presented in a table, mean and frequency distributions were used to analyse the data. The findings shows that teaching and learning of economics in public secondary schools in sokoto metropolis are affected by some factors among which are; poor method of teaching, inadequate instructional materials and some personal factors like residential problem and mental health of economics teachers. Based on the findings some recommendations were made thus; to make teaching effective, employment of teachers especially economics should be based on assessment through written test and trial teaching to guide against the influx of quacks into teaching profession. Also the government should try as much as possible to organize from time to time, seminars, workshops and symposium for economics teachers on contemporary issues in the field. I don’t care attitude should be removed from various bodies concerned with educational development and replaced with education consciousness.
| Table of Content | ||
| Title page | ||
| Declaration | i | |
| Certification | ii | |
| Dedication | iii | |
| Acknowledgement | iv | |
| Abstract | v | |
| Table of content | vi | |
| List of tables’ | ix | |
| Abbreviation (where necessary) | x | |
| Chapter one: Introduction | ||
| 1.1 | Background to the study | 1 |
| 1.2 | Statement of the Problem | 2 |
| 1.3 | Objectives of the study | 2 |
| 1.4 | Research Questions | 3 |
| 1.5 | Significance of the Study | 3 |
| 1.6 | Scope and delimitation of the Study | 4 |
| 1.7 | Operational Definition of Terms | 4 |
| Chapter Two: Review of related literature | ||
| 2.1 | Introduction | 5 |
| 2.2 | Conceptual Framework | 5 |
| 2.3 | Theoretical Framework | 7 |
| 2.4 | Economics as a teaching subject | 8 |
| 2.4.1 | Method of teaching Economics | 13 |
| 2.5 | Factors Influencing Economics teacher effectiveness | 24 |
| 2.5.1 | Qualities and characteristics of an effective teacher | 33 |
| 2.6 | Teacher Effectiveness and student academic performance | 35 |
| 2.6.1 | Gender and teacher effectiveness in economics | 37 |
| 2.7 | Review of empirical Studies | 38 |
| 2.8 | Summary of the literature review | 40 |
| Chapter Three: Research Methodology | ||
| 3.1 | Introduction | 42 |
| 3.2 | Research Design | 42 |
| 3.3 | Population of the Study | 42 |
| 3.4 | Sample and Sampling Technique | 43 |
| 3.5 | Instrument for Data Collection | 44 |
| 3.6 | Validity of the instrument | 44 |
| 3.7 | Reliability of the instrument | 44 |
| 3.8 | Method of Data Collection | 45 |
| 3.9 | Method of Data Analysis | 45 |
| Chapter Four: Data presentation and analysis | |||||||
| 4.1 | Introduction | 46 | |||||
| 4.2 | Demographic Data | 46 | |||||
| 4.3 | Data analysis | 48 | |||||
| 4.4 | Summary of the major findings | 55 | |||||
| 4.5 | Discussion of findings | 55 | |||||
| Chapter Five: Summary, Conclusion and Recommendations | |||||||
| 5.1 | Introduction | 57 | |||||
| 5.2 | Summary | 57 | |||||
| 5.3 | Conclusions | 58 | |||||
| 5.4 | Recommendations | 58 | |||||
| 5.5 | Suggestions for further readings | 59 | |||||
| Reference | 60 | ||||||
| Appendix I | 64 | ||||||
| List of Tables | |||||||
| Name of Tables | Page | ||||||
| Table 2.1: Relationship between economics and other university courses | 10 | ||||||
| Table 3.1: Sample selection | 43 | ||||||
| Table 4.1: Distribution of respondents by gender | 46 | ||||||
| Table 4.2: Educational qualification | 46 | ||||||
| Table 4.3: Year of experience | 47 | ||||||
| Table 4.4: Motivation Factor influencing effectiveness of economics teachers | 48 | ||||||
| Table 4.5: Methodology Factor | 49 | ||||||
| Table 4.6: Facilities Related Factor | 50 | ||||||
| Table 4.7: Qualification Related Factor | 51 | ||||||
| Table 4.8: Personality Factor | 51 | ||||||
| Table 4.9: Teacher effectiveness and its effect on student’s academic performance | |||||||
| Table 4.10: Gender and its influence on teacher effectiveness | 54 | ||||||
| Abbreviations | |||||||
| 1. | ETEQ | Economics Teachers Effectiveness Questionnaire | |||||
| 2. | NOUN | National Open University of Nigeria | |||||
CHAPTER ONE
INTRODUCTION
1.8 Background to the study
Economics is one of the important subjects taught in 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 Robbins (1975) who sees 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.
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 quality teachers in order to achieve National Development Goals through effective teaching and learning of economics in the senior secondary schools.
Teachers are the fabric of any educational system. This is so because teachers act as a hub around which any educational system revolves. According to Ogunrinde (1999), teachers are conformists who are expected to be armed with sound knowledge in their subject areas with a view to achieving academic excellence in the classroom situation. Igbede (1999) pointed out that teaching occurs when teachers interact skillfully with the learners. Idisi (2012) also stressed that effective teaching can only be attained when resourceful, competent, and dedicated teachers are employed to teach, so as to guide against inefficient use of methods and strategies in teaching and learning process. Effective teaching is not universal but depends mainly on individual teacher’s teaching habit, and the school setting in which the teacher finds himself. Teacher effectiveness has been defined as ―the impact that classroom factors, such as teaching methods, teacher
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expectations, classroom organizations and use of classroom resources, have on students’ performance (Ogunriide, 1999, Ifeta, 2012; Jimba, &Agenyi, 2012). To be effective in teaching, teachers are expected to be honest, dedicated, firm, committed and consistent in their job for better learning outcome. When these variables are lacking in a teacher, teaching becomes ineffective. In view of this therefore, the research seek to find out the factors that influence economics teacher effectiveness in public secondary schools in Sokoto.
1.2 Statement of the Problem
All over the country, there is growing concern about the inability of teachers to effectively perform their task of teaching students especially in Public schools. This has led to declining standard of education in the country. This is manifested by high mass failure of students in national public examinations such as WAEC and NECO. This showed that students have not been well taught and prepared by teachers in the various subjects It is on this premise that this study attempts to make a survey of factors influencing economic teachers effectiveness in some selected secondary schools in Sokoto.
1.3 Objectives of the study
The Objectives of this study are to:
- Examine the factors influencing economic teacher’s effectiveness in public secondary schools in Sokoto metropolis
- To examine the extent to which effectiveness of economics teacher affects academic performance of public secondary school students in Sokoto metropolis
- Assess how gender influences economic teacher effectiveness in Sokoto metropolis.
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1.4 Research Questions
Based on the above stated objectives, the following questions were formulated to guide the study
- What are the factors influencing the effectiveness of economic teachers in Sokoto metropolis?
- Does teacher effectiveness affect student academic performance in economics in public secondary schools in Sokoto metropolis?
- To what extent do gender influence economic teacher effectiveness in Sokoto metropolis?
1.5 Significance of the Study
The findings of the study will be of importance to the ministry of education as they will get to know the factors influencing economics teachers’ effectiveness which finally affects the performance of students in examinations. By this, the Ministry will use the information to come up with the ways of ensuring the teachers are effective in carrying out their duties.
Teachers would find the findings of this study useful in that it will help them improve their daily task. The information will provide them with insight into an array of factors which may hinder or foster effective teaching and learning.
The study will also be of importance to the management of the schools as it will highlight the factors influencing economics teacher’s effectiveness. By this information, the management of the schools can come up with better ways of improving the effectiveness of teachers.
Information from this study will provide a basis for improving teaching and learning in economics and hence, student performance in the subject will in turn improve.
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1.6 Scope and delimitation of the Study
The study focuses on survey of factors influencing economics teacher’s effectiveness in secondary schools in Sokoto metropolis. It is therefore delimited to selected public secondary schools in Sokoto metropolis.
1.7 Operational Definition of Terms
- Teaching effectiveness: The degree to which teaching is successful in producing a desired effect on students
- Teacher Effectiveness: The degree to which specific instructional objectives are achieved by the students under the guidance of a given teacher.
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