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FACTORS ASSOCIATED WITH MASS FAILURE OF STUDENTS IN ECONOMICS IN 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
The importance of economics to any given society cannot be over emphasized. Every family is a part of economy and every one use the rules of Economy too. From the time we are born, we become consumers of various products and services (say medical services, baby foods and so on). We grow and diversify to attain various different roles as producers, trades mediators and agents. Today’s world is that of “economic implication” where economic factors most importantly money, dictates all the elements of the society. Economics is an issue or discipline which everybody; even ignorant households are learning (Michael, 2014).
In the late 1890s’, Professor Lionel Robbins defined Economics is a social science which studies human behavior as a relationship between ends and scare means which have alternative uses. It is also defined as a science which deals with production, distribution and consumption of goods and services. There are two schools in economics, namely, micro economics and macroeconomics. The combined result of these two determines the effect of economics on the socio-economic, political and cultural development of the society. The importance of economics as a subject in Nigeria educational system and the nation’s technological development has been recognized in many fora.
In today’s world, the amount of resources available to us is reducing each day. This condition will only worsen if we keep using our resources with low efficiency and effectiveness. The study of economics provides a mechanism for looking at possible ways to optimize resources utilization and reduce wastages. The study of economics is not restricted to higher education only. That is why economics is studied in secondary school education curriculum in Nigeria.
Nevertheless, the stability of economy is a quest for any economic system or society. Only through economically sound practices can we ensure that the economy is stable and growing at the same time. The knowledge and the practice of economics among economic agents help to stabilize the overall economy.
As a matter of fact, if a society keeps on putting money into a project which yields little or nothing to its growth and development, then the economy becomes inefficient and so does the society. Inefficiency in the use of economic resources leads to undesirable effects in the society. This problem is responsible for the socio-economic disintegration of the society via destructive social evils, like increased crime rate, hunger, unemployment and poverty, etc.
Understanding of economics leads to better planned economy. Subsequently understanding of economics is important for the growth of individual economically. A person needs to understand the economic situation and stipulations present in his own life. He may not need the hard objective understanding of economics, but he definitely needs to understand the economic practices that he needs to follow to eradicate chances of “going broke” or bankrupt. The study of the subject is important because it covers all areas of human lives and occupies the unique portion of man’s activities.
However, despite the above importance attached to the learning and teaching of economics in our educational system, the performance of students in secondary schools in Nigeria has remained an issue of concern to all stake holders (Ajagun 2018).
Explaining reasons for mass failure in WAEC, “the Head of National Office, West African Examination Council (WAEC), Dr. Iyi
Uwadiae, attributed the high failure rates in examinations conducted by the council to several factors. He said WAEC, as a body entrusted with the conduct of the examination, should not be seen as a public enemy because the council does not fail candidates deliberately.” This message was conveyed on
January 24, 2011 by The Deputy
Registrar/Controller, Science Department, Mrs. Olayinka Ajibade, to over 900 students from Lagos and Ogun States at the year’s Students’ Academic Success Summit, held at the University of Lagos. Also speaking at the summit, the representative of the Joint Admission and Matriculation Board (JAMB), Mrs. Aisha Dahiru, noted the poor percentage of applicants admitted into Nigerian universities over the years to foundation factors, wrong subject combination, poor shading of the script errors associated with online registration and the attitude of some parents that force careers on their children. In her explanation, less than 20 per cent of the applicants that sat for the admission test were actually admitted into universities.
Similarly, in 2011 May/June WAEC result which was released, it was shown that around one million students who sat for the examination failed. This has been a major concern for government and the society. According to the Head of National Office, West African Examinations Council (WAEC), the causes of massive failure in WAEC can be attributed to some candidates’ lack of knowledge of common pitfalls, coupled with inadequate coverage of the syllabus and nonfamiliarity with test format.
Referring to the roadmap of education by a Non-Governmental Organisation named “the youth of Nigeria,” there was a report that West African Examinations Council (WAEC) 2009 results show an overall poor performance with only 26% percent obtaining a credit pass in Mathematics and English (Waecdirect.com, 2009). In the same vein, the National
Examinations Council (NECO)
November/December 2009 results show 98% failing to clinch five credits, including Economics, English and Mathematics. Only
1.8% got five credits, including Economics, English and Mathematics. Other subject like economic was not left out. It was the poorest result in the history of the examination body.
Commenting (on the issue of mass failure in
2009 November/December NECO examinations) in the Nigerian Tribune of April 5, 2010 by Tope Ademola, a Public Affairs commentator, said that there could not have been a worse period for the Nigerian educational system than the disclosure that 98 per cent of students who sat for the November /December 2009 examination of the National Examination Council (NECO) failed. According to the report, only 4,223 out of the 236,613 candidates who sat for the examination had credits in five subjects, including English and Mathematics. The figure regretfully represents less than two per cent of those who took the examination. He explained that the recorded mass failure is a reflection of the precipice on which the nation has found itself. While the students have their own portion of the blame, a substantial part of it lies at the doorsteps of the nation’s policy makers or leaders, who over the years treated the sector with levity (Aworanti, 2010).
In the same vein, the National Examinations Council (NECO) registered another mass failure in the November/ December external 2010 examinations as out of the 25 subjects taken by students none had up to 50 per cent pass record. This message was reported by the Registrar of the council, Professor Promise Okpala, who announced the results to newsmen in Minna on March 30, 2011.Out of the total number that sat for the English Language examination, 51, 781 candidates passed, constituting only 20 per cent and in Mathematics, 87, 508 translating to 34 per cent of candidates that sat for the examination passed. French Language recorded the lowest pass with no candidate having a credit out of the 473 students that sat for the subject, amounting to 57 per cent failure (Ebije, 2011). This is worrisome because it has strong implication for the study of economics at institutions of higher learning. Thus, the study sought the views of teachers on the causes of inadequate achievement in SSC Economics examinations.
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.
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