AN APPRAISAL OF INFRASTRUCTURAL FACILITIES FOR TEACHING ECONOMICS IN NIGERIAN PUBLIC SENIOR SECONDARY SCHOOLS
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AN APPRAISAL
OF INFRASTRUCTURAL FACILITIES FOR TEACHING ECONOMICS IN NIGERIAN PUBLIC SENIOR
SECONDARY SCHOOLS
ABSTRACT
This
research is on an appraisal of infrastructural facilities for teaching
Economics in Public senior Secondary Schools and being a case study of some
selected schools in Mushin local government Area. The main objective of the
study is to examine if there is adequate infrastructural facilities for
teaching Economics in public senior secondary schools in Nigeria. Specific
objectives are: To examine the adequacy of infrastructural facilities for
teaching Economicsin Nigerian public senior secondary schools, to identify the
relationship between infrastructure and performance in Economics in public
senior secondary schools in Nigeria.
In the
methodology, data used for the study was gotten from the primary data which is
the questionnaire. The population of the study consists of 89 respondents. In
analyzing the data collected for the purpose of carrying out this research, the
statistical tool known as the Pearson Product Moment Correlation (PPC) and
Chi-Square were used. Tables were used in presenting the data for the purpose
of the simplicity and clarity. Findings from the study reveals that majority of
the respondents are of the opinion that there are no adequate infrastructural
facilities for teaching Economics in Nigeria. The outcome of this study will
educate stakeholders in the education sector and the general public on the
state of infrastructural facilities and quality of personnel available for the
teaching of Economics in the Nigerian Public Senior secondary schools.
CHAPER ONE
INTRODUCTION
1.1
BACKGROUND TO THE STUDY
Poor
schooling has proved to be the greatest barrier to political, social and
economic transformation in many African countries. School infrastructural
facilities have been observed as a potent factor to quantitative education. The
importance of teaching and learning with the aid of adequate instructional
facilities and materials cannot be over-emphasized and it is indisputable. The
teaching of Economics in Nigerian secondary schools needs to be properly
handled. The materials used by the teachers to pass on knowledge and drive home
their subject points at the primary and secondary levels of our education
system is incontrovertibly a paramount important issue in practical classroom
interaction and successful transfer of knowledge from the teachers to the
learners.
Infrastructure,
according to Merriam-Webster Dictionary is the underlying foundation or basic
framework (as of a system of organization), also; the resources (such as
personnel, buildings, or equipment) of the public works of a country, state, or
region.
Pertaining
to the teaching of economics in secondary schools, infrastructural facilities
include those equipment and materials that are available to facilitate students
learning outcome.it includes good buildings for classrooms, laboratories,
books, software and hardware of educational technology, experiment materials,
availability of tables, chairs, chalkboard/whiteboard,
chalks/markers,etc.(farrant,I991 and Farombi,1998).
According to
Oni (1992), infrastructural facilities constitute a strategic factor in the
functioning of a secondary school system. This is so because they determine to
a very large extent, the smooth functioning of any teaching and experimental
demonstrations and even other extra-curricular activities. He further stated
that the availability of the above mentioned infrastructural facilities, their
adequacy and relevance influence efficiency and high performance of both
teacher and learner. In his words, Farombi(1998) opined that the wealth of a
nation or society could determine the quality of education in that land;
emphasizing that a society that is wealthy will establish good schools with
professional personnel(quality teachers), learning infrastructures that with
such, students may learn with ease thus bringing about good academic achievement.
Ajayi and Ogunyemi (1990) reiterated that when facilities are provided to meet
relative needs of a school system, students will not only have access to the
reference materials required of them by the teachers, but individual students
will learn at their own pace and be able to develop themselves and there is
room for necessary improvement by the teacher in such that he or she is able to
make further research and constant practice. The net effect of this is
increased overall performance of the students.
Economics as
a subject came into existence in 1776 via the publication of Adam Smith- the
protagonist of the classical school of thought; and since then, it has assumed
many roles especially both in political and educational circles. The study of
economics is branched into two; microeconomics and macroeconomics. While
microeconomics studies the behavior and operations of the individual units
(households,firms and government agencies) in the economy,macroeconomics
studies the entire economy in aggregates and averages (Umoh, 2007). According
to Aromolaran (2006), there are three major languages used in teaching and
communicating economic ideas and they are; theory or verbal, geometric or
graphical, and algebraic or mathematical language.
Economics is
an important subject which must be credited by students before gaining
admission into any tertiary institution especially the university, to study
relevant course like Accountancy, Business Administration, Insurance, etc. The
importance and technicality of this subject makes it necessary that relevant
infrastructural facilities earlier mentioned including instructional materials,
should be used to teach it rigorously to the learners. Macaulay(1989) asserts
that visual aids make lessons come alive and help students to learn
better.Hence, it is evident that these infrastructural facilities which serve
the purpose of easing the teaching and learning process are very crucial.
It is
against this background that this study attempts to examine the extent to which
the availability of good infrastructural facilities could improve the public
senior secondary school students’ performance in Economics and also improve the
performance of the teacher too. The teaching of Economics without
infrastructural facilities may certainly result in poor academic achievement.
Franzer,Okebukola and Jegede (1992) stressed that a professionally qualified
science teacher no matter how well trained, would be unable to put his ideas
into practice if the school setting lacks the equipment and materials necessary
for him or her to translate his competence into reality.
Bassey
(2002) was of the opinion that science is resource intensive (and Economics is
a social science), and in a period of Economic recession, it may be very
difficult to some of the electronic gadgets and equipment for the teaching and
learning of economics in schools adequately.This situation is further
compounded by galloping inflation in the country which makes some of the
imported materials and equipment to be expensive therefore the need to produce
materials locally.
Researchers
like Obioha (2006) and Ogunleye (2002) reported that there were inadequate
resources for teaching science subjects in secondary schools in Nigeria.They
stated further that the available ones are usually not in good conditions.
Therefore, there is need for improvisation.
1.2
STATEMENT OF THE PROBLEM
The act of
teaching is fundamentally concerned with passing ideas, skills, knowledge and
attitude from the teacher to the learner. For example, in Nigeria, it has been
shown by experience that in the communication of ideas, spoken words alone is
inefficient and ineffective in producing desired learning outcome.There have
been recorded failure in Economics in among other subjects in public
examinations such as WAEC, GCE and NECO.This could be due to the existence of
topics which pose problem of comprehension to the students and for successful
teaching of some of these topics, the presence of adequate quality
infrastructural facilities alongside relevant instructional materials is
required. Research indicates that students find Economics to be a boring,
difficult and irrelevant subject. Large class sizes,inadequate funding,
insufficient curriculum resources, poor teaching skills and lack of supports
for teachers among other factors further limit the quality of teaching and
learning of Economics in Nigerian schools (Okebukola 2001).
To be able
to solve these deteriorating problem, one needs to develop a realistic picture
of what is currently ongoing in the teaching and learning of Economics in our
Nigerian schools.
However, the
questions we need to ask ourselves are: does the existence of quality
infrastructure really influence the students’ academic performance? Is the
effectiveness and efficiency of the teacher enhanced by good quality
infrastructural facilities? Does quality infrastructural facilities, help
motivate the students and the teachers to do better in learning and teaching
respectively? Finding answers to these questions and more summarizes the entire
problem of this study.
1.3. PURPOSE
OF THE STUDY
The
objectives of this study are:
· To examine if there is adequate
infrastructural facilities for teaching Economics in Nigerian public senior
secondary schools.
· To identify the relationship between
infrastructure and performance in economics in public senior secondary schools
in Nigeria.
· To examine the effects of adequate
quality infrastructural facilities on the teaching and learning of Economics
and also the effects of poor and inadequateinfrastructural facilities on the
teaching and learning of Economics in public senior secondary schools in
Nigeria.
1.4.
RESEARCH QUESTIONS
In order to
achieve the objectives of this study, the following research questions were
raised to guide the research:
· How does adequate infrastructural
facility become relevant in the teaching and learning of a social science
subject like Economics?
· What is the relationship between
infrastructure and performance of learners of Economics in public senior
secondary schools in Nigeria?
· How adequate are the infrastructural
facilities for teaching of Economics in public senior secondary schools in
Nigeria?
1.5
SIGNIFICANCE OF THE STUDY
The
following are the significance of this study:
The outcome
of this study will educate stakeholders in the education sector and the general
public on the state of infrastructural facilities available for the teaching
and learning of Economics in public senior secondary schools in Nigeria.
This study
would help enhance the teachers’ teaching, effectiveness, efficiency and
productivity. Consequently, a teacher who has adequate infrastructural
facilities and instructional materials at his or her disposal to supplement his
or her teaching will help improve students’ innovative and creative thinking as
well as help them become plausibly spontaneous and enthusiastic. Oremeji (2002)
supportively asserts that any teacher who takes advantage of these resources
and learns to use them correctly and effectively will find that they make
almost an incalculable contribution to instruction.
This study
is also significant to the society at large because when teachers back up their
teaching with adequate infrastructural facilities and instructional materials
and the learners’ experience effective learning, the knowledge acquired will
reflect in the society positively. Students will be able to understand the
functioning of the economy, interpret government’s economic policies and
activities and perform economically better in the choice of life and work. They
will not become nuisance in the society.
1.6 SCOPE OF
THE STUDY
The study is
focused on investigating the effect of infrastructural facilities on advancing
senior secondary school students’ performance in Economics in Lagos state. Due
to time and financial constraints, the study covers only majority of schools in
Mushin Local Government Area of Lagos State.
1.7
LIMITATIONS OF THE STUDY
The study
was conducted in majority of the schools inMushin Local Government Area of
Lagos State only. Thus its outcome may not reflect the national outlook of
Nigerian secondary schools perfectly.
1.8.
DEFINITION OF TERMS
Below are
the definition of relevant terms of this study:
· Effect: This is the change that is
brought about in a person(s) or something by another person(s) or thing; that
is the way in which an event, action or person changes someone or something.
· Infrastructure: is the underlying
foundation or basic framework (as of a system of organization), also: the
resources (such as personnel, buildings, or equipment) of the public works of a
country, state, or region.
· Teaching: It is the act, practice,
occupation, or profession of a teacher.
· Teacher: A teacher is a person who provides education
for students.
· Learning: It is the activity or process
of gaining knowledge or skill by studying, practicing, being taught or
experiencing something: the activity of someone who learns.
· Learner: A person who is learning a
subject or skill.
· Economics: It is the social science
that determines the production, distribution and consumption of goods and
services. According to Professor Lionel Robbins,Economics is defined as a
social science that studies human behavior in relation to ends and scarce means
which have alternative uses.
· Academic Performance: This is regarded
as the display of knowledge acquired or skills, shown in the school subjects,
such achievements are indicated by test scores or by marks assigned by
teachers. It is the evaluation of students’ classroom work as quantified on the
basis of marks or grades.
· Utilization: The act of using something
to achieve a purpose.
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