AN INVESTIGATION INTO THE FACTORS AFFECTING THE EFFECTIVE TEACHING AND

LEARNING OF ECONOMICS IN AKKO LGA, GOMBE

BY

FAIDA MOLKULLE ZUBAIRU

FUKU/EDU/19/ECO/0066

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF ARTS

AND SOCIAL SCIENCES EDUCATION, FACULTY OF
EDUCATION, FEDERAL UNIVERSITY OF KASHERE,
GOMBE STATE. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR OF SCIENCE DEGREE IN ECONOMICS EDUCATION
( B.Sc. ED. ECONOMICS).

MAY, 2024

i
 DECLARATION

This research project by Faida Molkulle Zubairu is declared as a record of original work. The project has

not been submitted to any other institution, and all references have been duly acknowledged.

FAIDA MOLKULLE ZUBAIRU Sign……………..……… Date:……..………………

FUKU/EDU/19/ECO/0066

ii
 DEDICATION

This work is dedicated to God Almighty for his guidance and protection. Also, to my beloved

parents Mr. & Mrs. Zubairu Ahmadu Buna.

iii
 APPROVAL PAGE

This research work has been read and approved by the Department of Arts and Social Sciences

Education, faculty of Education, Federal University of Kashere, Gombe State, for the award of a

Degree in Economics Education (B.Sc. Ed. ECONOMICS)

Mr. Yunisa Abdulrahman Sign:……………….Date:……………

(Project Supervisor)

Dr. Aminu Mukhtar Zaitaiwa Sign:.………………..Date: ……………..

(Head of Department)

Prof. Barakatu Abdullahi Sign: ........................Date: .........................

(Dean Faculty of Education)

Sign:…………………Date: ……………..

External Examiner

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 ACKNOWLEDGEMENTS

I extend my deepest gratitude to the Almighty God for His divine guidance, blessings of
health, mercy, and protection throughout the completion of this program despite
numerous challenges. I am sincerely grateful to my esteemed supervisor, Mr. Yunisa
Abdulrahman, for his unwavering patience, tolerance, and invaluable contributions both
academically and intellectually. Words fail to express the depth of my appreciation, and I
pray that God showers His abundant blessings upon you and your family, propelling you
to the pinnacle of your destiny swiftly.

The research also wishes to express a heartfelt appreciation to the esteemed lecturers in
persons of; Dr. Aminu Mukhtar Zaitaiwa, Dr. Rahamat Tinja Maina, Dr. Hassan Yusup
Abdulwahab (Abba), Mal. Usman Ali Sulaiman, Dr. Elrasheed Shehu, Mal. Abubakar
Abdulkadir Aliyu, Dr. Idowu Daniel Onisanwa, Mal. Ishaku Yahaya Tambuwal, and
others, for their continuous encouragement throughout my academic journey. I consider
myself immensely fortunate to have been under your guidance, and I pray for abundant
blessings upon each one of you.

To my beloved parents, H-H Zubairu Ahmadu Buna and Mrs. Sussanna Zubairu, also to
my second dad Dr Ishaya Kennedy. I am profoundly grateful for your unwavering
support and sacrifices to ensure my success both personally and academically. May God
Almighty grant you long life and fulfill your hearts' desires. I also extend my gratitude to
my dear sibling, Miss Eunice Ahmadu Zubairu, for her constant words of
encouragement, prayers, and unwavering support.

Lastly, to my dear course mate Rejoice, who embarked on this journey alongside me,
words cannot adequately express my gratitude for your invaluable contributions and
unwavering encouragement throughout our shared academic journey. Your support has
been a source of strength, and I am truly grateful.

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Economics holds a significant position in higher secondary education, impacting both

students and society. Robbins (2016) defines economics as the science studying human

behavior concerning scarce means and alternative uses. The focus on positive and logical

methods, rather than normative judgments, underscores the importance of empirical

approaches in economic investigations. The primary goal of teaching economics is to help

students grasp fundamental principles crucial for understanding financial problems and

specific economic issues. This approach, as suggested by McConnell, Brue, and Flynn

(2019), involves policy alternatives, fostering students' ability to apply economic perspectives

accurately and empirically. John (2019), emphasized the necessity of both inductive and

deductive logic to comprehend how economies function. He categorized economics into

positive, normative, and applied, where applied economics seeks to bridge the gap between

positive science and normative goals.

Capable teachers, as noted by Robertson and Acklam (2020) and Chibueze (2014),

must meticulously plan the academic year, ensuring clarity, transparency, and coordination

among teachers. The preparation should encompass the entire syllabus, providing a roadmap

for effective teaching even in the absence of the primary teacher. O’Sullivan and Sheffrin

(2015) highlight the challenge of engaging students in economics. The authors stress the

importance of creating materials, like the book "Macroeconomics Principles and Tools," that

resonate with students, making economics relevant to their lives, careers, and futures.

In Nigeria, economics teachers at the senior secondary level play a crucial role as the

primary source of knowledge, acting as both role models and facilitators for students. The

teacher's role extends to guiding students in scientific and thorough observation, promoting a

1
deep understanding of economic concepts. Effective teaching of economics involves

incorporating observation and data collection. O’Sullivan and Sheffrin (2015) emphasize the

importance of using charts, diagrams, and equations, considering the teacher's role in guiding

students in their understanding of these elements. Economics teachers at the higher secondary

level act as significant sources of subject knowledge and role models for students. Their role

includes encouraging students to observe and assess their environment, fostering a

comprehensive understanding of the subject matter.

The global acknowledgment of economics as a pivotal instrument for nation-building

and development is unequivocal. Recognizing Nigeria as a sovereign nation, it becomes

imperative to emphasize the necessity for highly qualified teachers and effective teaching

aids in the comprehension of students, particularly in senior secondary schools, ranging from

SS1 to SS3. The surge in commerce and industry since Nigeria's independence necessitates

specialized and qualified manpower. Consequently, economics was introduced as a distinct

subject in the National Policy of Education, aiming to produce individuals capable of

studying and enhancing the structure of the Nigerian economy. The study of economics

equips individuals with knowledge to be self-employed and contribute to the betterment of

their society. Despite the importance roles played by Economics in the society, it has faced

numerous challenges that affect the realization of its objectives.

In Akko local government area, several factors impede the teaching and learning of

economics in secondary schools, prompting the need for this research. The terms "teach" and

"teaching" encompass imparting lessons, providing information, and guiding students to learn

and apply knowledge independently. Teaching, as described by Lark (2015), involves an

interaction between a teacher and a student to effect expected behavioral changes. Alaezi

(2017) underscores teaching as a transformative process that requires knowledgeable and

2
methodical teachers to instigate positive changes in learners' attitudes or behaviors. Learning,

as inferred from Mukherjee (2019), is a lasting change in behavior resulting from

organizational performance or reinforced practice. Omebe (2021) defines learning as a

behavioral change arising from experience, altering people's understanding of situations. The

quality and quantity of teachers in secondary schools hold paramount importance in

achieving the educational goals without hindrance. Proper training and a profound

understanding of the subject are prerequisites for effective teaching, as unqualified teachers

act as obstacles to achieving educational objectives.

Teaching materials play a crucial role in effective economics education. Okorita

(2014) emphasizes the urgent need for schools to be equipped with facilities and materials to

enhance teaching and learning. The absence of adequate facilities and teaching materials

hampers the effective delivery of economics education in secondary schools, contributing to

the challenges faced in teaching the subject. Methodology serves as a vital tool in conveying

economic principles and theories to students. Ali (2022) stresses the use of materials in

instructional settings to impart knowledge across cognitive, affective, and psychomotor

aspects of the curriculum. Ugwu (2021) underscores the teacher's responsibility to select the

most effective method for a given purpose, aligning with the learners' needs and facilitating

active participation in the instructional process.

The attitudes and interests of both teachers and students significantly impact the

teaching and learning of economics in secondary schools. Onyeji (2020) notes that teachers'

attitudes can discourage students, leading to a lack of interest and poor performance when

effective teaching is compromised. Recognizing and addressing these factors is crucial for

fostering a positive learning environment and achieving the educational objectives set for the

subject of economics.

3
1.2 Statement of the Problem

The effective teaching and learning of economics in secondary schools is crucial for

equipping students with the knowledge and skills necessary to understand and participate in

the economic systems that shape their lives. Learning economics equips students with critical

thinking and problem-solving skills by teaching them to analyze how resources are allocated

and decisions are made. It enhances their understanding of markets, economies, and the

impact of government policies, fostering informed citizenship and financial literacy.

Economics education also develops quantitative and analytical abilities, preparing students

for diverse careers in finance, government, and beyond.

In the Akko Local Government Area of Gombe State, Nigeria, the effective teaching

and learning of economics in secondary schools face several pressing challenges. First and

foremost, concerns arise regarding the qualifications and competence of teachers delivering

economics education. The potential impact of inadequately qualified educators on students'

comprehension and academic performance is a critical aspect that requires thorough

investigation. Furthermore, the availability and sufficiency of teaching aids in the teaching of

economics demand attention. Inadequate access to appropriate teaching materials could

impede the delivery of effective lessons and hinder students' grasp of economic principles.

Examining the current state of teaching aids and their impact on the learning process will

shed light on areas that need improvement.

Lastly, the interest and attitudes of both teachers and students towards economics

education are paramount considerations. A careful exploration of how teacher attitudes may

influence student interest and academic performance is essential for creating a positive and

engaging learning environment. Addressing these multifaceted challenges will contribute to

the enhancement of economics education in the Akko Local Government Area, fostering

improved educational outcomes and aligning with broader national education goals.

4
1.3 Purpose of the Study

The aim of the study is to identify the factors affecting the effective teaching and

learning of economics in secondary schools in Akko Local Government Area of Gombe

State.

Objectives of the study

The study is specifically designed to:

1. Find out whether teachers experience affect teaching and learning of economics in

public senior secondary school in Akko local government area.

2. Find out the extent of availability of instructional material used in teaching economic

in public senior secondary school in Akko local government area.

3. Find out the effect of teaching methods commonly used by economic teachers in

public senior secondary school in Akko local government.

1.4 Research Question

1. How does teachers’ experience affect teaching and learning of economic in public

senior secondary school in Akko local government area?

2. What is the extent of availability of instructional material used in teaching economic

in public senior secondary school in Akko local government area?

3. What are the effects of teaching methods commonly used by economic teachers in

public senior secondary school in Akko local government area?

1.5 Research Hypothesis

1. There is no significance difference between the mean responses of male and female

students on effect teachers experience in teaching and learning of economic in public

senior secondary school in Akko local government area.

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1.6 Scope of the Study

The aim of the study is to identify the factors affecting the effective teaching and

learning of economics in secondary schools in Akko Local Government Area of Gombe

State. The geographical scope of the study covers Akko Local Government Area (LGA) in

Gombe State, Nigeria. The study employed survey research design. The population of the

study was 10,900 students offering economics in all the 30 public senior secondary schools in

Akko Local Government Area.

The research will delve into multiple factors affecting the effective teaching and

learning of economics. These may include, but are not limited to, the educational

qualifications of economics teachers, the availability and adequacy of instructional materials,

teaching methodologies employed, and the interests and attitudes of both teachers and

students towards economics education.

1.7 Significance of the Study

This study on the factors affecting the effective teaching and learning of economics in

secondary schools in Akko Local Government Area of Gombe State holds significant value

for various stakeholders; Educational Policy Makers, School Administrators and Teachers,

Students, Researchers, curriculum planners and Economic Development.

1. Educational Policy Makers: The findings can inform policymakers about the current

state of economics education in secondary schools. Insights into the availability of

instructional materials, the impact of teachers' experience, and the effectiveness of

teaching methods can guide the development of policies aimed at improving

educational resources and training programs. When this research is published in

journals, the educational policy makers will have access to this research and

aftermath, implement the recommendations made from the research.

6
2. School Administrators and Teachers: By identifying factors that influence effective

teaching and learning, school administrators and teachers can adopt best practices

and address any identified challenges. The study can help in designing targeted

professional development programs for teachers and improving the allocation and

utilization of instructional materials. School administrators and teachers will be of

benefit from this research through seminars and workshops, then implement the

recommendations to their various schools and classes.

3. Students: Enhancing the quality of economics education directly benefits students

by providing them with a better learning experience. Improved teaching methods

and resources can lead to a deeper understanding of economic principles, which is

crucial for their academic success and future career opportunities. Also, the findings

can be integrated into course materials, providing students with up-to-date

information and cutting-edge knowledge in your field.

4. Parents and Guardians: The study highlights the importance of quality education in

economics, encouraging parents and guardians to support and advocate for

improvements in their children's schools. Equipped with knowledge from this

research, parents and guardians can make informed decisions about their children's

education. This includes selecting schools, extracurricular programs, and additional

resources that align with effective learning strategies in economics.

5. Researchers and Academics: This study adds to the body of knowledge in the field

of educational research, particularly in the context of economics education in

secondary schools. It provides a foundation for future research to explore similar

issues in different regions or subjects, contributing to the broader academic

discourse on education. By exploring economics education in secondary schools,

your study provides a valuable foundation for future research. Scholars can build on

7
 your findings to investigate similar issues in different regions or subjects, enabling

comparative studies that can uncover broader trends and insights. This research adds

depth to the existing literature on educational practices and outcomes. It enriches the

academic discourse by providing empirical data and analysis that can be referenced

in future studies, reviews, and meta-analyses.

6. Curriculum planners: Insights from your study can guide the development of new

curricula or the revision of existing ones. By understanding the key components of

successful economics education, planners can create curricula that are more

engaging, comprehensive, and effective. When published, findings can help ensure

that the economics curriculum aligns with national or regional educational standards

and goals. Curriculum planners can use your research to meet or exceed these

standards, thereby enhancing the quality of education. The study offers empirical

data on what factors contribute to effective learning in economics education.

Curriculum planners can use this evidence to make informed decisions about

curriculum design, ensuring that it is grounded in proven educational practices.

7. Economic Development: Quality education in economics equips students with

essential skills and knowledge that are critical for economic development. By

fostering better economic understanding and decision-making abilities, the study

contributes to the preparation of future citizens who can participate effectively in

the economy and contribute to its growth.

1.8 Operational Definition of Terms

Economics: is a social science discipline that studies the production, distribution, and

consumption of goods and services. It explores how individuals, businesses, governments,

and societies make choices regarding the allocation of resources to satisfy their needs and

wants.

8
Effective teaching: refers to the ability of an educator to facilitate student learning

successfully, fostering a positive and impactful educational experience. It involves employing

a variety of instructional strategies, communication techniques, and assessment methods to

engage students, enhance their understanding of the subject matter, and promote critical

thinking and problem-solving skills.

Effective learning: refers to the acquisition, retention, and application of knowledge and

skills in a manner that enhances understanding, promotes long-term retention, and enables

meaningful transfer of learning to Economics.

Investigation: In this study, "investigation" refers to a systematic and structured process of

inquiry and examination conducted by the researcher to gather relevant data, facts, or

evidence pertaining to the research objectives. The process involves the use of various

research methods, such as literature review, surveys, interviews, observations, or

experiments, depending on the nature of the study.

9
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction

This chapter reviews the works that are related to the study problem that affects the

effective teaching and learning of economics in senior secondary school in Akko Local

Government Area of Gombe State. This review will therefore take a deep look at the

discipline economics and other related issues. This research works in books, journals, internet

and related literatures research.

This will be discussed under the following sub-themes:

1. Conceptual frame work of economics.

2. Economics as a teaching subject.

3. The place of economic in the curriculum.

4. Method of teaching economics.

5. Factors militating against the teaching of economics

6. Factors militating against the learning of Economics.

7. Theoretical framework.

8. Empirical studies.

9. Summary of review of literature.

10
2.1 Conceptual Frame Work of Economics

As we have different economists, so also their views on economics differs in various

ways. They view the nature of economics based on their individual understanding of the

subject. Economics is about the choice of peoples and societies have to make. A person might

have to choose between buying a compact disc and buying a book. A society might have to

decide between providing more health care centers and repairing infrastructures; electricity,

good road, pipe borne-waters, etc. Economics by natures, meets those end by its study on

price, costs, interest rate, unemployment, inflation, profit, budget deficit, trade deficit,

exchanges rates and so on. But economists sometimes turn their attention to others areas such

as crimes, family relationship, war, politics, anthropology and the law.

David (2016), is of the view that economics study how society decides what, how and

for whom to produces; goods are physical commodities such as steel and strawberries, service

are activities such as messages, life concerts, consumed or enjoyed only at the instant they are

produced. In a rare cases, some of the questions about what, how and for whom to produce

haves not been answered, until the arrival of a man. Friday, Robinson Crusoe can ignore the

“for whom” question. In general, however, society must answer all these questions. By

emphasizing the role of society the nature of economics places economics within the social

sciences, the science that study and explain human behaviour. The subject matter of

economics is human behaviour in the production, exchange and use of goods and services.

Economics in nature studies central economic problem ford society is how to reconcile the

conflict between people’s virtually limitless desires for goods and services and the scarcity of

resources (labour, machinery and raw materials) with which these goods and services can be

produced.

11
 Awoke (2021), sees economics as the study of how man allocates their scarce

resource to provide for their various wants or needs. As a science which studies human

behaviour in the disposal of scarce goods. Robbins concluded by postulating that human

beings exhibit four fundamental characteristics which are all embodies in the above

definitions. Man has various ends or wants to serve His means of satisfying these ends such

as times and money at his disposal are limited resources. Those limited means are capable of

being paid to alternative uses. Man, therefore, exercise choice in distributing theses limited

means (resource) between the competitive ends on the basis of relative importance.

Economics is about human behaviour, yet we describe it as a science rather than a

subject within the arts or humanities (Kopcke, 2014). This reflects the way economist

analyzed problem not the subject matter of economics. Some definitions by some scholars

were not good enough and did not embrace all aspects of economics. This made scholars and

some students to wonder about the natures of economics over the years. However theses

definitions were accepted to some extent. Marshall (2016) defines economics as a study of

man’s action in the ordinary business of life, He consider how peoples receive moneys

(incomes) they earn, how they spend it rationally due to the knowledge of economics. Agu

(2014) sees economics as the organization and distribution of goods and service. He further

states that economics is concerned with the scarcity and the activities of man that is

pertaining to making or earning a living. In support of this, Titus (2020) describes economics

as a social science focused on how individuals and groups manage scarce resources to fulfill

their wants through production, substitution, and exchange processes.

Pigou (2018), states that economics is worthy of study because it makes it easier to

institute practical measures to promote welfare. Some scholars in this field sees it as a social

subject while others in another dimension came up with different ideas about the concept. For

example Adam Smith came up with the first publication “An Inquiry into the nature” helps us

12
to observe that economist views on this subject of wealth creation as a means of enduring

increase in materials to improve the standard of living. However, conceptual framework of

economics limits this study to micro economics that deals with small units of the economy

(output of a product, individual demand, etc)

2.1.1 Economics as a Teaching Subject

Economics is taught in the senior secondary schools to allow students to understand

today’s economic environment. This requires mastering the theory and practicing its

application. Just as the study of theory genetics or information technology steadily

progressing, so the theory of economics continues to make progress, sometimes in dramatic

and exciting ways (Ifeanyi, 2018). We believe in introducing students immediately to the

latest ideas in economics if these can be conveyed simply why force students to use

traditional approaches that we no longer consider helpful (Udensi, 2016). However, to know

the significances of economics as a school subject or a teaching subject, it is imperative to

know the role of economics plays in the senior secondary school that made it a teaching

subject. Educational Encyclopedia (1977), states that the goals for economics education at the

senior secondary school level may be placed in three broad categories:

i. Helping students develop an awareness of their place in the economic decisions.

ii. Helping students develop the ability to apply economics in their responsibilities as

consumers, producers or citizens, and

iii. Contributing to develop knowledge and skills for their general education, which can

be achieved by drawing selective from a broad based content, by using diverse

teaching and learning methods, and by capitalizing on multiple opportunities of

economics understanding?

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 According to David (2016), Economics as a teaching subject has steam of benefits

which might flow from its introduction, justified the real cost of introducing it. Economics

has claims which they do not view the subject in what as the majority of its practitioners. If

pupils study economics, he will learn about the economy and the understanding which he

gains from trade unions, the welfare state, populations, distribution of goods and services

and so on. The teaching of economics in senor secondary schools should include in a

syllabus which will reflect the kind of economics. However, the reality of the situation in

schools is that a new subject has a difficult time in becoming established, and unless strong

and valid claims are made for the subject. It is certain that it will find wide spread favour

among educationists for its inclusion in the common course.

Aneke (2019), support this and he viewed economics as useful in our private and

professional life. So much interest and excitement are committed in the subject because

every day lives touch an economics, be it government, politics, trade, or business. Economic

issues are ever present and fundamental to understanding.

Onwukwe, (2016), asserts that the study of economics is based on the fact that while

human wants are unlimited, the means of satisfying them are limited in supply. To cope with

this very unfortunate situation, man must economize, but cannot accomplish it without

teaching and learning economics. According to Adeogun (2013), any effort designed to

increase or improve people’s understanding of economics as a teaching subject that the

economic facts, concepts, principles, and problems. He went further to say that economics as

a teaching subject refers to “the organized movement of increasing economic literacy.

Awoke (2016), states that there are several reasons why economics can be studied;

1. For students to be aware of the present day economic problems both in our country and

worldwide.

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 i. For students to be aware of the present day economic problems both in our country

and worldwide.

ii. As a surest road to a rewarding career such as banking.

iii. Economics is basically a utilitarian subject and helps us toward our existence in our

daily activities.

iv. Provision of policy, knowing how the economy works.

These can be achieved through studying various subjects like commerce (combination

of economics), Integrated science (combination of Biology, Chemistry and physics), Social

Studies which will enable the students understand governhment in secondary and political

science in the higher institutions.

However, economics in senior secondary school will help the child do well in

economics as a discipline and statistics, mathematics etc. The university rule for admission

states that for anyone to be qualified for admission into the university, he/she must have

credit in mathematics and English language coupled with others as regards the individual’s

field of study (Udensi, 2016). Economics is therefore important in the senior secondary

school curriculum especially in the senior certificate examination obtained through WAEC

(West African Examination Council) and NECO (National Examination Council) which are

the examination board in Nigeria. Ifeanyi (2018) stated that the senior secondary school

curriculum should be tailored to align with university courses. Therefore, the national

education policy mandates the inclusion of economics in the senior secondary school

curriculum, spanning from SS1 to SS3. This decision stems from the rationale that educators

teaching economics should possess a thorough understanding of the methodologies and

pedagogical techniques relevant to the subject.

15
 According to Egbe, (2020), the teaching of economics requires specific skills just as

the teaching of other subjects dealt with but lack of trained manpower has led to the

employment of the untrained teachers in many states of the federation.

Educational Encyclopedia (2011), states that in the 12th grade, economics instruction

may take various forms, either through a standalone semester or year-long course or as an

integrated component within other senior social studies courses, such as economic systems

or consumer economics. Additionally, in alternative senior-level social studies courses,

relevant economic units or dimensions that align well with the core objectives and content of

these courses may be incorporated.

According to Ben (2014), Economics is taught in schools to help solve real-world

problems. By studying economics, students can better understand the causes of issues like

poverty and work towards finding solutions. Furthermore, economics offers explanatory and

predictive power, enabling students to answer questions about why things are the way they

are and predict likely outcomes under certain conditions. Additionally, studying economics

helps students learn about influential ideas that have shaped the world.

2.1.2 Place and Position of Economics In The Secondary School Curriculum

The place of economics in the school curriculum cannot be properly understood, if the

importance of economics in our modern society is not well examined. Since economics is a

social science subject, it means that it deals with human behaviour in the market. Economics

therefore helps to understand some other subjects like Agriculture, Commerce, and

Mathematics, etc. This is true because the subject interrelate with other subjects. Economics

in the curriculum therefore means that economics education in the senior secondary schools

in the responsibility of the entire social studies curriculum. Each course of study can make a

unique contribution into the total economics education to the students. At the same time,

16
teaching of economics as an integral part of other social studies course such as history,

Geography and Government, contribute to improve understanding of these subjects.

Educational Encyclopedia (2011), support this view by saying that; “In ninth-grade social

studies, economics instruction might be integrated with the study of the state or local

economy, consumer decision-making, civics, and understanding the dynamics of the

workforce.”.

Banford (2015), said that economics occupies a prominent place in the curriculum of

further education course for a number of reasons. Firstly, it is often regarded as ad

vocationally useful subject which is not universally available at secondary school level.

Secondly, it is an essential ingredient of general business courses. Thirdly, the professional

bodies in the commercial field include economics in their examinations. For instance, in

science and technology, it serves as a liberal or complimentary study. Finally, in non-

vocational adult education, economics is in demand to improve students understanding of

complexities of the modern world.

Onah (2022), explains that economics is inherently mathematics oriented that anyone

who has taken the principles very well is good to have acquired the ability to mathematical

economic systems and how to apply each of them to a given economy. No wonder Ude and

Ike (2018), says “it provides the pupils with the intellectual understanding to the world in

which will enable them to have better understanding to the world which they live and the

sophisticated working of their own economy”. Harison (2018), agrees that economics is an

important subject. Economics is a core subject, being a social science subject is studied by

both art and science students, thereby occupying a central position in the secondary school

curriculum, which makes it related to other subjects. Economics is mult-disciplinary in

nature that is why it is seen as the mother of all management of social science courses. It is

on this note that Ekwe (2019), presents career guidance and job opportunities in Nigeria, and

17
made the horizontal and vertical relationship between subjects that one will do, and know

his her area of specialization.

2.1.3 Method of Teaching Economics

Since economics is a social science subject, there is need for teaching methods to be

of greater standard. A variable instrument to convey its principles or theories should be used.

It will be pertinent to examine the kind of economics that might be suitable for junior

students and to consider whether or not the course should be towards the analytical or the

descriptive is mainly the prosper of economics for twelve years old students or pupils

tongues on whether or not the subject can actively be learned by these students. This leads

us into field of teaching and learning methods of economics. Davis, (2016), is in support of

this assertion, he says that the method to be adopted for economics should be scientific

method of learning economics and it should be taught with activities like analyzing data, the

testing of hypothesis and the establishing a causal relationships. It goes almost without

saying that twelve years old students or pupils would operate at a lower level of

sophistication. He noted that two problems which are the age of the learner and intelligence

problem. This is why economics must be for much older students.

Educational Encyclopedia (2011), states that for the teaching of economics to be most

effectively the content should be organized and presented together positive on the context

of:

1. What is being done or what is happening in the economy?

2. Why it is being done?

3. How it can be done?

This involves students in inquiry that will motivate them to learn.

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 Eze, (2019), contents that “very many teachers’ behaviour is commended and

subsumed within the general descriptive way, that teachers should choose the method they

know best in the teaching of economics. Thus, simple means that there are a number of

methods of teaching economics can be made successfully with teachers using his best to

teach, to effects changes in the students live, some economists believe that economics can

only be taught with the following methods: Problem solving approach, Activity method,

Lecture method, Deductive method, Historical approach. Analytical approach, Inductive

method, and role-playing method. Activity of problem solving approach whenever students

take part in activities they will never forget the concept been taught easily. Saje (2014),

supports this by saying that children learn more by doing. This explains why activity method

is important in the teaching of economics.

The Lecture method is also important because the teachers come in contact with the

students, eyeballs to eyeballs as the teacher teaches. According to Ohucha (2020),

economics students need the lecture method for them to be able to cope with economic

analysis. In support of this, Aneke (1990), states that it is important because it will enable

the teachers to relate economics issues to students.

Deductive method involves reasoning with principles, theories or generalization to the

fact. Aneke (2018), sees deductive method of teaching economics as the method that begins

by investigating the principal forces determing a given class of phenomena and the general

laws in accordance with which these forces operate. The fact of data observation is applied

to the theory to ascertain the validity of a given theory.

Onwukwe (2012), supports this idea, to him, economics is a social science that studies

human behaviour. Since human beings unlike chemicals, animals or objects cannot be

subjected to controlled laboratory experiments, they are to a large extent influential by the

environment which they find themselves. This makes observation necessary

19
 Inductive method is another method of teaching economics which has given to the

abstract or deductive method. Aneke (2019), states that inductive method is the reasoning

process from particular cases to generalization. To him, inductive method is a method by

which truths of scientific values are obtained, which are not directly deductible from

principles already known. Inductive method may be employed to test the findings of

economic theory. Onwukwe (2016), also states that the blame arises from the failure to the

theories prediction due to the unpredictable nature of human behaviour. Another method of

teaching and learning of economics to connote learning is role-playing method as it implies

role-playing means the assigning of roles to individuals to ensure a proper understanding of

the subject. Aneke (2013), argues that when utilized effectively, this approach can diminish

the artificiality often found in the classroom, enabling learners to engage meaningfully with

the subject matter and assume a purposeful role in their learning. This includes the use of

vicarations, learning representations of reality such as teachers using pictures, drawing,

maps, film strips and other tools.

The teaching of economics does not end itself to only those methods but also there are

approaches which can be adopted; Historical approach, the past is precedent to the future.

The past provides a background to the future events. If a problem is to be solved, there is

need for me to look into history to find out what was adopted to get a solution. Egbe (2020),

supported this view by saying that “time is a relevant factor in solving problems as a result,

time lag may affect decisions”. He further stated that this is why of course unprecedented

problems are difficult to solve and are subjected to hit and run tactics. Egbe also states that

the teachers of economics should create economic problems as sub-set of institutional

problems. An approach helps the students to apply the principles in the solution of economic

problems because the method learns more towards traditional discussion, which is devoid of

emotional judgment.

20
2.1.4 Factors Militating Against Teaching and Learning of Economics

Factors militating against teaching of economics cannot be understood without

knowing what teaching means. The word teaching although appears simple at first, is very

difficult to define, but when anybody used the word teaching we can interpret the speakers’

meaning thus;

i. Teaching can refer to an occupation.

ii. Teaching can refer to an enterprise; that is the normal activity of a teacher in

classroom.

iii. Teaching can refer to the very act to teaching.

Teaching as an occupation

Teaching is like any other occupation we are familiar with. In the same sense, it is

simple the work we do and by means which we our living. Thus, teaching could be defined

simply as what we do for a living. But what makes teaching a profession?

i. A professional needs a fairly long period of formal training.

ii. Requires a body of specialized knowledge and skills.

iii. A procedure for certification or validation of membership in the profession.

iv. A set of standards of performance (intellectual, practical and ethical) which are

defined and enforced by members of the profession.

v. Attachment or commitment to the profession with a willingness to advance its

growth and effectiveness.

vi. A bond of association between those who are in the profession.

vii. A regulated scheme or payment and reward for service rendered.

viii. Above all, a great regard for the interest or advantage of the client.

21
Teaching As An Enterprise (Activity)

In a school setting what the teacher is employed to do is “teaching” but if we enter a

school compound, we can hardly find him “talking and chalking” more than half or two-

third of his time. Even in the classroom, there are many of his activities which are strictly

speaking not teaching such as making registers, opening the windows for ventilation,

checking noise and maintaining discipline, filling the records book and so on, yet if we ask

the teacher what he has been doing in school since morning, he would reply that he has gone

to school to teach.

Teaching As An Act

In the act of teaching, there are so many movements of body and parts of the body.

For example, talking pausing, writing, stretching and sitting, etc, but there are many more

acts in teaching. For example, a teacher may be going round the students seats marking their

procedures for solving a mathematical problem or how to draw graph in economics. He may

be listening to students’ reading, he may be watching students carrying out their group

project, he may be doing thousands and one things on the very acts of teaching apart from

talking, explaining or writing on the chalkboard. Thus, we cannot single one or two single

movements whether of the hands or of the lips to characterize the fact that teaching proves

most effective in stimulating of effective learning each student. Urevbu (2014), defined

teaching as a conscious and deliberate effort by a matured or experienced person to impact

information, knowledge, skills and so on. An immature or inexperienced person with the

intention that the later will learn more or believe what to be taught on good grounds.

Ughamadu (2022) sees teaching as a process that is obvious, but much depends on

teachers’ ability to evolve a systematic means of identifying possible problems and its

solution. Teaching is affected by the social relationship between students and the teacher.

22
Rhyburn (2015), states that teaching will lose a very great deal of values no matter u to date

in method or how efficient in organization unless it brings to the student the sense that he

matters to the teaches and that which has struggle. In other word, this enables the child to be

frank, sincere and that it minimizes the danger of the students harbouring feelings of guilt

and inferiority. Having seen what teaching is, there is need to discuss the factors that affect

teaching of economics thus;

2.1.5 Corruption and Indiscipline

According to Odey (2014), states that secondary school students are corrupt, they are

introduced to examination malpractice by inducing them to pay big sum of money to enable

them pass their economics examination. This reduces their skill as students do not have much

zeal to learn because they have the feelings that they must pay money on the examination day

depending on the nature of the subject, which may involve drawing of graphs, calculations

and others alike. Economists in senior secondary schools examination boards in Nigeria are

all corrupt. The misappropriation of funds that are meant for the buying of economics

teaching aids.

2.1.6 Shortage of Qualified Economics Teachers

The shortage of qualified economics teachers affect students learning of economics in the

content that qualifies economics and principles in operation, students can gain an

understanding of the major activities of people in our economic system and institution

through which the objectives of our economic system can be achieved.

According to Oluwadare (2021), tated that the Nigerian Certificate in Education

(NCE) is set as the minimum qualification for entry into the teaching profession. However,

qualifications such as the Grade II teachers' certificate should be considered a prerequisite

for professional training in teaching. According to this delineation, individuals holding

23
Grade II certificates are not classified as professional teachers. They are rather teachers who

intend to professionally trained and certified in the future. In this view, reviewing the

Nations’ policy on Education (NPE, 2013) which stipulated the Nigerian Certificate on

Education (NCE) as a minimum teaching qualification in the country and also lists the goals

of teachers education. Okeze (2018), states “the current challenge impacting teaching arises

from individuals who, unable to find success in other fields, enter the teaching profession

merely because they possess the minimum required qualifications, rather than out of genuine

choice or passion for teaching”. Ifeanyi (2018), categorized teachers into two; pre-service

and in-services. The less qualified teachers are classified to be under the pre-service

education which includes all the stages of education, and training that precedes the

employment of teachers to teach in a school. Teachers can also receive training after they

might have begun teaching. He went further to mention the essential qualities of a teacher

that can influence teaching and learning of economics. They include:

Teachers must have the knowledge of the subject matter. This means that teachers

should be thoroughly justified on what he is called upon to teach. It also means that the

economics teacher should have an in-depth knowledge of economics.

Teachers should have sincere interest in the teaching. This means that the love of the subject

in teaching profession is an antidote to many difficult classroom situations. Due to the

shortage in economics teacher in the secondary schools, the number of qualification

seems to be enough. This shortfall continues because non professional teaching lead to

poor understanding of this subject, which will make the students not to do well. This

notion was supported by Nna (2013), when he says that the personality of teachers has

significant influence on students as teaching and learning takes place. According to

Sotonwa (2018), the real problem of maintaining standard of teaching and learning

economics in the school is that competent and qualified teachers are more or less not

24
 available. In the secondary schools, competent teachers are not recruited enough to

teach.

2.1.7 Poorly Equipped libraries

The library is a department in the school system that helps students and teachers to

gain full knowledge of their various subjects. According to Nwadum (2015), asserts that

library facilities are in short supply or non- existent. This is no doubt hinders the activities of

the subject including teachers production. As the case may be most secondary schools under

study in Akko local Government Area are not well equipped; some do not even have at all,

while some have just a narrow and unconducive environment which is not supposed to be

so. The researcher attended about two secondary schools for teaching practice, but has never

seen any existing library in the schools. This made the researcher to investigate on the

causes, as regards the factors affecting teaching and learning of economics in Akko Local

Government Area.

2.1.8 Parental Influence and Family Background

The parental influence and family background goes a long way to channel the child

towards what the child becomes tomorrow. The fact remains the child’ education starts from

the home or family. This will make the child to have full sense of belonging to his society

and enable him participate actively in the affairs of the family and community. Alumode

(2019), also states that parents are to make sure that their children according their age,

aptitude and ability should receive education. This insists in the fact that children should

attend to school regularly and parent must work hand in hand with their teachers to better the

administration of education. In support of this, Ali (2011), observed that Parent Teachers’

Association is necessary for the school activities, and that serves as resource centre for the

school, it gives the school the peoples’ belief concepts, ideologies, traditions and habits.

25
2.1.9 Students and Teachers Attitudes Towards Teaching and learning of Economics.

The attitudes of teachers cannot be fully assessed without knowing who a teacher is.

According to Hhawo (2014), teachers are directive agents in the educational system. 0n the

side of students, in every teaching and learning process, their attitudes are been observed.

This makes the purpose of teaching to bring about change in individuals behaviour.

According to Udensi (2016), teachers should try as much as possible to stimulate the

students on some subjects they may exhibit ugly or good attitude lesson due to the person

handling the subject. In the subject like economics, geography and Biology, students may

have a good or bad attitudes of lesson due to the person handling them. Nevertheless,

students find it difficult to understand or appreciate what the teacher means.

Ughamada (2014), Sees that importance of educational technology in the sense that it

plays specific roles in teaching and learning process by stimulating interest in teaching and

learning of economics. There is need to generate or arouse and maintain students interest.

Once interest is build up, effective learning is likely to take place. For this reason,

educational technology has the ability to build students’ interest and this arouses their

curiosity to learn. For learning to be promoted and for teaching and learning to be

stimulated, teachers and others should possess certain characteristics intellect change in

learning.

2.1.10 Inadequate Accommodation (classes)

Inadequate accommodation in the secondary schools is one of the problems affecting

teaching and learning of economics in senior secondary schools. According to Onoyase

(2018), “physical resources refer to the building, play ground and equipment needed in the

teaching and learning process”. They should be beautiful but not necessarily monumental in

nature. What is necessary is that a building meant for the teaching of economics should serve

26
the purpose for which it is meant. The possession of the physical resources is not all but the

attention and maintenance on the part of the principal is crucial. The principal has to make

proper arrangement for the sweeping of the classrooms and paths in the school compound,

the building and environment should be kept safe all the time.

According to Francis (2014), states that projects like erecting new classrooms,

renovation of dilapidated school buildings and other related projects should as much as

possible be community based. The village education communities (VEC) members should be

part of the planning, management and monitoring of the project. This arrangement generates

a sense of ownership and hence commitment on the part of the community, to facilitate the

teaching and learning of economics. The provision of adequate infrastructures and facilities

for conducive learning as in well-ventilated classroom is important. With effect of this, the

Gombe state government provides some infrastructures such as buildings to some primary

and post primary schools in the state. According to Ibrahim (2011), “the size of the classroom

determines students’ learning ability”. Some students do not pay attention to lesson because

they do not feel comfortable in the classroom. This will definitely give room to noise making,

a careless movement from seat to seat.

2.1.11 Factors Affecting Learning of Economics

Learning is a process by which we acquire and retain attitude, knowledge,

understanding, skills and capabilities when a person hears, he feels, thinks and acts

differently because his interests, skills abilities, understanding, attitudes and appreciations

have changed. The result of learning may not always be observable over actions but a change,

nevertheless has been made and this has its effects on his total personality. Learning is that

process which brings about growth in the learners and helps him to realize his potentials. In

this context, the teacher is responsible for helping to identify appropriate goals and providing

27
the materials and experiences that are necessary for achievement. Urevba (2014), cited that

children vary greatly in their ability to learn and in the rate at which they learn. They have

differences not only in mentality but also in motivation and capacity. Some children often

learn much more and faster than teachers’ expectation because of their background

experiences and motivation.

What we have seen so far are prerequisite for learning. Learning is an episode in

which a motivated individual attempts to adapt a behavior which he perceives as a requiring

action to attain a goal. Intrinsic information helps the learner to pick interest in a particular

topic. This motivation comes from outside. Extrinsic motivation is when a student is moved

by outside pressure. For learning to take place, teachers should note that;

i. Students learn best when they are ready to learn.

ii. Constant use of what has been learned helps the learner to understand more and

perform better.

iii. Success in any learning situation stimulates more learning while failure to learn or

understand tends to discourage further learning.

2.2 Theoretical Framework

2.2.1 Behaviorist Theory

The Behaviorist theory by John B. Watson (1913). Behaviorist viewed that the

transmission of information from teacher to learner is essentially the transmission of the

response appropriate to a certain stimuli. Thus, the point of education is to present student

with the appropriate repertoire of behavioral responses to specific stimuli and to reinforce

those responses through an effective reinforcement schedule. An effective reinforcement

schedule requires consistent repetition of the material; small, progressive sequences of tasks:

28
and continuous positive reinforcement. Without positive reinforcement learned responses will

quickly become extinct. This is because learners receive some positive reinforcement.

By applying behaviorist principles, teachers can design teaching methods that

emphasize reinforcement techniques to encourage desired behaviors and active participation

among students. Additionally, principles of operant conditioning can guide teachers in

establishing clear expectations and consequences for behavior, fostering a conducive learning

environment where students are motivated to engage with the material. Feedback and

assessment processes can also be enhanced by incorporating behaviorist principles to provide

targeted reinforcement for desired learning outcomes. Furthermore, considering individual

learning styles and preferences within a behaviorist framework allows teachers to tailor their

instructional approaches to accommodate diverse student needs, ultimately improving overall

learning experiences in economics education.

Behaviorist teaching methods tend to rely on so-called “skill and drill “exercises

provide the consistent repetition necessary for effective reinforcement of response patterns.

The Behaviorism theory is of relevance to this research on factors affecting the effective

teaching and learning of economics in secondary schools which lies in its applicability to

instructional practices, classroom management, feedback mechanisms, and individualized

learning approaches. Behaviorism offers a practical framework for optimizing teaching

strategies and improving student learning outcomes in economics education, making it a

valuable theoretical perspective to consider in this research.

2.2.2 Cognitive constructivist Theory

The Cognitive Constructivist Theory was largely developed by Jean Piaget, a Swiss

psychologist, and Lev Vygotsky, a Russian psychologist in the year 1920. Cognitivist

teaching methods aim to assist students in assimilating new information to existing

29
knowledge and enabling them to make to the appropriate modifications to their existing

intellectual framework to accommodate that information. They viewed that because

knowledge is actively active discovery. The role of the teacher is not to drill knowledge into

students through consistent repetition or to goad them into learning through carefully

employed rewards and punishments, rather the role of the teacher is to facilitate discovery by

providing the necessary resources and by guiding learners as they attempt to assimilate new

knowledge to old and to modify the old to accommodate the new. Teachers must thus take

into account the knowledge that the learner currently possesses when deciding how to

construct the curriculum and to present sequence and structure new material. The work of

other cognitive theorists helps here. For example; research suggest that learners from a very

young age make sense of the world, actively creating meaning while reading text, interacting

with the environment, or talking with others. Even if students are quietly watching a teacher

speak, they can be actively engaged in a process of comprehension, or minds on work as

many teachers describe it. It is now known that young children are competent, active agents

of their own conceptual development, (Bransford, 2020).

Furthermore, the V-A-K learning style model highlights that students in a classroom

could have different learning styles- visual, auditory and kinesthetic. A visual learner learns

best by viewing information in the form chart, diagrams, presentation, e t c. an auditory

learner prefer to listen to the content in order to better understand it since they have strong

language skills. Kinesthetic or tactile learners learn by touching or moving. They are “doors”

or hands on learners. According to VAK model, most people possess a dominant or preferred

learning style. However, some people have a mixed and evenly balanced blend of the three

styles. The fact that learners may have a preferred style of learning imposes challenges on

teachers to plan and structure their instructions so as to reach out to every child in the

30
classroom. It is possible that a student whose preferred learning style is Kinesthetic is bored

in a classroom where teaching caters to only auditory learners (Ambika 2010).

The Cognitive Constructivist Theory holds significant importance to this study on

factors influencing the effective teaching and learning of economics in secondary schools.

Firstly, this theory provides a theoretical framework that emphasizes the active role of

learners in constructing their understanding of economic concepts. Understanding how

students actively engage with and construct knowledge aligns with your goal of identifying

effective teaching methods and strategies. Secondly, the Cognitive Constructivist Theory

emphasizes the importance of the teacher as a facilitator of learning rather than a mere

provider of information. This perspective highlights the need for teachers to guide students in

assimilating new economic knowledge into their existing cognitive frameworks. By

recognizing the role of the teacher in facilitating discovery and understanding, the research

can explore how educators can effectively support students' learning experiences in

economics education. Furthermore, the Cognitive Constructivist Theory holds the importance

of considering individual differences in learning styles and preferences. This aspect is

particularly relevant to this study. By acknowledging and accommodating various learning

styles, teachers can create inclusive learning environments where all students have the

opportunity to engage with and comprehend economic concepts effectively.

2.3 Empirical Studies

Chibueze (2014) conducted a study in the Izzi local government zone, aiming to

identify factors influencing the effectiveness of teaching and learning of economics in higher

secondary schools. The research design of the study employed a descriptive survey design.

The population of the study consisted of ten thousand, nine hundred (10,900) students and

seventy-five (75) teachers in the senior secondary schools. From this population, one hundred

31
and fifty (150) teachers and students were sampled across five selected schools. Structured

questionnaires were utilized as the primary instrument for data collection. The validity and

reliability of the instrument underwent testing, Cronbach alpha value of 0.86 was obtained.

Data collected were organized and presented in tabular form, and mean and frequency

distributions were employed to analyze the data. Findings revealed challenges such as

unqualified teachers, poor teaching methods, insufficient instructional materials, and negative

attitudes and interests from both teachers and students. Recommendations included

employing economics teachers based on merit.

Adu, Galloway, and Olaoye (2014) explored the relationship between teachers'

characteristics and students' attitudes towards economics in secondary schools. The study

population comprised all second-year students (SS 11) in senior secondary schools in Oyo

State, Nigeria. A total of 640 students were selected as the study sample using cluster and

simple random sampling techniques. Two instruments were developed for the study: the

Students’ Perception of Teacher Characteristics Questionnaire (SPTCQ) and the Students’

Attitude towards Economics Questionnaire (SATMQ). These instruments were administered

to the respondents. Before the main study, a trial test involving 50 students was conducted to

assess the reliability of the instruments. The split-half reliability test yielded reliability

coefficients of 0.86 and 0.94 for the SPTCQ and SATMQ, respectively. To analyze the data

and test the hypotheses, Pearson Product Moment Correlation and t-statistics were employed.

Results indicated a significant correlation between students' perceptions of teachers' attributes

and their attitudes towards economics. Lower perceptions were associated with more negative

attitudes.

Idoko and Emmanuel (2015) investigated teachers' effectiveness in teaching

economics, focusing on strategies and methods. The population of the study comprises 150

32
students and 10 teachers, all specializing in Economics, from secondary schools in the Ankpa

Local Government Area of Kogi State. Structured questionnaires were developed by the

researcher in collaboration with experts in measurement, evaluation, and economics. Each

questionnaire consisted of 5 items for both teachers and students. Prior to the main study, the

questionnaire underwent a pilot test with 50 students and 5 teachers from the Department of

Economics at the College of Education, Ankpa. A test-retest reliability coefficient of 0.89

within a two-week interval was obtained. The questionnaire employed a four-level modified

Likert scale, ranging from 'Strongly Agreed' to 'Strongly Disagreed', for respondents to

indicate their level of agreement. Findings revealed inadequacies in teaching strategies due to

lower educational qualifications, lack of motivation, and recognition. Recommendations

included assessing teachers through written tests and classroom observations to prevent the

influx of unqualified educators.

Blazar (2015) conducted a survey on education production functions, emphasizing

observational measures of teaching practice. The study analyzed within-school, between-

grade, and cross-cohort variations in scores from observation instruments. Results indicated

that inquiry-oriented instruction positively predicted student achievement, while content

errors were negatively related. The study recommended recruitment and development efforts

to improve teacher quality.

Research Gap

Chibueze's (2014) conducted study in Izzi local government zone which focused on

identifying factors influencing the effectiveness of teaching and learning of economics in

higher secondary schools, Chibueze’s study share similarity in the context of the titile. The

findings from the research highlighted significant challenges such as unqualified teachers,

poor teaching methods, insufficient instructional materials, and negative attitudes and

33
interests from both teachers and students. While Chibueze's study identified broad factors

affecting economics education, it did not delve deeply into the specific impact of each factor

or how they interrelate. This study aims to address this gap by providing a more detailed

analysis of how each factor specifically affects teaching and learning outcomes in Akko LGA

as a geographical scope, using a comprehensive survey design to capture nuanced insights

from both students and teachers.

Adu, Galloway, and Olaoye (2014) explored the relationship between teachers'

characteristics and students' attitudes towards economics in secondary schools. The study

surveyed 640 students and employed Pearson product moment correlation and t-statistics for

analysis. Results indicated a significant correlation between students' perceptions of teachers'

attributes and their attitudes towards economics, with lower perceptions associated with more

negative attitudes. This study also employed the use of PPMC to test the hypothesis,

however, this study will expand beyond the scope of teacher characteristics to include a

comprehensive examination of instructional materials, and teaching methods.

Idoko and Emmanuel (2015) investigated teachers' effectiveness in teaching

economics, particularly strategies and methods, in Ankpa local government area of Kogi

State. Findings revealed inadequacies in teaching strategies due to lower educational

qualifications, lack of motivation, and recognition. Idoko and Emmanuel’s study focused

narrowly on teaching strategies and teacher assessment without addressing other critical

factors such as student attitudes and instructional resources. This research will address a

wider array of factors, including teacher experience, teaching methods, instructional

materials, and student attitudes, providing a more comprehensive understanding of the

teaching and learning landscape in Akko LGA.

34
 Blazar (2015) conducted a survey on education production functions, emphasizing

observational measures of teaching practice. The study analyzed within-school, between-

grade, and cross-cohort variations in scores from observation instruments. Results indicated

that inquiry-oriented instruction positively predicted student achievement, while content

errors were negatively related. While Blazar’s research provides valuable insights into

teaching practices, it concentrated on observational measures without considering other

influential factors such as teacher-student relationships or resource availability. This study

will incorporate a broader range of factors, including teacher-student interactions, availability

of instructional materials.

2.4 Summary of Literature Review

In Chapter Two, the conceptual framework of economics is explored to understand

its nature and significance. Economists offer varied perspectives on economics, emphasizing

its focus on choices individuals and societies make in allocating scarce resources to meet

their needs. Awoke (2021) defines economics as the study of resource allocation to fulfill

various wants or needs, emphasizing human behavior in managing scarce goods. The

discussion also delves into the importance of economics as a teaching subject in senior

secondary schools, aiming to equip students with an understanding of the contemporary

economic environment. The curriculum positioning of economics is examined, highlighting

its relevance to subjects like Agriculture and Commerce and its vocational importance in

further education courses.

The chapter also discusses teaching methods in economics education, stressing the

need for high-quality teaching approaches to convey economic principles effectively. It

contemplates whether economics courses should lean towards analytical or descriptive

methods, considering the level of students' proficiency. Additionally, factors hindering the

35
effective teaching and learning of economics are addressed. These factors include corruption

and indiscipline among students, shortage of qualified economics teachers, and broader issues

affecting the learning process. Odey (2014) points out the corrupt practices in secondary

schools, which compromise students' skills and learning integrity.

Furthermore, the chapter introduces theoretical frameworks relevant to economics

education, particularly the Behaviorist Theory by John B. Watson and the Cognitive

Constructivist Theory by Jean Piaget and Lev Vygotsky. The Behaviorist Theory focuses on

the transmission of responses appropriate to stimuli, while the Cognitive Constructivist

Theory emphasizes students' active assimilation of new information into existing knowledge

frameworks. These theories provide pedagogical insights into teaching methods and learning

processes in economics education, which are essential considerations in addressing the

challenges identified in the study.

36
 CHAPTER THREE
RESEARCH METHOD

3.0 Introduction

This chapter specifically deals with the research methodology of the study. It includes

the following; research design of the study, population of the study, sample and sampling

technique, instrument for data collection, validation of the instrument, reliability of the

instrument, method of the data collection, and method of data analysis.

3.1 Research Design

The research design used for this work is survey research design. Using a survey

research design for the investigation into factors affecting the effective teaching and learning

of economics presents several advantages. Surveys enable the systematic collection of

quantitative data, allowing for the measurement and quantification of various factors.

Particularly beneficial for studies involving a large sample size, surveys efficiently gather

information from teachers and students across different schools. The standardized nature of

surveys ensures consistency in data collection, facilitating reliable and unbiased responses

3.2 Population of the Study

The population of the study comprises the 10,900 students offering economics in all

the 30 public senior secondary schools in Akko Local Government Area.

3.3 Sample and Sampling Technique

The sample size used for the study is 150 selected students from 5 senior secondary

schools studying economic in the area. Thirty (30) respondents were drawn from each

selected schools. The schools include; Government Day secondary school Kashere,

Govrnment Science secondary school Kumo, Government Day secondary school Tumfure,

37
Government Day secondary school Kumo, Government Day secondary school Pindiga. The

sampling technique used was the simple random sampling in which all the students of SS1 to

SSIII in the sampled schools have equal chances of been selected.

3.4 Instrument For Data Collection

The instrument that was used in this research was a structured questionnaire

developed by the researcher. The questionnaires contain fifteen (15) items in which five (5)

items on teachers experience, (5) items on instructional material and (5) items on method of

teaching economics. The questionnaire was divided into section A (personal information) and

B contain all the items based on the three research question.

3.5 Validation of the Instrument

The questionnaire was validated by three experts in Faculty of Education Federal

University of Kashere. The experts will be asked to loot at the clarity and suitability of the

questionnaire items, to make necessary corrections and suggestions. Their views will be

incorporated before printing the final questionnaire.

3.6 Reliability of the Instrument

The reliability of the instrument in this study was carried out by conducting a pilot

test using 20 economic students in GDSS Kumo which is outside the sample school but have

similar characterise with the main population. The data was collected and coded in SPSS and

tested using Cronbach’s alpha method. The reliability index of 0.86 was obtained.

38
3.8 Method of Data Collection

The one hundred and fifty (150) questionnaires will be distributed to the students of

the selected schools by the researcher with the help of three research assistance. The

questionnaires will be collected same day by the researcher with help of the research

assistant.

3.9 Method of Data Analysis

The study employed both descriptive and inferential statistics. Frequency count and

mean were used for descriptive. While, Pearson Product Moment Correlation (PPMC) was

used to test the hypothesis at .05 significant levels.

39
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