TEACHERS VARIABLES AND STUDENT'S ATTITUDE TOWARDS THE STUDY OF ECONOMICS IN PUBLIC SECONDARY SCHOOLS IN ONDO STATE, NIGERIA
- Project Research
- 1-5 Chapters
- Quantitative
- Chi-Square
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background of the Study
Teaching is a very complicated or multifaceted activity that is affected by some variables such as subject matter, the time available, the teacher’s factor, the disposition of the learners and resources. A distinction can be made between the pedagogical perspectives of teaching which includes the selection and organization of teaching material, method of organization of teaching materials, method of instruction and assessment as well as the interpersonal relationship between teachers and students. There is essential interpersonal relationship between teachers and students. Since teachers prefer a disciplined and conventional environment for learning, whereas others want to create a pleasant classroom atmosphere where students feel safe to take risks and be creative (Adamu, 2016). Success in any worthwhile endeavor may be contingent upon certain critical variables or factors. This can also be said of student’s performance in school. Good achievement in schooling would be the affective (attitude) and psychomotor domains. Ali (2019) argued that one key overriding factor for the success of overall performance in their academic pursuit is the teacher.
Economics is a social science which is concerned with the production, distribution, and consumption of commodities and services. The term economics originates in Ancient Greek (oikonomia, “household management, administration”) from (oikos, “house (nomos, “custom” or “law”, implying “house(hold) regulations.” Political economy was the subject’s original name, but economists in the late nineteenth century proposed the term “economics” as a shorter phrase for “economic science” that also avoided a restricted political-interest connotation and sounded similar to “mathematics,” “ethics,” and so on (Eze 2015).
The topic is concerned with teachers characteristics and the behavior and interaction of economic student, as well as the functioning of economies. To this end, a fundamental textbook difference between microeconomics and macroeconomics is made. Microeconomics is the study of the behavior of the economy’s fundamental parts, such as individual agents (such as families and businesses, or buyers and sellers), and markets, as well as their interconnections. Macroeconomics is the study of the overall economy and the factors that influence it, such as unemployment, inflation, economic growth, and monetary and fiscal policy (Eze 2015).
Student beliefs and attitudes can either help or obstruct learning (Yara, 2019). Numerous variables may influence students’ attitudes toward science and social sciences (Economics). Numerous studies (Adesoji 2018) indicate that students’ positive attitudes toward science are highly correlated with the fact that, in general, the attitude of Nigerian students toward the basic sciences and social sciences tends to decline in the following order: Biology, Economics, Physics, and Mathematics. Adesoji (2018) identified a number of factors that influence students’ attitudes toward science and social sciences (Economics), including teaching methods, teacher attitudes, parental influence, gender, age, pupils’ cognitive styles, career interests, social views of science, social implications of science (Economics), and achievement. The studies indicate that there is a link between attitude and instructional approaches, as well as between attitude and accomplishment; and that attitude ratings may be used to predict achievement.
1.2 Statement of the Problem
According to Keeves (2019), attitudes toward science and social sciences, including economics, are generally favorable, demonstrating widespread support for science and scientific education. Additionally, there is consistency in the average degree of attitude toward economics and general science across nations and age groups within a country. However, in countries with a high degree of technical and industrial development, the data indicated a more neutral attitude toward science. Boys, on average, had a more favorable attitude toward science, the study revealed. According to Kempa & Dude (2017), learners’ enthusiasm in science is related to their achievement in science. Olatoye (2021) concluded from these data that students’ attitudes toward economics had a considerable direct influence on their success in the discipline. According to Adesokan (2020), despite economics’ status as a scientific topic, students continue to have unfavorable views about the subject, resulting in poor teaching performance and low enrolment. Hence, this study will look into teachers variables and student's attitude towards the study of economics in public secondary schools in Ondo State, Nigeria.
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