ATTENTION:
BEFORE
YOU READ THE CHAPTER ONE OF THE PROJECT TOPIC BELOW, PLEASE READ THE
INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN
GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COSTS N5,000
ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE
BOTTOM OF THIS PAGE. OR YOU CAN CALL: 08068231953, 08168759420
STUDENTS’
ATTITUDE TOWARDS THE STUDY OF ECONOMICS IN NIGERIAN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1BACKGROUND
TO THE STUDY
Economics is
the social science that analyzes the production, distribution, and consumption
of goods and services. The term economics comes from the Ancient Greek οἰκονομία
(oikonomia, "management of a household, administration") from οἶκος
(oikos, "house") + νόμος (nomos, "custom" or
"law"), hence "rules of the house(hold)". Political economy
was the earlier name for the subject, but economists in the late 19th century
suggested "economics" as a shorter term for "economic
science" that also avoided a narrow political-interest connotation and as
similar in form to "mathematics", "ethics", and so forth.
A focus of
the subject is how economic agents behave or interact and how economies work.
Consistent with this, a primary textbook distinction is between microeconomics
and macroeconomics. Microeconomics examines the behavior of basic elements in
the economy, including individual agents (such as households and firms or as
buyers and sellers) and markets, and their interactions. Macroeconomics
analyzes the entire economy and issues affecting it, including unemployment,
inflation, economic growth, and monetary and fiscal policy.
Other broad
distinctions include those between positive economics (describing "what
is") and normative economics (advocating "what ought to be");
between economic theory and applied economics; between rational and behavioral
economics; and between mainstream economics (more "orthodox" and
dealing with the "rationality-individualism-equilibrium nexus") and
heterodox economics (more "radical" and dealing with the "institutions-history-social
structure nexus").
Economic
analysis may be applied throughout society, as in business, finance, health
care, and government, but also to such diverse subjects as crime,[education,
the family, law, politics, religion social institutions, war, and science. At
the turn of the 21st century, the expanding domain of economics in the social
sciences has been described as economic imperialism.
An attitude
may be defined as a predisposition to respond in a favourable or unfavourable
manner with respect to a given attitude object (Oskamp and Schultz 2005). The
focus of this project is on school students’ attitudes towards Economics
subjects taught in secondary classrooms. The term ‘subjects’ refers to both
theory and laboratory classes in secondary school. Thus, the scope of the present
study was limited to Economics as experienced by students in secondarys chool
rather than out-of-school experiences obtained from external sources such as
the media, museums, field trips and friends. Attitude towards Economics or
science denotes interests or feelings towards studying Economics or science. It
is the students’ disposition towards like or ‘dislike’ science while attitude
in science means scientific approach assumed by an individual for solving
problems, assessing ideas and making decisions. Student beliefs and attitudes
have the potential to either facilitate or inhibit learning (Yara, 2009).Many
factors could contribute to student’s attitude toward studying science
(Economics). Several studies (including Wilson 1983; Soyibo, 1985;Berg 2005;
Adesoji, 2008) report that students’ positive attitudes to science correlate
highly with their that, in general, the attitude of Nigeria students towards
the basic sciences tend to decrease in the order, Biology, Economics, Physics
and Mathematics. Defiana (1995) found that using integrated science environment
activities improved high school student attitude toward and awareness about the
environment. Armstrong and Impara (1991) in their studies determined that fifth
and seventh – grade students using nature score as a curriculum supplement
developed more positive attitudes than those who did not. Abimbola (1983)
reported that students exposed to a programmed instruction recorded higher and
more favourable attitude towards mathematics. Ayelaagbe (1998) also reported a
more positive attitude of studies after exposing them to self learning
strategy. Similar results were obtained by Udousoro (2000) after using computer
and text assisted programmed instruction and Popoola (2002) after exposing
students to a self learning device. Popoola(2008) also reported that students
attitudes and interests to sciences, especially Agricultural science correlate
highly with their science achievement. Halladyna and Shanghnessy (1982) and
Adesoji (2008) have concluded that a number of factors have been identified as
related to students’ attitude to science (Economics). Such factors include;
teaching methods, teacher attitude, influence of parents, gender, age,
cognitive styles of pupils, career interest, social view of science and
Scientifics, social implicating of science (Economics)and achievement. The
studies thus reviewed suggest that there is a relationship between attitude and
methods of instruction and also between attitude and achievement;and that it is
possible to predict achievement from attitude scores. What isneeded to
complement the results of such studies however is the nature of relationship
between students’ attitude and factors related to teaching and learning of
Economics. Results of these types of study are likely to broaden our knowledge
as how we can influence students’ attitude positively towards Economics as a
subject in Akure, Nigeria.
1.2PURPOSE
OF THE STUDY
The purpose
of the study is to investigate the attitudes of students in Akure South Local
Government Area of Ondo State toward studying of Economics as a subject. The
study is also designed to make various recommendations for teachers and other
stakeholders on how to arouse or improve students attitudes in the subject.
1.3STATEMENT
OF THE PROBLEMS
Despite the
greater number of Economics graduates produced by our tertiary institutions;
every year there are numbers of secondary schools where Economics teachers are
not competent in the teaching of the subject. Also, the attitude of the
students in secondary schools towards Economics as a profession is not
encouraging. This makes the teaching of Economics ineffective and inefficient
even where there are competent teachers to teach. It is on this premise, that
this study is designed to investigate the attitude of students to teaching and
learning of Economics in secondary schools.
1.4RESEARCH
QUESTIONS
In order to
investigate the attitude of students to Economics, the following questions were
raised:
1. Do the
students have positive attitudes towards Economics?
Do their
negative attitudes a result of the attitude of their teachers towards the
subject?
Do their
attitudes towards problem solving result of unavailability of textbook and
other instructional materials?
Should
Economics be made compulsory for all science students in secondary schools?
1.5SCOPE OF
THE STUDY
The study
was limited to secondary schools in Akure South LocalGovernment of Ondo State
only. Based on the time frame and financial constraints in covering all the
secondary schools in the Local Government, the study was also limited to the
students in Senior Secondary Schools (SS Class)
The names of
the schools are:
St.Dominic
Grammar School, Akure.
·
C.A.C.Grammar School, Akure.
· Oyemekun
High School, Akure.
St.Peter’sUnity
High School, Akure.
Fiwasiaye
Girls Grammar School, Akure.
1.6SIGNIFICANCE OF THE STUDY
The study is
aimed at looking at the students’ attitudes towards Economics in some selected
secondary schools in Akure South Local Government Area of Ondo State. The
results of the study is hoped to assist Economics teachers to develop new
learning experience for the students and reorganize these learning experience
in some ways enough to arouse the interest of the students. It would be of good
assistance to teachers to create a habit were they would improve on the
obsolete teaching methods, use adequate, modern and relevant instructional
materials and textbooks at their disposed to the fullest. This study may also
assist the students to improve their attitude towards the study of the subject.
Finally, the government and parents would benefit from the study of their roles
as these would be highlighted at the recommendation column.1.7Assumption of the
Study Based on the study, the following assumptions were made. Secondary school
students constitute a valid source of data needed in the study. Also, that the
respondents will give valid and unbiased responses to the questionnaire items
and that the samples drawn will be representatives of the population
1.8DEFINITION
OF TERMS
Economics:-
This is a science subject taught in the Senior Secondary Schools.
Learning:-
This is the process of acquiring knowledge in Economics among Senior Secondary
School Students.
Attitude:-
This refers to students’ positive mind to the study of Economics.
Teaching:-
Transmission of the knowledge of Economics to Senior Secondary School Students.
Instruction
Materials:-
These are aids used in teaching and learning of Economics in Senior Secondary
School.
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment