TABLE OF CONTENTS
Table of contents viii
CHAPTER one: Introduction
Background of the Study 1
Statement of the Problem 7
Purpose of the Study 8
Significant of the Study 9
Scope of the Study 10
Definitions of terms 10
Research Questions 11
CHAPTER TWO: Review of Literature
Conceptual Frame Work 12
Theoretical framework 29
Empirical Review 33
Summary of Literature Review 44
CHAPTER THREE: Research method
Research Design 38
Area of the Study 38
Population of the Study 39
Sample and Sampling Technique 39
Instruments for Data Collection 39
Validation of the Instruments 39
Reliability of Instruments 39
Method of Data Collection 40
Methods of Data Analysis 40
CHAPTER FOUR: Results
Analysis of data and results 42
CHAPTER FIVE: Discussion of Result, Recommendation, Conclusion and Summary
Discussion of the result 46
Implication of the study 49
Suggestion for further studies 52
Summary of the study 53
Background of the study
One of the fundamental rights for every human being is education. Education prepares the individual for changes in life.
Consequently Gujjar, Khan, Baig, Ramzan, and Saifi (2010) opined that education does not only deliver information but for developing complete personality of the child.
In Nigeria there are three levels of education; primary, secondary, tertiary level. Secondary education is the level between primary and tertiary education. It equally prepares students to be productive members of the society (Jegede and Owolabi, 2003). In developed countries, secondary school is seen as the gateway to providing not only citizens but also a capable workforce.
According to the world bank in etim (2006), secondary education is now being recognized as the cornerstone of educational system in the 21st century. It is therefore means that quality secondary education is indispensible in creating a bright future for individuals and nations alike.
Economics is one of the subjects in secondary schools. It is an important subject that is being taught in the secondary schools. Economics is important both to the students and the society at large because it cuts across all spheres of human endeavors.
Professor lord Robbins, 1932 defined economics as a science that studies human behaviors as a relationship between ends and scarce means which have alternative uses. The above definition is widely accepted by the generality of economics and the main fundamental problems of man wants, scarcity, choice, exchange and opportunity cost.
Economics according to Horny, 1973, is the study of production and distribution of money and goods of a country. It is the study of how the people of the society choose to use their limited resources like land, capital, labor, goods and technical knowledge to provide various goods and services for the consumption of the people in the society.
Economics is relevant to the field of science and art. It enables the individual to think in the sense that he or she is able to apply its principles to solve practical problems and avoid unnecessary cost mistakes; it enables the individual to understand better relationship between himself and his fellow human beings in his effort to make a living.
Notwithstanding, it has been observed that there are many problems militating against teaching and learning of economics in secondary schools as enumerated by many writers on problems of economics in Nigeria.
REVIEW OF RELATED LITERATURE
This chapter of the review of related literature deals under the following: conceptual framework, theoretical framework, empirical framework, summary of related literature.
- Concept of economics
- Concept of teaching and learning of economics
- Concept of strategies
- Factors enhancing effective teaching and learning of economics
- social learning theory (SLT)
- constructive learning theory
- two factor theory
Summary of review of related literature
Concept of economics
The English term ‘Economics’ is derived from the Greek word ‘Oikonomia’. Its meaning is ‘household management’. Economics was first read in ancient Greece. Aristotle, the Greek Philosopher termed Economics as a science of ‘household management’. But with the change of time and progress of civilization, the economic condition of man changes. As a result, an evolutionary change in the definition of Economics is noticed. Towards the end of the eighteenth century Adam Smith, the celebrated English Economist and the father of Economics, termed Economics as the ‘Science of Wealth’. According to him, “Economics is a science that enquires into the nature and causes of the wealth of nations”.
In other words, how wealth is produced and how it is used, are the subject-matter of economics. In the subsequent period Alfred Marshall defined Economics by saying, ‘Economics is a study mankind in the ordinary business of life’. In other words, according to Marshall, Economics studies not only the wealth but also the activities centering the wealth. In modern times more realistic definitions have been given to economics. In social life human wants are unlimited, but the means to satisfy those wants are scarce. Economics studies how to use the limited resources to satisfy the unlimited wants of men. In the words of Lionel Robins, the modern economist, Economics is a science which studies human behavior as relationship between ends and scarce means which have alternatives