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 ????????? (oikonomia, "management of a household, administration") from ????? (oikos, "house") + ????? (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:
- 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.