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| Assessment of Teaching Methods and Instructional Resources Used In Implementing Economics Curriculum in Senior Secondary Schools in Osun State, Nigeria
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Olayinka Kazeem BABAWALE
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Abstract:
The study assessed the teaching methods and examined the instructional resources used in implementing Economics curriculum in senior secondary schools in Osun State. These were with a view to providing information on the implementation of Economics curriculum with respect to teaching methods and instructional resources in the study area. The study adopted a descriptive survey research design. The population for the study comprised all senior secondary school Economics students and teachers in public secondary schools in Osun State, Nigeria. The study sample size comprised 960 senior secondary school two (SSS II) students and 24 teachers. Multistage sampling procedure was adopted for the study. From the three senatorial districts in Osun State, two Local Government Areas (LGAs) were randomly selected from each of the senatorial districts making a total of Six LGAs. Two schools were selected from each of the LGA's using simple random sampling technique, making a total of 12 Schools. Eighty (80) Economics students of SSS II and two Economics teachers were selected from each of the 12 schools using simple random sampling technique. Two instruments were used for the study namely: Economics teaching methods observation checklist (ETMOC) which was used to collect data on teaching methods used in teaching Economics in senior secondary schools; Instructional resources observation checklist (IROC) to collect data on instructional resources. Data collected were analysed using descriptive statistics comprising frequency counts and simple percentage and correlation analysis for inferential statistics. Data collection was carried out in five weeks. Results showed that the majority of the teaching methods employed by Economics teachers for implementing Economics curriculum in public secondary schools observed include demonstration methods, discussion methods, inquiry method, discovery method, questioning and problem-solving methods. Economics teachers utilize teaching resources at a medium extent. Meaning that, when teaching Economics, there was a shortage of resources and an insufficient use of them in the selected and observed secondary schools. Based on these findings, recommendations were made among others that teachers should adopt appropriate teaching methods and instructional resources for teaching Economics to foster positive learning environment for both teachers and students. Also, classroom assessment records should be routinely reviewed by principals and vice-principals. Student-centred methods should be the primary method used by teachers for implementing Economics curriculum in senior secondary schools in Osun State. The research findings indicated that, the instructional resources were not really adequately available in schools leading to low level of student's performance in external examinations. The stated objectives of secondary education Economics curriculum can only be accomplished when their content are completely applied based on appropriate teaching method and adequate instructional resources as fundamental to positive students' learning outcome in Economics subject in Osun State, Nigeria. The findings investigated that there is statistical significant difference between teaching methods and instructional resources used in implementing Economics curriculum in senior secondary schools in Osun State.
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