CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF STUDY

The processing of impacting the knowledge of economics to students will provide them (students) with the opportunity opportunities to make rational economic decisions and live a meaningful life in a dynamic society. The federal Republic of Nigeria through the federal ministry of Education (2013) stipulated that that the objectives of teaching Economics in secondary schools in Nigeria is to: inculcate in the students the basic principles of economics concepts that is necessary for living a meaningful life; to draw the consciousness of students in management of scarce resources; to have utmost respect for the dignity of labour and increase students gratitude of economic, cultural and social values in a society; and to install in students the knowledge and areas of application and practicality of economics in their everyday life and also in the total development of Nigeria as a whole. Now, it is a worry that every society is faced with the fundamental economic problem of what to produce (Adu, 2012).

Over the years, Economics as subjects has been widely accepted by different countries all over the world. This has increased the enrolment of students to pick economics in both WAEC and NECO. Despite the relevance that Economics posit in the area of commerce and industry, the process that is involved in teaching the subjects matter is duly characterized by so many shortfalls in Nigeria. It has been evidences that teachers are not equipped with adequate instructional materials to enhance the teaching of the subject matter, which by a large extent has affected the process of teaching and learning of the subject matter. In such cases, teachers are left with improvising innovative teaching methods that will enhance the teaching of Economics at all level of education. (Adu & Galloway, 2015; Joe, 2004).

Teaching and learning process is a two-way traffic where the teacher sends out the message while the students acknowledges through feedback, but this give and take processes could only be effective when the teaching method applied is appropriate. Teaching Methods refers to the process of transmitting facts, skills, information and knowledge by the teacher, so as to engage students in meaningful activities for learning and to achieve the objective of the lesson (Adu, 2012; Adu & Galloway, 2015). According to Madugu (2005) teaching methods consist of sequence of activities involved in instructing learners. Also, Ajoma (2009) expressed teaching method as a professional technique in which teachers embrace regularly in giving out instruction during classroom discussions with student to enable them impact useful content, experiences and skills to the learner.

Guided-discovery teaching method according to Mayer (2003), he posited that students should form an integral part of the learning presence. Because teaching involves both the teachers and the learners, learners should be allowed to actively participate in the teaching learning processes. Nelson (2004) pointed out that guided-discovery is a method of teaching, where the teacher acts as a motivator to help students overcome difficulties, by providing illustrative materials for students to study on their own, and provide reasonable answers to questions asked. Guided-discovery is a teaching method, that enable learners create their own learning experience, with the guidance of their teacher. This method has recently been emphasized in modern teaching (Adu & Galloway, 2015). It has been identified as providing meaningful learning and thus teachers are encouraged to use them. Guided discovery method involves an unstructured exploration in some problem-solving experiences in which students can draw general conclusions from data gathered through measuring, classifying, inferring, predicting, communicating, analyzing, clarifying, describing and formulating relevant questions (Moses, 2003).

Discovery learning is much older than imagined. Jean Jacquis Rousseau (1712-1778) in his philosophical writings had proposed that children should not be taught directly but should be allowed to discover things for themselves especially through play and that learning how to learn was of much greater importance than teaching factual information. Teaching was to be restricted to posing questions for the student to answer and to creating situations to facilitate discovery by the student (Anula, 2006). When discovery is guided, it is a student-centered, activity- oriented teaching strategy in which the teacher guides the students through problem solving approach to meaningfully learn the instructional topics at hand (Abdullahi, 2007). Then it is called guided discovery, the recommended method for science teaching in Nigeria (FME, 2014). According to Akinsete (2006), it is a method of teaching that encourages a child to solve problems by seeking and asking questions as to gather information.

The influence of instructional materials in promoting students’ academic performance and teaching of Economics is indisputable. The process and techniques that should be employed when teaching Economics in secondary schools needs to be handled properly. As a result of the immense contributions of Economics to the national economic development, the need to be taught thoroughly in order to meet the educational and economic development cannot be overemphasis (Esiobu, 2005; Oshadumi, 2003). Researchers have conducted various researches on the use of relevance of guided discovery teaching method to enhance students’ academic achievement. In the work of Isola (2010) who correlated the use of guided discovery teaching with students’ academic achievement in Economics especially.

In a similar vein, Odukwe (1983) conducted a research in Ilorin, Kwara State and found that the use of guided discovery teaching has a positive relationship when compared with students’ achievements in all subjects. As a result of the poor academic performance of students in Economics in over the years in various Nigeria schools across the country this has called for teaching methods and strategies to be improved upon to bring about increase in students’ academic achievement. However teachers are suppose to understand the complexity of a topic and know which appropriate teaching strategy to employ at that point in time (Adu & Galloway, 2015). Following the interactions between the researcher and Economics teachers and students in Nigerian schools, some teachers attributed the problem of poor performance to teaching methods used in teaching Economics. According to them, the lecture, discussion, scaffolding and cooperative teaching methods has been used, but performance in examination in Economics continues to be poor.

1.2 STATEMENT OF THE PROBLEM

The relevance and importance of economics cannot be overemphasized. The knowledge of economics is important not only on individual level but also at national level. The knowledge of economics helps in boosting a nation’s economy as well as economic relationship with other nations. However, with it numerous importance, students find it quite challenging learning the subject which may be because of the abstract nature of the subject or perhaps the method employed by economics teachers in teaching the subject which necessitated this research.

Guided discovery involves creativity and students‘participation in a well equipped learning environment. This method of teaching helps students‘conceptualization and understanding of the various economics concepts. The teaching and learning of economics in Nigerian schools in Nigeria has fallen short of expectation judging from the performance of students in examination both internal and external. This is a clear indication that there is something wrong or something the economics teachers are not doing. Although some of the teaching methods used by teachers have been described as inappropriate and obsolete and as such ineffective. However, several studies has been carried out by researchers on why students perform poorly but no study has been carried out on the effect of guided discovery teaching method on student performance in economics. From the above it is obvious that that problem that the problem that necessitated this study is basically on the performance of students as regards the guided discovery teaching method used in teaching economics in secondary school.

1.3 AIMS AND OBJECTIVE

The main aim of the research is to examine the effect of guided discovery teaching method on students’ performance in economics. Other specific objectives include:

1. to determine the relationship between guided discovery teaching method and performance of students in economics.
2. to examine the effect of guided discovery teaching method on students’ performance in economics.
3. to identify factors affecting students performance on economics
4. to identify the challenges to implementing guided discovery teaching method for an improved performance of students in economics.
5. to proffer solution to the challenges to implementing guided discovery teaching method for an improved performance of students in economics.

1.4 RESEARCH QUESTION

1. what is the relationship between guided discovery teaching method and performance of students in economics?
2. what is the effect of guided discovery teaching method on students’ performance in economics?
3. what are the factors affecting students performance on economics?
4. what are the challenges to implementing guided discovery teaching method for an improved performance of students in economics?
5. what is the solution to the challenges to implementing guided discovery teaching method for an improved performance of students in economics?

1.5 STATEMENT OF RESEARCH HYPOTHESIS

1. H0: guided discovery teaching method has no signigicant effect on students’ performance in economics.

2. H1: guided discovery teaching method has signigicant effect on students’ performance in economics.

1.6 SIGNIFICANCE OF STUDY

With the relevance and importance that accompanies the knowledge of economics both personally and nationally and it has been seen as the engine that drives all that need to be known on how to drive and boost a nation’s economy as well as relation with other country, it can therefore be said that economics has a great significance to individuals and the nation at large.

The findings of this study will be significant to teachers and students alike. For teachers, it will enlighten them on guided discovery teaching method to employ in teaching and learning process of economics. For students, it will help them understand the relevance and importance of economics as well as help them know all that there is in learning of economics. The findings of the study will go further in helping teachers the right method to adapt in teaching economics concepts and problem solving skills. Teachers will also through this study be able to develop modules that would enhance the teaching and learning of the concepts of economics.

Furthermore, it is hoped that through the findings of this study students would encourage to be actively involved in the construction of knowledge and to take charge of their own learning. Active participation of student might help them to develop self-confidence and positive attitude toward economics. The study will serve as a research tool for further research by other researchers’ ion the subject matter.

1.7 SCOPE OF STUDY

The scope of this study will cover the effect of guided discovery teaching method on students’ performance in economics.

1.8 LIMITATION OF STUDY

1. Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview).

2. Time constraint- The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.9 DEFINITION OF TERMS

Effect: a change which is a result or consequence of an action or other cause.

Guided discovery teaching method: Guided Discovery refers to a teaching and learning environment where students are actively participating in discovering knowledge. The pedagogical underpinning is that if the students discover the knowledge, they will, in the process, have created and added to their own scaffold understanding.

Guided discovery learning combines pointing the way to understanding or problem-solving by a guide with the discovery of facts, relationships, and solutions by students themselves, as they explore, manipulate objects, discuss, or perform experiments, drawing upon their own experience and existing knowledge.

Students’ performance: Academic performance or academic achievement is the extent to which a student, teacher, or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.

Economics: Economics is the social science that studies how people interact with things of value; in particular, the production, distribution, and consumption of goods and services. Economics focuses on the behaviour and interactions of economic agents and how economies work.

REFERENCES

Abdullahi, A. (1982). Science teaching in Nigeria. Ilorin: Atoto Press.

Adu, E. O. (2012). Two Problem Based Learning Strategies for eaching Economics. Germany: Lambert Academic Publishing.

Adu, E.O and Galloway, G. (2015). The effects of cooperative learning on students’ economics Achievement and attitude towards Economics. Journal of Economics, 6(1), 30-36

Agina-obu, T.N. (2005). The relevance of instructional materials in teaching and learning In Robert-Okah. I & Uzoeshi, K.C. (Ed). Theories are practice of teaching, (p.47) Port Harcourt: Harey Publication.

Ajoma, U.C. (2009). Analysis of methods and strategies for teaching and learning in business Education: The place of information and communication technology in Nigeria. An association of business educators of Nigeria (ABEN), 1(9), 110- 122.

Esiobu , G.O. (2005). Genre issues in science and technology education development. In: science Uwowi, U.M.O. (Ed.). and technology education for development, pp: 137-156. Lagos, NERDC Press,

Federal Republic of Nigeria, FRN. (2013). National policy on education. Abuja, Nigeria: NERDC.

Isola, O.M. (2010). Effects of standardized and improvised instructional materials students’ academic achievements in secondary school physics. Unpublished master’s thesis, University of Ibadan, Ibadan.

Joe. K.L. (2004). Teaching methods and strategies. Asaba: Precision Publishers.

Madugu, D.B. (2005). Impact of deductive teaching methods on learning of selected topics in government colleges nguru, yobe state. (Unpublished Thesis). University of Maiduguri.

Mayer, R.E. (2003). Learning and Instruction. Pearson Education, Inc: Upper Saddle River, 287-88.

Nelson, B.D. (2004). Method That Teaches. Journal of Educational Research. 3(2), 22-57.

Odukwe, C. (1983). Improvisation of teaching aids for agricultural science course. A Paper presented at Workshop on Teaching Aids for Agricultural Science Course held at Oyo State College of Education, Oyo on Tuesday 14th April, 1983.

Oshadumi, J.A. (2003). Impact of instructional materials on students’ academic achievement in agricultural science at secondary schools in okene LGA, Kogi State. (Unpublished Masters thesis), University of Ado Ekiti, (UNAD), Nigeria

Owoyele, J.W & Muraina, K.O. (2016). Correlational study of self-concept and Study Habit on mathematics anxiety among secondary school students in Oyo North Senatorial District, Nigeria. African Journal of Educational Management (AJEM), Vol. 17(2), 225-239.