TEACHERS PEDAGOGICAL TECHNIQUE AND STUDENTS ATTITUDE TO ECONOMICS

0
46

TEACHERS PEDAGOGICAL TECHNIQUE AND STUDENTS ATTITUDE TO ECONOMICS

CHAPTER ONE

INTRODUCTION

  1. Background of the Study

            Teachers are used to different methods of teaching, various concepts to learners only for passing terminal or certificate examinations. When it comes to actual practice within teaching-learning environment the ratio of application is very negligible. Teachers themselves attribute this situation to many factors. Some argue that to practice various methods is cost intensive while majority of teachers find some methods less expensive and easy to operate without minding the degree of impastation and learning transfer to the young learners.  It is here noted that senior school children come from diverse backgrounds and they absorb or learn at different rates, so, care should be taken on the choice of teaching methods the teacher adopt while will help settle the differences.Economics as a subject that deals with the organization of money, trades, resources and industry in relation to the development of a given group of people, it demands practicality and comparison, this supposed to be taught as a compendium of facts for students understanding.In today’s world, digitalization of concepts has thrown analogues system into the winds, children want to see, touch, smell, hear, and taste varieties of economics system to produce the best potentials in them for a better academic performance in exams and even after school life especially in the study area.

School administrators and teachers are used to some teaching methods especially the ones that do not cost them much or are not difficult or much stressful to implement e.g.storytelling, games, questioning, process approach, project, field trips, concepts and many more are used to ginger in learners elements of scientific attitudes of curiosity, rationality, suspended judgment, open mindedness, critical thinking, objectivity, honesty and humility as related to learning of science and social science subjects. The above teaching techniques are adopted with the aim of giving explanations to natural phenomena developing basic science process skills which include observing, manipulating, classifying, communicating, inferring, predicting, hypothesizing interpreting data, experimenting, it is also to help learners apply scientific skills and knowledge gained through the study of science to solving daily life problems in the environment so as to develop scientific attitudes. (Honey, 1975).The researcher moved by guest for a more rewarding, purposeful result oriented performance of teachers in their job of teaching of economics or any other science or social science subjects in schools, encourages the use of cooperative learning technique, problem based learning techniques, situated learning technique and ICT.  The use of cooperative learning is to check learner’s interactions with each other during and after instruction. Much training time is to be devoted to help teachers arrange appropriate interactions between students and materials e.g books and curriculum programs. Sometime be given on how teachers interact with students, and how teacher structure student interaction pattern which was ignored over the years.

Situated learning technique is grounded in the actions of everyday situations. It is acknowledged that knowledge is acquire situationally and is transferred to similar situations; especially that learning is the result of a social process encompassing ways of thinking perceiving, problem solving interacting in addition to declarative and procedural knowledge. Learning is not separated from the world of actions but exists in robust, complex, social environment made up of actors, actions and situations.

It is certain that life is full of problems, teaching and learning should be directed to solving these numerous problems. Should teaching elicit solutions to problems of life, such is the fulfillment of educational objections, mathematical calculations, mappings and interpreting map readings, projecting into the future wellbeing of individuals and groups through home works or assignments or effective class works. This calls for understanding the time and coming closer to real life situation.

The importance of information communication technology (ICT) can be traced back in the early 19th century by Skinner, a behaviorist and an American psychologist whose view have profoundly influenced the development of educational software which students can learn very easily if the environment is carefully controlled. It is believed that the use of ICT with its instructive principles in the teaching learning process will increase, critical thinking in learners (Agyei & Voogt, 2010).Voogt (2010) indicates that the use of ICT enhances interactive learning through the transformation of theories into practice (Bullard, 2003) though teachers need to be exposed to this new technique so as to inculcate same into learners in this digital global world. This teaching/learning technique is innovative and on the spot result oriented. However in Nigeria studies of Hong (2012), Oleforo & Umosen (2014) amongst others of the opinion that use of ICT in teaching, administration is of immense importance. The independent variable for the study was divided into use of cooperative learning technique, problem-based learning technique, situated learning technique and the use of ICT.  

TTEACHERS PEDAGOGICAL TECHNIQUE AND STUDENTS ATTITUDE TO ECONOMICS

TEACHERS PEDAGOGICAL TECHNIQUE AND STUDENTS ATTITUDE TO ECONOMICS