1.1 Background of the Study
When economics was introduced into the secondary school curriculum, its popularity grew rapidly because the first few schools which offered it in West African School Certificate Examination [WASCE] had unexpectedly good results. There was a positive relationship between the quality of results in economics and the number of candidates that offered it in subsequent years in the WASCE. In this unit, you will learn the factors that caused the late introduction of economics, and its acceptance in the school system, Economics was first taken in the West African School Certificate Examination as a school subject in Nigeria in 1967.
Since school certificate was a two year course, it may be said that economics came into the secondary school curriculum in Nigeria in 1966, much later than most other secondary school subjects. Economics was, however, taken by private candidates in the General Certificate Examination before it became a secondary school subject. It was recognized that economics problems were at the heart of modern society. Economics like other Social Science subjects has no specific definition. As there are many economists, so there are many definitions of the subject Economics.
Poor achievement in Economics can be attributed to many factors such as: poor method of teaching, lack of educational facilities, inadequate time allocation and large class size. According to Etukudo (2009), poor achievement in Economics is incontrovertibly attributed to poor instructional delivery approach adopted by teachers in schools. To support this assertion, Salau (2009) submitted that many researchers have adduced that poor achievement in public examinations is traceable to instructional delivery approaches adopted by teachers. The resultant effect is the low achievement and low retention level in students outcome both in internal and external examinations. This implies that the mastery of Economics concept might not be fully achieved without the use of good instructional delivery approach that utilizes educational facilities. West African Examination Council (WAEC) Chief Examiner’s report (2010) stated that the persistent poor achievement of students in Economics at Senior Schools Certificate Examination leaves one in doubt about the effectiveness of educational facilities and instructional delivery approaches popularly used by the Economics teachers for the teaching and learning of Economics. Economics is concerned with human behaviour such as how people earn their living and make a choice between alternatives to satisfy their wants. It focuses on the study of firms and the government whose activities are geared to the production of goods and services for the satisfaction of human want since economics is concerned with human behaviour. So economics is a social science, and like any science subject, the reasoning procedure in economics is methodological, its analysis is systematic, and the validity of its various theories can be tested.
Statement of the Problem
Economics is such a very popular subject to students. Looking at enrolment for Economics in the schools certificate examinations, one would see that there has been a great increase in the study of Economics as a discipline. Students offer Economics as a subject because it guides them in rational thinking. It makes them to understand Economic problems, which face man. It makes us to identify and make choice since resources are limited. It makes us to arrange our needs in order of preference. The researcher observed that past performance of students in Ekiti State in Economics in the West African School Certificate Examination (WASCE) is too deteriorating and not impressive. The record shows that while a few school show good performance in the subject others have not performed so-well. While a few schools recorded as high as an average of 80% over a period of many years.
Without any doubt the impact that can be derived by educational facilities are too numerous to overlook. These include improving teacher-students interaction in the classroom, making learning a real sense than abstract, allow student to learn at their own pace, make the teaching easier, enhance learning, helps to adopt more of students centered method rather than teacher centered, making learning permanent and improve students, academic performance in Economics. Having considered all these possible benefits to the teaching and learning of Economics through the use of educational facilities, hence, this stimulate the researcher to investigate the impact of educational facilities on economics students’ academic achievement in Ekiti State.
Purpose of the Study
The main purpose of this study is to investigate the impact of educational facilities on economics students’ academic achievement in Ekiti State. Specifically, this study intends to:
- Find out the availability of educational facilities for the teaching and learning of Economics in the secondary schools in Ekiti State.
- Determine how often Economics teachers use educational facilities to teach Economics in secondary schools in Ekiti State.
- Find out the influence of educational facilities on the grade level of Economics students in Ekiti State.
- To determine the impact of educational facilities on the attitude of Economics students towards learning of Economics in secondary schools in Ekiti State.