Background of the study
Economics has become a well established subject in Nigeria secondary schools. As the subject gain popularity and acceptance among parents, teacher and pupils the number of candidates that are entered annually for the subject in the senior secondary school examination and the number of schools that teach the subject have increased tremendously in the past years (Ipaye 1992).
It is therefore of importance if the method and resources that could be used for the teaching and learning of Economics are identified. Also consider the extent they are being into used in the secondary school in Nigeria with particular references to Aramoko Ekiti West Local Government Area of Ekiti State.
According to encyclopedia of education, teaching methods are pattern of teacher behavior that are current, applicable to various subject matter characteristics of more than one teacher are relevant to learning. If the pattern of behaviors is unique to one teacher and unavailable for whatsoever reason to other teacher, it is not regarded as a teaching method. In this respect, a teaching method is comparable to a “role” as define by social psychologist. That is, it involve a relatively uniformed set of behaviours expected to person occupying a giving position such as lecturer of discussion leader variation of behaviour with the teaching method of roles are the attributed to the personality of the teacher (Bac 1993 ).
Okonloye (1998), defines method of teaching to be basic position one holds with regards to the teaching of selected content of any given subject or field of knowledge. Teaching method is therefore synonymous to the approach in short, Economics method are those which are use to further the goals of Economics instruction. They refer to various approaches whose major purpose is to help the learners attain competence in the Economics world (Engles, 1990).
Those method include student solving discussion method, student centered method inquiry teacher centre and content transmission method on teaching and learning. Teaching resources on the other hand, in the teaching of Economics has a broad meaning. (Engles 1990).
According oxford advanced learner, it defined resources as “the wealth, supplied of goods, raw materials which a person, a country has or can use” But resources in education content to teaching aids which will enhance learning or facilitates study. The teaching of Economics can be vitalize through contact which the world of work. Individual engage in various Economics activities responsibilities can be invited to the classroom or can be interview on the job. Extremely, valuable fields trips can be taken to see the economy in action and to demonstrate the relationship between academic economic and actual economy (Abudullah, 1992).
However, there have been a lot of discussion on the problem or factors affecting the teaching and learning of Economics which is widely taken in the final examination of secondary schools.
A house journal of west examination council (1996) identified among other problem improper use of method and resources particularly in school located in rural area such as visual aids resource person and so on. It has now become certain, that is most of Nigeria schools, old method are still employed with little or nothing about other method that can be used in teaching Economics other than the recommended books, lecture methods, memorization and the like.
Also instructional materials are anything that helps in achievement of learning objectives by helping to transmit experience through any of the sense. These resources include community resources such as resources person i.e specialist in a subject of interest, audio-visual materials, video tape, picture films, television and tape record. However without adequate method a clear set of objective and a carefully arrangement of content are likely to fail to produce any satisfactory result on the part of the student. (Balogun 1997).
This is likely to be so because method means by which a learner are interested in activities which result in learning. Student involve in process of inquiry which motivate them to learn. (Balogun 1997).
These activities which contribute to the general education can be prompted by effective teaching procedure. This abundance aids, offers teacher considerable opportunities to make their work more effective, to relief them from some task and to provide variety and flexibility. Ipaye,I.B (1992)
According to west Africa examination council, Chief Examiner report (1993) said the incidence on increasing failure rate of student in Economics in recent time is basically on the frequent strike embark on by the teachers. Also, students, when answering question do not list points and refuse to write comprehensive notes on those points listed.
David (1997) concluded that if I see, I remember and if I do, I know. The philosophy of is old Chinese proverb, familiars to all who believe in the importance of audio-visual aids, clearly see is the method use by educators in the developing countries in the jet age (electronics) materials designed for formal teaching of those written or printed on paper. But on electronic gadgets and gadgetries like tape recorded, cassettes record player, television and video machines with their cassettes and so on.
According to Iyawarun (1998), resources comprise a vital part of the teaching learning process in the school system. They also provide rich experience for the student through such devices as motion picture and lead them to discover significant issues value and concept. Some of the importance and specific advantages is the use of resource material. Teaching aid serve the purpose of using a real object to aid symbiotic one in the process of teaching and learning for both slave and fast learners, teaching aid provide verity which enhance motivation and interest in student teaching that has it base on resources materials tend to be more comprehensive, open and meaningfully.
Therefore, the importance and usefulness listed above of resources materials would have shown that resources person cannot do without in their teaching of Economics and so on, every schools needs to be adequately equipped with audio-visual and with materials need.
Nnadocie (1993) noted that for the achievement of a just and egalitarian society, equalization of individual access of educational opportunities and technological take off one of the major strategies is for the government to ensure that all student are properly equipped to promote sound and effective teaching and particular, that suitable textbooks, libraries, laboratories, workshops, qualified teacher and other facilities and provided for school.
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