Methods Of Teaching Economics In Secondary Schools

Methods Of Teaching Economics In Secondary Schools – It is widely accepted that the most effective way to increase student interest in economics is to apply economic analysis to problems that are particularly relevant to students’ lives.

It is only necessary to observe, based on the paucity of literature on interdisciplinary learning in economics, to conclude that such an approach is not common. However, there are several tables that illustrate interesting materials from other disciplines.

Methods Of Teaching Economics In Secondary Schools

Watts (2002) and Smith (1989) explain how literature and drama can be used in economic education.

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Adejumobi (2000), states that “without an adequate method, a clear set of facts and carefully crafted content, it is not possible to satisfy the students’ results. This can tend to be because the method is a way to engage learners in the teaching activities that take place in learning.

The level and effectiveness of some methods of economic teaching in secondary schools has been confirmed, taking into account the age of the student, the level of the learner and the development of intellectual skills, the appropriateness of the relevant support materials; adding logical explanation to the content. Suitable for effective teaching and adequate progressive learning practices.

In a teaching/learning environment, the teaching method takes a prominent place. Communication serves as a link between the teacher, students and subject matter (Obaje, 2008). The material of any subject of teaching is of great importance and importance, the following are to be considered;

A. The teacher is an integral part of the school curriculum system; A teacher must know the effective way to communicate with students to achieve the goals of the National Education Policy.

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And the method of different types according to the effective learning process and the topic that the teacher must teach to achieve objective learning.

When the goal is to make the lesson effective using an effective method or technique, the teacher must understand this fundamental that the most appropriate method is to follow the teaching method to increase the effectiveness of the method used. The beginning of the reading. A teacher must recognize that there are several dimensions that tend to be effective;

These methods are based on the topic at hand, but they are not always suitable for every aspect of the economic topic. Therefore the nature of the matter leads to the use of dimension.

Two-dimensional teaching emphasizes that another method is combined with the teaching method to increase the effectiveness of the actual method applied from the beginning of the lesson.

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Three-dimensional, or multi-dimensional, approaches to teaching tend to ignore that a particular lesson is more effective than one or two teaching methods. This particular system is used to make the learning process more effective in economics.

According to Thomas Oweh Kidzu, the teacher has the greatest power to influence the education of the students, and the achievement of the students depends on the teacher’s expertise in using different teaching methods. Thus, students achieve more when they teach reasoning skills that facilitate the learning and teaching process. In other words, students’ academic excellence should not only be achieved, but also defended through the teacher’s teaching method.

This study therefore focuses on the use and effectiveness of some selected methods of teaching economics in secondary schools in Lagos state, especially how an effective teacher can achieve outstanding academic performance through the proper use of teaching methods.

The following research questions were developed to examine the level of use and effectiveness of some selected methods of teaching economics in senior secondary schools;

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In order to verify and draw strong conclusions from empirical research, this hypothesis has been tested;

3. There is no difference between students’ learning attitudes and their academic evaluations.

The scope of the study is limited to some selected schools in Surulere Local Government Area of ​​Lagos State.

This is due to difficulties in the process of covering the whole of Lagos, such as time, financial and other factors beyond the control of the researcher.

Level Of Use And Effectiveness Of Some Select Method Of Teaching Economics In Secondary Schools

Economics: According to Pigondefining economics, in relation to the human good it emphasizes the material aspects of the matter; A means of learning how overall production can be increased to improve people’s quality of life.

Adam Smith, known as the father of economics, considered economics an inquiry into the nature and causes of the wealth of nations.

Methods: Subject – Refer to the method or approach adopted or the position adopted to explain the subject to a group of learners.

Read: According to the Oxford Advanced Dictionary select: choose carefully or specially something that is best or most suitable.

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This chapter expresses ideas, opinions and recommendations from some educators, curriculum planners, educational administrators, professional economists and authors. It looks to review the literature relevant to the topic and conduct research in areas that understand the chosen teaching method in relation to academic performance in economics.

Method refers to the course of action or approach adopted or undertaken to explain a subject to a group of learners.

A teaching method is a strategy or tool used by a teacher to effectively convey or explain important subjects to his students.

The variety of teaching methods is almost infinite; Thinking in terms of method categories can help. for example:

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A. Teaching – Approaches to teaching: This category includes methods such as lectures, storytelling and demonstration.

This approach allows for larger groups, more content to be covered, and allows the group of learners minimal preparation for class time. It tends to be easier to use instructors with less training and experience for this class.

B. Student-Approach: This communication is two-fold between teacher and student in the mutual search for truth. Question and answer and discussion methods are typical examples of the approach.

C. Another method includes a teaching method that represents group activity; Lectures, groups, discussion and all kinds of drama can be included here.

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D. An instructional story for the category method. They include different types of games and toys, sand tables, puppets, puzzles and contests, action songs and simple role playing.

A teacher who wants to be truly effective will make sure that his teaching is characterized by variety. The teacher should study and become accustomed to these variations, using lesson plans and keeping records, so as to allow different methods of teaching to be compared.

The methods described in this section are not new, they are presented here so that teachers know the strengths and limitations of each and some principles for their effective use.

This method encourages students or students to understand the problem in order to understand the cause of the problem and the solution of the problem. A Problem Solving Method that also features research methods, the research method of teaching economics provides students with the opportunity to identify and explain the purpose of the research.

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In teaching economics, the problem-solving method is used to engage students in activities of research, collection and understanding of data or information.

In the problem-solving approach, students are primarily asked not to write a commentary or to recall definitions, but to solve a problem that will yield an answer only if specific economic concepts are carefully applied.

4. It teaches students skills, values, values, attitudes and knowledge that are more mindful of their environment.

3. It is restricted to activities that students have the skill and ability to investigate due to age and experience.

Response: The Best Ways To Resolve Conflicts Between Students (opinion)

Discussion techniques are effective in getting learners to think creatively while interacting with the rest of the group. Conduct discussions with a large or small group of students, but small groups are better to manage and lead than large groups. If the group is too large, break it into smaller groups or groups with a discussion leader for each group.

The use of vocabulary in class discussion and direct discussion in a text refers to the way in which you direct and control the exchange of words in class.

A clearly defined question is fundamental to a good discussion. The problem is limited in such a way that the group members can understand it and satisfy it within the given time.

The teacher goes the extra mile to prepare for the class discussion, even if the learners provide ideas in the meantime, the teacher needs to have a good knowledge of the subject to develop the relevant ideas. The teacher must be careful with comments that bring the learner back to the tangent.

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The teacher and the student work together to find information or find solutions to problems in the classroom.

I am. Teaching through discussion uses the best principles of learning.

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