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CHAPTER I

INTRODUCTION

1.1 Background to the study

Economics is a social science that studies how individuals, governments, firms and

nations make choices on allocating scarce resources to satisfy their unlimited wants (Keynes,

2009). Economics is concerned with human behaviour such as how people earn their living and

make a choice between alternatives to satisfy their wants. Economics is one of an important

subject taught in the secondary schools. It is important to both students and the society at large

because it cuts across all spheres of human endeavour as it can be seen in its simpler definition

by professor lord Robbins (2009), thus economics as a science which studies human behaviour

as a relationship between ends and scarce means which have alternative uses. 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. Tyler (2012)

state that economics gives students the building blocks for a successful financial future, and also

empowers students by giving them the knowledge and tools to improve their well-being. The

study of Economics plays an important role throughout our lives

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

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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.

An attitude may be defined as a predisposition to respond in a favourable or

unfavourable manner with respect to a given attitude object (Oskamp and Schultz

2013). Adu (2012) defined attitude as internal beliefs that influence personal actions which is

learned through one’s experience. This has to do with a disposition to act or react in a particular

way as the individual responds to a situation (Amoo & Rahman, 2010). Thus, the students’

perception of the teachers’ characteristics could influence their attitude toward Economics or any

other school subject. Students more often than not judge their teachers in such areas as the

teachers’ knowledge of the subject matter, communication ability, the choice of appropriate

teaching method and the general classroom management skills. A persons’ attitude to an idea or

object determines what the person thinks, feels and how the person would like to behave towards

that idea or objects.

Attitude towards Economics or science denotes interests or feelings towards studying

Economics or science. It is the students’ disposition towards ‘like’ or ‘dislike’ of science while

attitude in science means scientific approach assumed by an individual for solving problems,

assessing ideas and making decisions. Student beliefs and attitudes have the potential to either

facilitate or inhibit learning (Yara, 2014).

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Many factors could contribute to student’s attitude toward studying science (Economics).

Popoola (2011) also reported that student’s attitudes and interests to sciences, especially

Economics as a science correlate highly with their science achievement. Halladyna and

Shanghnessy (2012) and Adesoji (2010) have concluded that a number of factors have been

identified as related to students’ attitude to science (Economics),such factors include; teaching

methods, teacher attitude, influence of parents, gender, age, environmental, cognitive styles of

pupils, career interest, social view of science and Scientifics, social implicating of science

(Economics) and achievement. It is therefore, a great concern in this regard to give absolute

attention to the quality and the numbers of the teachers we have in the secondary schools to

enable us achieve and attain the goals for which these secondary schools were established

without any impediment or hampering this purpose. Hence, being properly trained as a

professional teacher and having a sound knowledge of what to teach is the most vital prerequisite

for a good qualified teacher.

Unqualified teachers in our secondary schools today in teaching of economics have acted

persistently as canker-worm devouring the efforts of achieving the educational objectives for this

subject. It is observed that a person can never give out what he does not have. Nwanna (2012)

said that the personality of teachers has significant influence on student’s performance. The

proper application of teaching materials is very important in the effective studying of economics.

The quality of the teaching materials used in teaching and learning appear to affect greatly the

teaching and learning of economics. According to Okorita (2004), there is urgent need to provide

the schools with facilities and materials so as to boost the teaching and learning.

In teaching economics, methodology is a veritable tool for the conveyance of the

principles or theories of economics as well as materials to the students for the achievement of the

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goals of that institution. According to Ali (2001) “methodology uses materials in an

instructional setting to send the principles (knowledge) which could be the cognitive, the

affective and the psychomotor aspect of the school’s curriculum.

Also Onyeji (2000), opinned that the teacher’s attitude discourages and scares away

students from studying the subject, if the students are not properly guided, they become scared of

the teachers and the subject resulting in lack of interest and the student’s performance tend to be

poor since effective teaching do not take place. These studies thus set out to investigate the

attitude of secondary school students towards the study of economics in Chanchaga local

Government Area of Niger State.

1.2 Statement of the Research Problem

Attitude of students towards the study of economics in secondary school in recent times

has generated serious discussions.Students’ impression is that Economics is difficult by its very

nature, and that Economics is highly structured and so abstract that it requires special intellectual

talents (Olaoye and Olabisi, 2014). Thus, students see the subject as something esoteric that is to

be feared. The consequences of students’ negative attitude towards Economics could be the

persistent poor performance in Economics in the West African Examination Council (WAEC)

examinations, the National Examination Council (NECO) examinations and the General

Certificate in Education (GCE) examinations in recent years in Nigeria.

The negative attitude and poor performances has continued to be associated with poor

teaching method and the lack of necessary professional qualification on the part of the Teacher

(Adu and Emunemu 2008). Despite the greater number of Economics graduates produced by

our tertiary institutions every year there are numbers of secondary schools where Economics

teachers are not competent in the teaching of the subject. Also, the attitude of the students in

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secondary schools this days towards Economics as a subject is not encouraging. This makes the

teaching of Economics ineffective and inefficient even where there are competent teachers to

teach. It is on this premise that this study sought to investigate the attitude of secondary school

students towards the study of economics in Chanchaga local Government Area of Niger State.

1.3 Purpose of the study

The general purpose of this study was to investigate the attitude of secondary school

students towards the study of economics in Chanchaga local Government Area of Niger State.

Specifically this study seek to determine the;

 Factors that influence students to develop negative or positive attitude towards the study

of economics in Chanchaga local Government Area of Niger State.

 Extent instructional materials available and how they affect the study of economics in

Chanchaga local Government Area of Niger State.

 Ways to follow in changing student’s attitude positively towards the study of economics

in Chanchaga local Government Area of Niger State.

1.4 Research Questions

The study provides answers to the following questions:-

 What are the factors that influence students to develop negative or positive attitude

towards the study of economics in Chanchaga local Government Area of Niger State?

 Availability of instructional materials and how they affect the study of economics in

Chanchaga local Government Area of Niger State

 What are the ways to follow in changing student’s attitude positively towards the study of

Economics in Chanchaga local Government Area of Niger State?

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1.5 Research Hypothesis

The following null hypotheses were formulated to guide the study and tested at 0.05level of

significance:

HO1 There is no significance mean responses difference between the opinions of Economics

Teachers and Students on the factors that influence students to develop negative or

positive attitude towards the study of economics in Chanchaga local Government Area of

Niger State.

HO2 There is no significance mean responses difference between the opinions of Economics

Teachers and Students on the extent instructional materials are available and how they

affect the study of economics in Chanchaga local Government Area of Niger State

HO3 There is no significance mean responses difference between the opinions of Economics

Teachers and Students on the ways to follow in changing student’s attitude positively

towards the study of Economics in Chanchaga local Government Area of Niger State.

1.6 Significance of the Study

The study will help the Ministry of Education, the education officers and the school

administrators in policy formation and implementation if adopted. It will also assist Ministry of

Education in reviewing the curriculum content.

The National Orientation Agency (NOA) will benefit from the research work through the

enlightenment and mobilization campaigns to re-orientate the attitudes of Nigerians and provide

a feedback to government on the people's feelings and reactions towards its policies and

activities, thus expanding the space for public input into government decision-making process.

Furthermore the result of the study would help the Economics teachers to develop

new learning experience for the students and reorganize these learning experiences in

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some ways enough to arouse the interest of the students. It will also help the teachers to

improve on the obsolete teaching methods, use adequate, modern and relevant

instructional materials and textbooks at their disposed to the fullest.

Finally, the findings will benefit the Student and the Society at large, in the sense that, the

Student will be able to make similar research work by making reference to this research work if

published and well-kept for consultation.

1.7 Scope and Delimitation of the study

 The researcher only worked with public senior secondary schools (SS Class) within

Chanchaga Local Government Area of Niger State and only few were selected for the

study.

 The study was limited to only one zone, i.e B zone of Niger State. For more conclusive

results, all the divisions should have been studied, however this was not possible due to

the short time allocated to this study and limited funds.

 The study confined itself to Economics Teachers and Students in public senior secondary

schools in Chanchaga Local Government Area.

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CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

2.0 Introduction

This chapter reviewed the relevant literature. It is carried out under the following

headings

2.1 Conceptual review

 Problems facing the teaching and learning of secondary school economics.

 Students’ attitude towards the study of economic.

 Motivation and students’ attitude towards economics

2.2 Theoretical review

 The stimulus- response theory of pavlov, thorndike and skinner.

 Abraham Maslow motivational theory.

 Clark Hull S-R Theory

2.3 Empirical Review

2.4 Theoretical Framework

2.2 Conceptual review

As we have different economists, so also do views on economics differs in their various

ways. They view the nature of economics based on their individual understanding of the subject.

Economics is about the choice of peoples and societies have to make. A person might have to

choose between buying a compact disc and buying a book. A society might have to decide

between providing more health care centers and repairing infrastructures; electricity, good road,

pipe borne-waters, etc.


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Economics by natures, meets those end by its study on price, costs, interest rate,

unemployment, inflation, profit, budget deficit, trade deficit, exchanges rates and so on. But

economists sometimes turn their attention to others areas such as crimes, family relationship,

war, politics, anthropology and the law.

David (2003), is of the view that economics study how society decides what, how and for

whom to produces; goods are physical commodities such as steel and strawberries, service are

activities such as messages, life concerts, consumed or enjoyed only at the instant they are

produced. In a rare cases, some of the questions about what, how and for whom to produce haves

not been answered, until the arrival of a man. Friday, Robinson Crusoe can ignore the “for

whom” question. In general, however, society must answer all these questions. By emphasizing

the role of society the nature of economics places economics within the social sciences, the

science that study and explain human behaviour.

The subject matter of economics is human behaviour in the production, exchange and use

of goods and services. Economics in nature studies central economic problem ford society is how

to reconcile the conflict between people’s virtually limitless desires for goods and services and

the scarcity of resources (labour, machinery and raw materials) with which these goods and

services can be produced.

Awoke (2012), sees economics as the study of how man allocates their scarce resource to

provide for their various wants or needs. As a science which studies human behaviour in the

disposal of scarce goods. Robbins concluded by postulating that human beings exhibit four

fundamental characteristics which are all embodies in the above definitions.

1. Man has various ends or wants to serve

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2. His means of satisfying these ends such as times and money at his disposal are limited

resources.

3. Those limited means are capable of being paid to alternative uses

4. Man, therefore, exercise choice in distributing theses limited means (resource) between

the competitive ends on the basis of relative importance.

Economics is about human behaviour, yet we describe it as a science rather than a

subject within the arts or humanities. This reflects the way economist analyzed problem not the

subject matter of economics. Some definitions by some scholars were not good enough and did

not embrace all aspects of economics. This made scholars and some students to wonder about the

natures of economics over the years. However theses definitions were accepted to some extent.

Marshall (2014) defines economics as a study of man’s action in the ordinary business of

life, He consider how peoples receive moneys (incomes) they earn, how they spend it rationally

due to the knowledge of economics. Agu (2011) sees economics as the organization and

distribution of goods and service. He further states that economics is concerned with the scarcity

and the activities of man that is pertaining to making or earning a living. In support of this, Alan

(2014) view economics as “as social sciences” concerned with how people either individual or

groups, attempt to accommodate scare resource of their wants through production substitution

and exchange process. Economics is an important subject that is why Paul (2013), believes that

economics is the study of allocation of scarce resources among alternative and competing ends.

Pigou (2012), states that economics is worthy of study because it makes it easier to

institute practical measures to promote welfare. Some scholars in this field sees it as a social

subject while others in another dimension came up with different ideas about the concept. For

example, Adam Smith came up with the first publication “An Inquiry into the nature” helps us to

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observe that economist views on this subject of wealth creation as a means of enduring increase

in materials to improve the standard of living. However, conceptual framework of economics

limits this study to micro economics that deals with small units of the economy (output of a

product, individual demand, etc)

 Problems Facing the Teaching and Learning of Secondary School Economics.

The practical problems facing the teaching of economics ranging from Obsolete

Textbooks with the exception of a few, the economics textbooks written in Nigeria are badly

written, sketchy and lack the in-depth content. They are largely descriptive. They are poorly

illustrated and contain lots of inaccuracies and they are mostly produced in a hurry. The major

problems are as follows;

Corruption: These problems have deeply affected the teaching and learning of

economics in senior secondary schools in Nigeria and have been extended to Chanchaga Local

Government Area. According to Odey (2004), states that secondary school students are corrupt,

they are introduced to examination malpractice by inducing them to pay big sum of money to

enable them pass their economics examination. This reduces their skill as students do not have

much zeal to learn because they have the feelings that they must pay money on the examination

day depending on the nature of the subject, which may involve drawing of graphs, calculations

and others alike. Economists in senior secondary schools examination boards in Nigeria are all

corrupt. The misappropriation of funds that are meant for the buying of economics teaching aids.

Shortage of Qualified Economics Teachers: these affect students learning of economics

in the content that qualifies economics and principles in operation, students can gain an

understanding of the major activities of people in our economic system and institution through

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which the objectives of our economic system can be achieved. According to Wowl (2011),

states that the Nigerian Certificate in Education (NCE) shall be the lowest qualification for the

teaching profession, however, qualification like grade II teachers certificate should be seen as a

prerequisite for the professional training to teach. Grade II teachers by this delimitation, are not

professional teachers. They are rather teachers who intend to professionally trained and certified

in the future. Ahmed (2014), support this view by reviewing the Nations’ policy on Education

(NPE, 1981) which stipulated the Nigerian Certificate on Education (NCE) as a minimum

teaching qualification in the country and also lists the goals of teachers education.

Fafuwa (2006), states “the problem affecting the teaching today is as a result of people

who cannot make good elsewhere but, because they have the minimum qualification required,

joined the teaching profession from necessity rather than choice”. In addition to the context,

according to Noah (2004), in the scare input on economics teaching are teachers, the ability to

teach, and the desire to teach. On the student side, the scare input is the ability to learn that is

why William (2009), says “A less qualified tells, an average qualified teacher informs, a

professional teacher teaches. On this note, Williams (2009), grouped teachers into two; pre-

service and in services. The less qualified teachers are classified to be under the pre-service

education which includes all the stages of education, and training that precedes the employment

of teachers to teach in a school. Teachers can also receive training after they might have begun

teaching. He went further to mention the essential qualities of a teacher that can influence

teaching and learning of economics. They include:

 Teachers must have the knowledge of the subject matter. This means that teachers should

be thoroughly justified on what he is called upon to teach. It also means that the

economics teacher should have an in-depth knowledge of economics.

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 Teachers should have sincere interest in the teaching. This means that the love of the

subject in teaching profession is an antidote to many difficult classroom situations.

Due to the shortage in economics teacher in the secondary schools, the number of qualification

seems to be enough. This shortfall continues because nonprofessional teaching lead to poor

understanding of this subject, which will make the students not to do well. This notion was

supported by Nna (2010), when he says that the personality of teachers has significant influence

on students as teaching and learning takes place.

According to Sotonwa (2012), the real problem of maintaining standard of teaching and

learning economics in the school is that competent and qualified teachers are more or less not

available. In the secondary schools, competent teachers are not recruited enough to teach.

Poorly Equipped libraries: The library is a department in the school system that helps

students and teachers to gain full knowledge of their various subjects. According to Nwadum

(2004), asserts that library facilities are in short supply or non- existent. This is no doubt hinders

the activities of the subject including teachers production. As the case may be most secondary

schools under study in Chanchaga local Government Area are not well equipped; some do not

even have at all, while some have just a narrow and unconducive environment which is not

supposed to be so. The researcher attended about two secondary schools, but has never seen any

existing library in the schools. This made the researcher to investigate on the causes, as regards

the problems affecting teaching and learning of economics in Chanchaga Local Government

Area.

Lack of teacher's commitment: The issue of teacher commitment and effectiveness is

now a perennial one in educational discourse. The teachers today occupy a paramount position in

the teaching learning situation. It is agreed that no education can rise above the quality of its

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teacher. Teachers need to be committed and dedicated to teaching profession. Teaching requires

a cultivated ability. To be done exceptionally well, it also requires a special talent and a sense of

vocation. Students Poor Attitude and Interest The kind of attitude a child has affected his school

work and learning in general because, if he has a positive attitude about the teacher and the

subject, success is inevitable. It is observed that student's attitudes to economics determines the

degree to which they pass economics and negative attitude towards the subject and teachers will

definitely have adverse effect on their academic achievement in the subject.

Preferences: -Teachers do select topics based on personal interest and how the topics

appealed to them. The choice of topic to be taught is therefore being influenced by their

subjectivity.

The Difficulty of the Subject: There had been controversies over the teaching of

economics in secondary school. This was based on the belief that economics is too now pause

and think about more practical problems facing the teaching of economics and then write them

out. Difficult to teach, the argument is that, since the power of deduction and abstract reasoning

do not usually develop much before the age of sixteen, economics cannot be effectively taught to

students before this age.

Negative Attitudes of Education Ministry: The Ministries of Education in Nigeria

show no interest in the subject. There was a time when they appointed subject inspectors such as

inspectors of Mathematics or English Language. A survey was undertaken to determine whether

inspectors were appointed for Economics by the various state ministries of education. It was

found that only three states, Bendel, Rivers and Kwara had inspectors for economics, But non in

Niger State.

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 Students’ Attitude towards the Study of Economic.

According to John (2011), “attitude is a developmental state of organism valence created

by psycho-biological processes, exerting a motivational influence upon the individual’s

responsive behaviour in situations directly and indirectly related to it “. He further contended that

attitude possesses intellectual, biological, social and emotional components derived from

experience, which exercises a determining influence upon behaviour. Numerous experiences that

show in individual, certain stimuli are responsible for satisfying state of affairs that predispose

him to readily accept such stimulations as beautiful. Biological limitation and visual impairments

hinder this appreciation. The school aims at helping learners to perceive the aesthetic structure of

objects to sense and love beauty whenever encountered. This creates positive attitude. Children

learn such appreciation when they perceive themselves as constituting part of the experience,

teachers who are sensitive to beauty in nature and art can influence the development of

appreciation of expression in others, through subtle teaching, comments and facial and body

movements as they share their aesthetic experiences with the learners. In consonance to

proposition, adds sharing something of value, with students (such as humour and personal

experiences) listening to them with empathy, treating them with warmth and acceptance,

showing interest in the subject, communicating positive expectations and encouragement and

ensuring that students set realistic goals. Positive attitude enhance learning as they create interest

in the tasks viewed as beautiful. This attitude could be generalized to the teacher, other subjects,

other teachers and the entire school or even the education system. Negative attitude creates

dislike and leads to opposite responses.

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 Motivation and students’ attitude towards economics.

Abraham, (2012) defines motivation as “a theoretical construct used to explain the

initiation, direction, intensity and persistence of behaviour, especially goal-directed behaviour”.

It refers to the subjective experiences of students particularly their willingness to be involved in

learning activities including reason to or involvement. Abraham, (2012) also says “motivation is

a trigger stimulus – it can be mere expectation.” Generally, it refers to a process of arousing,

maintaining, controlling and channeling interest and attention towards or while performing a

particular task. In general terms, students’ motivation refers to a students’ willingness, need

desire and compulsion to participate in, and be successful in, the learning process. Developed

the definition further, noting that students who are motivated to engage in school “select tasks at

the border of their competences, initiate action when given the opportunity and exert intense

effort and concentration in the implementation of learning tasks; they slow generally positive

emotion during ongoing action, including enthusiasm, optimism, curiosity and interest”. Less

motivated or disengaged students on the other hand, “are passive, do not try hard, and give up

easily in the face of challenges”. Student motivation is often divided into two categories:

extrinsic motivation and intrinsic motivation.

A student can be described as extrinsically motivated when he or she engages in learning

“purely for the sake of attaining a reward or for avoiding some punishment”. He further contends

that school practices that seek to motivate students extrinsically include publicly recognizing

students for academic achievement; giving out stickers, candy and other rewards; and taking

away privileges, such as recess, on the basis of students’ academic performance.

A student can be described as intrinsically motivated when he/she is motivated from

within. Intrinsically motivated students actively engage themselves in learning out of curiosity,

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interest or enjoyment or in order to achieve their own intellectual and personal goals. According

to Abraham, (2012) “a student who is intrinsically motivated will not need any type of reward or

incentive to initiate or complete a task; “this type of student is more likely to complete the

chosen task and be excited by the challenging nature of an activity”. While any kind of

motivation seems preferable to none, there is compelling evidence that students who are more

intrinsically than extrinsically motivated fare better. To further buttress’s proposition, opined that

students’ attitude about their capabilities and their interpretation of success and failure further

affect their willingness to engage themselves in learning. For example, students who understand

poor performance as a lack of attainable skills, rather than as some innate personal deficiency,

are more likely to re-engage themselves in a task and try again. Students whose self-concept is

bound up in their history of failure, on the other hand, are less likely to be motivated to learn. To

motivate students in the study of economics, teachers should tend to magnify students’ initial

level of motivation.

2.3 Theoretical framework

The Stimulus- Response Theory of Pavlov, Thorndike and Skinner

The stimulus – response theory split into classical and operant conditioning theories of

Ivan Pavlov, Edward Lee Thorndike and Burrhus Skinner, which has it that all responses are

subject to stimulus within the environment, supports the age, gender and students’ attitude

towards economics. Generally, students have a strong aversion for mathematics and mathematics

related courses such as economics, so to be able to develop their interest for economics one has

to pair what they (students) like by praising every effort they make in solving any economics

problem in the class.

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Edward Lee Thorndike (1874-1949) was one of the earliest American educational

psychologist and the first that systematically carried out experiments to study how non- reflexive

behaviours can be modified from experience. In his operant conditioning of stimulus- response

theory, he considered the strengthening of the connection between stimuli and responses as being

responsible for the formation of habits. He performed some experiments to demonstrate how this

happens and used an apparatus called puzzle or problem box where he placed hungry animals

such as rats, cats and tested them to create a stronger stimulus – response connection from them.

The educational implication of Thorndike operant conditioning theory as it relates to study is that

the teacher is to ensure that once an appropriate response is made, it is important to reward it.

Continuously rewarding the correct response ensures the establishment and strengthening of the

stimulus response connection or bond.

Abraham Maslow motivational theory

Abraham Maslow motivational theory of 1954 as described in his hierarchy of needs

proposes that every human being has needs which are consistent with the theory of learning.

According to his self-actualization needs theory which involves the drive to become what one is

capable of becoming – includes growth, achieving one’s potential and self – fulfilment will

motivate a student performance and attitude in a given subject. The educational implication is

that performance motivation may thus be considered as a latent disposition which involves a

persistent desire to get involved and perform.

Clark Hull S-R Theory

Clark Hull, an American psychologist covered different areas in his studies, which

include hypnosis, concept formation, test measurement, learning and motivation. He focused

mainly on habit strength, drive reduction and intervention variables. Hull’s 1943 theory was
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essentially a stimulus- response, in which he mainly sought to break this connection into a

number of intervening variables that are responsible. He identified some positive factors that

enable an individual to respond and some negative factors that hinder the response. The positive

factors include the habit strength and drive while the negative factors include fatigue and

conditioned inhibition. He further contends that the difference between the positive and negative

factors determines the possibility, speed and intensity of the response. Hull advocated for drive

reduction theory of reinforcement when he classified reinforcement into primary and secondary

reinforcement. The theory states that “strong stimulation of any sort is aversive to an organism

and any reduction in this stimulus acts as a reinforce for immediately preceding behaviour. The

educational implication of Hull’s theory as it relates to this topic is that it provides much value to

school system. The school authorities can base the planning of their curriculum, syllabuses,

scheme of work and the notes of lesson on means of drive reduction. It also reduces negative

stimulation for students and made for positive reinforce building. From the above discourse, it is

pertinent to state that since attitude, motivation, interest, self – concept and involvement can

change according to circumstances and incentives and since they can act in both directions, the

attitude of students towards economics can change positively or negatively thereby affecting

performance. It is also imperative that this study be carried out since it is assumed that little

literature on attitude exists with reference to behaviour change and achievement in economics.

2.4 Empirical Review

Review of relevant literature depicts varying opinions and findings on the students’

attitudes towards science and their performances. According to Yara, (2009), attitude of students

can be influenced by the attitude of the teacher and his methods of teaching. He further showed

in his work that teachers’ method of mathematics teaching and his personality greatly accounted

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for the students’ positive attitude towards the subject and that without interest and personal effort

in learning by the students, they can hardly perform well in the subject. According to Keeves

(2009), attitudes towards science, economics inclusive are, in general, highly favoured,

indicating strong support for science and the learning of science. There is also consistency across

countries and age levels within a country in the average level of attitude towards economics and

general science. However, in countries where a high level of technological and industrial

development had been achieved, the findings showed that attitude towards science were more

neutral. Generally, boys held more favourable attitude towards science, the findings concluded.

Kempa and Dude (2004) reported that pupils’ interest in science is associated with their

achievement in science.

Collaborating these reports, Olatoye (2001) found that students attitude towards

economics have significant direct effect on student achievement in the subject. Adesokan (2002)

asserted that in spite of the recognition given to economics among the science subjects, it is

evident that student still show negative attitudes towards the subject there by teaching to prior

performance and low enrolment.

Our nation needs to attract all the academically gifted female students into the pursuit of

economics. There is also the need to maximize the scientific literacy of young female students,

and to achieve equity in participation in economics. Bennett, (2001) argued that girls and boys

start off on equal footing in economics and other science subject but once physical science and

mathematics become optional at the secondary school level, there is a downward spiral of female

enrolment accompanied by decrease in achievement and interest. This implies that there are

underlying factors affecting the attitudes of young female students towards economics that needs

to be addressed at the high school level (Santonimo, 2005).To locate relevant previous student

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studies, computer (internet) searches of three database were conducted and nine reports (Barnes

et al , 2005; Salta and Tzougraki, 2004; Dhindsa and Chung 1999; Menis 1999; Harvey and

Stables 1996; Steinkamp and Maehr 1994; Shannonet al ., 1992 and Hosfstein et al.,1991), their

scope of study was limited to economics as experienced by students in Secondary School rather

than out-of-School experiences obtained from external sources such as the media, museum, field

trips, and friends. As indicated earlier none of these nine students explored the interaction

effect between gender grade level on students attitudes towards economics lessons.

A number of curriculum evaluation projects included student attitude to economics as one

of the dependent variables (Adesoji and Raimi, 2004; Thompson and Soyibo, 2002), but they are

not renewed in this project because they focused on the effectiveness of a curricular or

instructional innovation rather than the attitudes of males and females toward economics lessons

at different levels of schooling. Also, previous studies (Lang et al., 2005) which merely used

student attitude toward economics as a variable to correlate with other constructs are not

included in this review.

 Summary of Literature Reviewed

This study was based on how students do have negative thought towards economics as a

difficult and volatile Subject. Also, apart from teacher’s background that hinders student teachers

relationship in good academic performances in senior secondary school, student can be affected

by teachers teaching methods, ability to arouse students interest towards learning topic, poor and

shabby orientation to students on the part of the teachers when the teacher is not ready to

discharge, and motivate their students they are teaching. The study also showed that negative

attitude towards the subject is influenced by the parent’s attitudes. Lastly, the study showed that

teachers did not use adequate instructional materials and students complaint about textbooks not

explicit enough for their private study.


21
CHAPTER THREE

3.0 RESEARCH METHODOLOGY

This chapter described the procedure used in the course of the study. Thus, the research

design, area of the study, population of the study, the sample and sampling technique, instrument

for data collection, validation of instrument, administration of instrument, method of data

analysis as well as the decision rules would be covered.

3.1 Research Design

In carrying out this study, the descriptive survey approach was used, where

questionnaires are used to determine the opinion of the respondents on the issue under

investigation. Yalams and Ndomi (2012) defined survey research as the gathering of information

about a large number of people or objects by studying a representative sample of the entire group

through the use of questionnaires. In support of this, Nworgu, (2014) stated that research design

is a plan or blue print which specifies how data relating to a given problem should be collected

and analyze. Therefore, the survey research was considered suitable since the study will seek

information from a targeted population using a questionnaire.

3.2 Area of the Study

The study will be conducted in some selected Secondary Schools in Chanchaga Local

Government Area; they include:-

1. Day Secondary SchoolsTunga Minna

2. Day Secondary SchoolsChanchaga Minna

22
3. Government Day Secondary SchoolsMinna

4. Day Secondary SchoolsLimawa Minna

3.3 Population of the Study

The target population for this study was made up of Hundred(100) personnel of whom it

contains 20Economics Teachers and 80Students, within the selected area in Chanchaga Local

Government. The overall population was study.

Table 3.1: Shows the target population of Economics Teachers and Students, within the

selected School in Chanchaga Local GovernmentArea of Niger state.

S/No Selected Schools Economics Teachers Students

1. Day Secondary SchoolsTunga Minna 5 20

2 Day Secondary Schools Chanchaga Minna 5 20

3 Government Day Secondary Schools Minna 5 20

4 Day Secondary SchoolsLimawa Minna 5 20

TOTAL 20 20

3.4 Sample and Sampling Techniques

The researcher adopted purposive random sampling technique. This sampling technique

was appropriate because the researcher ensured homogeneity in the type of chosen, likewise

uniformity in these states of location. Additionally, the selected Schools are within the bearing of

23
the researcher. A sample of 5Economics Teachersfrom each school and also 20Students are

selected from each Schools, giving a total of 100respondent from all the Schools for the study.

3.5 Instrument for Data Collection

The instrument used for data collection was a structured questionnaire developed by the

researcher for this study. It consist of two (2) parts in which the first indicate the introductory

part of the respondents and the second part is divided into three sections A, B and C. All items

are to be responded to, by indicating the appropriate respondent’s best perception using four

point rating scales. Section A contains (5) items which deals with the factors that influence

students to develop negative or positive attitude towards the study of economics in Chanchaga

Local Government Area of Niger State. Section B contains (5) items which deals with theextent

instructional materials are available and how they affect the study of Economicsin Chanchaga

Local Government Area of Niger State and Section C contains (5) items which deals with the

ways to follow in changing student’s attitude positively towards the study of Economics in

Chanchaga Local Government Area of Niger State.

3.6 Validation of Instrument

The instrument for the data collection was designed by the researcher and were validated

by (3) Lecturers, two (2) from the Department of Education in Usman DanfodioUniversity

Sokoto COE Minna branch, the other from the Department ofEducationin Niger State College of

Education Minna, using convergent validity to ascertain the appropriateness of questionnaire

items before administering it to respondents.

24
3.7 Administration of the Instrument

The instrument for the study was administered to the respondents by the researcher

through the help of one research assistant from each of the selected Schools which were later

collected through the research assistant by the researcher after appropriately completed by the

respondents.

3.8 Method of Data Analysis

The analysis of data for the research questions and hypotheses were accomplished using

the frequency count, mean and t-test. The data collected was analyzed using the mean of four

point rating scale. The four (4) point of rating scale were developed as following.

Strongly Agree (S,) -----------4 points

Agree (A) -----------------------3 points

Disagree (D) --------------------2 points

Strongly Disagree (S.D) ------1 point

Summations 4+3+2+1=10. The mean value, therefore 10/4 = 2.50.

The mean was used to determine the degree of acceptance or rejection in research questions,

while t-test was used to test the hypotheses of the groups of respondents.

3.9 Decision Rule

The mean of 2.50 was used as decision point for every questionnaire item, consequently,

any item with mean responses of 2.50 and above was considered to be agreed. Any item with a

mean response of 2.49 and below was equally considered to be disagreed in Section A, B and C

respectively. A t- test value of ±1.96 was used as the degree of freedom at 0.05 level of

significance. Therefore any item with t-calculated value less than t- critical was regarded as not

25
significant (NS), while any item with t- calculated value greater than or equal to t- critical regard

as significant.

CHAPTER FOUR

4.0 PRESENTATION AND ANALYSIS OF DATA

This chapter deals with the presentation and analysis of data with respect to the research

questions and hypothesis formulated for the study.

4.1 Research Question I

What are the factors that influence students to develop negative or positive attitude

towards the study of economics in Chanchaga local Government Area of Niger State?

Table 4.1: Mean responses difference betweenEconomics Teachers and Students opinionon

the factors that influence students to develop negative or positive attitude towards the

study of economics in Chanchaga local Government Area of Niger State

N1 = 20, N2 = 80

S/NO ITEMS 𝑋̅1 𝑋̅2 𝑋̅t REMARK

1. Biology students taught through CAI assimilate 3.40 3.14 3.27 Agreed

faster than those taught through other means

2. Biology students taught through CAI have long 3.48 3.16 3.32 Agreed

lasting retention than those taught through other

means

26
3. Biology students taught through CAI have access to 3.42 3.23 3.33 Agreed

more material online than those taught through

other means

4. Biology students taught through CAI do better in 3.12 3.26 3.19 Agreed

other subject than those taught through other means

5. Biology students taught through CAI are motivated 3.10 3.62 3.36 Agreed

than those taught through other means

6. Biology students taught through CAI passes their 3.43 3.54 3.49 Agreed

WAEC and NECO better than those taught through

other means

7. Biology students taught through CAI save more on 3.26 3.33 3.30 Agreed

material acquiring than those taught through other

means

8. Biology students taught through CAI have the 3.11 3.22 3.17 Agreed

ability to expand their knowledge through

interaction with other student in abroad than those

taught through other means

Key: N1 = Economics Teachers, N2 = Students, 𝑋̅1 = Mean of response of EconomicsTeachers,

𝑋̅2 = Mean of response of Students, 𝑋̅t = Average mean responses of EconomicsTeachers

and Students opinion on factors that influence students to develop negative or positive

attitude towards the study of economics in Chanchaga local Government Area of Niger

State.

27
The analysis of mean responses of the two groups of respondents from table 4:1 reveals

that all the items 1-5 under this sub-heading are rated as agreed with average mean score ranging

between 3.17-3.49 respectively, this signifies that the mean responses of EconomicsTeachers and

Students opinion on factors that influence students to develop negative or positive attitude

towards the study of economics in Chanchaga local Government Area of Niger State are

appropriate.

4.2 Research Question II

To what extent instructional materials are available and how they affect the study of

economics in Chanchaga local Government Area of Niger State?

Table 4.2: Mean responses of difference between Economics Teachers and Students

opinionon theextent instructional materials are available and how they affect the

study of economics in Chanchaga local Government Area of Niger State

N1 = 20, N2 = 80

S/NO ITEMS 𝑋̅1 𝑋̅2 𝑋̅t REMARK

1. Lack of computer laboratories/software for 3.26 3.33 3.30 Agreed

teaching biology science

2. Irregular power supply 3.42 3.23 3.33 Agreed

3. The teaching strategies did not give emphasis on 3.12 3.26 3.19 Agreed

the use of computer

4. Low or uneven participation from the students 3.10 3.62 3.36 Agreed

due to large number of students in a class

28
5. Inadequate training and re-training of teacher to 3.40 3.44 3.42 Agreed

improve the computer aided teaching processes

Key: N1 = Economics Teachers, N2 = Students, 𝑋̅1 = Mean of response of Economics Teachers,

𝑋̅2 = Mean of response of Students, 𝑋̅t = Average mean responses of Economics Teachers

and Students opinion on extent instructional materials are available and how they affect

the study of Economicsin Chanchaga local Government Area of Niger State.

The analysis of mean responses of the two groups of respondents from table 4.2: reveals that all

the items 1-5 under this sub-heading are rated as agreed with average mean score ranging

between 3.19-3.42 respectively, this signifies that the stated items on the extent instructional

materials are available and how they affect the study of economicsin Chanchaga local

Government Area of Niger Stateare appropriate.

4.3 Research Question III

What are the ways to follow in changing Student’s attitude positively towards the study

of Economics in Chanchaga local Government Area of Niger State?

Table 4.3: Mean responses of difference between Economics Teachers and Students

opinionon theways to follow in changing Student’s attitude positively towards

the study of Economics in Chanchaga local Government Area of Niger State

N1 = 20, N2 = 80

S/NO ITEMS 𝑋̅1 𝑋̅2 𝑋̅t REMARK

1. Provision of regular power supply through standby 3.42 3.23 3.33 Agreed

generator will improve CAI in teaching biology in

secondary school

29
2. Employment of qualified biology science teachers 3.22 3.24 3.23 Agreed

who are computer literate will improve CAI in

teaching biology in secondary school.

3. Training and re-training of teacher on how to use 3.10 3.62 3.36 Agreed

computer aided instruction in teaching processes will

improve CAI in teaching biology in secondary school

4. Provision of tablet to student will improve the 3.23 3.24 3.24 Agreed

participation of biology student during CAI teaching

in secondary school

5. Proper funding from the government will improve 3.42 3.23 3.33 Agreed

CAI in teaching biology in secondary school.

6. Provision of computer laboratory/software will 3.48 3.16 3.32 Agreed

improve CAI in teaching biology in secondary school.

Key: N1 = Economics Teachers, N2 = Students, 𝑋̅1 = Mean of response of Economics Teachers,

𝑋̅2 = Mean of response of Students, 𝑋̅t = Average mean responses of Economics Teachers

and Students opinion on ways to follow in changing Student’s attitude positively towards

the study of Economics in Chanchaga local Government Area of Niger State.

The analysis of mean responses of the two groups of respondents from table 4.3: reveals

that all the items 1-5 under this sub-heading are rated as agreed with average mean score ranging

between 3.23-3.36 respectively, this signifies that the stated items on ways to follow in changing

Student’s attitude positively towards the study of Economics in Chanchaga local Government

Area of Niger State are appropriate.

4.4 Hypothesis I

30
HO1: There is no significance mean responses difference between the opinions of Economics

Teachers and Studentson the factors that influence students to develop negative or

positive attitude towards the study of economics in Chanchaga local Government Area of

Niger State.

The result of the test of significance difference in mean responses of respondents’ opinion on the

factors that influence students to develop negative or positive attitude towards the study of

economics in Chanchaga local Government Area of Niger State is presented in Table 4.4

Table 4.4: T-test Analysis on the mean responses of Economics Teachers and

Studentsopinion on the factors that influence students to develop negative or

positive attitude towards the study of economics in Chanchaga local Government

Area of Niger State

S/NO ITEMS S.D1 S.D2 T-test REMARK

1. Biology students taught through CAI 0.79 0.76 0.73 NS

assimilate faster than those taught through

other means

2. Biology students taught through CAI have 0.77 0.74 0.70 NS

long lasting retention than those taught

through other means

3. Biology students taught through CAI have 0.69 0.70 0.67 NS

access to more material online than those

taught through other means

31
4. Biology students taught through CAI do 0.71 0.68 0.59 NS

better in other subject than those taught

through other means

5. Biology students taught through CAI are 0.68 0.69 0.66 NS

motivated than those taught through other

means

6. Biology students taught through CAI passes 0.65 0.67 0.64 NS

their WAEC and NECO better than those

taught through other means

7. Biology students taught through CAI save 0.72 0.70 0.69 NS

more on material acquiring than those taught

through other means

8. Biology students taught through CAI have the 0.78 0.75 0.72 NS

ability to expand their knowledge through

interaction with other student in abroad than

those taught through other means

The analysis in table 4.4 shows that the t-cal values of all the items were below the t- table value.

Therefore, the null hypothesis was accepted for all the items at 0.05 level of significant. Hence

the opinion of the respondents did not differ in all the items concerning the opinion on the factors

that influence students to develop negative or positive attitude towards the study of economics in

Chanchaga local Government Area of Niger State.

4.5 Hypothesis II

32
HO2: There is no significance mean responses difference between the opinions of Economics

Teachers and Studentson theextent instructional materials are available and how they

affect the study of economicsin Chanchaga local Government Area of Niger State.

The result of the test of significance difference in mean responses of respondents on the opinion

on the extent instructional materials are available and how they affect the study of economicsin

Chanchaga local Government Area of Niger State is presented in Table 4.5

Table 4.5: T-test Analysis on the mean responses of theEconomics Teachers and Students

opinion on the extent instructional materials are available and how they affect the

study of economics in Chanchaga local Government Area of Niger State.

S/NO ITEMS S.D1 S.D2 T-test REMARK

1. Lack of computer laboratories/software for 0.71 0.68 0.59 NS

teaching biology science

2. Irregular power supply 0.68 0.69 0.66 NS

3. The teaching strategies did not give emphasis 0.65 0.67 0.64 NS

on the use of computer

4. Low or uneven participation from the students 0.72 0.70 0.69 NS

due to large number of students in a class

5. Inadequate training and re-training of teacher 0.77 0.74 0.70 NS

to improve the computer aided teaching

processes

6. Inadequate qualified biology science teachers 0.69 0.70 0.67 NS

33
in secondary school

The analysis in table 4.5 shows that the t- cal values of all the items were below the t- table

value. Therefore, the null hypothesis was accepted for all the items at 0.05 level of significant.

Hence the opinion of the respondents did not differ in all the items concerning the extent

instructional materials are available and how they affect the study of economicsin Chanchaga

local Government Area of Niger State.

4.6 Hypothesis III

HO3: There is no significance mean responses difference between the opinions of Economics

Teachers and Studentson the ways to follow in changing student’s attitude positively

towards the study of Economics in Chanchaga local Government Area of Niger State.

The result of the test of significance difference in mean responses of respondents on the ways to

follow in changing student’s attitude positively towards the study of Economics in Chanchaga

local Government Area of Niger State is presented in Table 4.6

Table 4.6: T-test Analysis on the mean responsesdifference between the Economics

Teachers and Studentsopinion on ways to follow in changing student’s attitude

positively towards the study of Economics in Chanchaga local Government Area of

NigerState

S/NO ITEMS S.D1 S.D2 T-test REMARK

1. Provision of regular power supply through 0.65 0.67 0.64 NS

standby generator will improve CAI in

34
teaching biology in secondary school

2. Employment of qualified biology science 0.72 0.70 0.69 NS

teachers who are computer literate will

improve CAI in teaching biology in

secondary school.

3. Training and re-training of teacher on how to 0.78 0.75 0.72 NS

use computer aided instruction in teaching

processes will improve CAI in teaching

biology in secondary school

4. Provision of tablet to student will improve the 0.79 0.76 0.73 NS

participation of biology student during CAI

teaching in secondary school

5. Proper funding from the government will 0.77 0.74 0.70 NS

improve CAI in teaching biology in

secondary school.

6. Provision of computer laboratory/software 0.69 0.70 0.67 NS

will improve CAI in teaching biology in

secondary school.

The analysis in table 4.6 shows that the t- cal values of all the items were below the t- table

value. Therefore, the null hypothesis was accepted for all the items at 0.05 level of significant.

Hence the opinion of the respondents did not differ in all the items concerning the ways to follow

in changing student’s attitude positively towards the study of Economics in Chanchaga local

Government Area of Niger State

35
4.7 Discussion of Findings

The following are the findings of the study, based on the data collected and analyzed;

they are highlighted based on the research questions posed on the study by the hypothesis.

4.7.1 Findings related tothe mean response of Economics Teachers and

Studentsopinionon the factors that influence students to develop negative or positive

attitude towards the study of Economics in Chanchaga local Government Area of Niger

State

The result obtained base on the research question one revealed that the three group of

respondent agree with average mean response ranging from 3.17 to 3.49, that signifies there is

academic achievements by biology students taught through computer aided instruction (CAI) in

secondary schools in Bosso Local Government, by which they assimilate faster, have long

lasting retention, access to more material online, do better in other subject, motivated, passes

their WAEC and NECO better, it has make biology student successful living in a scientific and

technological world and to make room for technological advancement.

This finding is in line with Miller (2002) in Eshiet (2009) who observed that computer

aided learning ensures students motivation and differentiates between students’ capability levels.

In addition, the study carried out by Warschauer (2006) as cited by Akpan and Abia (2009)

showed that students taught with new technologies did not regress on outcome assessments.

He further asserted that when new technologies are integrated into teaching and learning, there is

greater student engagement in learning, and greater engagement equals to higher achievement.

These findings agree with earlier findings of Phillips and Moss (1993) and the findings of

Jegede, Okebukola and Ajewole (1992) which are directly on biology.

36
Similarly, the findings agree with the studies of Ajelabi (1998) on social studies,

Egunjobi, (2002) in geography, (Udousoro, 2000) in mathematics, and Okoro, and Etukudo,

(2001) in chemistry, conducted in Nigeria which confirmed that CAI has been effective in

enhancing students’ performance in other subjects than the conventional classroom instruction.

The finding is also supported by the findings of Karper, Robinson, and Casado-Kehoe (2005) on

counseling education

4.7.2 Findings related to the mean response of Economics Teachers and Students

opinionon theextent instructional materials are available and how they affect the

study of economics in Chanchaga local Government Area of Niger State

The result obtained base on the research question two revealed that the three group of

respondent agree with average mean response ranging from 3.19 to 3.42 which signifies that

there are part of the factors affecting computer aided teaching of biology student in secondary

schools in Bosso Local Government, which are; the teaching strategies did not give emphasis on

the use of computer, inadequate qualified biology science teachers and Lack of computer

laboratories and Low or uneven participation from the students due to large number of students

in a class are some of the factors affecting computer aided teaching of biology student in

secondary schools in Minna metropolis.

It further revealed that teachers in training are not properly trained for teaching Biology

and it is also observed that some teachers are not capable of teaching Biology at secondary

school level due to low qualification or poor background of computer knowledge.

These findings agree with earlier findings of Phillips and Moss (1993) and the findings of

Jegede, Okebukola and Ajewole (1992) who were of the view that the teaching strategies did not

give emphasis on the use of computer, inadequate qualified biology science teachers and Lack of

37
computer laboratories and Low or uneven participation from the students due to large number of

students in a class are some of the factors affecting the performance of computer aided teaching

of biology student in secondary schools.

4.7.3 Findings related to themean response of Economics Teachers and Students

opinionon theways to follow in changing student’s attitude positively towards the study of

Economics in Chanchaga local Government Area of Niger State

The result obtained base on the research question three revealed that the three group of

respondent agree with average mean response ranging from 3.23 to 3.36, which signifies there

are part of the ways ofimproving the computer aided instruction (CAI) in teaching biology

students in secondary schools in Bosso Local Government, of which are; Provision of regular

power supply through standby generator, availability of qualified Biology teachers, provision of

computer laboratory and software, can help to improving the computer aided instruction (CAI) in

teaching biology students in secondary schools in Bosso Local Government.

The findings of this study tally with the findings of Udumah, (1987), Abdullahi, (2003),

Sa’ad, (2007), Abdulganiyyu, (2010) and Usman, (2012) who were of the view that provision of

enough and relevant instructional media/materials (computers) and qualified teachers of Biology

science will improve the computer aided instruction (CAI) in teaching biology students in

secondary schools in Minna metropolis.

38
CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary of the Study

Biology occupies a unique position in the school curriculum. Biology is central to many

science related courses such as medicine, pharmacy, agriculture, nursing, biochemistry and so

on. It is obvious that no student intending to study these disciplines can do without biology,

whereby the use of computer aided instruction has been found to enhance students’ performance

than the conventional instructional method, were as there is little or no usage of computer aided

instruction for teaching biology at the secondary school level of our educational system.

Therefore secondary school students need effective computer aided instruction to learn properly

and to perform better.

The objectives of this project is to determine mean response difference between

secondary school biology students and teachers opinion on teaching biology using computer

aided instruction (CAI) in secondary schools, determine the factors affecting computer aided

instruction (CAI) in secondary schools, it seeks to assist the Government in identifying the steps

necessary for theways of improving the computer aided instruction (CAI) in teaching biology

student in secondary schools

39
Survey approach was used to develop the study. The questionnaire developed for this

research was validated by (3) Lecturers, two (2) from the Department of Biology, the other from

the department of Biology/Computer in Niger state college of education Minna, twenty (250)

validated items are used for the study. The validated instrument was a structured questionnaire

prepared for 50 Teachers and 200 secondary school biology students respectively. The

instrument was analyzed using frequency count, mean, and Standard Deviation. The research

questions were formulated and answered and the following findings based on the research

questions posed on the study by the hypothesis; assimilate faster, have long lasting retention,

access to more material online, do better in other subject, motivated, passes their WAEC and

NECO better, the teaching strategies did not give emphasis on the use of computer, inadequate

qualified biology science teachers and Lack of computer laboratories and Low or uneven

participation from the students due to large number of students in a class. Provision of regular

power supply through standby generator, availability of qualified Biology teachers, provision of

computer laboratory and software will improve the CAI for biology studies.

5.2 Implications of the Study

The implications of the study regarding; assimilating faster, have long lasting retention,

access to more material online, this implies that, computer aided teaching has a great academic

achievement on performance of all subject not just only biology.

The finding of this study with regard to the inadequate qualified biology science teachers

and Lack of computer laboratories this implies that, lower understanding will be experience by

the students since the class will be more of theory than practical.

The finding reveals that, there is very little or no effective training and re-training of

teachers, the implication is that, without effective training and re-training of teachers acquisition

40
of new ways of improving computer aided instruction would be lacking, which will lead to low

standardization of communication from the teachers

The finding reveals Provision of regular power supply through standby generator,

availability of qualified Biology teachers, provision of computer laboratory and software, will

help in improving the computer aided instruction thereby increasing greater student engagement

in learning, and greater engagement equals to higher achievement.

5.3 Conclusion

Based on the findings of this study, the following conclusions were made: That the

achievements of biology students taught through computer aided instruction (CAI) in secondary

schools in Niger State, Minna metropolis,assimilating faster, have long lasting retention, access

to more material online, do better in other subject, passes their WAEC and NECO better, have

the ability to expand their knowledge through interaction with other student in abroad

The provision and appropriate use of computer laboratories/software, provision of

qualified teachers of Biology science, training and re-training of teacher to improve the computer

aided teaching processes can improve the computer aided instruction of secondary school

students in Biology in Niger state, Minna metropolis.

Qualified teachers of Biology science should always be employed to handle the course in

all the secondary schools. Proper supervision by both the administrations of the secondary school

and the state ministry of education should be conducted to make sure teachers of Biology science

are actually doing what they are expected to do.

Inter-senior secondary school competition in area of debate and other academic activities

should be organized by the state ministry of education at least twice a year. This will definitely

improve the computer aided instruction of Biology student among the primary school students in

41
Minna metropolis of Niger state. There should be provision of at least one computer laboratory

for biology teaching, this will improve the performance of students in secondary schools of

Niger state.

5.4 Recommendation

Based on the findings of the study and their implications, the following recommendations

were made:-

Since this study showed that computer can enhance academic performance,

1. Necessary attention should be accorded to computer literacy and operation in the

secondary schools and relevant computer assisted instructional packages should be

developed for use within the Nigerian school systems. In addition, Nigerian public

schools should be equipped with necessary ICT facilities to leverage the potentials of ICT

in Nigerian schools.

2. Student should be encouraged to own their computers, possibly laptops, to enable them

use it more even in their individual studies.

3. Teachers, both in-service and pre-service teachers, should be trained to properly integrate

computers in their daily classroom processes.

4. The government and non-governmental agencies should equip both urban and rural

schools with computers and new technologies for easy access by both teachers and

students.

5. There should also be provision for regular supply of electricity to schools at all times.

6. Teachers in schools should be given free computer training by the government (State and

Federal) to enable them use these new technologies when supplied to schools.

42
7. There is the need to develop relevant “computer assisted instructional” packages for use

within the Nigerian school systems.

5.5 Suggestion for further research

Based on the findings of this research study; the following suggestions were made for

further research:-

1. Challenges of teaching Biology science using computer aided instruction in secondary

schools.

2. Effects of Computer aided instruction on Students’ Academic Achievement and Attitude

in Biology in Niger state.

43
44

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