SOCIO PSYCHOLOGICAL INFLUENCE AND IMPACT ON ECONOMICS STUDENTS ACADEMIC ACHIEVEMENT AT SECONDARY SCHOOL LEVEL
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SOCIO
PSYCHOLOGICAL INFLUENCE AND IMPACT ON ECONOMICS STUDENTS ACADEMIC ACHIEVEMENT
AT SECONDARY SCHOOL LEVEL
CHAPTER ONE
INTRODUCTION
1.1BACKGROUND
TO THE STUDY
From the
conclusion of facts on psychology, social psychology is the scientific study of
how people’s thoughts, feelings, and behaviors are influenced by the actual,
imagined, or implied presence of others.
The
expressions of knowledge in the real context of relating thought, feeling and
behaviors is a greater extent determine student’s performance in school and
their adjustment to life. The poor performance of students in economics
examinations research review in recent times could be recognized to the
changing life pattern in some families looking at the Nigeria economy on
inflation rate system, which has render families handicap to meet up with their
responsibilities of ensuring a healthy and literate family. The structure of
family in terms of size, numbers and income of the family in which a child
grows affects his intellectual development; large-size family can reduce the
economics student academic achievement due to less or no attention. The
problems that arise in families in assisting on assignment, school fees
payment, presence in Parent Teachers Associations and many more of influence.
The socio-psychological background of a family impacts negatively on the
unpleasant performance of the economics student. Family financial resources,
which are linked with parents’ occupation and educational attainment, often
imply increased learning opportunities both at home and in school. Better-educated
parents can contribute to their children’s learning through their day-to-day
interactions with their children and involving themselves in their children’s
school work.
Economics is
the social science that analyzes the production, distribution, and consumption
of goods and services. The term economics comes from the Ancient Greek οἰκονομία
(oikonomia, “management of a household, administration”) from οἶκος (oikos,
“house”) + νόμος (nomos, “custom” or “law”), hence “rules of the house(hold)”.
Political economy was the earlier name for the subject, but economists in the
late 19th century suggested “economics” as a shorter term for “economic
science” that also avoided a narrow political-interest connotation and as
similar in form to “mathematics”, “ethics”, and so forth.
The focus of
the subject is the socio-psychological influence and impact on economics
students’ academic achievement at secondary school behave or interact and how
economies work and influence them. Consistent with this, the research distinction
is between microeconomics and macroeconomics. Microeconomics examines the
behavior of basic elements in the economy, including individual feeling,
behaviour (such as households and firms or as buyers and sellers) and markets,
and their interactions. Macroeconomics analyzes the entire economy and issues
affecting it, including unemployment, inflation, economic growth, and monetary
and fiscal policy.
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 2005). The
focus of this project is on socio psychological influence and impact on
economics student’s academic achievement at secondary school level in ede south
local government area of osun state, The term ‘subjects’ refers to both theory
and laboratory classes in secondary school. Thus, the scope of the present
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, museums, field trips and friends. Attitude towards Economics or
science denotes interests or feelings towards studying Economics or science. It
is the students’ disposition towards like or ‘dislike’ 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, 2009).Many
factors could contribute to student’s socio psychological influencing the
studying of science (Economics). Several studies (including Wilson 1983;
Soyibo, 1985;Berg 2005; Adesoji, 2008) report that students’ positive attitudes
to science correlate highly with their that, in general, the attitude of
Nigeria students towards the basic sciences tend to decrease in the order,
Biology, Economics, Physics and Mathematics. Defiana (1995) found that using
integrated science environment activities improved high school student attitude
toward and awareness about the environment. Armstrong and Impara (1991) in
their studies determined that fifth and seventh – grade students using nature
score as a curriculum supplement developed more positive attitudes than those
who did not. Abimbola (1983) reported that students exposed to a programmed
instruction recorded higher and more favourable attitude towards mathematics.
Ayelaagbe (1998) also reported a more positive attitude of studies after
exposing them to self learning strategy. Similar results were obtained by
Udousoro (2000) after using computer and text assisted programmed instruction
and Popoola (2002) after exposing students to a self learning device.
Popoola(2008) also reported that students attitudes and interests to sciences,
especially Agricultural science correlate highly with their science
achievement. Halladyna and Shanghnessy (1982) and Adesoji (2008) 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, cognitive styles of pupils, career
interest, social view of science and Scientifics, social implicating of science
(Economics) and achievement.
According to
Eweniyi (2005), diverse factors are competent of influencing the academic
achievement of a student in secondary school. Some of the factors may be the
student’s internal state (intelligence, the state of health, motivation,
anxiety, emotions etc.) and their environment (availability of suitable
learning environment, adequacy of educational infrastructure like textbooks and
well-equipped laboratories). Analyzing of these factors has created numerous
conclusions by researchers. For example, according to Clemens and Oelke (1967)
and Emeke (1984) have recognized the cause of poor academic performance to a
combination of personal and institutional factors. Personal factors relate to
the individual’s intelligence, knowledge and ability. Also while institutional/
socio psychological factors are family or parental influences, societal
influences, institutional influences and school related factors –
student/lecturer relationship, teacher associated factors, accommodation and
living conditions. From the fining of Sogbetan (1981) and Hassan (1983) among others
have examined the causes of poor academic achievement among secondary school
students, Some of the factors identified are intellectual ability, poor study
habit, achievement motivation, lack of vocational goals, low self-concept, low
socio-economic status of the family, poor family structure and anxiety. The
consequences of these include indiscipline in schools and low level of
educational standard.
The studies
thus reviewed suggest that there is a relationship between attitude and methods
of instruction and also between attitude and achievement; and that it is
possible to predict achievement from attitude scores. What is needed to
complement the results of such studies however is the nature of relationship
between students’ attitude and factors related to teaching and learning of
Economics? Results of these types of study are likely to broaden our knowledge
as how we can influence students’ attitude positively towards Economics as a
subject in secondary school, Nigeria.
1.2PURPOSE
OF THE STUDY
The purpose
of the study is to investigate the socio psychological influence and impact on
economics student’s academic achievement at secondary school level in ede south
local government area of osun state. The study is also designed to make various
recommendations for teachers and other stakeholders on how to arouse or improve
student’s attitudes in the subject.
1.3STATEMENT
OF THE PROBLEMS
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 secondary schools towards Economics as a profession 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 is designed to examine the socio psychological influence and impact
on economics student’s academic achievement at secondary school level in ede
south local government area of osun state
1.4 RESEARCH
QUESTIONS
In order to
investigate socio psychological influence and impact on economics student’s
academic achievement at secondary school level in Ede south local government
area of Osun state, the following questions were raised:
1. Do the
students have positive attitudes towards Economics?
2. What are
the socio psychological factors influencing economics student
3. Do their
attitudes towards problem solving result of unavailability of textbook and
other instructional materials?
4. Should
Economics be made compulsory for all science students in secondary schools?
1.5SCOPE OF
THE STUDY
The study
was limited to secondary schools in Ede south local government area of Osun
state only. Based on the time frame and financial constraints in covering all
the secondary schools in the Local Government, the study was also limited to
the students in Senior Secondary Schools (SS Class)
The names of
the schools are:
1. Agbonran
school of science ede
2. Omowumi
comprehensive collage
3. success
international collage
4. Ibisunola
collage
5. Hephzibar
model collage
1.6SIGNIFICANCE
OF THE STUDY
The study is
aimed at looking at the socio psychological influence and impact on economics
student’s academic achievement at secondary school level in ede south local
government area of osun state. The results of the study is hoped to assist
Economics teachers to develop new learning experience for the students and
reorganize these learning experience in some ways enough to arouse the interest
of the students. It would be of good assistance to teachers to create a habit
were they would improve on the obsolete teaching methods, use adequate, modern
and relevant instructional materials and textbooks at their disposed to the
fullest. This study may also assist the students to improve their attitude towards
the study of the subject. Finally, the government and parents would benefit
from the study of their roles as these would be highlighted at the
recom\mendation column.
1.7ASSUMPTION
OF THE STUDY
Based on the
study, the following assumptions were made. Secondary school students
constitute a valid source of data needed in the study. Also, that the
respondents will give valid and unbiased responses to the questionnaire items
and that the samples drawn will be representatives of the population
1.8DEFINITION
OF TERMS
Economics:-
This is a science subject taught in the Senior Secondary Schools.
Learning:-
This is the process of acquiring knowledge in Economics among Senior Secondary
School Students.
Attitude:-
This refers to students’ positive mind to the study of Economics.
Teaching:-
Transmission of the knowledge of Economics to Senior Secondary School Students.
Instruction
Materials:-
These are aids used in teaching and learning of Economics in Senior Secondary
School.
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