Impact Assessment of Problems Facing the Teaching of Economic on Imo State Public Secondary School Teachers’ Instructional Delivery

Abstract

The study assessed the impact of problem facing the teaching of Economics on Imo State urban and rural public secondary school teachers’ instructional delivery. The researcher formulated two research questions and two hypotheses which guided the study. Descriptive survey research design was adopted. Purposive cluster random sampling technique was used to draw sample size of 52 urban and 24 rural public Economics teachers totaling 76 from a population of all public secondary school Economics teachers totaling 582. The researcher developed a rating scale titled: Extent and Impact of the Problems Facing the Teaching of Economic Rating Scale (EIPFTERS) used for data collection. The reliability coefficient of internal consistency was established as 0.82 and 0.78 for cluster A and B of the instrument respectively using Cronbach Alpha formula. Mean and Standard deviation were used to answer the research questions while the t-test was used to test the two hypotheses at 0.05 levels of significance. Findings showed that the nine problems facing the teaching of Economics were felt more in rural areas than in urban areas and that these problems negatively impact on teachers’ behaviour in instructional delivery or contribute to teacher unethical behaviour. Based on the findings and their implications the researcher recommended among others that government should adequately motivate teachers and remunerate them very well, supervise them very well and improve the teaching and learning environment as well as balancing her assistance in both rural and urban secondary schools.