Economics Curriculum and Teaching Methods as Measures of Public Secondary School Economics Teachers’ Effectiveness in Ibadan Metropolis, Oyo State, Nigeria
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Date
2025-12
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Lead City University, Ibadan
Abstract
The effectiveness of secondary school Economics teachers is a growing concern due to the persistent weak and fluctuating academic performance of students. This study examined the influence of the Economics Curriculum (implementation and relevance) and teaching methods (types and proficiency) on teacher effectiveness. The research, grounded in the Theory of Planned Behaviour (TPB) and Pedagogical Content Knowledge (PCK) theory, used a descriptive survey design. The population included 539 Economics teachers from the 337 public secondary schools in Ibadan metropolis, Nigeria. Using proportionate sampling technique, a sample of 175 Economics teachers from 100 schools was selected. An adapted four-point Likert scale questionnaire, “Public Secondary School Economics Teachers Questionnaire (PSSETQ)” (α=0.942), was used for data collection. Mean, percentages, frequency, and standard deviation answered the research questions, and multiple regression analysis was used for hypothesis testing. Teachers were found to be highly effective (Weighted X̅=3.42) and possessing strong content knowledge (X̅=3.69). They were generally committed to curriculum implementation (X̅=2.99) and agreed on its relevance to students' needs (X̅=3.42), despite systemic barriers. While they frequently use the case study (X̅=3.26) and problem-solving methods (X̅=3.21), proficiency was lower in innovative approaches like the flipped classroom (X̅=2.48) and technology integration (X̅=2.92). Hypothesis test confirmed a highly significant combined influence of the curriculum and teaching methods on teacher effectiveness (F(4,143)=21.580, p<0.001), with the model accounting for 37.6% of the variance. However, the relative influence analysis revealed that teachers effectiveness was significantly predicted only by curriculum factors
(Implementation: Sig.=0.032; Relevance: Sig.=0.034). Individual components of teaching methods showed no statistically significant relative influence. The study concluded that teacher effectiveness was significantly driven by institutional support for curriculum implementation and quality, which are more critical than the teachers' individual skills. It was recommended among others that educational policy should prioritize structural and curriculum support over traditional teacher training.
Keywords: Teachers’ Content Knowledge, Professional Development, Student Engagement, Economics Curriculum Implementation, Relevance of the Economics Curriculum, Teaching Methods.
Word Count: 298 words.
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Keywords
Teachers’ Content Knowledge, Professional Development, Student Engagement, Economics Curriculum Implementation, Relevance of the Economics Curriculum, Teaching Methods.
Citation
Kate Turabian