STUDY SESSION 4
FACTORS THAT INFLUENCE THE CHOICE OF METHODS OF
TEACHING ECONOMICS
1.0 Introduction
The subject-matter is sometimes difficult and abstract to teaching. Thus, teachers are expected to
use the right method(s) for teaching each of the topics in Economics syllabus or scheme of work.
The previous session introduced you to the techniques and methods of teaching Economics in
senior secondary schools. Therefore, this session introduces you to the factors which determine
the choice of methods by Economics teachers for the teaching of Economics in secondary
schools.
Learning Outcome
When you have studied this session, you should be able to:
4.1 List and explain the factors that influence the choice of methods for teaching of Economics
in secondary schools.
4.1 Factors that Influence the Choice of Methods of Teaching Economics in
Senior Secondary Schools in Nigeria
The following are some factors, which determined the choice of method to be used in teaching a
topic in Economics.
(1) Age: The age of individual student and average age of the whole class is directly related to
the type of information to be disseminated to the students for adequate understanding and
assimilation. At the senior secondary school one (SS1), the students will only require an
introductory aspect of Economics as a discipline. Methods such as textbooks methods, role
playing and other will be quite okay for the class and level of the students. The understanding of
students’ age goes a long way to assist the teacher to determine the behavioural pattern of the
students in the choice of method to be used.
Since our educational system of 6-3-3-4 allows three years in Senior Secondary School, it shows
that between age of 14-15 years students will be in SS 1 which is the entry stage for adolescent
age in which it is a stage of transition from childhood, they are full of expectations and self-
fulfilling. Methods that will put them into challenge will be more appropriate e.g Game methods,
Role playing method, project method among others.
At SSII and III level, the students usually exhibit leadership traits and so desire for taking
responsibility; they are full of vigour and energy; therefore, for a skilful teacher of Economics
the following methods could be employed:
a) Programme and learning method
b) Question and answer method
c) Discussion method
d) Method of inquiry
e) Lecture method
(2) Ability: This has to do with strength and competency of the students to cope in terms of
teaching method been used by the teacher. The use of tutorial and seminars method will be
adequate for tertiary students while the same method will be irrelevant to senior secondary
school one (SSI) students. Therefore, the students’ level of understanding of the economy at
large will be require for this kind of method.
(3) Individual Difference Background: The teacher should bear it in mind that there are
individual differences among the students, while some are introverts, others are extroverts. Some
are gifted. while some are slow learners. Therefore, teachers should adopt a method that will
recognize these individual abilities among the students.
(4) Size of Class: Where the class population is moderate and within the specified standard of
thirty five (35) students per class, discussion method and question and answer method could be
appropriate. But where size of the class is too enlarge, methods such as excursions, simulation
and discussion methods will not be appropriate to apply for such a class.
(5) Time: This is very important in teaching Economics in the school systems. Time has
overwhelming impact on the choice of method(s) to be used. Where the class population is large
and the period allowed for the subject is just a double period in a week (i.e inadequate time
allocation on the time table of the school), the teacher will have to rush his teaching thereby
adopting lecture method, teacher-centre approach, subject-centre and problem solving methods.
Where time allocation is adequately sufficient for the subject, the other way round will be the
case.
(6) Finance: There are certain methods if adopted by the teacher will involve money. Where
such funds is not provided for the teacher; then, the approach will not be used e.g programme
approach, simulation, individualized instruction, etc.
(7) Types of Lesson Topic: Each topic in Economics is unique and special; for a teacher to
teach any of the topic, it requires in-depth knowledge from the subject teacher. A topic which is
more of an abstract in nature e.g Basic tools of economic analysis will require methods such as
simulation, inquiry, problem solving, textbooks, question and answer; why topic like Economic
Community of West African State (ECOWAS) will be suited with method such as game.
(8) Teacher’s objectives for the lesson: The stated objectives to be achieved at the end of a
lesson will determine the appropriate methods to be adopted for it. Topics such as basic tools of
economic analysis can be taught using problem solving method. Also. graphical interpretation
by concepts methods will be appropriate.
(9) The Subject: Economics as a subject deals with everyday activities of individual group or
corporate and government, either local or international which requires a method that will elicit
the details understanding and application of the subject e.g Role playing, game method,
simulation, problem solving and textbook methods.
Summary of Study Session
In Study Session 4, you have learned the following:
1. The factors that influence the choice of methods for teaching of Economics in secondary
schools.
Self-Assessment Question
Self-Assessment
Questions (SAQ) for
Study Session 4
SAQ 4.1 Tests Learning Outcome 4.1)
1. List and explain the factors that influence the choice of methods for teaching of Economics in
secondary schools.
Notes on SAQs for Study
Session 4
SAQ 4.1
Factors that influence the choice of methods for teaching of Economics in secondary
schools:
(1) Age: The age of individual student and average age of the whole class is directly related to
the type of information to be disseminated to the students for adequate understanding and
assimilation. The understanding of students’ age goes a long way to assist the teacher to
determine the behavioural pattern of the students in the choice of method to be used.
(2) Ability: This has to do with strength and competency of the students to cope in terms of
teaching method been used by the teacher. The use of tutorial and seminars method will be
adequate for tertiary students while the same method will be irrelevant to senior secondary
school one (SSI) students. Therefore, the students’ level of understanding of the economy at
large will be require for this kind of method.
(3) Individual Difference Background: The teacher should bear it in mind that there are
individual differences among the students, while some are introverts, others are extroverts. Some
are gifted, while some are slow learners. Therefore, teachers should adopt a method that will
recognize these individual abilities among the students.
(4) Size of Class: Where the class population is moderate and within the specified standard of
thirty five (35) students per class, discussion method and question and answer method could be
appropriate. But where size of the class is too enlarge, methods such as excursions, simulation
and discussion methods will not be appropriate to apply for such a class.
(5) Time: Time has overwhelming impact on the choice of method(s) to be used. Where the
class population is large and the period allowed for the subject is just a double period in a week
(i.e inadequate time allocation on the time table of the school), the teacher will have to rush his
teaching thereby adopting lecture method, teacher-centre approach, subject-centre and problem
solving methods. Where time allocation is adequately sufficient for the subject, the other way
round will be the case.
(6) Finance: There are certain methods if adopted by the teacher will involve money. Where
such funds is not provided for the teacher; then, the approach will not be used e.g programme
approach, simulation, individualized instruction, etc.
(7) Types of Lesson Topic: Each topic in Economics is unique and special; for a teacher to
teach any of the topic, it requires in-depth knowledge from the subject teacher. Topic like
Economic Community of West African State (ECOWAS) will be suited with method such as
game.
(8) Teacher’s objectives for the lesson: The stated objectives to be achieved at the end of a
lesson will determine the appropriate methods to be adopted for it. Topics such as basic tools of
economic analysis can be taught using problem solving method.
(9) The Subject: Economics as a subject deals with everyday activities of individual group or
corporate and government, either local or international which requires a method that will elicit
the details understanding and application of the subject e.g Role playing, game method,
simulation, problem solving and textbook methods.
REFERENCES
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Clark, M. (1973). The principles of Teaching Economics. Heinemann Educational Books.
Jekayinfa, A. A. (2008). Fundamentals of Instructional Methods. llorin, Olives
Productions Ltd.
Martin-Dunlop, C. (2020). Concept Mapping as a Learning Strategy: Impact on
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Olayiwola, L. A. (2001). Economics Methodology. Lagos: Leo-Prints Nigeria Limited.
