DEPARTMENT OF ADULT EDUCATION

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Subject: search.filters.subject.Business and economics

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    Counselling implications of teaching economics through service learning instructional strategy to enhance entrepreneurship skills
    (Fafunwa Educational Foundation (FEF) in collaboration with The Faculty of Education, University of Lagos, Akoka-Yaba, Lagos, Nigeria., 2018-09) Gbadamosi, T. V.; Akanni, O. O.
    It is evident that Nigerian Government is making drastic and pronounced efforts at stemming the tide of unemployment via means such as change and innovation in the curriculum. However, it appears that there is no adequate instructional intervention to develop appropriate knowledge, attitudes and skills in learners for knowledge economy in the schools. Students are restricted to classroom instruction with little or no participation which has resulted in rote learning and memorisation and their attendant effects on learning outcomes. This paper, therefore, explored service learning instructional strategy that is outdoor and activity-based as a means of promoting entrepreneurship skills through effective teaching of economics for alleviating unemployment in Nigeria and its counselling implications. The following were also discussed in the paper: Economics, entrepreneurship, importance of an entrepreneur, characteristics of entrepreneur, economic view of unemployment, causes of unemployment, and counselling implications of effective teaching of economics for boosting entrepreneurship skills for alleviating unemployment. Some recommendations were made such as Economics teachers should employ service learning instructional strategy for effective teaching of Economics, universities should expose Economics students to service learning, and collaborate with industries; management is encouraged to organise on-the-job pedagogical training for Economics lecturers without a teaching qualification, and continuous professional development on innovative instructional strategies for all. Parents are counselled to encourage their ward(s) on the need to discover their entrepreneurial skills and make good use of them to be self-reliant, among others. All these will help to produce graduates that will be relevant beyond 21st century.
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    Teacher-related factors as correlates of secondary school students’ achievement in Economics, Ekiti State, Nigeria.
    (2015-06) Gbadamosi, T. V.; Jegede, A. F.
    The development of any nation depends largely on the quality of education of such a nation. Education in Nigeria is generally believed to have fallen in standard, specifically at secondary school level, which is perennially reflected on the academic performance of students in external examinations in all subjects, including Economics. Much effort has been made by all stakeholders with little impact The feet that teachers play crucial roles in students’ achievement is not in doubt hence, this study examined the correlation among Economics teachers’ competence, teaching methods and personality traits and senior secondary school students’ achievement in Economics. Three research questions were formulated. The study adopted descriptive research design of correlational type using multistage sampling technique to select sample from 6 Local Government Areas in Ekiti State. Three instruments were used to collect data, after they have been validated. Data collected were analysed using multiple regression. The findings of the study revealed that positive linear relationship existed between the predictor variables and the criterion variable. The three predictors’ variables accounted for 33.1% of the total variances in students’ achievement in Economics. Teachers’ teaching method, (P = 0.02; P < 0.05), teachers’ competence, (p = 0.84; P< 0.05) and personality traits (P = 0.28; P < 0.051 were significant Based on the findings, it was recommended that teachers should engage in effective teaching of Economics by employing activity-based teaching methods; update their level of competence for better academic achievement in Economics, among others.