INSTITUTE OF EDUCATION
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Item Boosting students' achievement in economics in senior secondary schools in Ibadan, Oyo State: the role of teachers' job satisfaction(Jointly Published By Departments of Arts and Social Sciences Education, Early Childhood and Educational Foundations, and Science and Technology Education, University of Ibadan, 2023-06) Akorede, S. F.This study examined the influence of teachers 'job satisfaction on students' achievement in Economics in Ibadan, Oyo state. The design adopted was the survey research design. The population of this study comprised all Economics teachers and all senior secondary two (SSII) students offering Economics in Ibadan, Oyo state. The sample for the study consisted of 30teachers and 600 students from the selected senior secondary schools. Two instruments used for data collection were Teachers' job satisfaction questionnaire (r=) and Economics Achievement Test (r=). Inferential statistics was used to analyse data for the study with the aid of Statistical Package for Social Sciences 23 (SPSS). Data were analysed using. Findings revealed that teachers' job satisfaction (working conditions, recognition, and compensation) had a significant positive significant contribution (R2 = 267, F(2.27) = 9.01) to students' achievement in Economics in Ibadan, Oyo state. The results also indicated that working conditions (β = 0.85), recognition (β = 0.12), and compensation (β = 0.10) relatively contributed to students' achievement in Economics. Based on the findings, it was concluded that all three dimensions of teachers' job satisfaction considered in this study are factors that influenced students' achievement in Economics in senior secondary school in Ibadan, Oyo state. The study, therefore, recommended that for improved performance of students in Economics, efforts should be made by stakeholders to improve on teachers' job satisfaction.Item Relevance of universities and university affiliated colleges of education B.Ed economics curriculum to secondary school economics in South-west Nigeria(A Collaborative Publication of the Education Dialogue Association and the School of Education, University of The Gambia, 2024) Akorede, S. F.The study examined relevance of Universities and University affiliated Colleges of Education B. Ed Economics curriculum, and adopted (QUAN+qual) explanatory concurrent mixed method research design. Hundred (100) teachers were sampled across South-west geo-political zone of Nigeria through random sampling technique. Two validated instruments were used to collect data namely: Economics Curricula Relevance Inventory (r = 0.89) and Focus Group Discussion Guide. Four research questions were raised and answered. The data obtained were analysed using percentage count and thematic qualitative analysis. The result revealed that majority of the courses in universities and university affiliated colleges of education B.Ed Economics curriculum are highly relevant in teaching secondary school Economics. Some of these topics are: ECN 101 (Principle of Economics) (77%), ECN 201 (Introduction to micro economics I) (51%), ECN 204 (Mathematics for Economics) (74%), ECN 402 (Comparative Economics System) (52%), ECN 406 (Taxation and Fiscal Policy) (60%), ECN 407 (Petroleum Economics) (75%). The participants were however of the opinion that the major short-coming of the training received is that they are not well exposed to mathematical aspect of economics because majority of the course facilitators are fond of using old methods. It is therefore recommended that: there should be periodic evaluation of the B.Ed. Economics curriculum to ensure the inclusion of the use of software in the teaching of new teaching methods and mathematical aspects of Economics to the teacher trainees, so as to improve their teaching as well as enhance the requirements for the 21st century education.