This study was on the factors associated with mass failure of students in economics in secondary schools in Ido L.G.A of Oyo State. Using simple random sampling procedures, the researchers drew 128 students and 50 teachers from nine state owned secondary school of Oyo State.

Questionnaires were used to elicit information from the respondents- Teachers and students on the problems associated with mass failure of secondary school student in Economics in WAEC Examinations. The questionnaire items included qualification and experience of the Economics teachers, the methods they adopt in teaching the subject, the materials available to them foe use in teaching the subject, the influence of the vernacular language in student learning of the subject and home environment. factors associated with mass failure

In analyzing the data collected, means scores were used to answer the research questions. The results showed among other things, that the teachers knowledge of teaching the subject is not updated often times and that there is absence of teaching facilities in most of the schools while vernacular language and home environment have negative impacts, towards the students’ the findings, recommendations were made and implications were highlighted. This was followed by suggestion for further studies, summary of the study and conclusion. factors associated with mass failure.

1.1 Background of the Study
Education is a means through which young and old members the society are taught about the expected behaviour of the society and the rules of polity, the values, skills attitudes and knowledge that equip the individual to achieve personal and society development and progress. Ozigi (1998)

According to Danladi (2006), education is a process of teaching and learning in which students acquire practical knowledge, value and skills for effective participation in the society. He further said asserted that , the process of acquiring the relevant knowledge, attitude, values and skills must be made as concrete as possible for easy learning.

History of Economics
There is no accurate record as to when accounts started, but available information suggests that record keeping is as old as man. The starting point can be linked to the merchants in the Babylonian and Assyrian civilizations, about 4000 years B C. The strategy for keeping records then was to make marks on the wall, stone, papyrus or wax tablets, it was highly primitive.

The history of economics is not complete without mentioning the name of an Italian monk and Mathematician LUCCA PACIOLO. In 1494, the crucial event in economics was the introduction of double entry book system in Italy described as “Italian Method”. In his famous treatise Summa De. Arithmetical Geometrical Proportion et proportionalita in 1994 in Venice. Reverend father Lucca Paciolo by giving insight into the reasoning behind economics records. He postulated that all entries must have a double- entry one a debtor, and one a creditor. Even though during this period the records were prepared to show statement for the business rather than the owner, but the yearly preparation was still lacking.

After paciolo, a Dutchman advocated the profit and loss account at yearly interval. The level of civilization and technological advancement helped in the development of modern method of economics.

During the industrial revolution there was need to sophisticated economics methods. Different professional bodies were formed e.g. ICA Scotland in 1854. ICA England and Wales in 1880, etc. With the development of new methods ownership was separated from management. Since the discovery of the double entry principle, there has been tremendous development in economics theories and methods. The introduction of micro and mini computers have brought enhanced performance but the fundamental principles remain unchanged.

In Nigeria, record keeping has antecedents in the ancient kingdoms and Empire and prominent then was the periodic contributions which were recorded on the wall. But the granting of royal character to Royal Niger Company was the turning point period in record keeping. The governing economics principles in Nigeria as almost the same as the one’s in Britain.

In 1965, the institute of chartered Accountants of Nigeria was established and affiliated with the professional institutes in Britain and USA. Many Nigerians came back as professional accountants and became members. The institute was charged with the responsibilities of regulating economics procedures and practice in Nigeria.

1.2 Statement of the Problem
Perhaps not much attention has been given to the performance of students in junior secondary school subjects in recent years. This neglect, no doubt has relegated this junior subjects to the background in our junior secondary certificate examination. A close look at the 2004/2008 JSSCE result records, confirms that students’ performance has been very poor generally and the increase number of school dropout in the area of study is a clear pointer of the theme. The poor performance is caused by many factors such as; students ineffective study techniques, quality of teachers and method of teaching, the parent’s inability to provide useful materials like textbooks, exercise books and school fees and problem of inadequate instructional materials for teaching and learning of Economics in schools. factors associated with mass failure

In philosophical view of these causes, this study therefore is specifically designed to assess the factors associated with mass failure of Economics in junior secondary school certificate examination in Ido Local Government Area of Oyo State. factors associated with mass failure

1.3 Objectives of the Study
i. Assess the effectiveness of teacher’s attitude on mass failure in economics.

ii. Assess the method used by economics teachers as it affects the learning of economics in secondary schools.

iii. Determine peer groups and parental influences and their effects on the learning of economics in secondary schools.

iv. Evaluate the impact of available infrastructural facilities as they affect the learning of economics in the secondary schools

1.4 Research Questions
Based on the specific objectives, the researcher deducted the following research questions:

1. To what extent does the teacher’s attitude affect mass failure in economics?

2. To what extent does the method used in teaching economics affect the learning of economics in secondary schools?

3. To what extent does peer groups and parental influence affect the learning of economics in secondary schools?

4. To what extent do available infrastructural facilities affect the learning of economics in secondary schools?

1.5 Significance of the Study
The student will be able to appreciate the importance of the effective domain like interest and motivation in improving their performance. With this awareness, the student might put up a positive attitude towards Economics which will increase their performance and enhance higher grades in junior secondary school certificate examination. Teachers will also be able to adjust their teaching methods and offer remedial helps where they find out that students are putting up a low attitude. State government will also see the need of guidance and counseling in each schools, the ministry of education and curriculum planners for better organization of junior subjects in education. factors associated with mass failure

1.6 Scope of the Study
The scope of this study was focused on the factors associated with mass failure of Economics in junior secondary school certificate examination in Ido Local Government Area of Oyo State. Due to military factors such as time and other resources and the inconvenience of handling a large scope, the researchers focused only on junior Economics factors associated with mass failure

This study is divided into five chapters, Chapter one deals with introductory aspect followed by chapter two which is primarily central on the literature review. Chapter three is center on research methodology while chapter four is the main thrust of this study and it is concerned with the research findings, recommendations and conclusions comes in chapter five.

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Item Type: Project Material  |  Size: 48 pages  |  Chapters: 1-5
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