Assessment on Extent of Availability and Utilization of Digital Technologies in Teaching Economics in public secondary schools in Asaba

ABSTRACT

This study assessed the extent of availability and utilization of digital technologies in teaching Economics in public secondary schools in Asaba. Three (3) research questions were to guide the study. The population of the study comprised thirty-two (32) Economics teachers in 14 public secondary schools in Asaba, Urban, Delta State. Due to the manageable size of the population, all the 32 Economics teachers from the 14 secondary schools in Asaba Urban were used for the study. Hence, there was no sampling. The instrument for data collection was a structured questionnaire titled,” Extent of Availability and Utilization of Digital Technologies in Teaching Economics Questionnaire (EAUDTTEQ). The instrument was validated by two lecturers; one in School of Secondary Education (Business) and the other in Educational Measurement and Evaluation, all in Federal College of Education (Technical) Asaba. The validated questionnaire was administered to 20 public secondary school students in Oshimili North LGA using the split-half method. The Pearson Product Moment Correlation Coefficient yielded a reliability value of 0.79, indicating good internal consistency. Thirty-two (32) copies of the validated instrument were administered by hand to the Economics teachers in the senior secondary schools in Asaba Urban by the researcher with the help of a trained research assistants and same were retrieved and analyzed using mean statistics. Findings of the study revealed among others that digital technologies are available in public secondary schools in Asaba, but they are not effectively utilized in the teaching of Economics. Although. Based on the findings, it was recommended among others that Delta State Ministry of Education should sustain and expand the provision of digital technologies in all public secondary schools offering Economics in Asaba Urban, to ensure that availability effectively supports teaching.

CHAPTER ONE

INTRODUCTION

Background to the Study

The integration of digital technologies in teaching and learning has become increasingly important in modern education. In the modern day, effective teaching of Economics requires the use of digital technologies. Digital technologies are broadly understood as electronic tools, systems, devices, and resources that generate, store, or process data to facilitate communication, learning, and innovation. According to Adeyemi and Okeke (2021), digital technologies refer to the range of electronic resources such as computers, tablets, smartphones, and internet applications that support interactive and efficient knowledge transfer in education. Bello and Musa (2020) extend this view by emphasizing that digital technologies also include multimedia platforms and virtual learning environments that enhance teaching by making abstract concepts more concrete. Similarly, Chukwu and Ibrahim (2022) define them as technological tools that integrate software, hardware, and networks to promote collaboration and real-time access to information, thereby improving both teacher effectiveness and learner engagement. In another perspective, Uche and Eze (2021) described digital technologies as innovations that have transformed traditional teaching into more student-centered approaches, offering learners personalized opportunities to acquire knowledge at their own pace. Taken together, these definitions highlight that digital technologies are not only tools but also catalysts for reshaping educational practices and outcomes in contemporary schools.

Economics is social science that studies how individuals, businesses, governments, and nations make choices about how to allocate and use limited resources to satisfy their unlimited wants and needs (Paul & William, 2018). It examines issues such as production, distribution, consumption of goods and services, employment, income, prices, markets, trade, and many other factors that influence the decision-making processes of economic agents. Hence, economics is fundamentally about making choices because resources (labour, raw materials, capital, etc.) are limited in supply or scarce relative to the unlimited wants and needs of individuals and society (Dickson, 2018). Every choice has an opportunity cost, which is the value of the next best alternative that must be given up when a decision is made. The interaction of supply (amount offered for sale) and demand (amount wanted to buy) determines prices and quantities in markets. Economics studies how goods and services are produced, how they are distributed among members of the society, and how they are consumed. It analyzes different economic systems like capitalism, socialism, and mixed economies, and how they allocate productive resources. Economics provides a framework for understanding human behaviour, decision-making, and how scarce resources are allocated and used in the society. Its principles and theories are widely applied in various fields, including public policy, business, finance, and many other areas. Economics is the study of how societies use scarce resources to produce valuable commodities and distribute them among different people (Paul & William, 2018). Economics is a social science that studies the production, distribution, and consumption of goods and services (Gregory, 2021). It is the study of how people choose to use resources.

Teaching on the other hand is widely recognized as a systematic process of imparting knowledge, skills, and values with the aim of facilitating learning and holistic development. According to Okoro and Ede (2020), teaching involves deliberate planning and organized activities through which a teacher guides learners toward the acquisition of knowledge and the formation of character. Bello and Musa (2021) extend this by defining teaching as an interactive process that not only transmits information but also stimulates curiosity, critical thinking, and problem-solving skills among students. In the same vein, Adebayo and Nwankwo (2022) describe teaching as a professional activity that integrates pedagogy, instructional materials, and classroom management strategies to ensure effective learning outcomes. Complementing these perspectives, Chukwu and Ibrahim (2021) view teaching as a transformative engagement where the teacher acts as a facilitator, creating environments that enable learners to connect theory with practice. Collectively, these definitions portray teaching as a dynamic and purposeful activity central to the success of educational systems and the development of future citizens. Ef  The extent of availability of digital technologies for teaching Economics in public secondary schools remains uneven, as most schools possess basic ICT tools such as computers, projectors, and in some cases, internet facilities, but advanced subject-specific tools are rare. Adeoye (2020) reported that while some public schools have functional computer laboratories, these are often shared across subjects, making Economics-specific access limited. Similarly, Bello (2021) noted that projectors and audiovisual devices are available in a moderate number of schools, but maintenance issues and frequent breakdowns hinder their effective use. Internet connectivity is available in a few urban schools but largely absent in rural public schools, restricting access to real-time economic data. Okonkwo (2023) added that digital tools tailored for Economics, such as simulation programs and economic databases, are almost non-existent, reflecting a gap between policy intentions and practical realities. Overall, availability is partial and inconsistent, with basic technologies present in some schools but advanced resources largely absent.

Despite the partial availability of digital technologies, their actual utilization in teaching Economics in public secondary schools remains low and inconsistent. Most Economics teachers still depend heavily on traditional teaching methods, with digital tools used occasionally rather than systematically. Eze (2022) found that projectors and audiovisual devices are sometimes used to display charts and graphs, but irregular access and technical challenges limit their regular application. Computers and laptops are underutilized, often reserved for ICT lessons rather than subject-specific instruction in Economics (Bello, 2021). Moreover, Musa (2021) observed that internet resources, which will provide updated economic trends and case studies, are rarely employed due to unreliable connectivity and lack of digital competence among teachers. According to Adeyemi (2022), subject-specific tools such as economic simulation software are virtually unused, as most teachers have neither training nor access to them. This suggests that the extent of utilization is considerably lower than availability, leaving Economics instruction largely traditional in practice.

The effective use of which digital technologies in teaching Economics in public secondary schools is hindered by several factors. Inadequate infrastructure such as poor electricity supply, weak internet connectivity, and insufficient ICT laboratories restrict effective integration (Fajoyegbe, Yahaya, & Opara-Umar, 2024). Limited funding further makes it difficult to purchase and maintain digital devices and software needed for teaching (Okafor & Eze, 2021). In addition, many teachers lack adequate training in ICT use, which reduces their confidence and competence in adopting digital tools (Akinola & Bello, 2020). Overcrowded classrooms also make it challenging to implement technology-based instruction effectively (Chukwuma & Nwosu, 2019). Furthermore, unreliable power supply disrupts lessons that rely on projectors and computers, while poor maintenance culture leads to frequent equipment breakdowns (Fajoyegbe, 2024). Another critical issue is the lack of curriculum-specific digital content, as many available resources are foreign and not tailored to local contexts (Ogunlade & Afolabi, 2022). Negative attitudes and resistance to change among some teachers discourage innovation, thereby limiting the consistent use of ICT in Economics instruction (Adeoye & Alabi, 2020). This assessment aims to investigate the extent of availability and utilization of digital technologies in teaching Economics in public secondary schools in Asaba.

Statement of the Problem

Technological advancement has introduced innovative ways of teaching and learning across different levels of education, with the potential to make subjects like Economics more practical, engaging, and relevant to learners. In developed nations, the use of digital technologies such as projectors, computers, internet resources, and subject-specific applications has become an integral part of instructional delivery tools. However, in many developing countries, like Nigeria, concerns have been raised regarding the extent to which such technologies are available and effectively utilized in public secondary schools (Femi, 2024).

The teaching of Economics, which often involves abstract concepts, data analysis, and real-world applications, requires instructional strategies that go beyond traditional chalk-and-board methods. Digital technologies are expected to bridge this gap, yet there are indications that their provision and use remain inconsistent across schools. While some schools may have basic ICT facilities, the adequacy of such resources for subject-specific instruction in Economics is still uncertain.

Furthermore, even where digital technologies are available, questions remain about whether teachers of Economics possess the competence, training, and motivation to integrate them effectively into classroom practice. Challenges such as infrastructural deficiencies, unreliable electricity supply, and limited internet access may also hinder effective utilization. These issues raise concerns about whether students in public secondary schools are benefiting from the potential advantages that digital technologies will bring to the teaching and learning of Economics.

It is against this background that this study seeks to investigate the extent of availability and utilization of digital technologies for teaching Economics in public secondary schools in Asaba.

Purpose of the Study

The main purpose of this study is to assess the extent of availability and utilization of digital technologies in teaching Economics in public secondary schools in Asaba. Specifically, the study sought to:

1. Examine the extent of availability of digital technologies for teaching Economics in public secondary schools in Asaba.
2. Examine the extent of utilization of digital technologies for teaching Economics in public secondary schools in Asaba.
3. Identify the factors hindering the use of digital technologies in teaching Economics in public secondary schools in Asaba.

Research Questions

The following research questions were raised to guide the study:

1. What is the extent of availability of digital technologies for teaching Economics in public secondary schools in Asaba?
2. To what extent digital technologies utilized in teaching Economics in public secondary schools in Asaba?
3. What are the factors hindering the use of digital technologies in teaching Economics in public secondary schools in Asaba?

Significance of the Study

The study will be of immense benefits to students, teachers, school management, education policy makers and future researchers.

The study will be significant to students as it will help them understand how the availability and utilization of digital technologies enhance their learning experiences in Economics. It will reveal how access to digital tools such as computers, projectors, and internet resources will make learning more interactive, engaging, and easier to comprehend. Improved integration of these technologies will foster better understanding of economic concepts, promote independent learning, and enhance students’ overall academic performance.

The study will be valuable to Economics teachers as it will provide insight into the extent of digital technology utilization in their instructional practices. It will help them identify effective ways of integrating digital tools to improve lesson delivery, stimulate learners’ interest, and make abstract economic concepts more reliable and relatable. The findings will also encourage teachers to upgrade their digital skills and adopt more technology-based instructional methods.

For school administrators, the study will provide useful information on the current level of availability and use of digital technologies in teaching Economics. The findings will guide management decisions on investing in digital infrastructure, maintaining available resources, and organizing training programs for teachers on effective technology use. This will ultimately improve the quality of teaching and learning across the school.

The study will be relevant to education policy makers as it will highlight the state of digital technology availability and utilization in secondary schools. The findings will guide the formulation of policies that promote equitable access to digital resources, enhance teacher training in ICT, and strengthen the integration of technology into the secondary school curriculum. Such policies will ensure more effective and inclusive digital education practices.

Future researchers will find this study useful as it will serve as a basis for further investigations into the role of digital technologies in teaching and learning. It will provide empirical data and insights that will inform comparative studies across subjects, locations, or educational levels, thereby contributing to the growing body of knowledge on technology integration in education.

Scope of the Study

This study focused on the extent of availability and utilization of digital technologies in teaching Economics in public secondary schools in Asaba with particular emphasis on extent of availability of digital technologies, extent of utilization of digital technologies and the factors hindering the use of digital technologies in teaching Economics. The study delimited to public senior secondary schools in Asaba. Respondents of the study are public senior secondary school students in the study area.

Pages:  63

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.