CHAPTER ONE

INTRODUCTION

Background of the Study

          Knowledge is endless thing and teachers are among the important instrument required for the impacting of this knowledge to be acquired by the students. Many nations of the world including Nigeria have continued to invest heavily on education since knowledge is acquired through education.

The key role of a teacher is to teach, which can be understood as meaning to facilitate learning of some target curriculum. Teaching is therefore intimately tied to notions of learning, and there is a sense that if students do not learn, then whatever the teacher is doing does not deserve the label of ‘teaching’(Phelps 2009).

          In the words of Awoyete (2014) Education is a weapon for combating ignorance, poverty and disease. It is a bride between confusion and comprehension. It is always dam for conserving man’s store of civilization and a rocket for transporting man from intellectual subservience and sovereignty.     

Nigeria on her part adopted economics as an instrument for excellent communication which promotes National development. Thus it becomes imperative that these important ingredient for development of man. Man should plan and implement in way that ensures optimum output.

          This concern has given rise to many concepts relating to the position outcome of the performance of students in teaching and learning of economics, such as teacher’s effectiveness, students’ seriousness to learning and parental interests to the educational development of the children in effect technique of teaching and learning especially in Enugu North.

Education in the wider sense is a life-long process. It begins with the birth of a child and ends with his death. It is a continuous process. Continuity is the law of life. Education is not limited to the classroom only; it is also not limited to a particular period of life. Education is a lifelong process and goes on from birth to death. Throughout life one goes on learning to adjust oneself to the changing patterns of life. Change it’s the fundamental law of human existence. Life is a continuous process of growth and development and so education is also a continuous process (Dumvile 2014). 

Teaching-learning process is the heart of education. On it depends the fulfilment of the aims and objectives of education. It is the most powerful instrument of education to bring about desired changes in the students. Teaching and learning are related terms. In teaching - learning process, the teacher, the learner, the curriculum and other variables are organized in a systematic way to attain some pre-determined goal (Bruner cited in Siaw, 2009).

It is informative to examine the ideal teaching-learning process, as proposed by Laurillard (2014) who argues that there are four aspects of the teaching-learning process namely: discussion, interaction, adaptation and reflection. Discussion according to Laurillard is between the teacher and the learner. Interaction is between the learner and some aspect of the world defined by the teacher. Adaptation is of the world by the teacher and action by the learner. Reflection is on the learner’s performance by both teacher and learner. Laurillard considers how different educational media and styles can be described in these terms. For example, a textbook represents a one-way flow of knowledge from the teacher’s conceptual knowledge to the student’s conceptual knowledge. A lecture or tutorial may be seen the same way, but there is a possibility of meaningful discussion between teacher and learner.

An individual learns through his experiences, which are acquired throughout his life. Education is not merely collection of some information. It is acquisition of experiences through life in the social and natural environment. It includes all the knowledge and experiences, acquired during infancy, childhood, boyhood, adolescence, youth, manhood or old age through any agency of education- the press, the travels, the club, the nature- formally and informally. Thus, education becomes the sum-total of all experiences that the student’s receives either in the school or outside. In this wider sense, life is education and education is life. Whatever broadens our horizon, deepens our insight, refines our reactions and stimulates thought and feeling, educates us.” In other words, education is the process whereby a human being gradually adopts himself in various ways to his physical, social, and spiritual environments. It is the development of all those capacities in the individual, which will enable him to control his environment and fulfill his possibilities. Education, in the broader sense, is transmission of life by the living, to the living, through living and for living”. Education is a means for the development of balanced all- round harmonious development of personality. Personality includes not only body and mind but also spirit Gulati (2016).

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