Perceptions Of Importance Of Statistics To Learning Economics In Secondary Schools

1.2 Statement of the problems

Despite the greater number of Economics graduates produced by our tertiary institutions; every year there are numbers of secondary schools where Economics teachers are not competent in the teaching of the subject. Also, the perception of the students in secondary schools towards Statistics in learning Economics as a profession is not encouraging. This makes the teaching of Economics ineffective and inefficient even where there are competent teachers to teach. It is on this premise, that this study is designed to investigate the attitude of students to teaching and learning of Economics in secondary schools. While statistics are extremely valuable, they are also notorious for being a means that people use to make false and misleading arguments.Also far too often statistics are obtained by taking a sample from a larger group and assuming the whole group has the same characteristics as the sample. This is just bad science, rather than straight out lying. Then there’s the problem with statistics that are true but misleading. Even when statistics are technically accurate, particular statistical facts can be very misleading. So statistics can certainly be useful, but should never be trusted as evidence. Statistics when used to prove something always need to be accompanied by information on how it was gathered.

1.3 Objective of the study

The main objective of the study is to the perceptions of secondary school students toward the importance of statistics in learning Economics as a subject. 

Specific objectives are:

1. To determine students perceptions towards statistics

2. To determine their perceptions as a result of their teachers attitude towards the subject

3. To find out if Statistics should be made compulsory for all  science students offering Economics in secondary schools

1.4 Research Questions

1. Do the students have good perceptions towards statistics?

2. Do their perceptions originate as a result of their teachers negative attitude towards the subject?

3. Should Statistics be made compulsory for all science students offering Economics in secondary schools?

1.5 Research Hypotheses

1. There is no significant relationship between Statistics and Economics as a subject

2. Negative attitude of teachers would not affect the perceptions of student to statistics in learning Economics.

1.6 Significance of the study

The results of the study is hoped to assist Economics teachers to develop new learning experience for the students and reorganize these learning experience in some ways enough to arouse the interest of the students. It would be of good assistance to teachers to create a habit were they would improve on the obsolete teaching methods, use adequate, modern and relevant instructional materials and textbooks at their disposed to the fullest. Finally, the government and parents would benefits from the study of their roles as these would be highlighted at the recommendation. 

1.7 Scope of the study 

The study is delimited to secondary schools in order to find out the importance of statistics in learning Economics among students.

1.8 Limitations of the study

Ultimatums that may threaten this study are as follows;

• Fund to be able to evaluate online materials 

• Financial constraints in terms of typing the work 

• Time constraints due to other academic pressure

1.9 Definition of terms

Statistics: - Is the study that involves students in the collection, analysis, interpretation, presentation, and organization of data 

Economics: - This is a subject for both science and art students in the Senior Secondary Schools

Learning: - This is the process of acquiring knowledge in Economics among Senior Secondary Schools Students.

Perception: - This is the way in which statistics are understood, or interpreted by the students learning Economics in Secondary Schools