MOHAMMED ABIDAT OLUWASHOLA

Lang, Arts AND Sci

At the Lang, Arts AND Sci department office

Appointment on Visitation important

Topic: Innovation And Renewal Of Economics Curriculum In Nigerian Secondary Schools: Approaches, Problems And Strategies

Description: Curriculum innovation is the product of feedback from curriculum cycle, which would give rise to modifications of the existing curriculum document. This modification however comes with its positive expectations as well as challenges. To this end, this study, with the use of a desk review method, among other things reviewed the objectives of the Economics curriculum in senior secondary schools in Nigeria, the concepts of curriculum innovation and renewal, and some of the limiting factors to curriculum innovation and renewal. Specifically, it identified and discussed two of the approaches to innovative teaching and learning that could be incorporated into the secondary school Economics curriculum. These are flipped classroom and Computer Assisted Instruction CAI . Suggestions were made on effective strategies for the use of innovative and renewed Economics curriculum in Nigerian secondary schools which include that: teachers should be encouraged to use innovative methods of teaching such as inter alia problem-based learning, flipped classroom, use of guest lecturers, and Computer Assisted Instructions; governments, heads of schools, and educational bodies should make training and retraining programmes available for Economics teachers as an avenue to improve their professional competencies and keep up with innovative methods of teaching and the use of instructional materials.

#	Certificate	School	Year
1.	Ph.D (Economics Education)	Lead City University, Ibadan	2026

Economic Literacy and Vulnerability to Modern-Day Slavery among Secondary School Economics Teachers in Lagos State, Nigeria

This study examined the level of economic literacy among secondary school economics teachers in Lagos State, Nigeria, and its relationship with their vulnerability to modern-day slavery. The study used a descriptive research design, comprising a survey of 98 economics teachers from 61 public senior secondary schools in Lagos State Education District V. The survey measured the teachers' economic literacy using a standardised 'Basic Economics' test adapted from the Council for Economics Education (CEE) Test of Economic Literacy, and their vulnerability to modern-day slavery using adapted 'Vulnerability to Modern Slavery Model' developed by the Walk Free Foundation. Two research questions and one hypothesis guided the findings of the study. Research questions were analysed using descriptive statistics of tables, mean, percentages and standard deviation, while hypothesis was tested using Pearson Product Moment Correlation. The study found that the average economic literacy score of the teachers is 52.4%. The study also found that the teachers' vulnerability to modern-day slavery is positively correlated with their economic literacy score (r=0.29, p<0.05), meaning that teachers with lower economic literacy are more likely to be exposed to modern-day slavery. The study concluded that teachers with lower level of economic literacy are at the risk of various forms of modern-day slavery, such as social inequality, political disenfranchisement, law enforcement bullying, importation risk, insecurity and host of others in their personal and professional lives. The study recommended that the government and other stakeholders should invest more in the economic education of teachers and students.

MOHAMMED ABIDAT is a Assistant Lecturer at the Department of Lang, Arts AND Sci

MOHAMMED has a Ph.D in Economics Education from Lead City University, Ibadan