Effectiveness of Using Technology in Teaching Economics: A Case Study of Secondary Schools

Thesis Abstract

Abstract
The integration of technology in education has been a topic of interest and research in recent years, with a focus on its impact on enhancing learning outcomes. This thesis investigates the effectiveness of using technology in teaching economics, specifically in secondary schools. The study aims to explore how the integration of technology tools and resources can enhance the teaching and learning experience in economics education. The research begins with an introduction that provides background information on the use of technology in education and the importance of economics as a subject in the curriculum. The problem statement highlights the challenges faced in teaching economics and the potential benefits technology can offer. The objectives of the study are to assess the impact of technology on student engagement, academic performance, and teacher effectiveness in delivering economics content. Limitations of the study include constraints related to sample size, access to technology resources, and potential biases in data collection. The scope of the study focuses on secondary schools in a specific geographical area, with a case study approach to provide in-depth insights into the use of technology in economics education. The significance of the study lies in its potential to inform educational policymakers, teachers, and stakeholders about the benefits and challenges of integrating technology in economics teaching. The structure of the thesis is organized into five chapters Chapter One introduces the research topic, presents the background, problem statement, objectives, limitations, scope, significance, and defines key terms. Chapter Two reviews relevant literature on the integration of technology in education, economics education, and the impact of technology on teaching and learning outcomes. Chapter Three outlines the research methodology, including the research design, data collection methods, sampling techniques, and data analysis procedures. It also discusses ethical considerations and limitations of the research process. Chapter Four presents the findings of the study, analyzing the data collected from secondary school students and teachers regarding their experiences with technology in economics education. The discussion of findings explores the themes of student engagement, academic performance, and teacher effectiveness in using technology tools. The conclusion and summary in Chapter Five provide a synthesis of the research findings, implications for practice, and recommendations for future research in the field of technology-enhanced economics education. In conclusion, this thesis contributes to the growing body of literature on the effectiveness of using technology in teaching economics in secondary schools. By examining the experiences of students and teachers, this study offers valuable insights into the potential of technology to enhance the teaching and learning of economics concepts.