A CRITICAL SURVEY OF ECONOMICS TEACHING IN

SECONDARY SCHOOLS OF ANDHRA PRADESH

Paper presented at the

National Seminar on
ECONOMICS EDUCATION IN INDIAN SCHOOLS

KAMI REDDY VENKATA RAMANA

Senior Lecturer
Dist. Institute of Education & Training
Bommuru
East Godavari District
Rajamundry - 533 124

Organised by
Department of Education in Social Sciences and Humanities
National Council of Educational Research and Training
Sri Aurobindo Marg
New Delhi 110 016
 Abstract

Economics education imparts knowledge as well as develops attitudes and values which will
help students to understand economic problems and issues and participate effectively in the
reconstruction of society. Economics curriculum was introduced in secondary schools in 1990 in
Andhra Pradesh (AP). Units included under economics are related to fundamental concepts,
economic aspects of Andhra Pradesh, micro and macro economics and Indian economy.
This paper is based on a study conducted among 50 economics teachers in secondary
schools of Andhra Pradesh. This paper also contains analysis of a few economics textbooks used
in AP schools.
The author observed that some economics teachers did not study the economics subject at
degree level. In most classrooms, lecture method was being used. The most commonly available
and instructional media were textbook and black board. No one had an idea of the non-cognitive
outcomes of economics and its evaluation. Most of the teachers are not used to teaching
economics with the help of audio-visual aids. Subject matter of economics in some units is not
logical and coherent. Textbooks are yet to be prepared on the basis of National Curriculum
Framework 2005. The assignment of project works was not introduced in any of the sample
schools. The teachers expressed that the some chapters in economics in class 9 are difficult and
the content is bulky. There was no continuity in the subject matter of economics in some
chapters in class VII textbook. The author suggests that economics education should be taught at
secondary schools with more activity oriented and less theory-based curricular materials. The
exercises given at the end of the each lesson in the textbooks are appropriate and suitable.
Orientation should be provided to the economics teachers to teach effectively.

INTRODUCTION

As a sequel to the National Policy Education 1986, the NCERT has prepared guidelines to
develop curriculum for all the levels of education with a view to achieving the goals and
objectives of the National Policy. These guidelines were sent to all the states and were suggested
to revise curriculum, syllabi and textbooks. This has also mooted to achieve national system of
education. The State Council of Educational Research and Training (SCERT) in Andhra Pradesh
was given the responsibility of revising the curriculum and syllabi suitable from classes 1 to 10.
Keeping in view of the said guidelines as well as the ten core elements suggested in the
Programme of Action (POA) on NPE 1986, the revised curriculum was developed. In the
curriculum, some suggested action for each unit, anticipated learning outcomes, suggestions for
textbook writers etc. have also been included. In the guidelines and syllabus provided by the
NCERT, it was suggested that the child should know and understand the contemporary social
and economic issues and problems, develop social skills and competencies. This would equip
him to participate in the task of social and economic reconstruction. Without an understanding of
these economic aspects, it is difficult to comprehend the contemporary issues and problems.
 Economics is the queen of social sciences. Knowledge of economics helps citizens in

discharging the responsibility and preparing plans, prioritise between the production of consumer
or capital goods, to know the ways and means for removing poverty, in deciding about what mix

of goods are to be purchased, in what quantities, when and where they are to be purchased. It

may be difficult to understand problems like social unrest and crisis without economic

intelligence.

The various components of the content drawn from different subject of social sciences
should be seen as interrelated. Though the NCERT has suggested the study of social sciences
(social studies) comprising the study of history, geography, contemporary issues and problems
(social and political life for classes 6-8 and political science and economics for classes 9-10), the
Govt. of AP has decided to include economics under social studies from class 6 onwards.

Objectives of the study

To study the educational and professional background of economics teachers.
To study the organization and presentation of the content, illustrations, exercises and
questions given in the textbooks of class 6-10.

To study the perceptions of the economics teachers about the nature of economics, the
curriculum and various instructional strategies.
To study the use of different teaching learning material and audio-visual aids in

economics classrooms

To identify the gaps and weaknesses in other areas of teaching of economics in the state.

Sample and methodology

A sample of 50 economics teachers teaching economics for classes of VI to X in high schools

were selected. Survey method was used in this study to collect the opinion (through
questionnaire from teaching working in selected sample schools scattered in the whole district

East Godavari District in Andhra Pradesh. Textbooks were also examined as part of the
documentary analysis.

Analysis
In the following paragraphs, the analysis of documents and opinion of the teachers reported in
the interview schedules are discussed.
Teachers Opinion on class VI economics textbook

In economics part of social studies textbook, lessons like definitions of economics, importance

and the need to study economics, consumption and production of goods and services, national

income and its distribution and standard of living are included. Equal weightage has not been

given to economics when compared with other subjects in social studies course. Only three

lessons were included in this part.

Teachers said that students are not able to understand concepts in the chapter on micro

and macro economics. Some concepts such as standard of living are difficult to understand. They

also suggested to include some discussion on Adam Smith and Alfred Marshall, definition of
utility and types of utility.

At the end of the each lesson, summary and exercises were given. This was a common
format in all economics texts. In exercises, essay type and short answers questions, fill in blanks,
matching and multiple choice questions were given. Activities to be taken up by the students
were also listed out. They are expected to help students to understand the concepts and to clarify
their doubts. Teachers have stated that the summary, exercises and activities proposed are useful
for both them and for students.

Teachers opinions on class VII Economics Text

In class VII economics part, a few units on Andhra Pradesh economy has been included. A

modest attempt has been made to provide the details of AP economy. Some latest data pertaining

to the economic development taken place after 1956, topics related to AP economy like
characteristics of AP economy at the time of formation, natural resources of AP and economic

development of AP were included. Nineteen tables were given in the textbook in different

lessons. This encourages students to rote memorize data on AP economy. Students are expected
to use the data and draw inferences. Students were not able to understand the inferences given

against the tables given in the chapter. There were no illustrations. Teachers expressed that too

many tables were given in the lesson. Sources of tables used in the lesson were given but the

students were not able to understand various types of data sources and institutions. List of
reference books were not given at the end of the lesson. Both students and teachers expressed

difficulty in understanding a few concepts given in this chapter.

Opinion of Teachers on class VIII Economics Textbook

Economics section of class VIII social studies contains four units viz., (a) Basic economic

concepts (b) Basic aspects of production (c) Exchange and (d) Problem of distribution. These

units are expected to enable students to comprehend the day-to- day economic transactions take
place in the modern world. This knowledge should help them to acquire basic understanding of

at least a few of our economic problems.

Teachers felt that the chapter, basic aspects of production is above their understanding

level. In the chapter on Exchange, algebraic representation is very difficult to understand.

Teacher said that the class VIII syllabus is comparatively more than what is taught in other

classes and the difficulty level is also high. Teachers said that the terms used in lessons are very
difficult to understand. Some teachers who did not study economics at undergraduate level face

problems in teaching. The term like economic efficiency is very difficult to explain. Meanings
of the term used in these lessons should be given in the end, they reported. Algebric

representation given in the chapter, Basic Economic Concepts is also difficult. The terms like
liability, transferable share etc. used in business organization chapter are difficult to explain in
the classroom. Four graphs and two tables were given in the chapter of exchange. Economics

teachers reported that they require good preparation and they had to refer economics books.

Opinion of Teachers on class IX Economics Textbook

Five units included under economics include the concept of national income, different indicators
of economic development, revenue and expenditure of a country, the concepts of budget and

money and banking. It is expected that knowledge and understanding of all the above concepts

are necessary for students to become good citizens, to make use of these sources available and
the facilities provided by the government for the welfare of the society. The teachers said that the

students are unable to understand the chapter contents of central budget.

It is observed that activities to be taken up were not given at the end of the class X
lessons. A few teachers expressed that algebraic and numeric representations given in the lesson
of National Income, Development of Indicators, Calculation of Tax and division of Taxes and
Direct taxes, budgets, were tough concepts to teach in class. The terms used in this lesson like
progressive taxation, Regressive Taxes, Proportional Tax and cannons of Taxation are difficult to
understand, teachers reported.

Opinion of Teachers on class X Economics Textbook

In economics textbook, units on Indian economy have been included. The characteristics of
Indian economy, problems of Indian economy, structure of Indian economy, planning,
achievement and failures and tasks ahead have been discussed. The study of these economic
activities, institution, problems and challenges will be helpful to promote economics literacy
among the learners.
They are related to all the three types testing knowledge, understanding and application.
Eight tables were given. Teachers pointed out that even for this class equal weightage is not
given to economics. Only four lessons were included. The teacher expressed that some new
concepts may be introduced in this class keeping in view of the students understanding levels.

Findings and suggestions

Some economics teachers did not study the economics subject at their degree level. Lecture

method was being used by most teachers in Secondary Schools. The most commonly
available and instructional media were the textbook and blackboard. No one had the idea of
the non-cognitive outcomes of economics and its evaluation. Most teachers did not use

other teaching learning materials such as audio-visual aids. The assignment of project
works was not at all introduced in any of the sample schools. Teachers expressed that a few

chapters in class 10 economics texts are difficult and the content is bulky. There was no
continuity in the subject matter of economics in certain paragraphs in the textbook of Class

VIII. The exercises given at the end of the each lesson in the textbooks such as essay type,
short and objective questions were appropriate.

It is suggested that economics education should be taught in the classrooms in

Secondary Schools more activity oriented and less theory-based. One economics dictionary

should be available in the secondary schools. Orientation should be provided to the

economics teachers for effective teaching. SCERT has to make the latest data available in

the schools for teaching. Meaning of some difficult terms should be given. Easily
understandable inferences on the tables should be given. Surveys, Project work,

Discussions, Seminars, Preparation of tables should be used to teach economics in high

 schools. Teachers should make the children use the knowledge of economics they find in

their day to day activities. Newspapers should be used in classroom teaching. Schools make
a provision for inviting bank manager, business persons and LIC agents etc. to talk to

students as guest lecturers.

Other issues and suggestions are as follows:

Competency of the teachers depends upon their qualification. Economics teachers are
being appointed if they have studied any two of the subjects at the degree level: History,
Economics, Geography, Political Science and Public Administration, Sociology and
Commerce. Due to this, a few teachers without studying economics became social studies
teachers. They reported difficulties in teaching economics. Hence qualified teachers
should be appointed for better learning and they should be provided orientation.
Though most economics teachers follow the lecture method, they are not able to deliver
lectures effectively. This method of teaching has its own impact on making the students
understand the economics content. It is well known that this method is not sufficient to
develop understand abstract concepts. The participation of the students has been found
limited in lecture based classrooms. Visit to markets, banks and factories, studying state,
central, Panchayat and Mandal and Municipality level budgetary documents, organizing
interview with experts, preparations of charts, seeing audio visual documents on
economic development of the country and states, and other fields of development are
required. Some talented teachers were found giving excellent lectures and make good
impression among students. They also generate interest on economics contents.

Economics teachers generally use two instructional media - textbooks and blackboard.
They are not sufficient to teach economics. The latest knowledge on the content is also
essential to encourage the students to involve in the teaching learning process, which
should be two way process. Many of teachers do not use or prepare teaching learning
material. This led to poor student attainment. There is a chance of students getting
confused. Finally these media decreases the interest and attention of students in learning
economics. There is scope for teachers to use the other type of material like activities,
reference books, newspapers and journals.

Economics teachers commented that there is less scope in economics to prepare the
teaching learning material. Some teachers reported their inability to prepare the TLM.
 Some teachers do not have in-depth knowledge in the contents which leads to difficulty
in preparing the TLM. Lack of activities in textbooks is also one of the reasons for this
phenomenon.

At present, utilization of audio-visual aids in economics teaching is very less. Whenever

the teacher increases the use to use of audio-visual aids in the economics teaching, there
is a greater understanding of the content to the students in the class. The economics
teachers have to take initiative and develop the skills of using the audio visual aid for
their teaching. There is a greater impact of audio visual aids in students learning of
different concepts. It improves the academic performance of students. The teachers
themselves have to improve their skills in using the audio visual aids. The organ of the
children will be more attentive in learning, when the teacher uses the audio visual aids. It
stimulates the environment of classrooms in learning the concept by the students in the
class. Students can listen to the speeches of Prime Minister, Chief Minister, Finance
Ministers of state and central governments and economists on the budget. Visual pictures
and CDs can be prepared by the teachers for teaching, which helps the students learn
better.

Project work as assignment to students of secondary schools improves the academic

performance of the students. Projects make unity among students as groups and pupils are
made responsible for planning and preparing the report. Project work help the learner
develop knowledge of topic and learn various techniques used in the area of study. It also
develops skills for independent work which includes planning ones work, hunting for
sources, collecting data, selecting the relevant materials, fabricating experiments , making
keen observations and analyzing results. And it also develops personality attributes. It
provides rich experience to the students and totally removes abstractness of the content.
Project work develops the qualities of social relationship, division of labor, willingly
accepting the responsibility to the community. Students can learn economics concepts
through projects in a natural environment. Some teachers reported not having the
competency to suggest project work in economics.

Orientation improves the professional competency of teachers. Teachers of economics

require the latest knowledge on content of economics and latest methods of teaching. The
teachers are recruited without studying the subject of economics and some teachers were
not initiated to acquire competency of latest methods of teaching. Motivational level of
 teaches should be increased by conducting the orientation programmes. The instruction in
the class depends upon the competency of teachers. In the orientation, discussion on the
difficult areas of content in different classes, and instructional strategies like assigning
project work, implementation of activity method, play way techniques, organization of
field trips excursions may be considered. Quality of instruction depends upon the ability
of teachers to deal with the subject content which can be strengthened by receiving
academic guidance from supervisors, inspectors and academic experts. Continuous
training in the school complexes can also be provided to the teachers. Frequently
refresher courses should be offered to teachers. Teachers should be trained to study and
interpret tables and graphs.
Neither students nor teachers utilize the economics knowledge in their day-to-day life.
Knowledge of social studies is not used for practical purposes in the society. Schools can
provide opportunities for students to use day-to-day economic aspects. With the help of
teachers, students can prepare their monthly budget based on their family income. They
may be allowed to go for marketing, banks and post offices and observe rates of different
goods that they use in their families. They will help in realizing the objective of teaching
economics. Also students will actively participate in their economics classroom activities
and the attainment will also be better.

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