NIRMALA MEMORIAL FOUNDATION COLLEGE OF EDUCATION

Kandivali(E)

Project Work

Year(2011-2012)

PRINCIPAL GUIDE

Ms. Meenakshi Ingole Mrs. Usha Iyer

Nirmala Memorial Foundation

College of Education

Kandivali(E)

Investigator

Mrs. Hetal A. Shah

B.ED

Roll No.69

2011-2012

1
 RESEARCH WORK
2011-2012

“WHY STUDENTS DON’T SHOW INTEREST IN LEARNING ECONOMICS THEORY ?”

GUIDE INVESTIGATOR

Mrs. Usha Iyer Mrs. Hetal A Shah

2
 TITLE OF THE PROJECT

“WHY STUDENTS DON’T SHOW INTEREST IN LEARNING ECONOMICS THEORY ?”

A project work report submitted to the principal of Nirmala Memorial Foundation

College of Education,Kandivali(E),for partial fulfillment of B.ED degree course of
University of Mumbai.

2011-2012

GUIDE INVESTIGATOR

Mrs. Usha Iyer Mrs. Hetal A Shah

B.ED

Roll No. 69

2011-2012

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 CERTIFICATE

This is to certify that Mrs. Hetal A Shah Roll No.69 ;B.ED had completed her
project work titled “WHY STUDENTS DON’T SHOW INTEREST IN LEARNING
ECONOMICS THEORY ?.

She has collected required information through different available sources.

I certify that, this is her original work.

PRINCIPAL GUIDE

Ms.Meenakshi Ingole Mrs. Usha Iyer

Nirmala Memorial Foundation

College of Education

PLACE : KANDIVALI(E)

DATE : 12/03/12

4
 DECLARATION

Investigator hereby declares that she has completed her project work bearing the
title,

“WHY STUDENTS DON’T SHOW INTEREST IN LEARNING ECONOMICS THEORY ?”

This work was carried out under the guidance of Mrs. Usha Iyer.

This is her original work.

INVESTIGATOR

Mrs. Hetal A Shah

Roll No.69

2011-2012

PLACE : KANDIVALI(E)

DATE : 12/03/12

5
 ACKNOWLEDGEMENT

The investigator expresses gratitude to the guide Mrs. Usha Iyer for the timely
guidance and help rendered at every stage of the work.

The investigator express her sincere indebtness to Ms.Meenakshi Ingole, the

principal of our college who has given the valuable moral support, motivation,
inspiration and the educational atmosphere in the institution for the successful
completion of the project work.

She wishes to thank other staff member for their co-operation in providing with
the necessary references material .

She also expresses her thanks to all the faculty members ,pupil, teachers for the
help given in completion of the project work.

INVESTIGATOR

Mrs. Hetal A Shah

Roll No.69

2011-2012

PLACE : KANDIVALI(E)

DATE : 12/03/12

6
LIST OF THE TABLE
TABLE 1 :
Deals with the study “WHY STUDENTS DON’T SHOW INTEREST IN LEARNING
ECONOMICS THEORY ?”

7
List of Graphs :
Graph 1 - Subject economics is introduce at right age as per our education
system.

Graph 2 - Student likes economics.

Graph 3 – Teacher lack knowledge and training of subject.

Graph 4 - Economic Theories are introduce at right time of curriculum .

Graph 5 - Unavailability of teacher guide book and other such resources

Graph6 - Sufficient time is provided in teaching economic theories.

Graph7 - Economic theories are found impractical & of no use by students.

Graph 8- Sufficient number of pictures and graphs are used to make theories
interesting.

Graph9- All economics terms are clear in mind of student.

Graph10-Teacher follows proper method of explaining economics theories.

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 List of the Content

Sr.No. List of the content Page No.

1 Title of the Project 3
2 Certificate 4
3 Declaration 5
4 Acknowledgment 6
5 List of the tables 7
6 List of the Graphs 8

Chapter No.1- The Problem

1.1 Introduction 12
1.2 Title of the Project 13
1.3 Need of the Study 14
1.4 Objectives of the Study 15
1.5 Meaning of the different terms 16

Chapter 2. – Design of the study

2.1 Review of related literature 18
2.2 Chapter References 22

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Sr.No Chapter3-Discussion
3.1 Statement of the problem 25
3.2 Methodology 26
3.3 Samples 27
3.4 Tools 28
3.5 Delimitation 29
3.6 Data collection procedure 30

Chapter 4- Tabulation And Analysis

4.1 Statement of the Problem 32
4.2 Related tables and analysis 33
4.3 Interpretation 42

Chapter 5 –Conclusions and Suggestions

5.1 Statement of the problem 44
5.2 Finding 45
5.3 Conclusion 46
5.4 Suggestions 47
5.5 Bibliography 48
5.6 Appendix 49

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 Chapter 1
The Problem

1.1 Introduction
1.2 Need
1.3 Objectives
1.4 Meaning of the different terms

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1.1 Introduction

Economics is a totally new subject introduced at a secondary level in course

curriculum in class 9th considering the need of the hour.

Over two decades , lot of development has taken place in the global as well as
the national economy and the face of economic theory and policy has
changed a lot.

Although it is correct time to introduce the students with the economic at the
conceptual level.

Thus, the study of economics will acquaint the students with an economic use
of recourse, practically solve the various day to day economic problems and
be helpful for career.

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 1.2 Title of the project

“WHY STUDENTS DON’T SHOW INTEREST IN LEARNING ECONOMICS THEORY ?”

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1.3 Need of the Study
To find out “WHY STUDENT DON’T SHOW THE INTREST IN LEARNING ECONOMICS
THEORY ? It

Would surely help to take necessary steps in the required direction so as to create
interest among the students so std IX to learn Economics.

The practical purpose of the subject can be fulfilled with the help of the
conclusion of the problem of the research topic.

The research work will also prove the utility of Economics for each one and all,
hence students being receptors of such a utility thing needs to be encouraged to
learn Economics with full enthusiasm and interest.

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1.4 Objectives of the Study

 To study the reasons of lack of interest in economics.

 To find out the steps to be taken to make it interesting.

 To identify the problems of teachers and school in carrying out economics

theories.

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1.5 MEANING OF THE DIFFERENT TERM

1. STUDY- The act of devoting time and attention to gaining knowledge.

2. Problem-A Difficulty.
3. Faced- Having a face of a certain kind.
4. Teacher-A person who teaches especially in a school.
5. Conducting-Organize or carry out something.
6. Activities- The state of being Active or lively.

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Chapter 2
Design oh the Study
2.1 Review of related literature

2.2 Chapter References.

17
2.1 Review of the Related Literature
Study of the related literature implies locating reading and evaluating reports of
research as well as reports casual observation and opinion that are related to the
individuals planned research project

Purpose of review of the related literature .

1. The review of the literature is the basis of most of the research projects in
the research projects in the physical science and humanistic.
2. A review of the related literature gives the scholar an understanding of the
previous work that has been done .
3. The results of the review actually provide the data used in research.
4. A review of the literature would develop the insight of the investigator. The
information thus gained will save the time of research .
5. The importance of the review is quite obvious in delimiting the research
problem and in defining it better .
6. The review of the literature will gave the student the insight he needs to
convert his tentative research problem to a scientific concise one.
7. A review of the literature can help the research worker in making him alert
to research possibilities that have been overlooked.
8. The review provides ideas , examination and theory of research valuable in
studying the problem.
9. Review prevents repetition of research.
10. Review helps in locating comparative data useful in the interpretation of
the results.

The literature in any field form the foundation of knowledge upon which all
future work will be built . If we fail this foundation of knowledge provided by
the review of the literature our work is likely to be shallow and native will
often duplicate work that has already been done better by someone else .In
order to be truly creative and originated one must read extensively and
critically as a stimulus to thinking .

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2.2 Chapter Reference
This piece of project work is sectioned into two parts

1 Preliminary Body.
2 The Main Body

I Preliminary Body
1. Title of the project
2. Certificate
3. Declaration
4. Acknowledgement
5. List of the Tables
6. List of the Graphs
7. List of the Contents

II The Main Body

The main body of the project work consists of five chapter’

Chapter1:
The first chapter is “The Problem” deal with.

1 Introduction
2 Title of the project
3 Need of the study
4 Meaning of the different terms

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 Chapter2
The second chapter is” Design of the study “ deals with

1 Review of the Related Literature

2 Chapter Reference

Chapter3
The third Chapter is “Discussion “deals with

1. Statement of the project .

2. Methodology
3. Samples
4. Delimitation
5. Tools of the Investigation
6. Data collection procedure

Chapter4

The Chapter four is the” Tabulation And Analysis”. It Consists of the Tabulation
and Analysis it also includes Graphical representation of the project.

Chapter5

It is known as Findings Conclusion And Suggestion .It includes Finding,

Conclusion and Suggestion.

Lastly were Bibliography and Appendix

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Chapter3
Discussion
3.1 Statement of the problem

3.2 Methodology

3.3 Samples

3.4 Delimitation

3.5 Tools of Investigation

3.6 Data collection procedure

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3.1 Statement Of the Problem

“WHY STUDENTS DON’T SHOW INTEREST IN LEARNING ECONOMICS THEORY ?”

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3.2 Methodology
Investigator adopted survey method for collecting the data for the smooth study
of the topic.

The investigator personally visited school in Bandra and distributed questionnaire

to the teachers and collected back after duly filled . The same is subjected to
analysis and interpretation respectively.

Based on the research methodology to be pursed action research is categorized in

the following four types.

1) The Descriptive action research.

2) Experimental Action research.
3) Diagnostic Action research.
4) Case study method Action research .

The Descriptive action research deals mainly with what exists at present
and it includes description of the events. The results are noted other in
verbal terms or in statistical symbols. This research covers textbook studies,
opinion surveys practice teaching .Descriptive action research like any
other education research includes steps like selection of the problem
collection of the data analysis and interpretation of data and research
reporting .

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 3.3 Samples
The sample of the study is compromised by 30 teachers from a school in Bandra.

Sampling is the process by which a relatively small number of the individuals or

measures of individual objects or events is selected and analyzed in order to find
out something about entire population from which it was selected.

It helps to reduce expenditure save time and energy permit measurement of

greater scope or produce greater procession and accuracy sampling procedure
provide generalization on the basis of a relatively small proportion of the
population.

The representative proportion of the population is called a sample. To obtain a

representative sample the research selects each unit in a specified way under
controlled condition.

Sampling is fundamental to all statistical methodology of behavior and social

research . Sampling is the part of the strategy of research. It has acquired the
status of technical job.

In the technique of sample investigator certain units from the whole domain of
survey are selected as being representative. Now these are studied in detail and
the conclusion arrived from these are extended to the entire fields

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3.4 Tools of the investigation.
Tools are the scientific ways of finding out solution to the problem. The
investigator employed the questionnaire for collecting data from the teachers
required for the study.

Investigator under the guidance of Mrs. Usha Iyer prepared the questionnaire.

The Questionnaire acted as a tool in conducting the survey. It is a form which is

prepared and distributed for the purpose of serving response to certain
questions.

Questions framed were of objective type and open ended keeping in mind the
interest of the people so that they can express their opinions about required
study.

Necessary instructions regarding the choice of response was given based on the
above responses from the people the conclusion for the

The Questionnaire used for this survey help the investigator to adjust his activity
in a systematic and meticulous manner.

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3.5. Delimitation
There is a wide scope in studying the topic of the problem faced by a teacher in
conducting co-curricular activities.

But due to time constraint the present study is limited only to 30 teachers.

Delimitation helps the teacher to conduct the study in systematic manner. This
implies speedy collection of data and required result.

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3.6 Data Collection Procedure.

To find out the exact causes for the causes for the problem Questionnaire was
designed by the investigator under the guidance of Mrs. Usha Iyer.

The Questionnaire was prepared by keeping in the mind the purpose of the study
,proper language, range of the source acceptance of the responses sequence of
the questions, valuation and the length of the questionnaire. The Questionnaire
consisted of the 10questions for the teachers. The Questionnaire was handed
over to the teachers of the School.

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 Chapter 4
Tabulation And Analysis
4.1. Statement of the Problem
4.2. Related Tables And Analysis
4.3. Interpretation

28
4.1 Statement of the problem
To study “WHY STUDENTS DON’T SHOW INTEREST IN LEARNING ECONOMICS
THEORY ?”

29
4.2 Data Collection Procedure Table of the study WHY STUDENTS
DON’T SHOW INTEREST IN LEARNING ECONOMICS THEORY ?.

No’s Agree % Disagree % S.Agree % S.Disagree %

Qs
1 25 83.33 2 6.66 2 6.6 1 3.3

2 25 83.33 0 0 5 16.6 0 0

3 14 46.6 12 40 2 6.6 2 6.6

4 11 36.66 9 30 10 33.33 0 0

5 8 26.6 20 66 0 0 2 6.6

6 21 70 7 23 2 6.6 0 0

7 5 16.66 4 13 21 70 0 0

8 14 46.66 2 6.6 14 46.6 0 0

9 9 30 15 50 4 13 2 6.6

10 16 53 1 3.3 12 40 1 3.3

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 Graph 1

Subject economics is introduce at right age as per our education

system.

0%

33% 1
37%
2
3
4
5

30%

Analysis
From the above pie chart 83.33% responses to agree 6.66%responses to disagree
6.66%reponses to strongly agree and 3.33% responses to strongly disagree.

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 Graph2

Student likes economics.

0%

17%
0%

1
2
3
4

83%

Analysis
From the above pie chart 83.33%reponses to agree 0% responses to disagree
16.66% responses to strongly agree and 0% responses to strongly disagree.

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 Graph 3
Teacher lack knowledge and training of subject.

7%
6%

1
47% 2
3
4
40%

Analysis
From the above pie chart 46.6% response s to agree 40% responses to disagree
6.66% responses to strongly agree and 6.66% responses to strongly disagree.

33
 Graph4

Economic Theories are introduce at right time of curriculum .

0%

33%
37% 1
2
3
4

30%

Analysis
From the above pie chart 37% responses to agree 30% responses to disagree 33%
responses to strongly agree and 0% responses to strongly disagree.

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 Graph 5

Unavailability of teacher guide book and other such resources

material for latest theories.

0%
7%

27%

1
2
3
4

66%

Analysis
From the above pie chart 27% response to agree 66% responses to disagree 0%
responses to strongly agree and 6.6%response to strongly disagree.

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 Graph 6

Sufficient time is provided in teaching economic theories.

0%

7%

23% 1
2
3
4

70%

Analysis
From the above pie chart 70% responses to agree 23% responses to disagree 7%
responses to strongly agree and 0% responses to strongly disagree.

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 Graph 7

Economic theories are found impractical & of no use by

students.

0%

17%

1
13% 2
3
4

70%

Analysis
From the above pie chart 17% responses tom agree 13% responses to disagree7
0% responses to strongly agree and o % responses to strongly disagree.

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 Graph 8

Sufficient number of pictures and graphs are used to make theories

interesting.

0%

1
46% 47%
2
3
4

7%

Analysis
From the above pie chart 47% responses to agree 7% responses to Disagree 46%
responses to strongly agree and 0% responses to strongly disagree.

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 Graph 9

All economics terms are clear in mind of student.

7%

13%
30%

1
2
3
4

50%

Analysis
From the pie chart 30% responses to agree 50% responses to disagree 13%
responses to strongly agree and 7% responses to strongly disagree.

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 Graph 10
Teacher follows proper method of explaining economics theories.

3%

1
40% 2
3
53%
4

4%

Analysis .
From the above pie chart 53% responses to agree 4% responses to disagree 40%
responses to strongly agree and 4% responses to strongly disagree.

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4.3 INTERPRETATION

 83.33% of the teachers have agree whereas 6.66% of the teachers have
Strongly agreed Subject economics is introduce at right age as per our
education system just touched by teachers and 6.66%of the teachers have
disagree and 3.33%have strongly agreed.
 83.33% of the teachers have agreed whereas 16.6% of the teachers have
strongly agreed Student likes economics.
 46.6% of the teachers have agreed whereas 6.66% of the teachers have
strongly agreed that Teacher lack knowledge and training of subject and
40%of the teachers have disagree and 6.66% strongly disagree.
 37%of the teachers have agreed whereas 33.33% of the teachers have
strongly agreed that Economic Theories are introduce at right time of
curriculum and 30%of the teachers disagreed.
 27%of the teachers have agreed that Economic Theories are introduce at
right time of curriculum whereas 66% of the teachers have disagreed and
6.65 strongly disagreed.
 70% of the teachers have agreed whereas 6.6% of the teachers have
strongly agreed that Sufficient time is provided in teaching economic
theories whereas 23%of teachers have disagreed.
 17% of the teachers have agree whereas 70% of the teachers have strongly
agreed that Economic theories are found impractical & of no use by
students whereas 13%of the teachers have disagreed.
 47% of the teachers have agreed whereas 46.66% of the teachers have
strongly agreed that Economic theories are found impractical & of no use
by students and 6.6%of teachers have disagreed .
 30%of the teachers have agreed whereas 13%of the teachers have strongly
agreed that All economics terms are clear in mind of student and 50%of the
teachers have disagree and 6.66%have strongly disagreed.

41
 53%of the teachers have agreed whereas 43% of the teachers have strongly
agreed that Teacher follows proper method of explaining economics
theories and 3.3% have Strongly disagreed.

42
 CHAPTER 5
CONCLUSION AND SUGGESTIONS

5.1 Statement of the problem.

5.2 Findings
5.3 Conclusion
5.4 Suggestion

43
5.1 Statement of problem .

“To study WHY STUDENTS DON’T SHOW INTEREST IN LEARNING

ECONOMICS THEORY ?.”

44
5.2 Finding
After studying the topic of problem faced by teacher in acquiring interest of
students in economic theory are as follow.

 In school there is less time is given for the same.

 Theories are not thought in interesting manner.
 The teacher faces the problem of over teaching load.
 There is less number of trained and skilled teachers for the same.
 Keep on changing economic policies also create a problem.
 There is less enthusiasm seen in student for studding economic theories.

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CONCLUSION
Based on the finding the conclusion can be drawn that

 Economics being a subject of practical importance finds a very

little space in the curriculum. Students are basically not clear with
the concepts in economics and they don’t like to study the
subject.

 The use of improper teaching methods is one of the basic reason

for such lack of interest in the subject . Students find economics
dull and boring as teaching Economics Involves no creativity.

 The use of improper teaching methods is one of the basic reason

for such lack of interst in the subject . Students find economics
dull and boring as teaching Economics Involves no creativity.

46
Suggestions

 The research suggest that interest needs to be and can be created

among the secondary school students.

 It suggest the use of proper teaching methods adopted by the teacher

and a practical outlook towards the subjects Economics.

 Such research suggest the further need to carry on such research for
solving various other problems related to Economics.

 Reserch may be carried to study areas like vocational use of the

subject ,study to create awarness among the students regarding
econimics,study of different methods of teaching economics and the
like.

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BIBLOGRAPHY
 http:// www.bhojvirtualuniversity.com /ss/online /
cou/b ed/secp 03 / cp3b4u2p8.asp

 Beasant,K.C (1995) Factors associated with types of

mathematicsanxiety in collage.

 Bhatia & Bhatia (Guidance & Councelling).

 M.B Buch (ED). Fourth survey of research in eduation.

New Delhi NCERT,490

48
Appendix
To Study WHY STUDENTS DON’T SHOW INTEREST IN LEARNING
ECONOMICS THEORY ?
Sr OUESTIONS A D S.A S.D
no
1 Subject economics is introduce at right age as
per our education system.
2 Student find economics intresting.
3 Teacher lack knowledge and training of
subject.
4 Economic Theories are introduce at right time
of curriculum .
5 Unavailability of teacher guide book and
other such resources
6 Sufficient time is provided in teaching
economic theories.
7 Economic theories are found impractical & of
no use by students.
8 Sufficient number of pictures and graphs are
used to make theories interesting.
9 All economics terms are clear in mind of
student.
10 Teacher follows proper method of explaining
economics theories.

A-Agree D-Disagree S.A-Strongly agree S.D Strongly Disagree

49