AN EVALUATION OF THE USE OF TECHNOLOGY IN TEACHING ECONOMICS IN NIGERIA SECONDARY SCHOOLS

ABSTRACT The integration of technology into economics education holds promise for enhancing teaching and learning outcomes, yet its adoption and effectiveness in Nigeria’s secondary schools remain underexplored and warrant critical evaluation. This study therefore evaluates the use of technology in teaching economics in Nigerian secondary schools. Using a descriptive survey research design, data were collected from a sample of 100 students in public secondary schools in Akoko South-West Local Government, Ondo State to explore the extent, effectiveness, and challenges of integrating technology into economics instruction. Three research questions guided the investigation, focusing on the availability of technological resources, students’ engagement and comprehension, and barriers faced by educators in employing technology. Findings indicate that while technology has the potential to enhance learning outcomes, its effective utilization is limited by infrastructural and training deficiencies. It is therefore recommended that government and educational authorities invest in adequate technological infrastructure, including reliable internet access and modern teaching aids. Teachers should receive regular training and professional development to build their capacity in integrating technology into their instructional methods. Additionally, schools should prioritize creating a supportive environment that encourages the use of digital tools, while addressing challenges such as power supply and maintenance of equipment. Collaboration between stakeholders—such as educators, policymakers, and technology providers—will be crucial to ensure sustainable and impactful technology adoption, ultimately improving students’ engagement and learning outcomes in economics. Keywords: Evaluation, Technology, Economics, Learning Outcomes, Secondary Schools Word count: 227