SHAHEED DUNICHAND TEJANDAS

KALANI
MEMORIAL TRUST’S COLLEGE OF
EDUCATION ULHASNAGAR

A STUDY ON LACK OF INTEREST OF HIGHER

SECONDARY STUDENTS IN LEARNING ECONOMICS
THEORY.
A
PROJECT SUBMITTED TO THE
S.D.T. KALANI COLLEGE FOR THE DEGREE OF
BACHELORS OF EDUCATION
SUBMITTED BY
Ms. BEENA PAMNANI

ROLL NO.: -54

UNDER THE GUIDANCE OF

Prof SANDEEP
BATCH: - 2018 – 2020

1
 ACKNOWLEDGEMENT
As I began to reflect onto the magnitude of this project,
I am reminded of the kindness, support and affection
offered to me by selfless people to whom I am indebted.
I would like to thank all the people who contributed in
some way to the work described in this thesis. First and
foremost, I thank to the principal of S.D.T. Kalani college
of Education for giving me opportunity to conduct
research.
I pay my gratitude to my academic advisor, my research
guide Mr. Sandeep. I remain indebted for her co-
operation, encouragement and especially the trust,
which were generously bestowed upon me. She has
helped me in all the possible ways to make this thesis a
reality.
I also thank S.D.T. Kalani college of Education, which
harbored me education and training. I thank my college
for providing me with efficient facilities and a good
environment. I am proud to be a part of S.D.T. Kalani
college.
I thank my fellow classmates in the institution for the
stimulating discussions, for the sleepless nights we were
working together before deadliness, and for all the fun
we have had in the last two years. Thanks for their
active help, positive motivation, valuable suggestions
and constant support throughout the project work and
college days.

Thanks a ton!!!

2
 DECLARATION STATEMENT BY
THE CANDIDATE

As required by University Regulation, I wish to state

that the work embodied in this thesis titled “A study of
difficulties faced by secondary school students in
solving sums involving properties of quadrilaterals.”
forms my own contribution to the research work
carried out under the guidance of Mr. Sandeep at
S.D.T.Kalani College of Education Ulhasnagar-1. This
work has not been submitted for any other degree of
this or any other university. Whenever references have
been made to previous work of others, it has been
clearly indicated as such and included in the
bibliography.

Ms. Beena Pamnani

3
 CERTIFICATE

This is to certify that, this work described in this project,

has been carried out by Ms. Beena Pamnani of the
B.Ed. course, Roll No. 54, under my supervision and has
satisfactorily completed her Action Research Project
entitled “A study on lack of interest of higher
secondary students in learning Economics theory”. I
certify that it is her bonafied work. The work described
is original and has not been submitted for any degree to
this or any other college and is worthy of examination.

Mr. Sandeep
Research Guide, Professor,
S.D.T. Kalani College of Education,
Ulhasnagar-1

4
 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

5
SR. CONTENT PAGE NO.
NO.
1. Title page/ cover page 1
2. Acknowledgment 2
3. Declaration 3
4. CERTIFICATE 4
5. List of tables and Graphs 5
SR. CONTENT PAGE NO.
NO.

CHAPTER- 1 - INTRODUCTION
1.1 Introduction about topic 9 - 11
1.2 Needs of the study 12
1.3 Statement of the study 13
1.4 Aims of the study 14
1.5 Objectives of the study 15
1.6 Limitations of the study 16
1.7 Significance of the study 17 - 18

CHAPTER-2 - REVIEWS 19 - 25
2.1 Introduction of review literature 19 - 20
2.2 Reviews 21 - 24
2.3 Conclusion 25

CHAPTER-3 –RESEARCH DESIGN 26 - 33

3.1 Introduction of research design 26
3.2 Methodology of the study 27
3.3 Sample 28
3.4 Method / Tools of the study 29 - 31
3.5 Technique of analysis 32
3.6 Data collection procedure 33

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 CHAPTER-4 – DATA ANALYSIS 34 - 40
4.1 Introduction of data analysis 34 - 37
4.2 Interpretation of the study 38 - 40
Table 38 - 39
4.2.1
Graph 40
4.2.2
Interpretation 40
4.2.3

CHAPTER-5 –FINDINGS & CONCLUSION 41 - 45

5.1 Conclusion 41
5.2 Suggestions & Bibliography 42
5.3 Appendix 43 – 45

7
 Chapter -1

Introduction
Economics is totally new subject introduced at a higher secondary level in
course curriculum 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 economics 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.

8
Needs of the study
To find out “WHY STUDENTS DON’T SHOW THE INTEREST IN LEARNING
ECONOMICS THEORY?”

It would surely help to take necessary steps in the required direction so as to

create interest among the students to learn economics.

The practical purpose of the student 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 enthusiasm and interest.

9
Statement of the
problem: -
A STUDY ON LACK OF INTEREST OF HIGHER
SECONDARY STUDENTS IN LEARNING
ECONOMICS THEORY.

10
Aims of the study
The aim of this study is to remove all
difficulties faced by higher secondary
students in the interest of studying
economics theories. So that students
should understand whatever they are
learning. They must clear all the related
concepts.

11
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.

12
Limitations of the study
There is a wide scope in studying the topic of the problem faced by a teacher in
conducting cocurricular activities.

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

Limitation helps the teacher to conduct the study in systematic manner. Thisim
plies speedy collection of data and required results.

13
Significance of the
study
1. Students can take benefit to measure their Aptitude in
Economics. This will help them to boost their confidence and
take corrective actions if score is non-satisfactory.

2. Since such type of aptitude is not available; results of

this test will be an eye opener of parents and students who are
planning to make carrier in Economics oriented subjects.

3. Institutes who conducts entrance tests can take benefit

of this study to check eligibility of participant students by
measuring their economic aptitude.

4. Teachers can take benefit of this study to measure

economic aptitude of their students. This will help them to take
corrective actions for low ranking students. This will also help
teachers to measure their performance.

5. Teachers educators can take benefit of this study to

measure performance and effectiveness of teachers in
economics.

6. Since there is no research done on this topic in this

geographic area this makes major milestone for teachers,
students etc. to measure aptitude in economics.

14
7. This pioneer study will be helpful for economist and
researchers who will do research on similar topic. This provides
solid baseline to them.

Considering potential uses of this study and time taken to measure

aptitude it will save significant time of students, teachers and institutes
to get early results without waiting for regular assessment. E.g.
Scheduled exams.

15
 Chapter -2

Literature Review
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.

16
REVIEW:
The review of the literature is the basis of most pf the research projects in the
research projects in the physical science and humanistic.

1. A review of the related literature gives the scholar an understanding of

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

Conclusion: 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

17
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.

18
 Chapter - 3

Introduction of
Research design
Research design is the framework of research methods and
techniques chosen by a researcher. The design allows
researchers to hone in on research methods that are suitable
for the subject matter and set up their studies up for success.

The design of a research topic explains the type of research

(experimental, survey, correlational, semi-experimental,
review) and also its sub-type (experimental design, research
problem, descriptive case-study).

There are three main types of research design: Data

collection, measurement, and analysis.

The type of research problem an organization is facing will

determine the research design and not vice-versa. The design
phase of a study determines which tools to use and how they
are used.

An impactful research design usually creates a minimum bias

in data and increases trust in the accuracy of collected data.
A design that produces the least margin of error in

19
experimental research is generally considered the desired
outcome.

Methodology of the Study

Investigator adopted survey method for collecting the data for the smooth
study of the topic.
The Investigator personally visited 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 researches.
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, option 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.

20
 Samples
The sample of the study is compromised by 30 teachers from a school in Bandr
a.Sampling is the process by which a relatively small number of the individuals 
ormeasures of individual objects or events is selected and analyzed in order to 
findout something about entire population from which it was selected.It helps 
to reduce expenditure save time and energy permit measurement of greater sc
ope or produce greater procession and accuracy sampling procedureprovide ge
neralization on the basis of a relatively small proportion of thepopulation.The r
epresentative proportion of the population is called a sample. To obtain arepre
sentative sample the research selects each unit in a specified way under
controlled condition. Sampling is fundamental to all statistical methodology
of behavior and socialresearch. 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 an
dthe conclusion arrived from these are extended to the entire fields.

21
 Method/Tools of the
Study
Tools/Method are the scientific ways of finding out solution to the problem. Th
einvestigator 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 thei
nterest of the people so that they can express their opinions about required
study.
Necessary instructions regarding the choice of response was given based on th
eabove responses from the people the conclusion for theThe Questionnaire us
ed for this survey help the investigator to adjust his activityin a systematic and 
meticulous manner.

22
Technique of analysis
The methodology used to analyze the interview data was taken
from economics textbook. I conducted interviews on the
telephone while taking handwritten notes and, with permission,
recording the conversation. I transcribed the interviews,
capturing what was literally said but leaving out identifying
comments. In order to validate that my transcription was what
the interviewee intended and was willing to share, I used the
procedure of member checking. This validation was
accomplished by emailing a copy of the transcribed interview to
each interviewee for review and confirmation. Interviewees had
the option to edit or to add to the transcription. Few changes
were made; most of them involved minor word changes or
removal of complaints about current work conditions.
The major purpose of the transcript analysis was to organize
responses in such a way that themes were identified and overall
patterns were clear. I organized the interview data by themes
that arose from the interview questions and from the responses
to the questions. For example, since questions about working
with high need students were answered in terms of being
beneficial, those responses were categorized in the benefit
section. Along with the five action research themes derived
from the literature, new categories were identified and
combined. For example, the themes of benefit, practicality, and
continued practice were combined with new categories of
“helpful” and “useful” to create one overarching theme titled
“values.” To assist with analysis, I (literally) cut up the interviews
by question and sorted them into piles by the themes given
above and by various subtopics within the theme. I then read
each different group of answers for each theme, identifying

23
 notable remarks for later quotations and quantifying
information where possible. I did not consider every response
separately, but I looked for conclusions representing all of them
together. See the full transcriptions of the interviews in the
Appendix.

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 Mr. Sandeep.
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 Questionnaireconsisted of the 10questions for the teachers. The Question
naire was handedover to the teachers of the School.

Table of the study WHY STUDENTS DON’T SHOW INTEREST IN LEARNING

ECONOMICS THEORY?
No’s Agree % Disagree % S. % S. %
Qs Agree Disagree
1 25 83.33 2 6.66 2 6.66 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

24
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

Chapter - 4

Introduction of Data
Analysis
Data analysis is a process of inspecting, cleansing, transforming,
and modeling data with the goal of discovering useful information, informing
conclusions, and supporting decision-making. Data analysis has multiple facets
and approaches, encompassing diverse techniques under a variety of names,
and is used in different business, science, and social science domains. In
today's business world, data analysis plays a role in making decisions more
scientific and helping businesses operate more effectively.
Data mining is a particular data analysis technique that focuses on statistical
modeling and knowledge discovery for predictive rather than purely
descriptive purposes, while business intelligence covers data analysis that
relies heavily on aggregation, focusing mainly on business information.
 In statistical applications, data analysis can be divided into descriptive
statistics, exploratory data analysis (EDA), and confirmatory data
analysis (CDA). EDA focuses on discovering new features in the data while CDA
focuses on confirming or falsifying existing hypotheses. Predictive
analytics focuses on the application of statistical models for predictive

25
forecasting or classification, while text analytics applies statistical, linguistic,
and structural techniques to extract and classify information from textual
sources, a species of unstructured data. All of the above are varieties of data
analysis.

26
 Graph 1
Subject economics is introduced at right age as per our education system.

30%
37%
1
2
3

33%

Analysis
From the above pie chart 83.33% responses to strongly agree 6.6% responses
to disagree 6.66% responses to strongly agree and 3.33% responses to strongly
disagree.

27
 Graph 2

17%

1
2

83%

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

28
 Graph 3
Teacher lack knowledge and training of subject.

7%
6%

47%

40%

1 2 3 4

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

29
 Graph 4
Economic theories are introduced at right time of
curriculum.

33%
37%
1
2
3

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.

30
 Graph 5
Unavailability of teacher guide book and other such
resources material for latest theories.

7%
27%

1
2
3

66%

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

31
 Graph 6
Sufficient time is provided in teaching economics
theories.

7%

23%
1
2
3

70%

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

32
 Graph 7
Economic theories are found impractical & of no
use by students.

17%

1
13% 2
3

70%

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

33
 Graph 8
Sufficient number of pictures and graphs are used to make theories
interesting.

1
46% 47% 2
3

7%

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

34
 Graph 9
All economics terms are clear in mind of student.

7%
13% 30%
1
2
3
4

50%

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

35
 Graph 10
Teacher follows proper method of explaining economics theory.

3%

1
40% 2
53% 3
4

4%

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

36
Interpretation of the
Study
 83.33% of the teachers have agree whereas 6.66% of the teachers haveS
trongly agreed Subject economics is introduce at right age as per ouredu
cation system just touched by teachers and 6.66%of the teachers havedi
sagree 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 haves
trongly agreed that Teacher lack knowledge and training of subject and4
0%of the teachers have disagree and 6.66% strongly disagree.
 37%of the teachers have agreed whereas 33.33% of the teachers havestr
ongly agreed that Economic Theories are introduce at right time of curric
ulum 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 an
d6.65 strongly disagreed.
 70% of the teachers have agreed whereas 6.6% of the teachers havestro
ngly agreed that Sufficient time is provided in teaching economictheories 
whereas 23%of teachers have disagreed.
 17% of the teachers have agree whereas 70% of the teachers have stron
glyagreed that Economic theories are found impractical & of no use byst
udents whereas 13%of the teachers have disagreed.
 47% of the teachers have agreed whereas 46.66% of the teachers havest
rongly agreed that Economic theories are found impractical & of no useb
y students and 6.6%of teachers have disagreed.
 53%of the teachers have agreed whereas 43% of the teachers have stron
glyagreed that Teacher follows proper method of explaining economicst
heories and 3.3% have Strongly disagreed.

37
 Findings:
 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 are a smaller 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 studying economic theories.

38
Conclusion
 Based on the finding the conclusion can be drawn that

 Economics being a subject of practical importance finds a verylittle 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 reasonfor such 

lack of interest in the subject. Students find economicsdull and boring as 

teaching Economics Involves no creativity.

 The use of improper teaching methods is one of the basic reasonfor such 

lack of interst in the subject. Students find economicsdull and boring as t

eaching Economics Involves no creativity.

39
 Suggestions:
 The research suggest that interest needs to be and can be created

among the secondary school students.

 It suggests the use of proper teaching methods adopted by the teacher 

and a practical outlook towards the subjects Economics.

 Such research suggests 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 awareness among the students regarding economics and

the like.

40
 Bibliography
 http:// www.bhojvirtualuniversity.com /ss/online /cou/b ed/secp

03 / cp3b4u2p8.asp

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

anxiety in collage.

 Bhatia & Bhatia (Guidance & Councelling).

 M.B Buch (ED). Fourth survey of research in education.

New Delhi NCERT,49

41
 Appendix
To Study WHY STUDENTS HAVE LACK OF INTEREST IN LEARNING

ECONOMICS THEORY?

Sr. No. QUESTIONS A D S. A S. D

1 Subject economics is introduced at right age

as per our education system.

2 Student find economics interesting.
3 Teacher lack knowledge and training

of subject.
4 Economic theories are introduced 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.
42
 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

43