UTILIZATION OF MANAGEMENT INFORMATION SYSTEMS INTEACHINGOFECONOMICS IN PUBLIC SECONDARY SCHOOLS INANAMBRA STATE

Abstract

The study examined the utilization of management information systems in teaching of economics inpublic secondary schools in Anambra State. The study was guided by two research questions andtwohypotheses. The study adopted a descriptive survey research design. The target population comprised342 Economics teachers across 267 public secondary schools in Anambra State. The entire populationof 342 teachers was utilized as the sample. Data were collected using two self-constructed instruments:
The Utilization of Management Information Systems Questionnaire (UMISQ) and Teachingof
Economics Questionnaire (TEQ). The reliability coefficients obtained were 0.85 for the utilizationof
visual materials, 0.82 for audio materials, and 0.87 for the TEQ, indicating high and acceptablereliability levels. These values confirmed the instruments as dependable and suitable for the mainstudy. The instruments were distributed through the direct delivery method to ensure high responserates. Data gathered were analyzed using mean and standard deviation for answering researchquestions, while paired sample t-tests were conducted using SPSS for hypothesis testing. The studyfound that Despite their proven efficacy, evidence suggests that many schools either under-utilizeor
lack access to these systems. However, when in use, management information systems such as student
performance tracking tools, lesson monitoring logs, attendance records, and digital platforms improveinstructional coordination and enhance learner engagement through structured data utilization. Thesesystems support timely decision-making, individualized teaching strategies, and feedback mechanismsthat align teaching practices with learners’ needs. The study recommended that public secondaryschools should be equipped with computer-based MIS tools such as digital libraries, e-books, computers, academic journals, and internet-enabled devices to facilitate digital learning of Economics. Non-computer-based MIS resources like physical libraries, printed academic journals, brochures, andconventional mail services should be maintained and updated, especially in schools with limiteddigital infrastructure, to ensure inclusive and Economics teaching across all learning environments.