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    EFFECTS OF ACTIVE REVIEW AND PANEL DISCUSSION ON STUDENTS' LEARNING OUTCOMES IN SENIOR SECONDARY ECONOMICS IN IBADAN, NIGERIA
    (2013) ADEYEMI, S. A.
    Economics is offered by most students in the senior secondary schools in Nigeria. However, students' performance in the subject has been poor. This development has been attributed to several factors among which are teaching methodologies. Studies have shown that teacher centered techniques employed over the years had not improved students' performance. This trend necessitated the use of student centered techniques such as active review and panel discussion among others. Hence this study investigated the effect of active review and panel discussion techniques as well as the contributions of school location and verbal ability on students' achievement in and attitude towards Economics. The study adopted the pre-test, post-test control group, quasi-experimental design. Purposive sampling technique was used to select two Local Government Areas clustered on the basis of location (urban and rural). Simple random technique was used to select six schools and an intact class from each school. Three instruments were used: Achievement test in Economics (r = 0.84), Student Attitude to Economics Scale (r = 0.85) and Student Verbal Ability Test (r= 0.87). Active review, panel discussion and conventional instructional plans were used as teaching guides. Seven hypotheses were tested. Data were analysedusing descriptive statistics ( mean scores and standard deviation), Analysis of Covariance and Scheffe Post Hoc Multiple Comparison. There was a significant main effect of active review and panel discussion techniques on students' achievement in Economics (F(2,305)=86.61; p<0.05) and attitude to Economics (F(2,305)=252.64; p<0.05) Students in the panel discussion group scored highest (X ?= 29.08) followed by those in active review (X ?= 26.20) in achievement, panel discussion was also highest (X ?=51.22) followed by active review(X ?=38.47) in attitude to Economics. There was also a significant main effect of school location on achievement and attitude (F (1,305)=48.18; p<0.05) and (F (1,305)=19.70; p<0.05). Students in the urban schools had higher mean score X ?= 23.74; X ?=28.21) in Economics achievement than students from rural schools (X ?=19.09;X ?= 24.44) and also in attitude: urban(X ?=35.49; X ?=44.24) rural X ?= 27.88;X ? =40.38). However, there was no significant main effect of students' verbal ability on achievement, but it had significant main effect on attitude (F (2,305)=4.77; p<0.05).Active review and panel discussion together with school location had no significant interaction effect on achievement but there was a significant interaction effect of these teaching and learning techniques with school location on attitude to Economics(F (2,305)=14.551; p<0.05)and this was higher on students in rural schools than that of urban schools students whichimplies that students in rural schools achieved more through the treatment than students in urban schools.The use of active review and panel discussion learning techniques engendered students' achievement in and attitude towards Economics. Economics teachers should be encouraged to adopt these techniques in the teaching and learning processes irrespective of location of schools so as to improve students' attitude to Economics. Economics teacher's teaching methodologies should also be revised to include the use of variety of students' centered techniques.
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    GEO-ECONOMIC FACTORS, PARENTAL INVOLVEMENT AND PROFICIENCY IN ENGLISH LANGUAGE AS DETERMINANTS OF PRIMARY SCHOOL PUPILS� ACHIEVEMENT IN MATHEMATICS IN THE NIGER DELTA, NIGERIA
    (2014) AMATARI, V. O.
    Mathematics and English Language are core subjects at the primary school level meant to develop numeracy and oral communication among pupils. Despite their importance, records show that pupils in the Niger Delta region usually score lower than their colleagues from other geopolitical zones in public examinations in these subjects. Researchers have tried to isolate the reasons for this gap in achievement. However little has been done on how geo-economic factors: environmental degradation (ED), poverty (PO), school location (SL); school attendance (SA), parental involvement (PI), and proficiency in English Language influence pupils' achievement in Mathematics. Therefore, this study examined the extent to which these factors influence primary school pupils' achievement in Mathematics in the Niger Delta region. The study adopted correlational design. Random sampling method was used to select 39 (rural = 23, urban = 16) primary schools from three states in the Niger Delta region: Delta (rural 10, urban 05), Bayelsa (rural 07, urban 06), and Rivers (rural 06, urban 05). One thousand and two hundred public primary six pupils and their parents (Rivers = 400, Delta = 400, Bayelsa = 400) participated in the study. Five instruments: Parents' Poverty Level Scale(r=0.73), Environmental Degradation Level Scale (r=0.81), Parental Involvement Scale (r=0.79), Pupils� Mathematics Achievement Test (r = 0.71) and English Achievement Test (r=0.79) were developed by the researcher. Pupils� school attendance scores were obtained from school records. Pearson correlation coefficients, path analysis and multiple regression were used for data analysis. The level of significance was set at 0.05. Mathematics achievement had positive significant relationships with environmental degradation (r=0.060) poverty (r=0.103), at-home involvement (r=0.139) and English language(r=0.295) while school location, at-school parental involvement and school attendance were not statistically significant. The fit statistics ?2(35, n = 1200) = 438.2, Root Mean Square Error of Approximation = 0.09, Comparative Fit Index = 0.59, Goodness of Fit Index = 0.93 showed that the hypothesised model moderately fit the observed correlations among the variables. Beta weights showed that ED (?=0.065), PO (?=0.082), At-home involvement (AHI) (?=0.169) and English language (ENG) (?=0.276) had direct and positive effects on Mathematics achievement. At-school parental involvement (ASI) (?= -0.96)had negative direct effect on Mathematics achievement. The ED (?=0.020), PO (?=0.029), ASI (?=0.074) and AHI (?=0.030) had positive and indirect effects on Mathematics. State (?=-0.008), SL (?=-0.02), SA (?=0.027) had only marginal indirect effects on Mathematics achievement. About 3% of the variance observed in Mathematics was accounted for by ED, PO, ASI, AHI, ENG, SA, SL and State. English language had the largest influence on Mathematics achievement, while at- school involvement had least influence. Geo-economic factors, parental involvement and proficiency in English Language had direct effects on Mathematics achievement. Therefore, pupils should be encouraged to improve on their use of English language as it enhances their understanding of Mathematics. Parents should be mobilized and their support enlisted in helping their children to succeed. Enforcement of stringent laws will reduce the devastation of the environment to provide conducive learning environment for primary school pupils.