INSTITUTE OF EDUCATION

Permanent URI for this communityhttps://repository.ui.edu.ng/handle/123456789/1867

Browse

Now showing 1 - 2 of 2

Effects of integrated and inquiry teaching approaches on students' achievement in secondary school economics in Ibadan metropolis
(Department of Guidance and Counselling, Adekunle Ajasin University, Akungba-Akoko., 2019) Isieg, C. O.; Akorede, S.
The study investigated effects of integrated and inquiry teaching approaches on students' achievement in economics in senior secondary schools. The study adopted Pre-test, Post-test Control group Quasi- experimental design. The participants comprised 108 Senior Secondary School class two (SS 2) students in three schools randomly selected from two Local Government Areas in Ibadan Metropolis. The instruments were: Economics Achievement Test (EAT) (r =0.77), Students' Attitude to Economics Questionnaire (SAEQ) (r=0.82) and Numerical Ability Test (NAT) (r=0.72). Seven hypotheses were raised and tested at 0.05 level of significance. Data were analysed using Analysis of Covariance (ANCOVA). The results revealed significant main effect of treatments (inquiry, integrated and conventional teaching approaches) [F(2. 89) = 15.53; P < 0.05], and numerical ability on secondary students' achievement in economics [F(2. 89) = 4.97; p < 0.05 while there was no significant main effect of students' attitude to economics on achievement in economics [F(2. 89) = .64; p > 0.05], Results also showed that: no significant first order interaction effect existed between treatment and numerical ability [F(4 89) = .41; p > 0.05],treatments and students' attitude to economics[F(2.89)= 1.293; P > 0.051 and between numerical ability and students' attitude to economics on students' achievement in economic[[(2.89)= .67; P > 0.05]; significant second order interaction effect was found among treatments, numerical ability and students' attitude to economics on students' achievement[F(4. 89) = 2.84; P < 0.05. The study recommended that inter-connection of subjects should be introduced in teaching economics in secondary school to arrest and sustain students' interest and attitude to economics, thereby leading to improvement in performance.
Influence of Parent and Student Psycho – Social Factors on Learning Outcomes in Economics Among Senior Secondary School Students in Enugu State, Nigeria
(2015) Ibeagha, J. A.
The level of performance of students in economics has become a source of major concern in Nigeria particularly the fluctuating results of Enugu State as released by examining bodies over the years. This had been attributed partly to parent and student psycho-social factors. Experts have evolved several measures to improve students’ performances which have not yielded appreciable outcome. However, these several measures did not include considerations for parent and student psycho-social factors. This study therefore, examined the influence of parent support, socio-economic status and expectation and student psycho-social factors (students’ perception of their parents’ support, self-efficacy and self-regulation) on student attitude and achievement in economics. The study adopted the survey research design. The multi-stage sampling technique was used to select 1,350 students and their parents from 45 proportionately selected secondary schools in the seventeen Local Government Areas of Enugu State. Six validated instruments were used: Parents’ Questionnaire (r = 0.71), Students’ Perception of their Parents’ Support Scale (r = 0.65); Economics Achievement Test (r = 0.69); Students’ Self-Regulation Scale (r = 0.74); Students’ Self-Efficacy Scale (r = 0.74) and Students’ Attitude towards Economics (r = 0.82). Data were analysed using multiple regression and t-test at 0.05 level of significance. There was a significant relationship between students’ perception of their parents’ support and academic achievement (r = .068), and self-efficacy and academic achievement (r = .059). However, the relationship between students’ self-regulation and academic achievement was not significant. The parent and student psycho-social factors accounted for 2.9% of the variance observed in the students’ achievement in economics, while parent factors, when taken together, accounted for approximately 2% of the variance. Specifically, parents’ socioeconomic status (β = .145, t = 5.340) and students’ perception of their parents’ support (β = -.103, t = -3.414) were better than self-efficacy, self-regulation and parent expectation in predicting students’ achievement. Parent’s socio-economic status emerged as the best predictor of academic performance. The students’ variables accounted for 8.6% of the variance observed in the students’ attitude. Self-efficacy (β = .205, t = 3.787), self-regulation (β = .100, t = 3.025) and parent socio-economic status (β = .100, t = 3.787) had significant prediction on students’ attitude. Parent support and socio-economic status contributed positively to student achievement in, and attitude towards economics. Therefore, parents should participate actively in monitoring the school activities of their children while students should be encouraged to be self-regulated as well as be able to monitor their progress. Besides, they should also be encouraged to believe in their capabilities to organise and execute their courses of action.