IJEER- Vol 1, Issue 1, Pp 93-102
DR MAXWELL O. EDE AND DR CHIOMA UCHENNA
Department of Educational management, Michael Okpara University of Agriculture Umudike, Abia State And School of Science Education, Abia State College of Education (Technical), Arochukwu
Quasi-experimental research design was used for the study. A sample of 88 students were randomly selected from the population of 168 third year undergraduate students of economics education in Michael Okpara University of Agriculture Umudike, Abia and assigned into two groups of experimental and control groups ( 44 in each group) . The experimental and the control groups were taught econometrics concepts using reciprocal and lecture teaching methods respectively. Each group was exposed to five econometric topics under five lesson contacts of one hour each which lasted for three weeks. was a researcher developed instrument tiled). Econometric Achievement Test (EAT) which was developed by the researcher was the instrument for data collection. The instrument was content validated by an expert in measurement and evaluation, while the face validation was carried out by two experts in economics education. To test for the reliability of the instrument, it was trial tested on 30 fourth year undergraduate students of economics department who are not part of the present study. This was established using Cronbach alpha statistic which yielded an alpha index of 0.82. The two groups of students were exposed to the same Economics achievement test. Mean and standard deviation were used to answer the research questions while ANCOVA was used to test the null hypotheses at 0.05 level of significance. The findings among others showed that reciprocal teaching method has effect on students’ achievements in econometric concepts. From the findings, it was recommended among others that lecturers should be trained on the effective ways of using innovative teaching methods to enhance students’ achievements.
Keywords. Reciprocal, Undergraduate, Academic, Econometric, Concepts