IAFEE Conferences

FACTORS INFLUENCING LOW PERFORMANCE OF ECONOMICS EDUCATION STUDENTS IN ECONOMETRICS IN FEDERAL UNIVERSITY OF KASHERE, GOMBE STATE

Abstract
Investigating the Factors Behind Widespread Underachievement in Econometrics Among Economics Education Students at the Federal University of Kashere, Gombe State: A survey research approach was employed to address this issue. The study sample comprised 132 Economics education students, representing various academic levels (100L, 200L, 300L, and 400L), chosen through purposive sampling techniques. Three central research questions were formulated to guide the investigation. The research instrument demonstrated both validity and reliability. Analysis of the data utilized mean and standard deviation calculations. The study’s outcomes illuminated the shared responsibility for the high failure rate in Econometrics, with contributions from the institution, lecturers, and students themselves. Based on these findings, recommendations include the enhancement of Econometrics laboratory resources, the provision of conducive learning environments, the cultivation of effective study habits among students, the introduction of supplementary support mechanisms to bolster student efforts, the exploration of diverse teaching strategies in Econometrics instruction, and the encouragement of teachers to undertake comprehensive course preparation and devote ample time to Econometrics instruction to ensure comprehensive coverage of the syllabus.

Keywords: Econometrics, Low performance, Economics Education, Federal University, Kashere

Yunisa, OHA, & IWEHO (2024)

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IMPACT OF TEACHERS ON THE JOB TRAINING COURSES ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS OF ECONOMICS IN GINDIRI, MANGU LGA, PLATEAU STATE

Abstract
The study was conducted to find the impact of on-the-job training of teachers on academic performance of economics students in secondary schools in Gindiri, Mangu LGA, Plateau State. Descriptive survey methodology was employed for the study. All forty-eight economics teachers from the forty-six publicly funded secondary schools in Mangu LGA made up the study’s population. The researchers intentionally created a 10-item questionnaire and randomly selected fifteen schools; 17 of those teachers were asked to complete it out. The study’s two research questions were examined using standard deviation and mean. The research hypothesis was tested using chi-square at 0.05 level of significance. In Gindiri, Mangu, students’ academic performance was more affected by workshops and conferences as on-the-job training courses for economics teachers than by the mean acceptance mark of 2.5. The study found that students’ academic achievement in the studied area was positively impacted by on-the- job training. There was also the suggestion that these kinds of programs should always have funding allocated to them by the government.

Keywords: Impact, Job-Training, Academic Performance, Economics

Izang & Jelman (2024)

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DIGITAL LITERACY: A CATALYST FOR INCLUSIVE ECONOMIC EMPOWERMENT OF MARGINALIZED COMMUNITIES

Abstract
The influence of ICT education, digital literacy, and the economic empowerment of marginalised populations was examined in this study. Using a descriptive survey methodology, the study investigated how much digital literacy promotes inclusive economic empowerment, especially for those with low socioeconomic status and restricted access to resources. One hundred and twenty respondents (disabled persons, women, and low-income individuals) were chosen at random from three distinct Oyo metropolis areas (Akinmorin, Ilora, and Oyo town) using a purposeful random
sampling technique. The results of the study showed that fostering economic empowerment in marginalised groups requires a strong foundation in digital literacy. Higher digital literacy levels were associated with increased participation in financial inclusion, entrepreneurship, and online employment. The study emphasises how important ICT education initiatives are in helping marginalised people become more digitally literate. Additionally, the study discovered a significant link between marginalised populations’ economic empowerment and digital literacy. Digital literacy
levels are significantly predicted by access to ICT education. The aforementioned results highlight the significance of customised programmes for digital literacy, enhanced digital infrastructure, and equitable economic policies in mitigating the digital gap and enabling economically disadvantaged populations. This study highlights how digital literacy can promote economic autonomy and lessen socioeconomic gaps among disadvantaged groups, with implications for policymakers, educators, and organisations promoting digital inclusion.

Keywords: Digital literacy, Marginalized communities, Economic empowerment, ICT education initiatives, and Digital divide.

Mosobalaje, Ajiteru & Adeoti (2024)

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MASS ECONOMIC LITERACY AS A VERITABLE TOOL FOR SUSTAINABLE ECONOMIC GROWTH IN NIGERIA

Abstract
This paper examined the relevance of Economic literacy as a powerful instrument for enhancing sustainable development in Nigeria. It explains the meaning of Economic literacy as well as how Economic literacy enables people to make educated decisions which could turn them into active participants in certain Economic policies and achieve positive change. Furthermore, it equally explained the benefits and the roles of mass economic literacy in achieving sustainable economic development in Nigeria.This paper discussed the challenges in achieving effective economic growth such as the short-term focus, short-term thinking, thread of balancing economic growth and
complexity of measurement due to social and environmental factors. Thus, it is recommended among others that for Nigeria to achieve sustainable economic growth through Mass Economic Literacy and reap its benefits, there should be a comprehensive investment in teachers’ training programs to equip educators witheffective pedagogical skills to drive it. It was also recommended that the Government through the Ministry of Education should prioritize curriculum integration to ensure that economic literacy is embedded across all educational levels.

Keywords: Mass Economic literacy, Human capital, Economic Growth, Economics processes and policies.

Kwaha, L. A. & Ede, M. O. (2024)

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EVALUATION OF DEMONSTRATION AND GUIDED DISCOVERY METHODS OF TEACHING SECONDARY SCHOOL STUDENTS’ PERFORMANCE IN ACCOUNTING IN BAUCHI LOCAL GOVERNMENT AREA OF BAUCHI STATE

Abstract
The study investigated the evaluation of demonstration and guided discovery methods of teaching secondary school students’ performance in accounting in Bauchi Local Government Area of Bauchi State. A pretest-posttest quasi-experimental research design was adopted in the study. The population for the study was all the students offering financial accounting in all the secondary schools in Bauchi Local Government Area during the 2019/2020 academic session. A simple random sampling technique was used in selecting the sample schools and a purposive sampling technique was used in selecting the 146 students. The instrument for data collection was the Financial Accounting Performance Test (FAPT), the FAPT was validated by three experts and the reliability was ascertained using Kuder Richardson formula 20 (K-R20) with coefficients of 0.86. The data were analyzed using mean, standard deviation, Z-test and ANOVA. The findings of the study showed that students showed higher performance scores with the guided discovery and demonstration method than the conventional teaching method and that, guided discovery is more effective in enhancing students’
performance than the demonstration method. Based on the findings of the study, it was recommended that financial accounting teachers should adopt the use of guided discovery and demonstration methods in place of the conventional teaching method in the teaching of accounting.

Keywords: Demonstration method, Guided discovery method and Performance

Oladeji, Abraham, & Hassan (2024)

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