Abstract
The study investigated financial literacy awareness of Economics Education undergraduate students in tertiary institution. The study adopted a descriptive survey research design. The population of the study is 720 consisting of first year to final years and a sample of 249 students was used. Two instruments were used for data collection
namely: a researcher developed questionnaire and a financial literacy test. The research instruments were validated by three experts in Department of Social Science Education. all from Faculty of Education, University of Nigeria, Nsukka The reliability index for the financial literacy test (FLT) was ascertained using KR20 and the Coefficient of 0.83 was gotten. The reliability for financial literacy questionnaire was ascertained using Cronbach Alpha and the overall reliability coefficient of 0.73 was obtained. The data collected was analyzed using mean and standard deviations to answer the research questions. The findings of the study show amongst others that students in tertiary institutions awareness level of financial literacy is low. It was recommended among
others that courses on financial literacy should be incorporated into the compulsory courses and also workshops and seminars should be organized on financial literacy all geared at creating and as well increasing the financial literacy level of the students.
Augustine S. A.; and Vintseh I. M. U. (2021)
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Abstract
This study determined the effects of infographics instructional strategy on students’ achievement in Senior Secondary School Economics in Pankshin Local Government Area of Plateau State, Nigeria. Two research questions were posed and two hypotheses were formulated and tested. A quasi experimental design was used. The population of the study was three thousand two hundred and thirty-three (3, 233) public senior secondary II students of Economics in Pankshin Local Government Area of Plateau State. The sample of the study consist of 119 students made up of 68 male and 51 female SS2 students drawn using simple random sampling technique. The instrument used for data collection was the Economics Achievement Test (EAT). Face and content validity were carried out on the instrument by three experts from University of Abuja in terms of relevance, suitability, clarity and coverage and Kudder-Richardson formula 20 (K-R, 20) was used to establish the reliability of the instrument which was 0.94. Mean and standard deviation were used to answer the research questions. Hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 alpha levels of significance. The result of the analysis indicated that there is a significant difference in mean achievement scores of students taught some concepts in Economics concepts using infographics instructional strategy and those taught using conventional teaching method and that there is no significant difference in mean achievement scores of male and female students taught some concepts in Economics concepts using infographics instructional strategy and those taught using conventional teaching method. Thus, it was recommended among others, that Economics teachers should adopt the use of the infographics to teach Economics.
Gotip, N. W.; Onuoha, J. C & Iorliam, E. I. .V (2021)
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Abstract
This study examined the teaching of Economics via computer pictograms: Its effect on students’ learning outcomes and motivation. The study adopted quasi-experimental research design. The population of the study was 1,655 SS I Economics students of public schools in Anchau Education Zone in Kaduna State, Nigeria. Seventy-five students were sampled using Purposive sampling and simple randomly sampling techniques, 35 students for experimental and 40 students for control group. Three instruments namely, Economics Thinking Skills Questionnaire, Motivation to Learn Economics Questionnaire and Economics Achievement Test were used to collect data from the respondents. Face and content validity were carried out on the instruments by three experts from University of Abuja in terms of relevance, suitability, clarity and coverage. The instruments were trial-tested on 50 SS I Economics students of Government Secondary School, Anchau Takalafiya, Kaduna State. Kuder Richardson KR-20 for determining the reliability of dichotomy scales indicated 0.78 for the Economics Thinking Skills Questionnaire. The reliability, determined by internal consistency, Cronbach Alpha was 0.89 for the Motivation questionnaire and that of Economics Achievement Test using Kudder-Richardson formula 20 (K-R, 20) method, internal estimate of 0.94 was calculated. The research questions were answer using mean score and standard deviation while hypothesis one and three were tested using the t-test at 0.05 alpha level of significance. Hypothesis two was analyzed using Analysis of Covariance (ANCOVA) at 0.05 alpha levels of significance. The findings of the study revealed that there was a significant difference between the experimental and control groups in their thinking skills, in terms of: understanding, implementation, and reasoning in Economics, experimental and control group differ significantly in their motivation to learn Economics in terms of: self-efficacy and interest/enjoyment and that there was a significant difference between the experimental and control groups in their academic achievement in Economics. The study recommended that for better students’ learning outcomes and motivation, Economics teachers should use computer pictogram in the teaching of Basic tools for Economic analysis.
Oleabhiele, E. O.; Gotip N. W.; Suleiman A. S. & Shugaba M. (2021)
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Abstract
This study employed ex-post facto research design with the aim of finding out determinants of students’ interest and retention in Economics. The target population of this study was forty-two (42) Economics teachers. The instrument for data collection was a questionnaire with “Yes or No” response options. The data collected for this
study was analyzed using frequency and percentage (%). From the findings, the following determinants was evident; learners’ learning environment, motivation, teachers’ mastery of the subject content, learners-centered teaching approach, application of ICT in teaching, cooperative learning techniques, teaching from simple
to complex, maintaining effective teacher-students relationship, relating examples to the everyday lives of your students, invitation of resource persons at times to come to class to talk and teach them about a topic,excursion techniques and many others. Based on the findings, the researcher recommended that non-trained economics
teachers should not be permitted to teach Economics in senior secondary schools and government or ministry of education should also put into consideration professionalization of teacher in the recruitment process of teachers
Emmanuel, I.V.; Iorliam E.; Rupee S. & Ikwoche, F. I. (2021)
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Abstract
This study focused on assessment of students’ learning difficulties in the recently introduced content areas in senior secondary school Economics curriculum in Nsukka Education Zone, Enugu State. The study employed descriptive survey research design. Four (4) research questions and one (1) hypothesis guided the study. Three thousand one hundred and fifty-six (3156) SS3 students distributed in the fifty-nine (59) public secondary schools in the zone was the population for the study. The sample size was three hundred and fifty-seven (357) students drawn using stratified random sampling technique. Forty (40) items (Multiple Choice Questions) titled “Economics Learning Difficulties Diagnostic Test (ELDDT)” developed by the researchers was the instrument for the data collection. The validity of the instrument was ensured through adherence to the guiding test blueprint and experts’ scrutiny. The internal consistency of the instrument was determined using Kuder Richardson (K-R20) with a coefficient value of 0.82. The collected data were analysed using frequency, percentage and Z-test statistic. The findings revealed, among others that, students have learning difficulties in all the recently introduced content areas in Economics curriculum. It was recommended among others that government at all levels and school proprietors should organize workshops, seminars, and conferences for Economics teachers on how best to teach
these recently introduced content areas in Economics curriculum.
Ugwu F. C. & Ogbu S. (2021)
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Abstract
This study investigatedSecondary School Economics students’ experiences in learning Economics through social media in this Covid-19 era. The outbreak of the Covid-19 pandemic which started in late 2019 is a very big constraint to many sectors of the economy, especially the education sector and has affected every aspect of people’s lives. Schools in Nigeria and other parts of the world shut down due to this pandemic which has made some schools engage in e-learning through social media sites. This study is a descriptive research design and purposive sampling was used to sample 83 Economics students from SS 1 and SS 11 Economics students in Enugu metropolis, Nigeria from the total population of 4,256 who are opportune to engage in e-learning. A structured questionnairenamed Learning Economics using social media network which was designed by the researchers was used to collect data for the study. Descriptive statistics of mean andstandard deviation was used to analyse the data collected. The findings of this study revealed that Economics students are more comfortable with elearning but find it difficult in learning quantitative Economics topics with social media network. This according to them is due to inadequate feedback from the teachers. The findings also revealed that challenges with learning through this social media are insufficient mobile data due to lack of fund and epileptic power supply among others. It was recommendedamong others that the government should improve the state of power supply in Nigeria to enable students to learn effectively since Covid-19 has increased the rate at which people use technological devices for a better living.Also, that feedback should be provided at all stage of learning through social mediums to allow for more understanding of not only the theoretical economics contents but also the quantitative contents.
Jovita C. E.; Eneogu N. D. & Ihechi G. E. (2021)
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