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.
Idika, E. O. & Udoye, I. O. (2022)
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Abstract
This study examined the impact of government budgetary allocation on the quality of education in public secondary schools in Bade Local Government area of Yobe state, Nigeria. The research design adopted for the study was cross-sectional survey design. The population of the study consisted of 388 teachers drawn from public secondary schools in the study area. The sample of the study comprised of 202 teachers. To guide the study, one research objective and one research question were formulated. Impact of Government Budgetary Allocation Questionnaire (IOGBAQ) was designed by the researchers and was validated by experts and administered as instrument for data collection. The instrument had a reliability coefficient of 0.87 using the Cronbach alpha reliability test which implies that the instrument was 87 percent reliable. The data collected were analyzed using mean and standard deviation. The finding of the study revealed that budgetary allocations affect the quality of education in public secondary schools. This Implies that the higher the funding, the higher the quality of education. Based on this finding, it was recommended among others that Government should increase its budgetary allocation to secondary schools, because an increase in funding will lead to an increase in the quality of education in secondary schools.
Azi, A. S. & Burah, B. (2022)
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Abstract
The study examined the level of retention students have when taught Economics using the different innovative instructional methods. The study adopted a descriptive survey research design using ex-post facto procedure. The population of the study included all the published and unpublished research reports on secondary school students’ retention in Economics in Nigeria between 1966 -2022. The study adopted purposive and accidental sampling techniques to select a sample of 32 previous studies that centered on innovative instructional methods and students’ learning retention in Economics, carried out in Nigeria between1966-2022. The instrument used for data collection was a coding instrument which was developed by the researchers. Three experts, each from measurement and evaluation, Economics education and a senior secondary school Economics teacher validated the instrument. The reliability of the instrument was determined using inter-rater agreement using a sample from 5 articles which yielded a coefficient of 0.93. The researchers with the help of two research assistants helped in data collection. Data collected were analyzed using Wilson (nd) effect size calculator to answer the three research questions raised for the study. The interpretation of the size of the retention for this study was based on Cohen et al. (2007) effect size interpretation of 0.00<0.20 small effect size, 0.21<0.50 moderate effect size and 0.51<1.00 large effect size. The results showed among others that the use of innovative instructional methods in teaching Economics yielded large retention size. The use of innovative instructional methods in teaching Economics yielded large retention sizes for male and female students respectively. However, while students in the urban areas that were taught Economics using innovative instructional methods recorded large retention size, their counterparts in the rural areas recorded moderate retention size. Based on the findings, it was recommended among others that teachers should be encouraged to use more of innovative instructional methods and less of the traditional or conventional methods in teaching Economics so as to enhance their learning retention level.
Ede, M. O. & Omoroguiwa, R. (2022)
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Abstract
This study focused on human resources development strategies and public secondary school teacher’s work performance in Cross River State. The study adopted a
correlational survey research design. Three objectives, three research questions and three hypotheses guided the study. The sample of the study comprised 360 (60 Principals and 300 Teachers) respondents drawn from the population of 3,691 comprising 3445 teachers and 246 principals in 246 public secondary schools in Cross Rivers state. Two sets of questionnaires developed by the researchers titled: Human Resource Development Strategy Questionnaire (HRDSQ) and Teachers Work Performance Questionnaire (TWPQ) were administered to the respondents with the help of three research assistants. The data collected was analyzed using PearsonProduct Moment correlation to answer the research questions and linear regression to test the hypotheses. The result showed that human resource development strategies significantly relates to teachers job performance in public secondary schools in Cross Rivers State. Specifically, conferences, seminars and workshops training to a significant positive very high extent relate to teachers work performance in Cross Rivers State. It was therefore recommended that the State Government should always create opportunities for public secondary school teachers to attend conferences, seminars and workshops in order to enhance their productivity. The study then concluded that human resource developments strategies are very vital to teacher’s professional development and on the job performance
Anebi, J. P. N. & Egbonyi, R. C.A (2022)
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Abstract
The study examined the perception of secondary school Economics students on the use of e-learning facilities (ELF) during the covid-19 pandemic era in Nsukka Education zone of Enugu State, Nigeria. The study adopted a descriptive survey research design. A purposive sample and stratified sampling technique were used to select 320 out of a population of 2,068 senior secondary students from the 149 public secondary schools in the area. The instrument for data collection in the study is titled “Perception of Elearning Questionnaire (PEQ), was appropriately validated and trial-tested. The reliability of the instrument was subjected to Cronbach Alpha testing which yielded an internal consistent coefficient of 0.91. Descriptive statistics were used to analyze the data obtained in this study. The study showed that few e-learning facilities (ELF) were used during the COVID -19 era, and the challenges that were against the appropriate and effective utilization of e-learning facilities include inadequate finance, poor access to the network, epileptic power supply, insufficient data, inadequate knowledge of the use of e-learning facilities and high tariff charges by network providers among others. It was recommended among others for teachers to make good use of ELF for effective teaching and learning to meet up with a technology-based world. Furthermore, it was recommended that network providers should improve their (network) accessibilities to customers for efficient and effective Economics content delivery. The study also recommended the need to employ and use only professionally trained and certified teachers with good knowledge and use of e-learning facilities.
Nji,I. A.; Ochiaja, N. O.; Onuoha, J. C.; Obiorah, J. N. & Ugwu, F. C. (2022)
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Abstract
This study focused on the analysis of Polya’s problem solving instructional strategy on students’ academic achievement in Economics. The study adopted a quasiexperimental, pretest posttest non-equivalent control group research design. The population of the study comprised all the 31, 630 Senior Secondary School Two (SSII) Economics students in the 299 public secondary schools in the six Education zones of Imo State. A sample of 192 secondary school (SSII) students that offer Economics was drawn from four public secondary schools in Owerri Education zone of Imo State using the purposive sampling technique. The sample was made up of 98 students in the experimental group and 94 students in the control group. Two research questions and two hypotheses respectively guided the study. Data were collected using a 40-item Multiple Choice Economics Achievement Test (MCEAT). The instrument was subjected to content validation using the test blue print developed by the researcher while the reliability was determined using Kuder Richardson (K-R20) formula to establish the internal consistency of the instrument which yielded a reliability index of 0.82. The data collected from the respondents were analyzed using mean and standard deviation to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results among others showed that Polya’s problem solving instructional strategy has increasing positive effects on students’ academic achievement in Economics, and that
gender was not a significant factor on students’ achievement in Economics when exposed to polya problem solving instructional strategy.
Oleabhiele, E. O.; Akunya, L. I.; & Ede, M. O. (2022)
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