IAFEE Conferences

Effect of Reflection Method on Secondary School Students’ Achievement in Economics in Udenu Local Government of Enugu State

The paper examined the effects of reflection method on the Economics students’ achievement in senior secondary schools. This study was conducted with 76nparticipants, 41 Economics students in control and 35 in experimental groups in from the selected public secondary school in Udenu Local government, during 2016-2017 academic years. The research design used to carry out the study is quasi-experimental. An achievement test titled “Basic Economics Achievement Test” was used for data collection. A pre-test was conducted before the commencement of the programme. In the Control group class, students were taught using the conventional method while in an experimental group, students were taught using the reflection method. The experiment lasted for four weeks period. Research questions were answered using mean and standard deviation while hypotheses were tested using at 0.05 level of significance. The findings of the study show that Economics students taught using reflection method achieved better compared to their counterpart taught using conventional. There was no difference in Male and female mean achievement scores in market structure related concepts in Economics. The researchers recommended that Economics teachers should use reflection instructional method in implementing topics students find difficult and Teachers should shift from the conventional method which is teacher-centred to innovative student-centred like reflection method which allows students to share their experiences, assess self and others and actively participate in classroom discussion.

Onuoha, J. C.; Amedu, A. N.; Sadiq A. A. & Anyaehie, S. L.

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Effect of Concept Mapping Instructional Strategy on Student’s Interest in Economics


The study sought to investigate the effect of the use of concept mapping on senior secondary school two students’ interest in economics in Nsukka local government of Enugu state. The study was of a quasi-experimental design. 154 SS2 economics students purposively selected from the 30 public schools within the education zone constituted the sample for the study. The instruments used for data collection for the study is Economics Interest Scale (ECIS). ECIS was validated by experts from relevant fields of studies and its reliability calculated to give a value of 0.82. Three research questions and three null hypotheses were formulated to guide the study. The research questions were answered using meanwhile research hypotheses were tested using Analysis of Covariance (ANCOVA) and z-test statistics. Findings of the study revealed that there is a significant difference existing between the interest levels of students taught with concept map and those taught with lecture instructional strategies. The study also revealed that gender did not significantly affect students interact but a significant effect was observed with gender interacting with instructional strategies in affecting students’ interest in economics. Based on the findings of the study; it was recommended among other things that teachers should adopt the use of concept maps teaching methods to improve economics students’ interest. Economics textbook writers should make use of concept maps in presenting their materials. Ministry of education of various levels of government should engage conferences and workshops to instruct teachers on the construction and use of concept maps in instructional delivery etc.

Okechukwu O. N.; Ihechi G. E.; Machebe C. H. & Nwaubani V. O. (2018)

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Development and Validation of Economics Achievement Test

This paper is on the development and validation of an Economics Achievement Test. The study area was Aba Education Zone of Abia State. The study adopted the instrumentation design. A total of 32 senior secondary schools II students were sampled and used for the study. The researcher formulated two research questions to guide the study. And a 42-item test instrument was developed based on the level of cognitive ability measured by the test. The draft copy of the instrument (EAT) was validated by experts using the table of specification (Test blueprint). The reliability of the instrument was determined using Kuder-Richardson (KR-20) which yielded a reliability coefficient of 0.77. From results of the analysis, it was found that: the developed Economics Achievement Test instrument for Senior Secondary schools has high psychometric properties in terms of difficulty and discrimination index and reliability index. Based on the findings, recommendations were made. The developed Economics Achievement Test instrument should be used by Economics teachers and the items of the EAT developed should serve as template to develop other achievement tests in Economics.

Oleabhiele, E. O. (2018)

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Effect of Reciprocal Teaching Method on Undergraduate Students’ Academic Achievement in Econometric Concepts


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

Maxwell O. E. & Uchenna C. (2018)

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Perception of Teachers on The Implementation of Secondary School Economics Curriculum in Enugu Education Zone of Enugu State


IJEER-Vol 1, Issue 1 pp 15-27




Curriculum is the function of the changes in society. In other words, changes in the economy are regularly being reflected in the economics curriculum contents for students to learn. This has led to what is considered by the teachers (the curriculum implementers) as curriculum content overload. This study determined the perceptions of the teachers on the implementation of secondary school Economics in Enugu state. The study adopted a descriptive survey research design. The study was carried out in Enugu-east education zone of Enugu state which is one of the six education zones of the state. The zone is made up of three local government areas namely Isi-uzo, Enugu east and Enugu north. Purposive sampling technique was used to select eight schools from each of the three local government areas of the zone. In doing that, efforts were made to accommodate four each of public and private schools as well as four each of urban and rural schools respectively in every local government area in the zone. That gave a total of 24 sampled schools for the study. All the 38 Economics teachers in the 24 selected secondary schools were used for the study. A 23-item researcher developed a questionnaire titled Teachers Perceived Curriculum Implementation Questionnaire (TPCIQ) was used as the instrument for data collection. The instrument was validated by two experts in measurement and evaluation as well as one expert in economics education for face and content validation respectively. A test-retest method was used to determine the reliability of the instrument which yielded a coefficient of 0.78 indicating high reliability. Mean and Standard deviation were used to answer the four research questions postulated for the study while t-test statistics was used to test the four null-hypotheses posed for the study at 0.05level of significance. The findings revealed among others that teachers agreed that economics curriculum is poorly implemented while the over-loaded curriculum contents, lack of in-service training, inadequate lesson periods are some of the impending challenges of effective implementation of economics curriculum. It was recommended among others that there should be a summit of experts who should look into the curriculum to remove obsolete and abstract concepts so as to reduce curriculum content overload and for easy curriculum implementation.

 Keywords: Perception, Implementation, Curriculum, Economics, Content.   

Maxwell O. E. (2018)

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Determinants of Academic Achievement in Economics in Public Secondary Schools in Nsukka Local Government Area Enugu State, Nigeria


The study investigated the determinants of Academic Achievement in Economics in Public Secondary Schools in Nsukka Local Government Area, Enugu State Nigeria. The descriptive Survey research design was adopted. The instrument for data collection was a questionnaire titled factors affecting student’s achievement in Economics (FASAE). Four research questions were answered using mean and standard deviation and four hypotheses tested at 0.5 level of significance using t-test. Four factors considered in the study were teachers-, students-, Socioeconomic- and government-related factors. The sample consisted of three hundred and fifty-one research subjects (351) comprising of three hundred and twenty seven (327) Economics students and twenty four (24) Economics teachers. Ten schools were randomly selected out of the thirty one (31) public secondary schools in the Nsukka Local Government Area of Enugu State. Findings among others revealed that the determinants of academic achievement of students in Economics were students, teachers and government related as well as the socioeconomic background of parents. Recommendations were proffered from the results of the findings.

KeywordsEconomics, Academic achievement, Teachers, Secondary school.

Idika, E. O; Onuoha, J. C.; Nji, I. A. & Eze E. (2018)

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