IAFEE Conferences

Assessment of the Psychometric Properties of WASSCE Economics Graph Related Multiple Choice Questions

Abstract
This paper assessed the psychometric properties of the WASSCE Economics graph related multiple-choice questions. The area of the study was Enugu education zone of Enugu State. A multi-stage sampling technique was used to select 150 out of 851Senior Secondary (SSIII) students in the three local government areas (Isi-uzo, Enugu -east and Enugu- south) that make up the zone that offers Economics. The instrument for data collection was a 50 item WAEC Economics Graph Related Multiple -Choice Questions (WEGRMCQ). The objective questions were randomly selected from WAEC past questions in the last years of 2012-2017. The instrument did not go through validation and reliability tests as WASC examinations are standardized and must have gone through those processes. The Economics teachers in the respective sampled schools helped in the administration of the questions to the sampled students. The scored scripts of the students were exposed to item analysis to determine the difficulty, discrimination and distracter indices of those items. The result showed among others that a greater percentage of the entire students assessed recorded high difficulty indices as well as fair item discrimination. Based on the results, it was recommended that workshops should be organized for Economics teachers on how to improve the teaching of graph aspects of Economics in secondary schools.

Maxwell E. O. (2019)

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Resource Inputs as Correlate of Effective Implementation of Economics Curriculum in Schools In Imo State

Abstract
This paper was on resource inputs as a correlate of effective implementation of the Economics curriculum. The paper employed Economics 452 Economics teachers as respondents for the study. A correlational study was used. Two instruments were used for data collection; Resource Inputs Questionnaire for Effective Implementation of Economics Curriculum (RIQIEC)” and Effective Implementation of Economics Curriculum Questionnaire (EIECQ. Face validation by three research specialists was carried out on the instrument. The internal consistencies of the instruments were .77 and .81 respectively. These were obtained using the Cronbach Alpha. The Pearson product-moment correlation coefficient (PPMC) was used in answering the research questions (r) while the hypotheses were tested using P-value at .05 alpha level. The paper showed a high positive correlation between teachers’ qualification and effective implementation of the Economics Curriculum. Also, the correlation between instructional materials and effective implementation was positive and moderate. From the findings, some recommendations were made that education stakeholders need to put in place policies that will ensure that qualified teachers are recruited to effectively implement the Economics curriculum. These they can achieve by ensuring that the best teachers are recruited in the system among others

Oleabhiele, E. O. & Omorogiuwa R. (2019)

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Analysis of Students’ Perceptions and Attitude Towards the Application of Punishment and Reward as A Strategy in Managing Classroom in Secondary Schools

Abstract
The study explored the perceptions of secondary school students on the application of punishment and reward as a strategy in managing the classroom. Four research questions and one null hypothesis guided the study. The study adopted a descriptive research design. The sample size of 305 respondents was selected using simple random sampling technique. Two questionnaire instruments were used for data collection. The first instrument is titled the extent of teachers’ use of reward and punishment as a classroom management technique (ETURP) while the second instrument consisted of 25 items structured questionnaire titled Questionnaire on students’ perception of the use of reward and punishment (QOSPURP). Frequency count and the simple percentage was used to analyze research question 1, 3, and 4 while the mean and standard deviation was used to analyze research question 2 and Mann Whitney U test was used to test the null hypothesis. The findings revealed that most secondary school teachers, regularly adopt punishment and reward as a classroom management technique. Secondary school students are highly against the use of punishment as a classroom management strategy, consequently, students mostly prefer the use of rewards rather than punishment as a classroom management strategy. The study further revealed that the majority of the students will totally switch off or dislike the teacher when given a punishment while they are likely to react positively by liking the teachers when rewarded. Finally, the study found out that secondary school students are of the opinion that punishment should not be used at all and rather a friendlier approach should be adopted. Based on the findings, the researcher recommended that secondary school teachers should adopt a friendlier approach to managing students’ behaviour in the classroom. Secondary school teacher should avoid regular use of
punishment but rather embrace reward and praise technique to enhance student teacher’s relationship. Teachers should totally avoid embarrassing students in public as this will have a negative reaction from the students but rather teachers should encourage them to do better.

Yunisa, A.; Y.; Aliyu, A.; A. & Ezeani, V.; O. (2019)

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Relevance of Education in Poverty Alleviation of Developing Economies: The Nigeria Example

Abstract
Poverty, at the most elementary level, is seen as the inability to provide and/or meet the most basic of human needs and wants such as the provision of food, clothing, and shelter as well as lack of access to education. While some schools of thought hold different views about the concept, the consequences of poverty on societal growth and development still remain the same. This paper examined the major trends and causes of poverty in developing economy like Nigeria. It further defines key concepts to establish clarity of purpose, the relevance of education towards poverty eradication and suggested possible recommendations and conclusion on the way forward for societal growth and transformation.

Ruth A.; I. & Ruth J. U. (2019)

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Influence of Preschool Experiences and Students Attitude on Economics Education Students’ Achievement in University of Nigeria

Abstract
The study examined the influence of preschool and students’ attitude on academic achievement of Economics education students of University of Nigeria, Nsukka. The design of the study is Ex-post facto research. A total population of One hundred and fifteen (115) undergraduate students which comprised of forty-one (41) first-year
students, twenty (20) 200level students, twenty (20) 300level students and thirty-four (34) final year students of Economic Education student of University of Nigeria for 2017/2018. A researcher-developed questionnaire titled: Influence of Preschool and Students Attitude Scale (IPSA) and Students CGPA from the first year to fourth (final) year were the two instruments used for the study. Two research questions were answered using descriptive statistics and hypothesis tested at 0.5 level of significance using the t-test. The results show that preschool had no influence on the academic achievement of students in Economics whereas student’s attitude had a significant effect on their academic achievement. Based on the finding’s recommendations were made.

Onuoha, J. C.;  Idika, E. .O & Okoye, O. W. (2019)

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Effect of Mind Mapping Instructional Strategy on Students’ Academic Achievement in Economics in Abia State

Abstract
Effect of Mind mapping instructional strategy on students’ Academic Achievement in’ Economics was conducted in Abia State. Precisely non-randomized pretest-posttest control group design was adopted. Sixty-six SS II students which comprise male and female drawn from two schools were involved. A research question and a null
hypothesis guided the experiment which was answered and tested with mean and standard deviation and Analysis of Covariance (ANCOVA) at .05 level of significance respectively. Economics Achievement Test (EAT) was used for data collection and subjected to content validation with the use of test blueprint while Kuder-Richardson (K-R20) was for reliability with a coefficient of 0.85. The findings include that Economics students exposed to mind mapping instructional strategy had higher mean achievement scores compared those exposed to conventional instructional strategy. The findings revealed further that the academic achievement of Economics students taught with Mind mapping significantly outperformed those taught with the conventional method. Hence, it was suggested that Educational stakeholders ought to make appropriate plans to expose senior secondary school Economics teachers to seminars, and workshops where they will be trained on how to use Mind mapping instructional strategy in teaching Economics so as to update their techniques for improved teaching and learning of difficult concepts in Economics.

Oleabhiele, E. O. & Chukwu, L. R. (2019)

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