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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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