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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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