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 The population of the study included all the published and unpublished research reports on secondary school students’ retention in Economics in Nigeria between 1966 -2022.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)