COMPARATIVE EFFECTIVENESS OF PROBLEM-SOLVING AND FUTURES-WHEEL INSTRUCTIONAL STRATEGIES ON STUDENTS ACHIEVEMENT IN SENIOR SECONDARY SCHOOL ECONOMICS
JOSEPH C. ONUOHA PhD; *NATHANIEL OKECHUKWU OCHIAJA; IZUCHUKWU OKOYE-OGBALU; ONAH, EUCHARIA AKUOMA AND ENEBE, NGOZI BLESSING
DEPARTMENT OF SOCIAL SCIENCE EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA AND DEPARTMENT OF MATHEMATICS STATISTICS AND COMPUTER SCIENCE, UNIVERSITY OF KWAZULU-NATAL, SOUTH AFRICA
*Corresponding Author: email@example.com
This study sought to determine the Comparative Effectiveness of Problem-solving and Futures-wheel Instructional strategies on Students Achievement in Senior Secondary School Economics in Nsukka Local Government Area of Enugu State, Nigeria. The quasi-experimental research design was used in the study. The population of the study was made up of 3,395 SS2 Economics students; which consist of 1,692 males and 1,703 females, out of which 600 were selected, using a multi-stage sampling technique. The instrument for data collection was “Economics Students Achievement Test” (ECOSAT). Mean and the standard deviation was used to answer the research questions, whereas, Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that students achievement with Problem – solving instructional strategy was higher than the achievement of those in Futures-wheel strategy. Furthermore, the result revealed that gender has a significant interaction effect on students achievement in senior secondary school Economics. Recommendations were made for the utilization of the two instructional strategies, among other things.
Keywords: Economics, Problem-solving and Futures-wheel instructional strategies, Achievement and Gender.