ABSTRACT
This study investigated the effect of blended learning strategy on students’ achievement and retention in Economics in Ebonyi State. The study was guided by six research questions and hypotheses. The study adopted a pretest, posttest, control group quasi experimental design. Two secondary schools were purposively selected for the study. In each school, an intact class of SSII Economics students was drawn and randomly assigned to experimental and control groups. The experimental group was taught Economics using blended learning strategy while the control group was taught using the lecture method. Data were collected using an Economics Achievement Test (EAT). The instrument was face and content validated by three experts. The reliability of the instrument was determined using K-R20 statistic which yielded the internal consistency index of 0.78. Data obtained were analyzed using mean and standard deviation while hypotheses were tested using the analysis of covariance (ANCOVA). The results of the study indicated that blended learning strategy had increasing and significant effect on the mean achievement scores of students in Economics, blended learning strategy had no significant differential effect on male and female students’ mean achievement score in Economics, method and gender had no significant interaction effects on students’ mean achievement scores in Economics, blended learning strategy had high and significant effect on the mean retention scores of students in Economics, blended learning strategy had no significant differential effect on the mean retention scores of male and female students in Economics and there was no significant interaction effect of instructional method and gender on the mean retention scores of students in Economics. Based on these findings, it was recommended among others that blended learning strategy should always be used to teach Economics in order to facilitate students’ achievement and retention.
TABLE
OF CONTENTS
Title Page i
Certification ii
Declaration iii
Dedication iv
Acknowledgements v
Table of Contents vii
List of Appendices viii
List of Tables xii
Abstract xiv
CHAPTER 1: INTRODUCTION
1.1 Background
to the Study 1
1.2 Statement
of the Problem 11
1.3 Purpose
of the Study 12
1.4 Research
Questions 12
1.5 Hypotheses
13
1.6 Significance
of the Study 14
1.7 Scope
of the Study 15
CHAPTER 2: REVIEW
OF RELATED LITERATURE
2.1 Conceptual
Framework 17
2.1.1 Nature
of Economics 17
2.1.2 Blended
learning strategy 21
2.1.2.1 Benefits
of blended learning strategy 27
2.1.2.2 Factors
hindering effective utilization of blended learning strategy 31
2.1.2.3 Modes of
blended learning 34
2.1.3 Academic
achievement 38
2.1.4 Students’
achievement in economics 40
2.1.5 Gender
and Students achievement 41
2.1.6 Students’
retention in Economics 43
2.2 Theoretical
Framework 45
2.2.1 Theory of
social constructivism by Levy Vygotsky (1978) 45
2.2.2 Theory of
connectivism by George Siemen (2005) 47
2.3 Empirical
Studies 49
4.4 Summary
of Literature Reviewed 70
CHAPTER 3:
METHODOLOGY
3.1 Design
of the Study 72
3.2 Area of
the Study 73
3.3 Population
of the Study 74
3.4 Sample
and Sampling Techniques 74
3.5 Instrument
for Data Collection 75
3.6 Validation
of the Instrument 75
3.7 Reliability
of the Instrument 76
3.8 Experimental
Procedure 77
3.8.1 Control
of extraneous variables 79
3.10 Method
of Data Collection 80
3.11 Method
of Data Analysis 81
CHAPTER 4: RESULT
AND DISCUSSION
4.1 Results 82
4.2 Summary
of Findings 94
4.3 Discussion
of Findings 94
CHAPTER 5: SUMMARY,
CONCLUSION AND RECOMMENDATION
5.1 Summary
of the Study 101
5.2 Conclusion 103
5.3 Recommendations 104
5.4 Educational
Implication of the Study 105
5.5 Limitation
of the Study 106
5.6 Suggestions
for Further Study 107
REFERENCES 108
APPENDICES 119
LIST OF TABLES
4.1 Mean
and standard deviation of academic achievement of students
in economics when taught using
blended learning strategy
and lecture method 82
4.2 Analysis of Covariance (ANCOVA) of Effect
of Blended Learning
Strategy
on the Mean Achievement Scores
of Students in Economics 83
4.3 Mean and standard deviation of academic
achievement of male and
female students in economics when
taught using blended learning strategy 84
4.4 Analysis of Covariance (ANCOVA) of Effect
of Blended Learning
Strategy on the Mean Achievement
Scores of Male and Female
Students in Economics
85
4.5 Interaction Effect of Methods and Gender on
the Mean Achievement
Scores of Students in Economics 86
4.6 Analysis of Covariance (ANCOVA) of
Interaction Effect of
Gender and Instructional
Methods on the Mean Achievement
Scores of Students in Economics 87
4.7 Mean and Standard Deviation of Retention
Scores of Students
taught Economics using Blended Learning Strategy and Lecture Method 88
4.8 Analysis of Covariance (ANCOVA) of Effect
of Blended Learning
Strategy
on the Mean Retention Scores
of Students in Economics 89
4.9 Mean and Standard Deviation of Retention
Scores of Male and Female
Students taught Economics using Blended Learning Strategy 90
4.10 Analysis of Covariance (ANCOVA) of Effect
of Blended Learning Strategy
on the Mean Retention Scores of Male and Female Students in Economics 91
4.11 Interaction Effect of Methods and Gender on
Mean Retention Scores of
Students in Economics 92
4.12 Analysis of Covariance (ANCOVA) of
Interaction Effect of
Gender and Instructional Methods on
the Mean Retention Scores
of Students in Economics 93
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Economics is considered as an important
subject that deals with the study of the behaviour of and inter-relationships
of households, business firms, governments, markets and industries with
appropriate and efficient allocation and utilization of economic resources in
their best alternative uses. Robbins in Anyanwuocha (2010) defined Economics as
a science which studies human behavior as a relationship between ends and
scarce means which have alternative uses. Nwoke (2012) described Economics as
the study of efficient allocation of scarce resources among competing
alternative while Jhingan in Nnachi (2014) perceived Economics as a social
science concerned with the proper allocation and utilization of scarce
resources for the attainment and maintenance of growth and stability. Economics
is therefore, concerned with the study of how people and society efficiently
allocate their scarce productive resources which have alternative uses, to
produce various commodities and distribute them for consumption among persons
and groups in society.
Economics as a distinct field of study was
introduced in Nigeria after a protracted debate on its ability to fundamentally
equip secondary school graduates with the basic knowledge and requisite skills
necessary for understanding the nature of economic concepts and problems in our
society, and prepare them adequately for the economic challenges of 21st
century and beyond (Ede, Oleabhiele & Modebelu, 2016). Ochiaja (2015)
stated that the inclusion of Economics as a senior secondary school subject
stems from the quest to develop entrepreneurial and managerial skills needed
for self and national consciousness as well as improving the economic
well-being of individuals and society at large for the achievement of national
objectives.
The curriculum content of Economics at the
secondary school level is therefore designed and tailored to improve students’
interaction with their environment, and broaden their knowledge and level of
involvement in economic and social activities, enhance their capacity to apply
scientific knowledge on issues of personal, households, firms and governments
(Aniaku, 2013). Ede et al (2016)
observed that the Economics curriculum at secondary school level is properly
and adequately built with an array of carefully selected learning experiences
with a view to widening students’ knowledge and competence such that graduates
of secondary school can become self-dependent so that in the event when no job
opportunities exist, they can be productively and gainfully engaged in income
generating activities because of the Economics knowledge and skills they had
acquired. According to Adu (2012), Economics curriculum is an organized body of
knowledge carefully selected to provide students with learning opportunities
and knowledge for making rational decisions, living a meaningful life in a
dynamic society, managing scarce resources efficiently and having respect for
the dignity of labour.
Thus, the subject, Economics is expected
to accomplish the following objectives; enabling students to understand basic
economic principles and concepts as well as the tools for sound economic
analysis, contribute intelligently to discourse on economic reforms and
development as they affect or would affect the generality of Nigerians,
understand the structure and functioning of economic institutions, appreciate
the role of public policies on national economy, develop the skills and also
appreciate the basis for rational economic decisions, become sensitized to
participate actively in national economic advancement through entrepreneurship,
capital market and so on; understand the role of and status of Nigeria and
other African countries in international economic relationships; and appreciate
the problems encountered by developing countries in their efforts towards
economic advancement (Ede et al,
2016; Onuoha, Ochiaja, Ogbalu, Onah & Enebe, 2018; Oleabhiele & Oko,
2018).
Despite the growing importance and
usefulness of Economics to Nigerian economy and the continued increase in the
enrolment of students to write Economics in external examinations, Umeala
(2015) lamented that there have been a persistent and exponential deterioration
of students’ performance in Economics in external examinations over the years.
The consistent poor achievement of senior secondary school students in
Economics according to Onuoha (2015), is an indication that students who enroll
in Economics for external examinations were not adequately prepared. This
persistent poor achievement of students in Economics is primarily caused by the
selection and utilization of inappropriate instructional strategies by
Economics teachers. According to Davies (2013), students’ poor achievement and
low retention in Economics can be largely attributed to the utilization of
traditional instructional strategies by Economics teachers which he described
as not just teacher centered methods but also ineffective in delivering
Economics contents. These traditional methods according to Agba (2012),
includes lecture method, discussion method, questioning method, among others.
To support the above assertion, Kwak,
Meneze and Sherwood (2015) stated that the dismal failure of students in
Economics is due to the fact that educational activities are predicated mainly
on traditional face to face instructional strategies which confine students to
“brick and mortar” schools. Under this arrangement, students are completely
reduced to passive learners and must learn from teacher centered methods. This
mode of teaching according to Aniaku (2013), is generalized and does not take
into consideration, the individual learning needs and styles of different
students as well as their prior knowledge, experiences, backgrounds and views.
The method therefore discourages critical reasoning, creativity and initiative
which are necessary for maximum achievement in Economics. Similarly, Poon
(2013) observed that though, e-learning enjoys high rate of flexibility, the
adoption of only the e-learning mode of instruction creates social isolation
which negates the tenets of social learning theory which states that social
interaction with more knowledgeable others including teachers and students will
lead a learner to deeper and further cognitive development and understanding.
Since the traditional face to face classroom
instructions are teacher centered, inflexible and prevent students from
learning at their respective pace; and e-learning is accused of social
isolation which are all hindrances to effective teaching and learning for maximum
performance, Ojaleye and Awofala (2018) emphasized that the only way to promote
greater students’ retention and achievement in Economics is the adoption of
blended learning strategy which according to them is self-paced,
individualized, flexible, and can overcome the limitations of both e-learning
and traditional face to face classroom instructional strategies by enhancing student-teacher
interaction, student-student interaction and student-content interaction. In their
own contribution, Okocha, Eyiorunshe and Oguntayo (2016) asserted that blended
learning strategy resolves the shortcomings of online learning and traditional
learning experiences by establishing a framework which Poon (2013) suggested
will provide students the very best of many possible delivery options that can
suit their different learning styles.
Blended learning according to Paily (2013)
is rooted in the theory of social constructivism which upholds that by
interacting with others, students can achieve more and at higher levels through
the strategic help of more knowledgeable people than they can on their own.
Blended learning strategy is an instructional method that is promulgated as a
source of collaboration; interaction and motivation to help both teachers and
students create a learning community. It represents a paradigm shift and has
transformed the teacher centered classroom into a student-centered classroom.
Moreso, Blended learning strategy according to Yaghmour (2016), takes the
responsibility of learning to students and substantially changes the role of
the teacher to a facilitator.
Blended learning strategy is a pedagogical
method that combines social, cognitive and teaching opportunities of face-to-face
classroom instruction with the online learning environment rather than relying
solely on one delivery method. Bawaneh (2011) envisioned blended learning
strategy as a pedagogical strategy that helps teachers in combining technology
and allows them use face to face classroom instructional strategies to meet the
varying learning needs of learners. Alammary, Sheared and Carbon (2014) are of
the opinion that blended learning strategy is used when students learn both in
classroom and online learning environment. Blended learning strategy is a
training pedagogy that combines traditional instruction and online instruction
to improve knowledge and competence in Economics. Yilmaz and Orham (2010)
described blended learning strategy as a mixture of different delivery models.
It is an integrated learning technique that mixes traditional classroom session
with online learning opportunity.
In the words of Pavla, Hana and Jan (2015),
blended learning strategy is a new instructional strategy that integrates
online educational materials with traditional face to face classroom
instruction. Pillay and James (2014) commonly recognized blended learning
strategy as a combination of face-to-face classroom component of instruction
and online learning experience which takes the place of some class time. Thiele
(2012) viewed blended learning strategy as the integration of traditional
classroom learning with computer-mediated and usually online instruction
delivered through computer. While students attend “brick and mortar” schools
with a teacher present, the traditional face to face practices are combined
with computer mediated activities regarding content and delivery. Thus, blended
learning strategy mixes face to face classroom learning and online learning
experiences, drawing on technology-mediated instruction where all participants
are sometimes separated by distance.
Blended learning strategy according to
Garrison and Kanuka (2013), is a thoughtful integration of classroom face to
face learning experiences with online learning experiences which facilitates
classroom experiences and extends learning through innovative use of information
and communication technology. It tries to establish a harmonious balance
between online access to knowledge and traditional face to face human
interaction. Staker (2011) states that blended learning strategy is employed
any time students learn partly in a supervised and confined classroom location
away from home and partly through online delivery method under the guidance of
an online instructor with some element of students’ control over time, place,
path and/or pace. For blended learning strategy to work effectively, Thiele
(2012) argued that it must use the online learning sessions to reduce the
amount of time spent in the classroom face to face instruction. Specifying the
ratio of traditional classroom learning time to online learning necessary to
have a full blended learning, Clark in Graham, Henrie and Gibbons (2014)
suggested a ratio of two hours of in-class work to one hour online session
while Milheim (2014) calls for 30% to 79% of online course delivery with the
rest made of traditional classroom learning.
To have a full blended learning strategy, Gambari,
Shittu, Ogunlade and Osunlade (2017) suggested the integration of parts of
learning which require the presence and guidance of the teacher with those
aspects that do not demand the presence of the teacher. Blended learning strategy
provides teachers with the prospect of designing and uploading their lecture
notes, learning activities and assessments online; and requires that students
attend on-site classes to receive the hands-on aspects of their learning and
are then free to complete online asynchronous learning activities as long as
the course works are accessible online (Poon, 2013). Course work takes the form
of continuous assessment and allows learners to participate in e-portfolio development,
graded discussions, assignments, online examinations and researches.
The online aspect of a blended class which
can take place in the actual classroom, in a computer laboratory or even at
home utilizes a wide spectrum of instruments and educational materials in order
to provide an interactive learning environment synchronously or asynchronously,
serve both teacher and student, improves the instructional process by offering
programmes and courses electronically via different multimedia communication tools
including e-mail, instant messages, mailing lists and discussion forums to
surmount the conventional problems of environment (Shaowei & Zainuddin,
2020; Simpson, 2016; Achuonye, 2011). Benson and Kolsaker (2015) posited that
students’ engagement and collaboration can be attained when Economics
curriculum is well designed by bringing different types of learning activities
and instruments together as part of the instructional process. Shibley (2014)
stated that blended learning strategy requires students to access emails,
e-journals, complete online assessment, collaborate using discussion forums and
chat rooms to enhance student engagement and motivation and consequently, their
learning outcomes and academic performance. In his contribution, Oye (2014) suggested
the use of power-point presentations, video and audio clips to promote both
collaborative and independent learning.
Blended learning strategy to some teachers
however, places a burden on them cognitively and physically as they are
compelled to redesign modules, prepare materials for uploading, provide
feedback and grade online assessments. In support of this, Kwak et al (2015) stated that some of the
challenges encountered by participants in the blended learning strategy
centered on the need for related training, the shortage of time associated with
digitizing and uploading content, lack of technical support to use the platform
efficiently, high cost of acquiring some learning technologies, and poor
network and internet connectivity. Beck (2010) regretted that since blended
learning strategy is technologically dependent and a considerable amount of
learning content is online, students may find it difficult to interact with the
materials especially if they lack the requisite knowledge and skills to access
or understand the material presented to them.
Notwithstanding the aforementioned
limitations, blended learning strategy supports all the benefits of e-learning
including cost reduction, time efficiency and location convenience for the
learners as well as the essential one-on-one personal understanding and
motivation that face-to-face instruction presents. Yonge (2014) stated that
blended learning strategy has the potential to reduce educational expenses or
costs by putting classroom in the online space and essentially replacing pricey
textbooks with electronic devices. E-textbooks which can be digitally accessed
help to drive down textbook budget. Instructional resources are increasingly
accessible as time and location constraints are removed. Lalima and Dangwal
(2017) observed that blended learning strategy connects students with the vast
knowledge library of the world. It enhances collaboration within classes and
between classes; and among students and their teachers throughout the world via
electronic and multimedia communication tools such as Youtube, facebook,
discussion forum, chat room, among others.
Since the proponents of online learning method
suggested that it has the potential to provide differentiated or customized learning
experiences that continuously adjust-to keep each learner within his/her zone
of proximal development and the proponents of traditional face to face
classroom teaching emphasized the importance of students’ interaction with more
knowledgeable others including other learners and teachers in cognitive
development, Ozgen and Ufuk (2017) contended that blended learning strategy
combines online learning method with traditional classroom instructional
strategies synergistically to provide a formidable and effective learning
system that provides both personalized learning experiences and social
interactions required for effective learning, retention and achievement in
Economics. Blended learning strategy is therefore a pedagogical strategy that
allows students to move at their own pace working as quickly as they are able
and without waiting for other students in their class who occupy different
zones of development. Those who are faster than other participants do not have
to wait for them and those that are slow can take their time in accordance with
their own preferred learning modalities and styles while obtaining more
frequent feedback and providing better, less labour-intensive data to teachers
(Ebert, 2015; Horn, 2013; Kelly & Harmm, 2013).
The intention of blended learning strategy
is to enhance the academic achievement and retention of all students in
Economics regardless of gender. Bawaneh (2011) observed however, that many
researchers differ greatly in their opinions on the influence of gender on academic
achievement of students when exposed to blended learning strategy.
Specifically, Nisreen (2016) and Abdulkareem (2016) revealed that male students
perform better than their female counterparts when exposed to blended learning
as they have more freedom to explore their environment thereby developing in
themselves the skills of enquiry and discovery while Ahmed and Mirna (2010)
argued that female students out perform their male counterparts when taught
with blended learning strategy in the areas of examination scores and using the
knowledge acquired to solve life problems. Abdulkareem (2016), On the contrary,
Yaghmour (2016) asserted that blended learning strategy embraces the active
involvement of male and female students. Similarly, Walid and Abdulmajeed
(2016) disclosed after their investigation on the factors affecting learning in
a blended learning strategy, that there is no significant difference between
male and female students in the aspects of examination scores and learning
attitudes.
Therefore, if properly used, blended
learning strategy is a promising alternative learning strategy with many
possible delivery options for meeting the different learning needs when
compared to conventional or e-learning approach, and can reorganize teaching
and learning and their interplay, improve students’ engagement, collaboration,
interaction, motivation, satisfaction, retention, progression and achievement
in Economics in a learning community. It is against this backdrop, that the
researcher deemed it necessary to ascertain the effect of blended learning strategy
on secondary school students’ academic achievement and retention in Economics
in secondary schools in Ebonyi State.
1.2 STATEMENT
OF THE PROBLEM
Economics
is one of the vital subjects in the secondary school curriculum. It plays its
role in ensuring that the graduates of secondary schools are equipped with
knowledge and skills needed for achieving the economic well-being of
individuals and society at large. Unfortunately, secondary school students’
achievement in Economics has been generally and continuously poor over the
years. The consistent poor academic achievement and poor retention of secondary
school students in Economics in various external examinations are indications
that they have not been properly prepared, may be due to among other factors,
the persistent selection and utilization of the conventional approach which is
ineffective in delivery of Economics concepts and theories. Nwoke (2012)
contented that the traditional approach is inappropriate in facilitating
students’ achievement and retention because it does not allow them to
participate actively in the learning process which the study of Economics
demands. Hence, the persistent decline in students’ academic achievement and retention
in Economics.
To address this abysmal situation and
enhance students’ academic achievement and retention in Economics, there is a
need for the adoption of a more innovative teaching approach such as blended
learning strategy which provides diverse learning opportunities for students to
interact with their teachers, peers and content both within and outside the
school environment for greater achievement in Economics. However, the
effectiveness of blended learning strategy in improving students’ achievement
and retention in Economics in Ebonyi State has not been empirically
established. The study is therefore confronted with the problem of determining
empirically the effect of blended learning strategy on students’ achievement
and retention in Economics.
1.3 PURPOSE
OF THE STUDY
The purpose of the study was to examine
the effect of blended learning strategy on senior secondary school students’
academic achievement and retention in Economics in Ebonyi State. Specifically,
the study sought to:
1.
examine the effect of
blended learning strategy on students’ academic achievement in Economics.
2.
determine the effect of
blended learning strategy on male and female students’ academic achievement in
Economics.
3.
determine the interaction
effect of instructional methods and gender on students’ achievement in
Economics.
4.
determine the effect of
blended learning strategy on students’ retention in Economics.
5.
determine the effect of blended
learning strategy on male and female students’ retention in Economics.
6.
determine the interaction
effect of instructional methods and gender on students’ retention in Economics.
1.4 RESEARCH QUESTIONS
The following research questions guided
the study:-
1.
What is the effect of
blended learning strategy on the mean achievement scores of students in
Economics?
2.
What is the effect of
blended learning strategy on the mean achievement scores of male and female
students in Economics?
3.
What is the interaction
effect of instructional methods and gender on students’ mean achievement scores
in Economics?
4.
What is the effect of
blended learning strategy on the mean retention scores of students in
Economics?
5.
What is the effect of
blended learning strategy on the mean retention scores of male and female
students in Economics?
6.
What is the interaction
effect of instructional methods and gender on students’ mean retention scores
in Economics?
1.5 HYPOTHESES
The following null hypotheses were tested
at 0.05 level of significance:
Ho1: Blended learning strategy has no significant
effect on the mean achievement scores of students in Economics.
H02: Blended
learning strategy has no significant effect on the mean achievement scores of
male and female students in Economics.
H03:
There is no significant interaction
effect of instructional methods and gender on students’ mean achievement scores
in Economics.
H04:
Blended learning strategy has
no significant effect on the mean retention scores of students in Economics.
H05: Blended learning strategy has no
significant effect on the mean retention scores of male and female students in
Economics.
H06: There is no significant interaction effect
of instructional methods and gender on students’ mean retention scores in
Economics.
1.6 SIGNIFICANCE
OF THE STUDY
The findings of this study would be of
immense significance and useful to curriculum planners, ministry of education,
teachers, students and other researchers.
The findings of this study would be a
useful instrument to curriculum planners as it would intimate them on the need
to infuse the model in the Economics curriculum modules. The study would
provide the curriculum planners with the specific guideline to plan when
developing blended learning strategy.
The findings of this study would expose
the ministry of education on the need to build and equip computer laboratories
in schools and as well as provide other e-learning tools. The findings of the
study would also expose the ministry on the need to recruit qualified teachers
and trained them on the use of technologies necessary for effective use of
blended learning strategy.
The findings of this study would keep
teachers abreast with a more relevant instructional strategy for effective
teaching of Economics. The findings of this study would provide Economics
teachers with an insight on how to use blended learning strategy to improve
their performance in Economics instruction by tailoring learning experience to
students’ learning needs and styles. The findings of this study would also
provide information on whether to use different instructional strategy for male
and female Economics students or not. The findings of this study would also
expose the Economics teachers on the need to acquire technical skills and
knowledge required to use relevant learning technologies for effective
utilization of blended learning strategy to optimize students’ achievement in
Economics.
The findings of this study would enhance
students’ achievement and retention in Economics by providing a more functional
approach with many possible delivery modalities that can take care of different
learning needs of students. This will improve teaching and learning of
Economics contents and consequently, students’ achievement in both the internal
and external examinations.
Furthermore, the results of this study
would serve as an indispensable guide to other researchers who would deem it
right to carry out research on a related aspect of the topic.
1.7 SCOPE OF THE STUDY
This research work was designed to
investigate the effect of blended learning strategy on students’ academic
achievement and retention in Economics. Though, there are different models of
blended learning, this study was delimited to flipped model of blended learning
strategy. The choice of this model was based on the fact that no study has been
carried out yet on the effect of flipped model of blended learning on students’
achievement and retention in Economics to the best knowledge of the researcher.
The study delimited traditional face to face method to lecture method. This is
because lecture method is mostly used by Economics teachers. The study also
confined its investigation to SSII students in government owned secondary
schools in Abakaliki Education Zone of Ebonyi State. This is because all public
secondary school within the above-mentioned zone of the state have peculiar
students’ behaviuor and use the same curriculum in Economics. The choice of
SSII students was due to the fact that they were not in examination class and
the topics that were taught were selected from the SSII Economics core curriculum.
The study was restricted to Abakaliki Education Zone. This is because students’
achievement and retention in Economics in this zone have unabatedly continued
to be low which might be due to the utilization of traditional method. This study
was delimited to the topics in SSII Economics scheme of work which include:
cost of production, demand theory, supply theory and inflation.
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