ABSTRACT
This study was to investigate the effect of mixed ability grouping on senior secondary students’ academic achievement in Economics in Rivers State. Four research questions and four null hypotheses guided the study. The study adopted a quasi-experimental design precisely the non-equivalent control group design. The sample of the study consisted of 79 senior secondary II students (41 male and 38 female students). The study adopted purposive sampling to ensure that schools with similar characteristics were used in this study. The instrument for data collection was a multiple-choice question titled; “Economics achievement Test” (EAT). The instrument was subjected to content validation using table of specification while the Kuder Richardson (20) Formula was used to determine the internal consistency of the items that made up the instrument which yielded a correlation coefficient (r) of 0.81 which indicated that the instrument was reliable. The research questions were answered using mean and standard deviation while analysis of covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. Results showed that students who studied in a mixed-ability group performed better than those students who studied in an ability group. The study revealed that mixed-ability grouping improved the achievement scores of students and also ability grouping had more increasing effect on male students than their female counterparts among others. Based on the findings, the researcher recommended among others that school administrators should adopt grouping of their students based on mixed ability since the finding has proved it to be more effective in students’ achievements than the ability grouped classes due to the fact that it provide cross fertilization of ideas among the categories of achievers.
TABLE
OF CONTENTS
Title i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
List
of Tables vi
Abstract vii
CHAPTER 1: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of the Problem 7
1.3
Purpose of the Study 8
1.4
Research Questions 9
1.5
Hypotheses 9
1.6 Significance of the Study 9
1.7 Scope of the Study 11
CHAPTER
2: REVIEW OF RELATED LITERATURE 12
2.1
Conceptual Framework 12
2.1.1
Mixed-Ability Grouping 13
2.1.2 Ability Grouping 14
2.1.3 Nature of Economics 19
2.1.4 Students’ Achievement in Economics 24
2.1.5
Gender 29
2.2 Theoretical Framework 32
2.2.1 Theory of Achievement Motivation By
David Clearance Mcclelland (1917) 32
2.2.2 Social Cognition Theory by Lev.
Semhonovich Vygotsky (1978) 33
2.3 Empirical Studies 34
2.4 Summary of Related Literature Reviewed 42
CHAPTER
3: METHODOLOGY 44
3.1 Design of the Study 44
3.2 Area of the Study 44
3.3 Population of the Study 45
3.4
Sample and Sampling Techniques 46
3.5 Instrument for Data Collection 46
3.6 Validation of the Instrument 47
3.7 Reliability of the Instrument 48
3.8 Method of Date Collection 48
3.8.1 Experimental
Procedure 48
3.8.2 Control
of Extraneous Variables 49
3.9 Method
of Data Analysis 50
CHAPTER 4: RESULTS AND DISCUSSION 51
4.1 Results 51
4.2 Summary of the Findings 59
4.3 Discussion of the Findings 59
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS 63
5.1 Summary 63
5.2 Conclusion 64
5.3 Recommendations 65
5.4 Educational Implications of the Study 66
5.5 Limitations of the Study 67
5.6 Suggestions for Further Studies 67
REFERENCE 69
APPENDICES 76
LIST
OF TABLES
4.1: Pretest
and Posttest mean scores of ability and mixed ability
grouped students in Economics 51
4.2: Analysis of Covariance (ANCOVA) of
achievement scores of ability
and the
mixed ability grouped students taught Economics 52
4.3: Pretest and Posttest mean scores of
ability grouped male and female
students taught Economics 53
4.4: Analysis of Covariance (ANCOVA) of
Achievement scores of abilities
Male and
female students taught Economics using feedback mechanism 54
4.5: Pretest and Posttest mean scores of mixed
abilities grouped male and
female
students taught Economics 55
4.6: Analysis of Covariance (ANCOVA) of
achievement scores of
mixed
ability grouped male and female students taught Economics 56
4.7: Mean Interaction effect of
gender and methods on students’ academic
achievements
in Economics 57
4.8: Analysis of Covariance (ANCOVA) of
Interaction effect of gender
And methods
on students’ academic achievements in Economics 58
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE
STUDY
Economics is a subject that has gained interest among
students. All classes at the senior secondary school level offer it; science,
art and humanities. Economics is an exciting and intellectual based subject
that inspires young people to expand the frontiers of their knowledge about how
best to use limited resources with minimum wastes (Ede, Oleahbiele & Modebelu,
2016). More so, Economics has become an area of focus in the development of
Nigerian society. This is because Economics emphasizes the teaching and
learning of economic policies, principles and development, which leads to
fundamental and applied research in the knowledge of Economics at all levels.
Furthermore, Economics is an inquiry into the wealth
of the nation. This definition arouses the interest on the determination of the
“wealth of nations”. The growth and development strides of the nation are aligned
to perceived plan implementations. Households, firms and government adopt plan
and budget strategies to attain their desired objectives from time to time
(Ogbenna, 2002). Economics as a subject in secondary schools requires that at
the end of the programme the learner becomes relevant in everyday life and
should prepare to have meaningful future career (Ezeonye, 2006). Economics
literacy should, therefore be an integral and compulsory aspect of the overall
education of students in post basic schools in Nigeria. Ebomuche (2005) posited
that Economics deals with how human beings coordinate their wants and employ
the decision-making mechanisms, customs and socio-political activities of the
society.
According to Robbins in Ebomuche (2010), Economics is a
social science which studies human behavior as a relationship between ends and
scarce means which have alternative uses. The definition according to scholars
in Economics is the most acceptable definition of Economics. As a social
science, Economics is seen to operate in a society unlike the core sciences
such as Chemistry, Biology or Physics, which are studied in the laboratory.
Economic role is to watch the way institutions who may be an individual,
business; government and group react to certain circumstances in our society.
Such circumstances might include changes in prices with or without
corresponding changes in the consumers’ income levels. For instance, we want to
observe what a consumer who has only N500 would do if the price of the goods he
has planned to buy at N50 each for 10 pieces changes to N60 each. Our
prospective buyer may either decide to buy only 8 pieces, spending N480.00 or
go home without any commodity at all, since his income cannot purchase the
already planned quantity.
Samuelson in Ogbenna (2006) believes that the
consumer’s purchase of eight pieces of this commodity is a revelation of his
preference for the eight items at this point in time. It should be equally noted
with interest that human behavior is studied as a relationship between ends and
scarce means. Needs, wants or ends are numerous when compared with the means of
achieving them. This call for application of the principle of scale of preference
in order to satisfy the most pressing need.
It is
disheartening to note that while some families in Nigeria are scratching their
scales of preferences, some are secured for the up keep of the families, others
have this naira stockpiles either in their warehouses or in GeePee tanks within
their premises. Such money, which is denied circulation does not constitute,
nor constitute the stock of money supply in Nigeria and as such is considered
useless. In continuation, it can be linked to the study of resource management.
It is obvious that all the three economic agents (individual, household and
government) manage their resources in their efforts to promote life; for
example, the individual households must offer the services of their labor to
earn a living and in the same manner, we also observe that the firms pay for
both the labor services gotten from the households and for the raw materials to
be combined for production to hold. This is what Economists call the circular
flow of Income between Household and Firm.
Economics is a subject that affects our everyday life.
It studies the behavior and activities of people and how they use their limited
resources to satisfy their unlimited wants. Economics is an important
discipline for the socio-economic development of any nation (Dwivedi, 2004). In
spite of the perceived benefits of Economics as a subject and course, students
still encounter difficulties in learning it (Adu, 2012). Furthermore, if
Economics is also beneficial as discussed or stated above, why then do most
students find it difficult and boring to learn? Why do students believe that
Economics has no relevance in the real world setting? It will be worthy to note
that the actualization of the benefits of the study of Economics depends on how
the content is delivered (Eneogu, 2015). The teaching and learning of Economics
in our secondary schools today are encircled with many challenges. These
challenges have aided immensely to the poor performance in the general
examination (Ezeonye, 2006). This assertion was confirmed by Adeyemi (2010) who
reported that students’ achievement in Economics over the years have not been
satisfactory. This could be linked to the factors related to delivery of
instruction by Economics teachers. This is why this study centered on the
effects of mixed ability grouping on senior secondary school students’ academic
achievement.
This nature of Economics has led to a negative
attitude towards the study of Economics by the students and has made it
difficult for them to learn it (Adu, 2014). Similarly, Benedict and Hoag (2002)
found out in their study that 38% of the students’ sample and used in their
study were worried about Economics because of its nature. However, difficult
nature of Economics influences the study of the subject and so demands
confidence to succeed in it. The outcome of these may lead to satisfaction
(Eneogu, 2015). More so, the difficult nature of Economics as perceived by
students according to Ebomuche (2010) and Odunukwe (2017) is attributed to both
teachers, instructional method-related factors to have led to poor achievement
of students in the subject. The teacher is the implementer of the curriculum
and the achievement of the learning objective depends on his/her ability to
deliver instruction effectively (Uwazie, 2008).
Economics is assumed the most popular subject taken in
the secondary schools in Nigeria besides the compulsory English Language and
Mathematics. This is based on the number of students that registered the
subject in external examinations such as the senior secondary school School
Certificate (SSCE) (Oleabhiele, 2015). However, it cannot be claimed that
Economics has been given its rightful place in the secondary schools’
curriculum. Giving its rightful place entails putting in place, the necessary
conditions that are needed for positive academic achievement in Economics (Adu,
2012; Yusuf, 2009). One of the problems that resulted poor achievement of
students in Economics is their inability to reflect on their previous
achievement to extract the net meanings, which are capital stock for
intelligent dealings for their future learning in Economics related concepts
(Odhiambo & Lyanda, 2012).
More so, the
issue of academic achievement according to Adu (2006) is of a great concern to
individuals and the society. Most researchers asserted that some of the factors
responsible for the poor achievement of secondary school students in Economics
include poor methods of teaching, ineffective teaching strategies, student’s
environment, teacher’s problem, acute shortage of qualified Economics teachers,
adherence to old teaching method and poor funding as well as, students’
negative attitude towards Economics. Similarly, the issue of gender still need
to be looked upon as regard teaching method and academic achievement.
Gender is an essential variable in educational research
and has been defined in a variety of ways, both in research and among the
public. What is Gender? Gender is identification as a male or a female. Many
science education researchers have devoted much effort in comparing
achievements of male and female on Economics students. Some of these studies
are more holistic while some are more specific and some of these findings come
with some explanations and remedies. Much achievements related study conclude
that male students consistently achieve higher in science but thus is yet to be
proven in the case of Economics.
Furthermore, in Nigeria female participation in
education was very low in the past when compared to that of their male
counterparts because of total disregard of girl-child education Ogunuyighe
(2008). Males are learners that are more abstract while females are more
instructive and they are more analytical and organized. Okoye (2008) postulated
that sex difference might have little effect on academic performance rather; he
submits that eventual achievement by learners is predicted between males and
females that may be learning differently. According to Onuoha (2003), there are
two levels of achievement namely: low and high achievers. Low achievers have
been described as learners who do not perform well in the classroom (Gkiffen,
2007, Haggis 2008 & Lehr 2010). Low achievers are learners who have the
ability to learn necessary academic skills but at a rate and debt below average
of some age peers (Shaw, Grime & Bull, 2015).
According to Khan (2008), low achievers are students
performing poorly in school yet not eligible for special education. He further
said that those who score below 60% in an examination fall into low achievers.
Their intelligence test scores are high for consideration as students with mental
retardation. Students who are low-achievers generally have a below average
intelligent quotient (IQ) and struggle in the classroom to keep it up with
general academic requirements (Gresham, Macmillan & Bocain, 2016). On the
other hand, high achievers would be students who get high marks; good grades,
that is the category of students who score 60% and above in an examination
(Okhabiah, 2008). High achievers adjust well to the classroom environment and
participate enthusiastically in a classroom discussion.
Researches had
been carried out on ways of improving students’ Economics achievement in
Nigeria senior secondary schools. Most of these studies focused on
methodologies, strategies, student’s environment and teachers’ problem without
addressing the school factors adequately. One of such school factors is that of
students’ grouping. Grouping of students is the process of assigning students
to class for easy management, administration, teaching and learning (Njoku,
2008). This agrees with Anozie (2011) which described grouping as the process
of assigning students to class to enable teachers to teach students in a
conducive and convenient manner. There are two types of grouping namely:
mixed-ability grouping and ability groupings. Mixed-ability grouping is a term
used to describe grouping of students according to their performances in
heterogeneous manner or the assignment of student in different levels of
achievement in a particular class for teaching, learning and management (Amedu,
Aguike & Anyalewechi, 2011).
In mixed-ability classrooms, students interact with
one another and thereby learn from one another (Amadi, 2005). They may have
different strengths, weakness and approaches to learning; respond differently
to various teaching methods and classroom situations. More so, Learners
autonomy is developed in such learning environments, as teachers may not be
able to always attend to the individual learners, hence students teach one
another or work together (Uka, 2012). In addition, mixed-ability class provides
a wide range of opportunities for teachers to tackle learning difficulties that
students may face in the course of teaching and learning.
Meanwhile, ability grouping is the process of
arranging students in a classroom by ability, which is placing the
high-achieving students in one class and low-achieving students in another
class (Obako, 2009). Similarly, Ohuaba (2007) stated that the low-achievers are
kept in a different classroom while high-achievers are in a different
classroom. Ability grouping is the practice of making students grouping based
on performances and scores in an attempt to provide instruction specifically
relevant to each group’s needs (Haggis, 2008). Thus, ability grouping is the
placement of students in a classroom based on their aggregate in the subject
(Economics). Ability grouping can differ in size and duration depending on the
educational goals the groups are intending to meet. Ability grouping
perpetuated inequality by tapping poor and minority students in low-level
groups (Henry, 2011).
Although, ability grouping has become
a standard education practice in many schools, it continues to inspire heated
debate and extensive research. Therefore, this study sought to investigate the
effect of mixed ability grouping on senior secondary school academic
achievement in Economics in Rivers States. Furthermore, ability grouping has
re-emerged according to Olamide (2015) which revealed the uses of the ability
grouping in schools like Hallel College, Eneka International School, Butter stone
Academy and Princess International Academy in Rivers State. Giving Economics
its rightful place means putting in place the necessary conditions that are
needed for positive academic achievement in Economics (Adu, 2002). Student’s
poor achievement in Economics in internal and external examination has become a
source of worry. Additionally, the WAEC chief examiners reported that poor
achievement in Economics has continued. More so, there is a dearth of
literature on the effect of mixed-ability grouping on secondary school students
in Economics. The problem of this study,
therefore, put in a question form “what is the effect of mixed ability grouping
on senior secondary school students’ in Economics in Rivers state.
1.2 STATEMENT OF THE PROBLEM
The nature of increasingly poor academic achievement
of public secondary school students in Rivers State of Nigeria in Economics is
very much discouraging especially their inability to answer examination
questions such as senior secondary school certificate examination and other
external examination over the years. This gives evidence of poor achievement
and it is completely inacceptable to the state and nation at large. It is a
common experience that most Economics teachers who implement Economics
curriculum tend to ignore the weak ones instead of involving all the students
in active learning process. Economics lesson in senior secondary school schools
is still characterized by the apathy or indifference on the presentation of
lesson. This instructional approach appears inconsistent with the paradigm
centered and activity oriented pedagogy and this has resulted to high rate of
students’ failure in Economics in senior secondary school examinations.
Further studies on Economics have shown that a lot of
researches had been carried out on ways of improving students’ achievement
Economics in Nigerian secondary schools. However, students grouping has not
been addressed adequately. Hence, the need for the researcher to embarked on
this study; effects of mixed-ability grouping on secondary school students’
academic achievement in Economics in Rivers State.
1.3 PURPOSE OF THE STUDY
The purpose of the study was to investigate the
effects of mixed-ability and ability groupings on senior secondary school
students’ academic achievement on Economics in Rivers State. The study sought
to:
1. ascertain
the effect of ability and mixed ability grouping on students’ academic
achievement in Economics.
2. determine
the effect of ability grouping on male and female students’ academic
achievement in Economics.
3.
determine the effects of mixed ability
grouping on male and female students’ academic achievement in Economics.
4. ascertain
the interaction effect of gender and methods on students’ academic achievements
in Economics.
1.4 RESEARCH QUESTIONS
The
following research questions guided the study:
1. What
is the effect of ability and mixed ability grouping on students’ academic
achievement in Economics?
2. What
is the effect of ability grouping on male and female students’ academic
achievement in Economics?
3. What
is the effect of mixed ability grouping on male and female students’ academic
achievement in Economics?
4. What
is the interaction effect of gender and methods on students’ academic
achievements in Economics?
1.5 HYPOTHESES
The following null hypotheses were formulated and
tested at 0.05 level of significance
HO₁:
There is no significant difference in the mean ability and mixed ability
grouping on students’ academic achievement in Economics.
HO₂:
There is no significant difference in the mean ability grouping on male and
female students’ academic achievement in Economics.
HO₃:
There is no significant difference in the mean ability grouping on male and
female students’ academic achievement in Economics.
HO4:
There is no significant difference in the mean interaction effect of gender and
methods on students’ academic achievements in Economics.
1.6 SIGNIFICANCE OF THE STUDY:
The results of the study would be of great benefit to
teachers, students, school administrators the nation at large and for future researchers.
Teachers stand to gain from the outcome of the study
when proven that mixed-ability grouping enhances academic achievement of
students on Economics positively. From the advantages of mixed-ability grouping
and the use in Economics classroom would motivate the teachers to handle the
subject well by directing the students on how to apply Economics principles in
their day-to-day living. This is because the grouping method would help the
teachers in arrangement of his/her class, introduction of novel concepts,
teaching difficult concepts and provision for active involvement of the
learners.
Students would benefit from the outcome of the study
as it would enable them stand in a better position to cultivate the habit of
working together as a group, independently and individually at the cause of
studying. Thus, the students would appreciate the need for their involvement in
Economics activities in their classroom and this may help them to acquire both
Economics skill and Economics knowledge, which would enhance capacity building
and sustainable development. In other words, the students would be enabled
towards achievement of national goals for Economics education.
When mixed-ability grouping or ability grouping has
been proven to alleviate the persistent poor academic achievement of students
on Economics, school administrators would adopt it while assigning students to
various classes t would be appropriate and necessary for the finding to be
implemented in order to improve students achievement in Economics and other
related subject. This would call for relevant authorities in education to
organise seminars and regular workshops for capacity building of teachers.
Based on the results of the study,
the nation through the ministry of education would make policies that would
enhance mixed-ability grouping or ability grouping at senior secondary school
levels. Education policy makers would have much to gain from the outcome of the
study. It may provide evidence upon which to canvass for support otherwise for
the adaption of mixed-ability or ability grouping of students and its allied
methods.
1.7 SCOPE OF THE
STUDY
The study focused attention on the effects of mixed
ability grouping on senior secondary school students’ academic achievement in
Economics in Rivers State, Nigeria. The study covered student’s academic
achievement in Economics as the dependent variable and mixed ability grouping
as the independent variable. The contents scope was delimited to the following
Economics topic; basic tools of economic analysis, supply demand and cost of
production in line with SSII syllabus. SS II students are chosen because they
are prospective candidates of senior school certificate examination.
Geographically, the study was delineated to Rivers State of Nigeria.
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