ABSTRACT
This study investigated the effect of Polya’s problem-solving instructional strategy on students’ academic achievement and retention in Economics. The study which adopted a quasi-experimental, pretest posttest non-equivalent control group research design was carried out in Owerri Education zone 1 of Imo State. The population of the study comprised 31, 630 Senior Secondary School Two (SSII) Economics students in the 299 public secondary schools in the six Education zones of Imo State. A sample of 192 secondary school (SSII) students that offer Economics was drawn from four public secondary schools in Owerri Education zone 1 of Imo State using two-stage sampling. The sample was made up of 98 students in the experimental group and 94 students in the control group, with a total of 102 male and 90 female students. Six research questions and hypotheses respectively guided the study. Data were collected using a 40-item Multiple Choice Economics Achievement Test (MCEAT) Pre-test, Post-test, Retention test. The instrument was subjected to face and content validation by five experts. They included senior Economics teacher in Community Secondary School, Orishieze, Ngor Okpala in Imo State. Two experts in Measurement and Evaluation from the Department of Science Education, Michael Okpara University of Agriculture, Umudike and the Department of Educational Psychology, Alvan Ikoku Federal College of Education, Owerri. Two Economics Educators from the Department of Educational Management (Economics Education Unit), Michael Okpara University of Agriculture, Umudike and from the Department of Social Science Education, Imo State University, Owerri. The instrument was trial tested on SSII students in different school. The reliability was determined using Kuder Richardson (K-R20) formula to establish the internal consistency of the instrument which yielded a reliability index of 0.82. Before and after the treatment that lasted for four weeks, 192 copies of the instrument were administered to the students by their regular Economics teachers. The data collected from the students were analyzed using mean and standard deviation to answer the research questions, while the Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The results among others showed that Polya’s problem-solving instructional strategy has increasing positive effects on students’ academic achievement and retention in Economics that gender was not a significant factor on students’ achievement in Economics when exposed to Polya’s problem-solving method, and that gender and methods had no interaction effect on students’ academic achievement and retention in Economics. Based on the findings of the study, it was recommended among others that the use of Polya’s problem-solving instructional strategy should be encouraged during teaching and learning of Economics in Senior Secondary Schools since it enhanced students’ academic achievement and retention.
TABLE
OF CONTENTS
Title Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of Contents vi
List of Tables viii
Abstract x
CHAPTER 1:
INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 10
1.3 Purpose of the Study 11
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 16
2.1.1 Economics
16
2.1.2 Academic
achievement 21
2.1.3 Retention 24
2.1.4 Gender 26
2.1.5 Instructional strategy 29
2.1.6 Polya’s problem-solving strategy 41
2.2 Theoretical Framework 42
2.2.1 The cognitivist theory by Jerome Bruner
(1966) 42
2.2.2 The operant conditioning theory by Burrhus
Frederic Skinner (1953) 44
2.3 Empirical Studies 46
2.4 Summary of Review of Related Literature 61
CHAPTER 3: METHODOLOGY
3.1 Design of the Study 64
3.2 Area of the Study 65
3.3 Population of the Study 66
3.4 Sample and Sampling Techniques 66
3.5 Instruments for Data Collection 67
3.6 Validation of the Instrument 68
3.7 Reliability of the Instrument 69
3.8 Method of Data Collection 69
3.8.1 Experimental procedures 70
3.8.2 Control of extraneous variables 71
3.9 Method of Data Analysis 72
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Results 73
4.2 Summary of the Findings 85
4.3 Discussion of the Findings
87
CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 93
5.2 Conclusion 94
5.3 Educational Implications of the Study 95
5.4 Recommendations 96
5.5 Limitations of the Study 97
5.6 Suggestions for Further Studies 98
References 99
Appendices 106
LIST OF TABLES
4.1: Pretest and posttest mean scores of
students taught economics using
Polya’s problem-solving instructional strategy and
lecture methods 73
4.2: Analysis of covariance (ANCOVA) of
achievement scores of students
taught economics using Polya’s
problem-solving instructional strategy 75
4.3: Pretest
and posttest mean achievement scores of male and female
students taught Economics using Polya’s problem-solving instructional
strategy 76
4.4: Analysis
of Covariance (ANCOVA) of mean achievement scores of male
and female students taught economics
using Polya’s problem-solving
instructional strategy 77
4.5: Mean
interaction effect of gender and methods on students’ academic
achievements in economics 78
4.6: Analysis of covariance (ANCOVA) of
interaction effect of gender and
methods on students’ academic
achievements in economics 79
4.7: Posttest and Retention mean scores of
students taught economics using
Polya’s problem-solving instructional strategy and
Lecture method 80
4.8: Analysis
of Covariance (ANCOVA) of retention score of students’ taught
economics using Polya’s problem-solving instructional
strategy
and lecture method 81
4.9: Posttest
and retention mean scores of male and female students taught
economics using Polya’s problem-solving instructional
strategy 82
4.10: Analysis
of covariance (ANCOVA) of the retention mean scores of
male and female students’ taught
economics using Polya’s
problem-solving instructional
strategy 83
4.11: Mean
interaction effect of gender and methods on students’
retention in economics 83
4.12: Analysis of Covariance (ANCOVA) of
interaction effect of
gender and methods on students’
retention in economics 85
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND
TO THE STUDY
Economics
is a dynamic subject which touches our lives daily. Irrespective of the profession
that an individual pursues, he/she is exposed to Economics at every step
(Gulati, 2016). All decisions by individuals, businesses and governments are
driven by Economic principles. In the same vein, Subhashini (2016) opined that
Economics is an evolving social science and is significantly related to the
framing of economic policies of the nation and of the world. It is a life
related discipline and it studies how people and nations are engaged in
creating wealth, using it for increasing their welfare, how they learn to
manage scarce resources and how wealth grows overtime. Moreso, Yusuf (2013) observed that Economics
is concerned with human behaviour such as how people earn their living and make
a choice between alternatives to satisfy their wants. It focuses on the study of individual firms
and the government whose activities are geared to the production of goods and
services for the satisfaction of human wants. According to him, Economics is a
social science, and like any science subject, the general pattern of procedure
in Economics is scientific, its analysis is systematic, and the validity of its
various theories can be tested. Thus, an attempt has been made to integrate the
theoretical foundations of the subject with their practical applications.
Furthermore,
Economics is one of the electives or group of subjects expected to be studied
at the Senior Secondary School (SSS) level under the new National Policy on
Education. This curriculum formerly was designed by the Comparative Education
Study and Adaptation Centre (CESAC) to meet the requirements of Economics in
the new system. The guiding principle of this curriculum as stated by Yusuf
(2013) is the need to equip graduates of the
Senior
Secondary School with the basic knowledge and skills that will enable them to
better appreciate the nature of economic problems in any society. The
underlying philosophy of this is to present Economics as a subject that has
relevance to everyday life. In the light of this philosophy, the following are
the set objectives for teaching the subject at the Senior Secondary School
Level: (i) to equip students with the basic principles of Economics necessary
for useful living and for higher education. (ii) to prepare and encourage
students to be prudent and effective in the management of scarce resources.
(iii) to raise students respect for the dignity of labour and their
appreciation of economic, cultural and social values of our society and (v) to
enable students acquire knowledge for the practical solution of the economic
problems of society; Nigeria, developing countries and the world at large
(Federal Republic of Nigeria, 2014).
Obemeata
in Glawala, et al (2016) opined that
Economics as a subject has various values to the learners, it connects learners
to the essentials of everyday life and it widens the mental horizon of
learners, because it increases mental capacity to understand various problems
of life and to analyze a situation and then draws conclusion which provides a
guideline for successful life. Economics is not primarily a body of knowledge,
it is a method rather than a doctrine, an apparatus of mind, a technique of
thinking which helps its possessors to draw correct conclusion, and at the end
to acquire cultural value, intellectual training and vocational training. (i) Cultural
Values: Economics has some intrinsic value that makes it appealing as a school
subject, for example: there is a great logic in it. It connects learners to the
essentials of everyday life and it is also concerned with most topical issues
such as International Monetary Fund (IMF), Structural Adjustment Programme
(SAP) and so on. (ii) Intellectual
Training: Economics also contributes to intellectual training because it
involves looking at issues in a way which foremost are new to people. Economics is not primarily a body of
knowledge, it is a method rather than a doctrine, an apparatus of mind, a
technique of thinking which helps its possessors to draw correct conclusion. (iii)
Vocational Training: The vocational nature of Economics made it readily
acceptable to students. Economics as a subject is of direct utility in many
branches of industries and commerce. It is also an essential part of most
professional examination like Banking, Accountancy, and Secretarial studies.
Obemeata
went further to state that the importance of Economics to any nation is to
enable both leaders and citizens to understand basic Economics concepts, principles
as well as to appreciate and seek to improve the economic situation for their
own social good. The understanding of Economics is a pre-requisite for good
citizenship and to be responsible citizen which involves the ability to take
rational decision on important economic issue with a good basis for doing so.
Dutuma (2014) revealed that Economics prepares one to deal with issues in
variety of fields, including business, law, politics, history and accounting.
To understand how society affects purchasing decisions helps in a civil
servants’ office. Furthermore, Dutuma said Economics helps to prepare for
future that affects career prospects, investment decisions and retirement
strategies.
In
addition, Adu in Oleabhiele and Oleabhiele (2015) affirmed that the study of
Economics serves a useful purpose in modern life. It gives us facts and shows
us what may be expected to be the outcome of certain lines of conduct; it helps
us to decide which of several alternatives to choose. It charged its recipient
to make wise choice that will satisfy their needs in the presence of unlimited
wants and resources. Economics holds the strongest position as a major subject
prerequisite into career in business and finance (Esiobu in Olaniyan, et al., 2015). Besides, a sound background in Economics is a
necessary condition for the study of Economics and business related subjects.
For this reason, a credit level pass in Economics at the SSCE is required for
admission to most business and management courses at the tertiary level of
education in Nigeria.
The
popularity of Economics as a school subject grew rapidly following its
introduction into the secondary school curriculum. Economics was first taken in
the West African School Certificate Examination as a school subject in Nigeria
in 1967. Ever since Economics was first taken, as a school subject in West
African School Certificate Examination in 1967, the number of schools that
teach it and the number of candidates that take the examination have witnessed
a phenomenal increase. Apart from English Language and Mathematics which are
compulsory subjects, the highest entry figures (over 70% of the total
candidature) were recorded in Economics, Biology and Agricultural Science. By
this analysis it may be said that Economics is probably the most popular
subject in the Secondary School Curriculum. If the popularity of a secondary
school subject may be determined by the number of schools that teach it and the
number of candidates that offer it in school leaving certificate examination, it
may be said that Economics comes after English language and Mathematics.
Obviously Economics, like Mathematics, is a veritable tool for facilitating
functional education needed to empower a person (Nneji, 2013). It is therefore
worrisome seeing students’ consistent poor academic achievement and retention
in this all important subject in recent times.
Academic achievement according to Jacos in
Nneji (2013), depicts students’ performance on a standard of measurement such
as performance test, skill test, and analytical thinking test. Academic
achievement refers to an expression used to represent students scholastic
standing (Glawala, et al., 2016).
Similarly, Ishaku (2015) saw achievement as a test for the measurement and
accomplishment of skills in various field of academic performance as what an
individual can obtain within a specific criteria domain. He further described
academic achievement as a systematic and purposeful quantification of learning
outcome. It is therefore, not out of place to describe academic achievement as
the gain in knowledge of students as a result of taking part in a learning
activity or programme. Learning here refers to changes in a person’s
behavioural repertoire rather than just a change in behaviour. Academic
achievement is a result oriented construct that encapsulates the extent of
performance of a desired task (Rix in Nneji, 2013).
The achievement of students in Economics at
Senior Secondary School Certificate Examination (SSCE) over the years has not
been encouraging. This is evidenced in the West African Examination Council
Chief Examiners Reports of various years. Report shows that between 35% and 50%
of the candidates passed Economics at credit level (grades A1-C6) in 2004 to
2006. Furthermore, statistics of results in the West African Senior School
Certificate Examination for school candidates in 2014 to 2016 in Nigeria showed
that between 42% and 59% of the candidates passed Economics at credit level
(grades A1-C6). The Chief Examiners also reported that a good number of
candidates have poor knowledge of drawing graphs and simple calculations and
could not compute values from graph. They also showed great deficiency in the
application of graphical representations to economic analysis (WAEC, 2010,
2013, and 2015). Furthermore, it was observed that most of the candidates have
weak manipulative skills (WAEC, 2012, and 2014).
The weakness may have resulted in poor
achievement in data response questions or questions where such analyses were
required as well as in their inability to carry out simple substitution of
variables into an equation. The persistent failure of students in questions
involving mathematical calculations and graphical analysis has become a source
of concern to stakeholders. The centrality, importance and indispensable place
of Mathematics in the teaching and learning of Economics cannot be over
emphasized. It is therefore, necessary that something positive is done about
this to salvage the situation on ground. Poor academic achievement in Economics
as buttressed above could be due to poor retention of what was taught. The
study therefore intended to find out the effect of Polya’s problem-solving
instructional strategy on students’ academic achievement and retention in
Economics.
Retention is the noun form of the verb
“Retain”. Hornby (2013) defined retain as “keep”; “continue to have or hold” or
“keep in place”. In the same vein, Rix in Nneji (2013) defined retain as “keep
possession of”. Retention, which is the act of retaining, may be defined as the
act of “absorbing, holding or continue having or holding”. Retention is the
ability to possess, use or keep information and ability to reproduce past
experiences or previously familiar materials (Okoro, 2013). In the context of
this work, retention refers to the act of absorbing, holding, or continuing to
hold or have facts or things learned. Many research findings in Nigeria have
shown that the poor achievement and retention of students in Economics at
Senior School Certificate Examination could be a gender factor.
Gender as defined by Idika, et al (2018) involve the psychological
and socio-cultural dimensions of being a male or a female. Most researchers on
gender difference in academic achievement revealed that there is difference
between boys and girls. Evans in Glawala, et
al (2016) stated that female students perform significantly worse in
Economics than male students. Cohn, et al
in Oriakhi and Igbudu (2015) found gender to be an insignificant determinant of
success in microeconomics. These conflicting views have equally added to the
necessity of the present study. The search for a good instructional delivery
process that could balance the gender inequality in Economics cannot,
therefore, be over-emphasized. Therefore, the need to find out if Polya’s Problem-solving
Instructional Strategy can improve Economics achievement and retention among
students.
Poor academic achievement and retention of
knowledge of Economics taught seem to depend or be caused by inadequate
knowledge and use of teaching methods. Research evidences have consistently
indicated teaching method as a major factor determining the achievement and
retention of students in Economics. It has also been reported that learning and
understanding of school subjects have been frustrated by the clumsy methods and
instructional materials used (Eze, et
al., 2016). To support this assertion, Inuwa and Yusof (2012) noted that
poor academic achievement in public examination is traceable to poor teaching
methodology. Similarly, Emaikwu in Dangpe (2015) submitted that the fall in
standard of achievement at post primary level is incontrovertibly attributable
to pedagogical approaches adopted by teachers in schools. The resultant effect
is the low achievement and low retention level in students’ outcome both in
internal and external examinations. On problems of retention, Nneji (2013)
asserted that failure to provide enough applications to real life activity and
social usage cum poor teaching techniques are strong limiting factors to
students’ retention in Economics. Conditions that relate to poor retention,
according to Ngwoke and Eze (2010), include such factors like poor teaching
methods, lack of relevant experiences, poor study habit, disruptive emotional state and poor health
condition. Nneji contended that for improvement of retention of learned materials
in Economics, activity-based learning is indispensable. Retention, thus,
depends mainly on teaching strategy adopted by the teacher. To support this,
Emaikwu in Dangpe (2015) observed that there is a widespread concern among
parents and considerable public about this conventional instructional
strategies (CIS) used in teaching at the secondary school level especially
Economics in Nigeria schools as a source of concern.
The
senior secondary Economics was designed as learner centred and activity
oriented curriculum. However, the practice by teachers in the traditional
instructional strategy does not allow active participation of students in the
learning process. The result as reported by Akusoba and Okeke (2009) is that
students are passive in the classroom and thus continue to record low achievements
in Economics. This study was therefore, an attempt to fill that gap especially
in topics involving mathematical calculations and graphical analysis where the
problem of teaching and learning difficulty is said to occur most in Economics.
Hence this study on the effect of Polya’s problem-solving strategy on students’
academic achievement and retention in Economics.
Teaching
methods are the instructional strategies or techniques that a teacher can adopt
to meet the various learning objectives (Farayola, and Salaudeen, 2009).). Tara
(2012) classified instructional strategies into two categories: conventional
(teacher-centred) and innovative (learner-centred) strategies. Teacher centred
strategies refer to the traditional methods or approaches to teaching and
learning in which the teacher dominates the teaching and learning activities.
The learners remain as passive listeners and there is minimum interaction among
the students themselves and between the teacher and the students. An example of
conventional teaching strategy is lecture method. Conversely, Tara went on to
describe learner-centred teaching strategies as those that focus instruction on
the needs, preferences and interest of the learner. Teachers act as
facilitators of the learning process, providing direction and feedback rather
than just instruction while the learners actively participate in the decision
making process. Examples of innovative teaching strategy are cooperative
learning, games and simulations, field trip, inquiry and problem-solving
strategies.
Some
stakeholders blamed the conventional method used by majority of Economics
teachers as being responsible for the poor academic achievement and retention
in Economics and call for a more robust and innovative instructional strategy
which the study intended to address. One of the recommended innovative teaching
for improving students’ learning (high academic achievement and retention of
knowledge) is Polya’s problem-solving instructional strategy.
Polya’s
problem-solving instructional strategy was named after its proponent, George
Polya. Polya identified four basic principles of problem-solving. He outlined
the sequence of problem-solving strategy as follows: understanding the problem,
devising a plan to solve the problem, carrying out the plan, and looking back.
Understanding
the problem begins with the identification of what the problem is asking for.
For this purpose, it is important to recognize all available data in the
problem. Polya taught teachers how to prompt students with appropriate
questions, depending on the situation such as: what are you asked to find or
show? Can you restate the problem in your own words? Can you think of a picture
or a diagram that might help you understand the problem? and so on.
Devising
a plan entails that there are many ways to solve problems. The skill at
choosing an appropriate strategy is best learned by solving many problems. A
partial list of strategies to solve problems by Polya include drawing a
picture/diagram, using a formula, using a model, solving an equation, and so
on.
In
general, all that is needed in carrying out the plan is care and patience,
given that one has the necessary skills. Persist with the plan that has been
chosen. If it continues not to work, discard it and choose another.
Looking
back involves taking the time to reflect, review and look back at what has been
done, what worked, and what didn’t. Doing this will enable one to predict what
strategy to use to solve future problems. A solved problem does not mean that
the process of problem-solving has ended. Here, we determine whether the result
obtained is reasonable by looking back or checking through the earlier stages.
The
advantages of Polya’s problem-solving strategy are that it helps in the
development of reflective thinking, and develops in the students the skill of
organizing information in a logical manner. Reflection makes learners to
understand new idea, relate it to their previous knowledge, adapt it to achieve
their own purpose, and translate their ideas into action. Thus, reflection
develops in the students’ critical thinking and creativity. The study therefore
was to investigate the effect of Polya’s problem-solving instructional strategy
on students’ academic achievement and retention in Economics.
1.2 STATEMENT
OF THE PROBLEM
The
poor academic achievement of students in Economics at SSCE over the years has
become a source of concern to stakeholders in education. The stakeholders have
taken some steps to address the problem of students’ poor academic achievement.
For instance, governments, through the Ministries of Education and school
proprietors ensure that qualified teachers are employed to teach in schools.
Parents ensure quality education for their children by engaging them in private
lessons, sending them to private schools as well as providing them with the
necessary learning resources/materials. Teachers on the other hand use
different teaching methods and strategies to enhance students’ academic
achievements. Despite all the efforts made by these stakeholders to ensure
improved academic achievements of students, their general academic achievements
have continued to decline. The poor academic achievement of students in
Economics is more pronounced in the aspect of Economics involving calculations
and graphical analysis, especially after the introduction of a new Economics
syllabus which incorporated some elements of Mathematics into the subject. This
is evidenced in the WAEC Chief Examiners’ reports of 2009-2015. Report shows that between 50% and 65% of the
candidates failed Economics (grades D-F) in 2004 to 2006. Furthermore,
statistics of results in the West African Senior School Certificate Examination
for school candidates in 2014 to 2016 in Nigeria showed that between 41% and 58%
of the candidates failed Economics (grades D-F). The reports have consistently
shown the weaknesses of the students particularly in areas of mathematics and
graphical analysis in Economics. What could be responsible for this persistent
poor academic achievement of students in Economics? Some stakeholders blamed
the conventional method of teaching used by majority of Economics teachers as
being responsible for the poor academic achievement and retention in Economics
and call for a more robust and innovative instructional strategy as the Polya’s
problem-solving strategy. Research evidences have shown that Polya’s problem-solving
strategy is very effective in enhancing the students’ general academic
achievement and retention in school subjects. The poor students’ academic
achievement and retention in Economics could be as a result of the non-use of
Polya’s problem-solving strategy in the teaching and learning of Economics. Therefore,
the problem of the study put in question form was: would Polya’s problem-solving
instructional strategy be an effective way of improving students’ academic
achievement and retention in Economics in Imo State?
1.3 PURPOSE
OF THE STUDY
The
study investigated the effect of Polya’s problem-solving instructional strategy
on secondary school students’ academic achievement and retention in Economics.
Specifically, the study sought to:
1. find out the mean achievement scores of
students taught Economics using Polya’s problem-solving instructional strategy
and those taught with conventional instructional strategy.
2. find out the mean achievement scores of
male and female students taught Economics using Polya’s problem-solving
instructional strategy and those taught with conventional instructional
strategy.
3. determine the interaction effect of
gender and methods on students’ academic achievement in Economics.
4. ascertain the mean retention scores of
students taught Economics using Polya’s problem-solving instructional strategy
and those taught with conventional instructional strategy.
5. find out the mean retention scores of
male and female students taught Economics using Polya’s problem-solving
instructional strategy and those taught with conventional instructional
strategy.
6. determine the interaction effect of
gender and methods on students’
retention in Economics.
1.4 RESEARCH
QUESTIONS
The following research questions guided the
study;
1. What are the mean achievement scores of
students taught Economics using Polya’s problem-solving instructional strategy
and those taught with conventional instructional strategy?
2. What are the mean achievement scores of
male and female students taught Economics using Polya’s problem-solving
instructional strategy and those taught with conventional instructional
strategy?
3. What is the interaction effect of
gender and methods on students’ academic achievement in Economics?
4. What are the mean retention scores of
students taught Economics using Polya’s problem-solving instructional strategy
and those taught with conventional instructional strategy?
5. What are the mean retention scores of
male and female students taught Economics using Polya’s problem-solving
instructional strategy and those taught with conventional strategy?
6. What is the interaction effect of
gender and methods on students’ retention 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 between
the mean achievement scores of students taught Economics using Polya’s problem-solving
instructional strategy and those taught with conventional instructional
strategy.
HO2 There is no significant difference
between the mean achievement scores of male and female students taught
Economics using Polya’s problem-solving instructional strategy and those taught
with conventional instructional strategy.
HO3 There is no significant interaction
effect of gender and methods on students’ academic achievement in Economics.
HO4 There is no significant difference between
the mean retention scores of students taught Economics using Polya’s problem-solving
instructional strategy and those taught with conventional instructional
strategy.
HO5 There is no significant difference
between the mean retention scores of male and female students taught Economics
using Polya’s problem-solving instructional strategy and those taught with
conventional strategy.
HO6 There is no significant interaction
effect of gender and methods on students’ retention in Economics.
1.6 SIGNIFICANCE
OF THE STUDY
The
findings of the study would be of immense benefit to government, curriculum
developers, teachers, students and future researchers.
The
findings of the study might help the Federal Ministry of Education and State
Ministries of Education to re-orient their Economics teachers through workshops
and seminars/conferences on how to include learner-centered instructional
strategy such as Polya’s problem-solving instructional strategy to enhance the
quality of teaching and learning in schools, especially in Economics as school
subject.
In
addition, the findings of the study might avail curriculum developers and
educational planners the opportunity to identify Polya’s problem-solving
instructional strategy as innovative teaching method that has effect on
students’ academic achievement and retention especially in Economics as a
school subject.
The
findings of the study could help teachers know the effect of Polya’s problem-solving
instructional strategy on students’ academic achievement and retention.
Teachers will be encouraged to use the Polya’s problem-solving instructional
strategy to teach Economics so as to enhance students’ academic achievement and
retention.
The
findings of the study could help students know that Polya’s problem-solving
instructional strategy ensures that teaching should follow a certain sequence
as well as encourage active participation of learners in the teaching process.
In this way, students’ academic achievement and retention of knowledge can be
improved. Finally, the findings of the study might contribute to the existing
stock of knowledge as well as serve as a reference resource material to future
researchers.
1.7 SCOPE
OF THE STUDY
The
study was delimited to determining the effect of Polya’s problem-solving
instructional strategy on students’ academic achievement and retention in
public secondary schools in Imo State, Nigeria. The study was delimited to
senior secondary school II (SS2) students offering Economics. The choice of
SSII students was borne out of their maturity and to allow for follow up. They
had been exposed to Economics in SSI, thus they already had some good knowledge
of the subject and also not examination class.
Independent variables are the treatment variable (Polya’s problem-solving
instructional strategy) and control variable (lecture method) while gender is the moderating variable. Dependent
variables are students’ academic achievement and retention. Four schools were
used: two served as control group while the other two also served as
experimental group. The topics covered
were production, theory of costs, consumer theory and theory of supply and
demand and price determination which are topics involving mathematical
calculations and graphical analysis in Economics.
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment