ABSTRACT
Owing to the apparent unsatisfactory performance of students in Economics accompanied with poor interest students show for Economics as a subject irrespective of so many teaching strategies used by teachers, this study however seeks to find a pedagogically sound teaching strategy that can promote students interest and academic achievement in Economics. This study is on the effect of integrated mastery learning strategy on students’ interest and academic achievement in Economics in Imo State. The study used a quasi-experimental design of a pretest and posttest non-equivalent control group design. Five research questions were raised, five objectives of the study were posed and five hypotheses were formulated for the study. Data were collected using students’ Economics interest inventory (SEII) and Economics Achievement Test (EAT). The instruments for data collection were face and content validated by three experts. A reliability coefficient of 0.83 and 0.69 were obtained for SEII and EAT respectively. The data collected were analysed using mean and standard deviation to answer the research questions while ANCOVA was used for testing the five hypotheses formulated. The results gathered indicated that integrated mastery learning strategy had significant effect on students’ academic achievement in Economics as student taught with the innovative approach had higher mean gain than their counterparts in the conventional group. The result further showed that there was no significant difference in the mean achievement scores of male and female students taught Economics using integrated mastery learning. The researcher recommended that classroom Economics teachers should make it a point of duty in using integrated mastery learning strategy; government should be organizing workshops, seminars or in-service – trainings for teachers on how best to use integrated mastery learning strategy, teaching time should be increased by the relevant education authorities in order to enable the teacher adequately employ the integrated master learning strategy which is time dependent. Finally, curriculum experts should lay much emphasis on quality of content covered instead of quantity and should advice the teachers to always ensure mastery of contents by all students before the next unit of lesson is introduced.
TABLE OF CONTENTS
Title
Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
List
of Tables vi
List
of Figures vii
Abstract
viii
CHAPTER 1: INTRODUCTION 1
1.1
Background to the Study 1
1.2
Statement of Problem 8
1.3
Purpose of the Study 10
1.4
Research Questions 10
1.5 Hypotheses 11
1.6 Significance of the Study 11
1.7 Scope of the Study 13
CHAPTER 2: REVIEW OF RELATED
LITERATURE 14
2.1 The Conceptual Framework 14
2.1.1 Nature and meaning of Economics 14
2.1.2 Economics curriculum in Nigerian secondary
schools 17
2.1.3 Concept of effectiveness
19
2.1.4 Mastery learning 20
2.1.5 Teacher and mastery learning method 27
2.1.6 Models of mastery learning 28
2.1.7 Integrated mastery learning and learners’
interest 37
2.1.8 Academic achievement
38
2.1.9 Concept of interest
39
2.1.10 Learners’ interest and academic achievement 40
2.1.11 Gender, academic interest and achievement 40
2.2
Theoretical Framework 41
2.2.1 Behavioural learning theory by B.F. Skinner (1974) 42
2.2.2
Social learning theory by
A. Bandura (1961) 44
2.2.3 Theory of social constructivism by L. Vygotsky (1978) 45
2.3 Empirical Studies 46
2.4 Summary of Review of Related Literature 56
CHAPTER 3: METHODOLOGY 59
3.1 Design of the Study 59
3.2 Area of the Study 60
3.3 Population of the Study 60
3.4 Sample and Sampling Techniques 61
3.5 Instrument for Data Collection 61
3.6 Validation of the Instrument 62
3.7 Reliability of the Instrument 63
3.8 Experimental Procedure 64
3.8.1 Control of extraneous variables 65
3.9 Method of Data Collection 66
3.10 Method of Data Analysis 67
CHAPTER 4: RESULTS AND DISCUSSION 69
4.1 Results 69
4.2 Summary
of the Findings 78
4.3 Discussion
of the Findings 78
CHAPTER 5: SUMMARY,
CONCLUSION AND RECOMMENDATIONS 82
5.1 Summary
of the Study 82
5.2 Conclusion 84
5.3 Recommendations 85
5.4 Educational
Implications of the Study 86
5.5 Limitations
of the Study 87
5.6 Suggestions
for Further Study 88
References 89
Appendices 95
LIST OF TABLES
4.1: Pretest and posttest mean scores of
students taught in economics
using integrated mastery learning
method and lecture methods 69
4.2: Analysis of covariance (ANCOVA) of
achievement scores of
Studentstaught economics using integrated
mastery learning
method and those taught using lecture
method 70
4.3: Pretest and posttest mean achievement
scores of male and female
students
taught economics using integrated mastery learning method 71
4.4: Analysis of covariance (ANCOVA) of mean
achievement scores of
male
and female Students taught Economics using integrated group
mastery learning 72
4.5: The mean interest score of students taught
economics using
integrated
mastery learning method and the lecture method 73
4.6: Analysis of covariance (ANCOVA) of the
mean interest scores of
students taught Economics using
integrated mastery learning method 74
4.7: Pretest and posttest mean interest scores
of male and female students
taught Economics using
constructivist teaching method 75
4.8: Analysis of covariance (ANCOVA) of mean
interest scores of male
andfemale students taught economics using
constructivist teaching
method 76
4.9: Interaction effect of gender and method on
students’ academic
achievements in economics 76
4.10: Analysis of covariance (ANCOVA) of
interaction effect of
gender and method on students’
academic achievements in
economics 77
LIST OF FIGURES
1: Mastery model effect on learners’
academic achievement 24
2: Mastery
learning in teaching model 25
CHAPTER 1
INTRODUCTION
1.1
BACKGROUND
TO THE STUDY
A critical peep into the pedagogy of any subject
including Economics usually transcends the mere understanding of its inherent
basic tenets. The study and knowledge of Economics is sacrosanct for the
survival of every economy. The fundamental knowledge gained from the study of Economics
gives the students the leverage to understand the principles for a successful
economic prospect (Soromto, 2013). The knowledge of Economics empowers
individuals by giving them insight on how best to manage their limited
resources and improve their wellbeing. The economy is unwarrantedly in a state
of flux with plethora of financial opportunities and activities for individuals.
Therefore, the decision on how best to manage these varied financial activities
demands the knowledge and study of Economics. The call for the study of
Economics is anchored on the idea that a better informed citizen makes a more
rational decision regarding economic endeavour
(Chima, 2014).
Economics is a subject that is taught at the senior
secondary school level as an elective subject and it is also taught at the
higher institutions of learning. Economics is a subject that affects our
everyday life. It studies the economic activities of people and how they strive
to use their limited resources to satisfy their imponderable wants. Economics
is an important discipline for the socio-economic development of any nation (Damavandi
& Kashani, 2010). Different economists have different definitions in
relation to what Economics means based on their individual perceptions.
According to Adam Smith in Ede, Oleabhiele and Modebelu (2016), Economics is an
enquiry into the nature and causes of the wealth of the nation. More so, Economics
is seen as a practical science of production and distribution of wealth according
to Mill in Ede et al (2016). While Marshall in Chima (2014) also sees Economics
as the study of mankind in everyday business of life. Robbins in Ede et al
(2016) see Economics as a social science that studies human behaviour as a
relationship between ends and scarce means which have alternative uses. From
the above perceptions of the economists, the researcher therefore sees
Economics as a behavioural science that uses systematic principles and
practices in maximizing output and minimizing cost in order to promote human
welfare.
Economics as a subject has two major branches and
other minor branches. The two major branches of Economics according to Chima
(2009) are; Macro and Micro Economics. Other minor branches of Economics include;
labour Economics, Development Economics Industrial Economics, Environmental
Economics, Regional Economics, Behavioural Economics, Econometrics, Marxist
Economics, Monetary Economics, Keynesian Economics, Cultural Economics,
Constitutional Economics, Business Economics, International Economics, and production
Economics among others.
However, irrespective of the recorded importance
associated with Economics as a subject, students encounter hitches in learning
it (Adu, Galloway & Olaoye, 2014). Hence, if Economics is as important as
highlighted above, why then do most students find it very cumbersome and boring
to learn? Why do students believe that the subject has no relevance in the real
world setting? (Chudi-Odi, 2013). It is imperative to know that the
actualization of the importance of the study of Economics depends to a large
extent on how the content is delivered to the learners in the classroom by the
teacher.
The teaching of Economics in our secondary schools
today is marred with avalanche of challenges. These copious challenges have
unwarrantedly contributed to the poor performances of students in public
examinations Salako in Akobuilo (2012). This assertion and proposition were
upheld by Adeyemi (2010) who reported that the average performance of students
in Economics over the years have not been satisfactory. These problems could be
mostly due to factors related to the delivery of instruction by the classroom
Economics teachers. To that effect, therefore, this research has been duly poised
to investigate the effect of integrated mastery learning strategy on students’
interest and academic achievement in Economics in Imo state.
Meanwhile, for Economics as well as other subjects to
be effectively taught, the said classroom teacher must have acquired the
fundamental rudiments inherent in teaching. The teacher ought to have mastered
the subject with a sound pedagogy on how to implement the required content in
class (Ezeh, 2014). Economics is perceived to be taught by Economics educators who
know the content of the Economics curriculum. The curriculum for Economics
education in Nigeria presently is composed of three major aspects which are the
general studies subjects, the subject-matter (Area of Specialization) and the
professional education courses (Ede et al., 2016).
The Economics educators who teach the subject are
exposed to so many teaching methods many of which have not been producing an
effective teaching-learning encounter. Teachers over the years have been using
the conventional/orthodox methods of teaching (lecture method, talk-chalk
method among others) to teach which are not perfectly centred on the learners
hence the poor academic performances of students. Similarly, the government has
been repositioning the educational system through the encouragement of teachers
to embark on in-service training, seminars and workshops with the view to
improving effective teaching-learning of the subject. Several methods of
teaching have been recommended for teachers in order to meet up with the
developmental dynamics of this era. Since the introduction of Western education
in Nigeria by the Wesleyan Methodist in 1943, the methods obviously used by so
many teachers in implementing the curriculum content in the classroom have been
the traditional method of talk-chalk, storytelling, inquiry method even role
play method (Mkpa in Uba, 2012).
The development of Economics in secondary schools in
Nigeria gained so much momentum from the year 1977 after the introduction of
the National Policy on Education known as the 6-5-4 system of education. In
order to implement the national policy on education, government at all levels
became more interested in the schooling process in terms of educational
outcomes, learning activities, instructional materials, instructional
strategies and evaluation processes. In view of this, emphasis was placed on making
educational activities centre on the learner for optimum self development and
self fulfillment; structure the educational system to develop the practice of
self learning.
Many researchers such as Emeka (2016) and Nnanna
(2017) have conducted series of different investigations into the root cause of
students’ poor academic achievement in Economics and their findings suggest
ineffective teaching method among other factors (Ibe, 2014). Economics being an
abstract subject should be taught using a teaching method that should be more
learner-centred in order to facilitate understanding and retention. Obviously,
the traditional or conventional method of teaching does not promote an
effective teaching-learning encounter hence the need for an innovative method
of teaching such as the integrated mastery learning method which this work is
out to investigate.
Teaching is a process of facilitating students'
learning through a proper management by the teacher of the inter-relationships
among the student’s interest, the learning content and the methods as well as
the materials he/she intends to use in the teaching and learning of the concept
(Adeyemi in Kizito, 2014). The
technique, approaches or methods employed by the teacher in the course of passing
the educative information to the learner would determine to a great extent if
he/she is teaching or not hence the need for a more learner-centred method that
will enhance effective teaching and learning. Interest is a veritable factor
that facilitates an effective teaching and learning encounter.
Interest is the centre piece of learning. Learning
cannot take place unless the learner’s interest and disposition are at
equilibrium (Godwin, 2017). Interest cannot be overemphasized in the domain of
teaching and learning owing to the fact that no one ever spends time on things
that do not profit the person or thing that does not reflect his/her interest
or felt needs (Frank, 2012). For teaching and learning to be effective, the
teacher uses set induction whose major reason is to arouse as well as sustains
the interest of the learners from the start of the lesson till the end of the
lesson. Teaching is aimed at bringing out a permanent but positive change in
the behaviour of the learner but this laudable objective can only be feasible
when the felt needs and interest of the learner is not compromised (Obasi,
2016).
Interest is a powerful motivational process that
propels learning, guides academic and career trajectories and it is sacrosanct
for academic achievement (Anya, 2014). Interest is a psychological state of
attention and or affection towards a particular object or phenomena with an
enduring predisposition to align over time. Meanwhile, interest being an
affective construct is the basis for both intellectual preparedness and
motivation in learning (Champman in Chima, 2014). In a nutshell, if there is no
interest, no learning will take place hence the reason the researcher decided
to investigate it as a variable of concern in order to promote academic achievement
of students in Economics.
Achievement is something important that one manages to
do and succeeds by one’s fervent and dogged efforts (Uzoma, 2017). On that
note, therefore, achievement could be seen as something of importance that one
finally acquires or accomplishes beyond expectations within a specified
time-frame. Academic achievement has been defined by many scholars in the field
of education such as Uduma (2011), Igwe (2013) and Chinedu (2018). Achievement
in the domain of education is that level of understanding and perfection
demonstrated by a learner in relation to academic growth and actualization
(Chinedu, 2018). Academic achievement is the knowledge and skills acquired
usually from the classroom instructional programmes. It is those advancements
in knowledge made within the classroom environment (Uduma, 2011).
Academic achievement is determined and measured using
achievement tests (Ibe, 2019). The achievement test is given at the end of the
teaching and learning encounter in order to ascertain the level of learner’s
achievement in relation to the stated instructional cum educational objectives.
Academic achievement shows the degree with which the content of instruction has
been assimilated by the learner when a teaching-learning encounter is
effective, the academic achievement will be satisfactorily high and appreciable
(Igwe, 2013). Academic achievement paints the picture of how the curriculum
implementation is going, it shows whether there should be a review of the
existing curriculum content or not. Academic achievement is a diagnostic tool
used for placement and guidance-counseling which according to Dibia (2012) is
easily attainable through integrated mastery learning strategy.
Integrated mastery learning method is an innovative
teaching method that was borne out of the need to address the disparity in
ability existing in the teaching-learning encounter.
Integrated mastery learning method is a new technique
in teaching which allows the students to grasp every unit of the content taught
by the teacher before a new content is introduced irrespective of the time
spent (Lawrence, 2017). Integrated mastery learning method is a type of
innovative teaching method which lays emphasis on quality and not scope of
content coverage. The Mastery learning
method involves frequent assessment of the student’s progress in order to
ascertain the mastery level of the learners before a new content unit is
introduced. Mastery Learning Method is a newly introduced approach of teaching
that gives every learner an ample time to master a particular concept
irrespective of aptitude (Gilbert, 2012).
In 1976, Bloom outlined specific strategies for using
formative assessments to guide teachers in differentiating their instruction
and this process of differentiation is today known as “mastery learning”, he also
argued that classroom assessment should be integrated as a salient learning
tool while corrective procedures should be adopted with feedbacks. Integrated
mastery learning which can be seen as a model of instruction that
systematically as well as consciously combines the theories of Bloom’s and
Keller’s model of instruction. It is an innovative instructional method that
seeks to remedy some of the inherent gaps and deficiencies seen in the earlier
models of Bloom’s and Keller’s (Gilbert, 2012). Owing to the apparent poor
academic reports of student’s performances in WAEC and NECO Economics over the
years, this study seeks to circumvent this ugly academic trend by trying to
know the effect of integrated mastery learning method on student’s interest and
academic achievement in Economics based on the obvious failure of the
traditional teaching method. No doubt, the orthodox talk – chalk method of
teaching and other teacher-centred teaching methods have not been able to address
the poor performances of Economics students hence this investigation on this
innovative teaching method (integrated mastery learning method) in order to
ascertain if the method will help to improve students’ academic achievement and
interest in Economics with respect to students’ gender.
Gender is a socio-cultural factor that distinguishes a
male and a female individual within a social milieu (Aghaeri, 2017). Human
beings are classified into male and female gender while the non-human elements
are grouped in the neuter gender. Gender is the disparity lingering between
masculine and feminine classes in relation to their behavioral roles and social
responsibility (Kizito, 2014). On his own perception, Gilbert (2012) sees
gender as the reproductive organ differences between organisms.
Many scholars have conducted many studies in relation
to gender and academic achievement as well as their associated academic
interests; Uka (2014), Darlington (2019), Nneji (2012) among others.
Unfortunately, their findings are marred in discrepancies as Darlington (2019)
found no significant effect in relation to gender, interest and academic
achievement of students while Uka (2014) and Nneji (2012) found significant
effect of gender on students’ interest and academic achievement. It is due to
this disparity in findings that warranted the researcher to delve into this
area of knowledge in order to ascertain the effects of integrated mastery
learning strategy on students’ interest and academic achievement in Economics.
1.2 STATEMENT OF PROBLEM
Unarguably,
it is an obvious truth that students’ poor academic achievement is a serious
academic hurdle that government has over the years been seeking ways to
obviate. Subjects which are calculation based usually scare students due to the
undue lack of time and attention by the teachers and the educational
administrators to give such subjects with difficult concepts more teaching time
in order to enable all the learners to attain some satisfactory level of
mastery before a new concept is introduced. Many teachers especially those that
teach Economics seem not to be grounded on the innovative method of teaching
which integrated mastery learning strategy is a fraction.
The traditional or conventional teaching method which
they are conversant with does not facilitate the students’ interest, retention
and understanding owing to the teacher-centred nature of the method. So many
researchers have came up with findings that suggest that the chief cause of poor
students’ academic achievement is inadequate teaching method among others. The
traditional teaching method does not address the inherent differences existing
amongst learners and this scenario gives rise to the existence of the normal
distribution curve as it concerns content mastery and achievement level.
No
doubt, some learners are fast in cognition and assimilation while some need
more time to master a given concept. Slow learners have been left out in the
classroom interactions under the traditional teaching method. Teachers seem not
to be helpful in promoting the achievement level of the slow learners which has
inadvertently made some frustrated slow learners to drop out of school as they
can no longer cope going by the conventional approach of instruction. Hence the
urgent need of applying integrated mastery learning strategy for all crop of
learners to develop learning interest and benefit academically.
Repeated
failure gives a learner a low self concept and lack of interest which leads one
to opt for a withdrawal, hence the need for a deviation to the innovative
method of teaching such as the integrated mastery learning strategy. The
learning interest and achievement in Economics has been a thing of worry and
disappointment to parents, students as well as teachers. The salient intent here
is that all students should develop interest in Economics accompanied with a
corresponding achievement level but this hope has been dashed over the years
owing to ineffective learning method hence the researcher’s drive to
investigate the effect of integrated mastery learning on student’s interest and
academic achievement in Economics in Imo State.
1.3 PURPOSE OF THE STUDY
The
purpose of the study is to ascertain the Effect of Integrated Mastery Learning
strategy on Students’ Interest and Academic Achievement in Economics in Imo
State. Specifically, this study seeks to:
1. find
out the mean achievement scores of students taught Economics using integrated
mastery learning strategy and lecture method.
2. determine
the mean achievement scores of male and female students taught Economics using
the integrated mastery learning strategy and lecture method.
3. ascertain
the mean interest scores of students taught Economics using integrated mastery
learning strategy and the lecture method
4. find
out the mean interest scores of male and female students taught Economics using
integrated mastery learning strategy and lecture method.
5. examine
the interaction effect of gender and methods on students’ achievement in
Economics.
1.4 RESEARCH QUESTIONS
However,
some fundamental probing questions were advanced in order to streamline and
guide the investigation. Below are some of the questions:
1)
What is the mean achievement scores of
students taught Economics using integrated mastery learning strategy and
lecture method?
2)
What is the mean achievement scores of
male and female students taught Economics using the integrated mastery learning
strategy?
3)
What is the mean interest scores of
students taught Economics using integrated mastery learning strategy and the
lecture method?
4)
What is the mean interest scores of male
and female students taught Economics using integrated mastery learning strategy?
5)
What is the interaction effect of
gender and methods on students’ achievement in Economics?
1.5 HYPOTHESES
In
the bid to arrive at the desired objectives of this study, these tentative
guesses were posed and tested at 0.05 level of significance:
Ho1: There is no significant
effect between the mean achievement scores of students taught Economics using
integrated mastery learning strategy and those taught using lecture method.
Ho2: There is no
significant effect between the mean achievement scores of male and female
students taught Economics using integrated mastery learning strategy.
Ho3: There is no significant difference between
the mean interest scores of students taught Economics using integrated mastery
learning strategy and lecture method.
Ho4: There is no significant
difference between the mean interest scores of male and female students taught
Economics using integrated mastery learning strategy.
Ho5: There is no interaction
effect of gender and methods on students’ academic achievements in Economics.
1.6 SIGNIFICANCE OF THE STUDY
The
findings of the study would be very useful and significant to different
stakeholders in multi-faceted dimensions. Specifically, findings of the study would
be of immense benefit to these groups of persons; the curriculum experts, the
teachers of Economics, the students of Economics, Economics textbook writers;
private organizations and even tomorrow’s Economics education researchers.
Below shows how these group of persons stand to benefit from this study.
Firstly, curriculum experts would make an informed
choice of adjustment and improvement on the pedagogy of Economics based on the
recommendations that was advanced from the findings of this research work.
Economics is a social science subject and this scenario makes it to be
vulnerable to social changes due to swings in the society. Economics curriculum
planners will have an insight from this work on how best to harness Economics
teaching and learning in order to promote learner’s interest and academic
achievement by suggesting to teachers on the best learning method to be used in
every subject matter.
Furthermore,
the teachers of Economics would be made aware in relation to the place of
integrated mastery learning method in the promotion of interest and academic
achievement of Economics students. Findings of this study will expose the
classroom Economics teacher on how best to apply this learner-centred method of
teaching as it is new in the teaching profession.
Again,
the students of Economics are the set of persons who happen to be at the
receiving side of the whole educational activities. The student’s achievement
level, interest, motivation as well as self-concept will develop having
mastered a perceived difficult Economics concept via the integrated Mastery
Learning method.
Similarly,
Economics textbook authors from the finding of the study would be made to know
how best to present Economics concepts in a manner worthy of facilitating
academic achievement and student’s interest in the said economic subject by
reducing abstractions via familiar analogies and examples.
In
addition, private organizations would benefit from the findings of the study
because, once the Economics teacher uses the appropriate method and materials
after going through this work, it will help him/her to have an effective
teaching hence the production of quality Economist who will help in the growth
of their employer through marginal physical product of labour (MPPL).
Private organizations will make more revenues due to the contributions of the
economist in such a company courtesy of sound teaching method – integrated
mastery learning method.
Finally,
the last but not the least of persons are those who may have penchant in
carrying out research in this same problem area. The method to be used,
findings, conclusions, summary, review of related literatures even conclusion
as will be contained herein will help a subsequent researcher to have a better
insight in relation to the problem under review.
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