ABSTRACT
This study sought to
investigate the effect of concept mapping instructional strategy on students’
achievement and interest in Economics secondary schools in Enugu Education
Zone, Enugu State, Nigeria. It is a quasi-experimental study of non equivalent
pretest, posttest control group design. Ten research questions and ten null
hypotheses guided the study. A sample of 282 students from four purposively
selected secondary schools in Enugu Education Zone, were used for the study.
The main instruments for the study consisted of Economics Achievement Test
(EAT) and Economic Interest Inventory (EII) which were developed, validated and
used for data collection. The instruments (EAT and EII) were trial-tested using
Kudder-Richardson (K-R20) and Cronbach Alpha statistics and reliability indices
of 0.73 and 0.94 respectively were obtained which guaranteed the use of the
instruments for the study. Mean and Standard Deviation were used to answer the
research questions while Analysis of Covariance (ANCOVA) was used to test the
null hypotheses at 0.05 level of significance. The results showed among others
that students that were taught Economics using concept mapping instructional
strategy achieved better than their counterparts taught with the lecture
instructional strategy; Students that were taught Economics using concept
mapping instructional strategy had higher interest score than their
counterparts taught with the lecture instructional strategy and that there is a
significant difference between the mean achievement scores of the students
taught Economics in secondary schools with concept mapping instructional
strategy and those taught with lecture instructional strategy in favour of the
experimental group. It concluded among others that when concept mapping
instructional strategy is utilized in teaching Economics in secondary schools,
students’ achievement and interest would improve. The study recommended among
others that the national universities commission
(NUC); National Commission for Colleges of Education (NCCE) among other bodies
that develop the teacher education programmes should be focused towards
preparing economics teachers to acquire appropriate skills in instructional
delivery such concept mapping (CM) instructional strategy.
CHAPTER
ONE
INTRODUCTION
Background
of the Study
Economics
plays vital role in the development of rational decision making abilities on
the individuals, firms and the government of the State (country). Meaningful
knowledge of Economics could help individuals, firms, and government of the
state make rational decisions towards the achievement of their goals for
national development. Thus, the reason for introduction of Economics in the
curricula of secondary schools in Nigeria is not far- fetched.Many experts in the field of Economics
accept that the best definition to the concept of Economics is the one by
Robbins (Aderinto & Abdulahi, 2009; Chikezie, 2009). Robbins as far back as
1932 refers to Economics as a social science which studies human behaviour as a
relationship between ends and scarce means which have alternative uses. This
definition by Robbins reveals different concepts in Economics which if well
understood explain what the study of Economics is all about and its benefits to
mankind and the economy. As a social science the study of Economics deals with
the study of human behaviours in the society. In short human beings and their
behaviours are to Economics what laboratory is to chemistry, biology and
Physics. Economics explains the behaviour of human beings in relation to scarce
resources. Human behaviour as a relationship between ends and scarce means
which have alternative uses imply that the available resources determine
people’s decision on what to eat, do or not to eat or do; Human reactions to
his needs are determined by the available resources.
From the foregoing, it could be deduced that
Economics deals with the study of choices, opportunity cost, needs and wants of
people in the society. Pennington (1999) opines that Economics is the study of
choices that people make to satisfy their needs and wants. Sharma (2012) refers
to Economics as a subject that studies laws and principles which govern the
functioning of an economy and its various parts; that is how a society decides
on using its scarce resources to obtain the maximum possible satisfaction for
the members of the society whose wants for goods and services are unlimited.
Consequently, Hall (2013) states that Economics is the study of how
individuals, firms and whole societies identify their most important needs,
allocate and manage scarce resources in such a way that satisfy as many needs
as possible. Economics as a Social Science deals with human behaviour and
allocation of scarce resources.
The
above explanation of the concept of Economics informs the contents of its lofty
objectives at secondary school level in Nigeria. The
objectives of Economics in senior secondary schools as outlined by the Federal
Ministry of Education (FME, 2008: ii & iii) include to enable students:
- 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 and
status of Nigeria
and other African countries in international economic relationships;
- Appreciate the problems
encountered by developing countries in their effort towards economic
advancement.
A
cursory look at the objectives of Economics explains its relevance to
individuals, firms and the nation. The relevance of Economics in individual,
firms and national development cannot be over-emphasized. The study of
Economics helps man to develop his way of thinking as to be able to analyze
economic problems of the society for decision taking (Chikezie, 2009). Chikezie
further reiterated that the experience derived from the study of Economics is used
to give practical advice to individuals, firms and the government.
The
study of Economics helps the individuals, companies, firms and governments in
taking decisions that would help the realization of their wants and needs. It
helps the government in making decision on which business to embark upon
towards building the economy for national development. On the parts of firms
and industries, the knowledge of Economics helps them to take decisions on what
to produce, for whom to produce, how to produce and efficiency of resource use
(Aderinto & Abdullahi, 2009). Thus, Economics has some laudable lofty
objectives which prove its position as a social science.
The
level of achievement of the objectives of Economics at secondary school level
could be determined by the students’ achievement in the subject matter.
Achievement according to Hornby (2001) is academic accomplishments of
students as a result of exertion of efforts, skills, perseverance and practice.
It
is the degree or level of success attained at the end of an academic endeavour
(Iwundu, 2001). Corroborating this view, Uroko (2010) avers that academic
achievement of the individual is learning outcome of the individual. This
includes the knowledge, skills and ideas acquired and/ or gained through the course
of the study within and outside the classroom situations. Achievement
explains educational efforts of the students (Ugwoke, 2014). Ugwoke further
reiterates that it refers to the level of success made in academic endeavour. Achievement in education could be related to academic
success recorded by the learner in the teaching and learning process. It could be seen as the success students make
in their academic pursuit. For example, if a student is able to pass West
African School Certificate Examination (WASCE) at A, B and C levels, it can be
said that the student has made success in the said examination. But if the
student in question has made Ds, Es and Fs, it can be said that the student did
not succeed in the said examination. This implies that the yardstick for
measuring students’ level of academic achievement is by assessing the academic
performance of the individual through test (Ernest-Ehibudu & Opurum, 2013).
Despite
the importance of Economics as a secondary school subject, students’ achievement
in the subject has declined tremendously. Evidence of this poor achievement of
students in Economics has been documented by the West African Examination
Council’s (WAEC) Chief Examiners’ report (2007; 2009 & 2012). The document
states that students’ achievement in Economics is below average. However, In
the chief examiner’s report in 2002; 2003; 2007 and 2009May/June WASSCE and
also November/December 2004 WASSCE, it was stated that the overall performance
of the candidates was fair and the following weaknesses were noticeable among
the candidates: Poor coverage of the syllabus, inability to draw and label
diagrams properly, inadequate knowledge of the subject matter, outright
misinterpretation of some questions and disobedience to the rubrics. Apart from
the above general problems, WAEC chief examiners’ report (2004) states that
students’ achievement was below average on questions on production possibility
curve (PPC). Similarly, WAEC chief examiners’ reports (2009 and 2012) state
that students’ achievements on taxation and revenue concepts were very poor.
The reason for the poor achievement has been attributed to inability of the
students to arrange their points in an orderly manner (WAEC Chief Examiners’
report, 2009).
Achievement of the objectives of Economics in
secondary schools can be influenced by certain factors. Among these factors are
the instructional strategy used in teaching the subject, students’ interest,
gender and school location (Okeke, 2013). According
to Nuhu (2014) instructional strategies are the plans for success in classroom
instruction. Nuhu further explains that instructional strategy involves the
sequencing or ordering of the techniques a teacher intends using in a class. Instructional
strategies refer to planned ways on how to carry out teaching and learning
exercise for a better academic achievement. Instructional strategies employ
some teaching methods and techniques to foster learning (Ezegbe, 2014).
Teaching methods broadly deal with all aspects of what happens in a
classroom during a teaching learning session and even some times before and
after it, including preparation for and remedial work after (Eze, 1998). On the other hand, a teaching technique is a specific way
or aspect of a particular method of teaching (Mezieobi, Fubara & Mezieobi,
2013). However, Nuhu (2014) refers to teaching techniques as the specific
activities or actions performed by the teacher in the classroom to achieve the
goal of instruction.
Some of the commonly identified instructional strategies include:
discovery, value clarification, discussion, simulation and game, and
dramatization (National Teachers’ Institute, NTI, 2006). The NTI has therefore recommended
a new approach for the teaching and learning of Social Sciences in schools
called the learner-centered instructional strategy. According to the Federal
Ministry of Education (FME, 2008), the instructional strategies for teaching
Economics as a living subject should include collaborative, interactive and
learner-oriented instructional strategies. The FME further breaks the
instructional strategies to include future’s wheel, entre education, concept
mapping, field trips, co-operative learning instructional strategies among
others.
However,
most Economics teachers in secondary schools go about using the lecture
instructional strategy. This proposition is in line with Ogunleye (2002) and
Igbokwe (2010) who states that the dominant instructional strategy adopted by
teachers in developing countries like Nigeria is the lecture
instructional strategy. Lecture instructional strategy
refers to an instructional strategy where the teacher claims an all knowing
position and authoritatively gives instructions to the learners who are passive
listeners (Akpochafo, 2014). It involves the teacher telling students facts
about a particular topic ( e.g concept of revenue) and expecting those students
to recount what they have been told (Aguokagbue, 2006). Lecture stresses on the
traditional view that the learner is almost blank and it is the teacher’s role
to impart knowledge to fill the blank by merely telling his students who
function as passive listeners (Oyebola, 2014). Lecture as an instructional
strategy has many advantages. it can be used in teaching large class, enhances
economy of time, easy coverage of content, creates interest and appreciation on
learners and supplements and enriches materials found in students’ textbooks
(Ezeani, 1998).
However, lecture instructional strategy encourages rote
memorization of concepts instead of making learning participatory and/ or
interactive (Ezegbe, Okeke & Chikwelu, 2013). It focuses entirely on
intellectual development and ignores experiential learning. It teaches students
how to succeed on standardized tests and relies mostly on the use of the intellect.
Obviously, this instructional strategy has failed to bring about the desired
outcome of producing thinking students. Thus, some scholars have blamed
students’ poor achievement to the dominant use of lecture instructional
strategy (Torty & Offorma, 2013). Therefore, there is the need for teachers
to have a change of style in order to be able to meet the demands of the 21st
century students. In the light of this, an alternative teaching strategy like
concept mapping could be used.
Concept mapping originates from concept maps. According to Rao (2015), concept maps are
diagrammatic representations which show meaningful relationships between
concepts in the form of propositions which are linked together by words, circles,
and cross links. According to Horton, McConney, Gallo, Woods, Senn, and Hamelin
(1993), concept mappings are identified as two-dimensional, hierarchical,
node-linked diagrams that depict verbal conceptual or declarative knowledge in
succinct visual or graphical forms. Thus, concept mapping is a structured
process focused on a topic or construct of interest involving input from one or
more participants that produces an interpretable pictorial view of their ideas
and concepts and how these are interrelated (Yusuf, 2009). In concept maps
ideas are arranged hierarchically with the super ordinate concepts at the top
of the map, and subordinate at the bottom which are less inclusive than higher
ones. “Cross links” are used to connect different segments of the concepts’
hierarchy, which indicate syntheses of related concepts, a new interpretation
of old ideas, and some degree of creative thinking.
Learning through concept mapping is explained by the
constructivist theory (Vygotsky, 1978), as a hand on task learning that
encourages experiential learning. Stoica, Moranu and Miron (2011) opines that
constructivist learning theory argues that new knowledge should be integrated
into existing structures in order to be remembered and receive meaning. Concept
mapping stimulates this process by making it explicit and by requiring the learner
to pay attention to the relationship between concepts. In concept mapping instructional
strategy the relationships or inter-relationship of a new concept/idea with
existing or already known concept/idea is presented diagrammatically and in a
hierarchical order (Smith & Dwyer, 1995). Hierarchical presentation of
ideas usually from simple to complex could enhance students’ achievement and
interest in a subject. When this is true, it is the intention of the researcher
to investigate the effect of concept mapping on students’ achievement and
interest in Economics in secondary schools.
Interest is an important
variable in the teaching and learning of Economics. Interest is a persisting
inclination to be attentive and enjoy some activities or contents (Chukwu,
2002). Interest according to Hidi
& Renninger
(2006) is a relatively enduring predisposition to re-engage with particular
content, such as objects, events, ideas and task. Corroborating this view,
Ainley cited in Raymond (2013)
defines interest as a feeling that accompanies or causes special attention to
an object or class of objects. According to Torty and Offorma (2013) interest
is emotionally oriented behavioural trait which determines a student’s urge and
vigor to tackle educational programmes or other activities. Interest refers to
the degree of likeness a student demonstrates over a subject of study that
gives him/her the motivation to put in more efforts in the subject for a better
academic achievement. Suitable
teaching methods increase students’ interest which leads to higher achievement.
(Chukwu, 2002). Bakare (1991) opines that
interest is useful in predicting the success and the satisfaction which an
individual is likely to obtain from engaging in certain activities. According
to Ezegbe, Ikwumelu & Okeke (2012) students do well in a subject they are
interested in more than the one they have no interest in. It is therefore
necessary that appropriate instructional strategy should be used to enhance
students’ interest in learning Economics.
Apart from interest,
gender is another vital variable in teaching and learning. Gender according
to Uzoegwu (2004) is varied socially and culturally constructed roles,
qualities and behaviour that are ascribed to men and women of different
societies. Okeke (2008) refers to gender
as the social or cultural characteristics, rotes or behaviour which males and
females are known for by society. Onyegegebu (2008) defines gender as the sum
total of cultural values, attitudes, roles practices and characteristics based
on sex. Onyegegebu further described sex as the innate biological differences
between women and men. Gender in this study is social
definition of sex roles rather than the biological distinction between male and
female. Thus some arguments emphasize that male read certain subjects and some
others are reserved specifically for females. Thus, attributing failures or
successes of students to some prejudices that some subjects are made for males
(masculine subject) while others are made for males (feminine subjects). On the
issue of gender and achievement, many researchers shared divergent views
(Okeke, 2013). Accordingly, Onuoha (2010) found that male and female students
have almost equal achievement in social studies when exposed to concept mapping
instructional strategy.
On the other hand, Egbe, Mba and Nebechukwu (2010)
state that gender is a significant factor in the achievement of students in
drama in favour of males. Although some researchers, Ugwuanyi (2012) reported that girls
did better than boys in students’ conceptual understanding of force and motion.
Ndina and Wagbara (2012) showed that girls had greater influence on their
attitude towards chemistry than boys. On the other hand, Ukozor (2011) reported
that boys achieved better than girls in sciences. However, other researchers,
Nzewi ( 2010) and Okeke (2007) showed
that gender has insignificant effect on science achievement.
These unresolved controversies among
researchers on the influence of gender on students’ achievement make this study
necessary.
Another important variable
in teaching and learning is the school location. School location refers to
where a school is sited. Ezeudu
(2003) states that school location is the urban-rural setting of a school. It
shows whether a school is sited in the town or in the rural area. A school that
is planted in town such as Community High School, Emene, Girls’ Secondary
School, Emene, New, Havens Boys’ School, Enugu could have students from
different backgrounds such the poor and the rich children co-existing in a
school as a result of heterogeneous nature of the town environment. Students in
the urban area could have the privilege of having qualified teachers,
facilities that foster learning. On the other hand, schools sited in the rural
area like Community Secondary School, Mbu, Community
Secondary School, Umualor, and Community Secondary School, Eha-Ohuala could be
dominated by students from poor backgrounds and may have poorly staffed schools
and poor facilities as a result of the underdeveloped nature of the rural
areas. These factors could influence students’ academic achievement.
Consequently, there are disagreements among scholars
on the influence of school location on students’ interest and achievement. Some
scholars argue that school location has no significant influence on students’
achievement (Okeke, 2013 and Okonkwo,
2014). Some scholars reported that school location had effect on students’
achievement. Oyedokun and James (2001) and Orukokan and Balogun (2001) state
that urban school students with available science facilities performed better
than their rural counterparts where such facilities are lacking. On the
contrary, Otor (2013) states that rural students performed better than their
urban counterparts when exposed to concept mapping strategy in teaching
structure of matter and energy changes in chemistry. On the other hand some
scholars maintain that both the urban and rural students could have almost
equal achievement when exposed to a practical instructional strategy (Okeke,
2013; Okonkwo, 2014).
In
all, studies have shown that effect of concept mapping instructional strategy
on students’ achievement has been investigated in other areas of study (Adesola
& Salako, 2013; Eriba, 2013; Wushishi, Danjuma & Usman, 2013). However,
from the reviewed empirical studies, little or no study has been conducted on
the effect of concept mapping instructional strategy on students’ achievement
and interest in Economics in secondary schools in Enugu Education Zone, Enugu State, Nigeria with particular reference
to gender and school location their interaction effect with treatment to
influence students’ achievement and interest in Economics. To this end, this
study investigated the effect of concept mapping instructional strategy on
students’ achievement and interest in Economics in secondary schools in Enugu
Education Zone, Enugu State,
Nigeria?’
Statement of the Problem
It
is the expectation of stake holders in education that students have better
achievement in all the subjects offered in secondary schools. However, this
expectation seems unrealizable as students record poor achievement in different
subject areas economics inclusive. Evidence of this poor achievement of
students in Economics has been documented by the West African Examination
Council’s (WAEC) Chief Examiners’ report (2007; 2009 & 2012). The document
states that students’ achievement in Economics is below average. However, In
the chief examiner’s report in 2002; 2003; 2007 and 2009May/June WASSCE and
also November/December 2004 WASSCE, it was stated that the overall performance
of the candidates was fair and the following weaknesses were noticeable among
the candidates: Poor coverage of the syllabus, inability to draw and label
diagrams properly, inadequate knowledge of the subject matter, outright
misinterpretation of some questions and disobedience to the rubrics. Apart from
the above general problems the WAEC chief examiners’ report (2004) states that
students’ achievement was below average on questions on production possibility
curve (PPC). Similarly, WAEC chief examiners’ reports (2009 & 2012) state
that students’ achievements on taxation and revenue concepts were very poor.
The reason for the poor achievement has been attributed to inability of the
students to arrange their points in an orderly manner. However, the WEAC chief
examiners’ report 2007 attributes the issues of poor achievement to instructional
strategy used in teaching and learning. However, some researchers attributed
the case of poor achievement to dwindled interest of the learner on the subject
matter, and other factors like gender and school location. Thus, the problem of
this study put in question form is ‘what is the effect of concept mapping instructional
strategy on students’ achievement and interest in Economics in Enugu Education
Zone.
Purpose of the Study
The
general purpose of this study was to find out the effect of concept mapping
instructional strategy on students’ achievement and interest in Economics in Enugu education zone. Specifically,
the study investigated:-
- the effect of concept mapping
instructional strategy on students’ achievement in Economics in secondary schools;
- the effect of concept mapping
instructional strategy on students’ interest
in Economics in secondary schools;
- the influence of gender on students’
achievement in Economics in secondary schools;
- the influence of gender on students’ interest
in Economics in secondary schools;
- the interaction effect of
treatment and gender on students’ academic achievement in Economics in secondary
schools;
- the interaction effect of treatment and gender
on students’ interest in Economics in secondary schools;
- the influence of school location on
students’ achievement in Economics in secondary schools;
- the influence of school location on
students’ interest in Economics in secondary schools;
- the interaction effect of treatment and school
location on students’ achievement in Economics in secondary schools;
(10) the interaction effect of treatment
and school location on students’ interest in Economics in secondary schools
Significance of the Study
The findings of
this study have both theoretical and practical significance. The theoretical
significance of this study was anchored on Bruner’s view of discovery learning,
Ausubel’s assimilation theory and Vygotsky’s constructivist theory that seem to
believe in participatory learning towards fascinating students’ interest on the
learnt materials and promoting students’ achievement. The findings of this
study would help strengthen or refute Bruner, Ausubel and Vygotsky’s theories
which believe in discovery learning through active involvement of the learners
on the learning task. This suggests that with the concept mapping instructional
strategy students through drawing of the concept maps and identifying the
relationship between the main ideas of a concept could have deep understanding
of the concept. This would fascinate the students’ interest on the concept
thereby enhancing academic achievement.
Practically, the
findings of the study would benefit the students,
professional economics teachers, researchers and curriculum planners. The
students would benefit from the result of this study when published, in that it
would enable them to learn how to understand the links among the main ideas of
a concept towards indepth learning of the concept. When students through
drawing of the concept maps can learn the main ideas of a concept, their
interests would be aroused towards a better academic achievement in the subject
matter. It would make them to be engaged all through the instructional
processes as concept mapping instructional strategy enhances participatory and/
or practical learning.
To the professional Economics teachers, it
will make their teaching more practical and participatory. This is because the
students would be anxious to get the information the concept maps being drawn
by the teacher tends to convey thereby constructing meaning out of the concept
mapping even before the teacher ends the instruction. This could help make the teaching easy and
learning more practical.
Future
researchers in the field of social science education would find this study
relevant when published. It would help them to identify a theory that can
explain their study; the design to be used and method of analysis precisely
when their studies share with the nature of this study. This would help make
research work less labourous.
Finally, Curriculum
planners can use the outcome of this study when published to improve their
curriculum decisions on effective participatory instructional strategies for teaching
and learning of Economics in secondary schools for improved academic
achievement. This would help reduce the rate at which students
fail the subjects towards enhancing their decision making powers for individual
and national development.
Scope
of the Study
This study
was limited to the effect of concept mapping instructional strategy on
students’ achievement and interest in economics in secondary schools in Enugu
Education zone, Enugu State. Senior secondary two (SSII) Economics students
were used for the study.
The content
scope of the study included SSII Economics Units such as concept of revenue,
production possibility curve (PPC), public finance and taxation. The reason for
choice of the above topics was that they can yield to concept mapping
instructional strategy. Students can draw their concept maps and from that have
in-depth knowledge of the topics for improved academic achievement and
interest.
Research
Questions
There were ten research questions in
this study that helped to find solution to the problems of the study. They were
as follows:
- What are the mean achievement scores of
students taught Economics in secondary schools using concept mapping
instructional strategy and those taught with the lecture instructional strategy?
- What are the mean interest scores of
students taught Economics in secondary schools using concept mapping
instructional strategy and those taught using lecture instructional strategy?
- What are the mean achievement scores of
male and female students in Economics in secondary schools?
- What are the mean interest scores of
male and female students in Economics in secondary schools?
- What is the interaction effect
of treatment and gender on students’ academic achievement in Economics in secondary
schools?
- What is the interaction effect
of treatment and gender on students’ interest in Economics in secondary schools?
- What are the mean achievement scores of
urban and rural students in Economics?
- What are the mean interest scores of
urban and rural students in Economics?
- What is the interaction effect of
treatment and school location on students’ achievement in Economics in
secondary schools?
- What is the interaction effect of
treatment and school location on students’ interest in Economics in secondary
schools?
Research Hypotheses
The
following null hypotheses guided the study and were tested at 0.05 level of
significance.
H01:
There is no significant difference between the mean achievement scores of
students taught Economics in secondary schools with concept mapping
instructional strategy and those taught with lecture instructional strategy.
H02:
There is no significant difference between the mean interest scores of students
taught Economics in secondary schools with concept mapping and those taught
with lecture instructional strategy.
H03:
Gender does not significantly influence students’ mean achievement scores in
Economics in secondary schools.
H04:
Gender does not significantly influence students’ mean interest scores in
Economics in secondary schools.
H05: There is
no significant interaction effect of treatment and gender on students’ academic
achievement in Economics in secondary schools.
H06:
