EFFECT OF CONCEPT MAPPING INSTRUCTIONAL STRATEGY ON STUDENTS’ ACHIEVEMENT AND INTEREST IN ECONOMICS IN SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE

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:

1. Understand basic economic principles and concepts as well as the tools for sound economic analysis;
2. Contribute intelligently to discourse on economic reforms and development as they affect or would affect the generality of Nigerians;
3. Understand the structure and functioning of economic institutions;
4. Appreciate the role of public policies on national economy;
5. Develop the skills and also appreciate the basis for rational economic decisions;
6. Become sensitized to participate actively in national economic advancement through entrepreneurship, capital market and so on;
7. Understand the role and status of Nigeria and other African countries in international economic relationships;
8. 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.