Improving economics students' interest through the use of innovative instructional techniques in Cross River State, Nigeria.
Keywords:
Economics, Students, Interest, Innovative Instructional TechniquesAbstract
The study investigated how innovative instructional techniques (standard flipped classrooms and flipped mastery learning) can improve Economics Students' interest in Cross River State, Nigeria. To achieve the purpose of this study one research question and one null hypothesis guided the study. Quasi-experimental of non-equivalent pretest-posttest research design was adopted for the study. The study population comprised 14,615 SSII Economics students in the 269 Public Secondary Schools spread across the three Education Zones in Cross River State. A sample of 140 SSII Economics students drawn from four intact classes through a multi-stage sampling technique was used for the study. Data were collected using the Economics Interest Scale (EIS), Data collected were analyzed using mean, standard deviation and Analysis of Covariate (ANCOVA) at 0.05 significant level. The findings of the study, among others, showed that both instructional techniques (SFC, FML) were efficacious in improving students’ interest in Economics, though the SFC was more efficacious than FML. Furthermore, the result also revealed that there is a significant difference between the mean interest scores of students taught Economics with standard flipped classrooms and flipped mastery learning instructional techniques. Thus, it was recommended among others, that in-service training should be provided for Economics teachers in order to update their knowledge on how to make use of the instructional techniques. The government through the relevant body (ies) should include SFC and FML in colleges of education and university curricula to enable upcoming teachers to be acquitted with the instructional techniques and use it in the future to improve students' interest in Economics.Downloads
References
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