Effect of cooperative production of learning resources on students’ academic achievement and motivation in economics at senior secondary schools in enugu east local government area, enugu state.

Project Abstract

<p> </p><p><strong>ABSTRACT</strong></p><p>This study is on the effect of cooperative production of learning resources on students’ academic achievement and motivation in economics at senior secondary school Enugu East L.G.A of Enugu state. To achieve the major purpose of the study, four research questions were posed and four null hypotheses were formulated. Quasi experimental design involving a pre-test-post-test non-equivalent group design was used for the study. The population for the study was one thousand nine hundred and twenty senior secondary one economics students. Economics Achievement Test (EAT), Economic Essay Test (EET) and Economics Learning Motivation Scale (ELMS) were used for data collection. Mean scores were used to answer the research questions, analysis of covariance was used to test the hypotheses. The findings among others include that students in cooperative production of learning resources group are motivated more than those that were not; that cooperative production of learning resources group achieve higher than those that were not. It was also found that male students achieve higher mean score than female students in economics when exposed to cooperative production of learning resources approach, and that there is no significant difference in the mean achievement scores of urban and rural students taught using cooperprative production learning resources approach. It was recommended among others that teachers should expose students to cooperative instructional strategy like the cooperative production of learning resources that promotes and encourages social interaction, active engagement in learning, self-motivation, discovery learning, learning by doing and learning by experience. Also recommended is that further studies be carried out in this area so as to establish further the benefits or otherwise of the cooperative production of learning resources approach. Lastly, trainings and capacity building programmes is recommended for economics teachers so as to equip themselves with the necessary cooperative teaching skills for the overall improvement of the educational system.</p> <br><p></p>

Project Overview

<p><br></p><p><b>CHAPTER ONE</b></p> <p><b><br> INTRODUCTION<br> Background of the study</b></p> <p><b><br> </b>Naturally human beings are economists because they apply economic principles daily in<br> their lives as persons, family, in business and even in governance. Daily the lives of people<br> revolve around the use or application of the principles and concepts of economics in prioritizing<br> and managing the resources at their disposal properly with a view to save costs and avoiding<br> unnecessary expenditures or wastes (Ikeche, 2004). Lionnel Robbin (1957), a foremost<br> economist defined economics as the science which studies human behaviours as a relationship<br> between ends and scarce means, which have alternative uses. Economics is the study of how to use scarce resources to satisfy human unlimited wants. According to Okafor (2007) Economics is a subject that helps individual to be relevant in everyday life and could prepare students for an entrepreneurial career in the future. The general objectives of studying economics in senior<br> secondary school in Nigeria are as follows: To enable students; understand basic economic<br> principles and concepts as tools for sound economic analysis, contribute intelligently to<br> discourse on economic reforms and development as they affect or would affect the generality of<br> Nigerians, understand the structure and functioning of economic institution, appreciate the role<br> of public policies on national economy, develop the skills and also appreciate the basis for<br> national economic decisions, become sensitized to participate actively in national economic<br> advancement through entrepreneurship, capital market and so on. Other objectives include;<br> understand the role and status of Nigeria and other African countries in the international<br> economic relationships, appreciate the problems encountered by developing countries in their<br> efforts towards economic advancement (NERDC, 2008).<br> <br> Deducing from the above objectives for studying economics at the Senior Secondary<br> School level, there is no gainsaying the fact that economics is the bedrock for individual and<br> national development. This implies that knowledge of economic principles and concepts is<br> important to every member of the society and the nation at large. However, the performance of<br> students in Economics has been dwindling over the years (Ogeri, 2009). Research has also<br> unveiled factors responsible for poor academic achievement in Economics. Among the variables<br> identified include; lack and inappropriate application of learning resources and poor teaching<br> method (Kaiadese, 2005, Adetayo, 2006 and Onuoha, 2010). Michael (2002) also noted that poor textbooks and lack of computer technology in schools are also responsible for poor performance of students in Economics. John Dewey emphasized over 100 years ago changes that would move schools away from authoritarian teacher-directed classrooms, to environment in which learning actualizes through active participation and real-life based experiences (Dewey, 1916 cited in Michael, 2002). The attempt to take care of poor achievement and motivation of students in Economics inspired the researcher to use this cooperative production of learning resources approach (CPLRA) to see how it can help to improve the academic achievement of students. In view of this, Cuban (2001) considers teacher as a vehicle for reforming educational<br> practices, to be used as a vital tool in the teaching/learning processes.<br> According to Onwuka, (1996), teacher is one whose task is to design and guide the<br> learning of a group of students in a classroom setting. Offorma, (2004) observed that a teacher<br> creates learning environment for his students, selects contents, organizes activities, and selects<br> teaching methodology and materials. The teacher interacts with students in the process of<br> carrying out the plans and affects the important dimensions of the students’ achievement.<br> <br> Adeyemi, (2008) described academic achievement as the scholastic standing of a<br> student at a given moment which states individual abilities. Adeyemo further stated that<br> student’s academic achievement can be explained in form of grades, obtained from tests, quiz or examination in courses/subjects taken. In Nigeria, the level of student’s academic achievement<br> in the senior secondary school is determined mainly through internal and external examinations.<br> Poor academic achievement according to Aremu, (2003) is a performance that is adjudged by the examiner or tester and some other significance as falling below an expected standard.<br> The academic achievement of students in Economics to a large extent depends on a lot of<br> factors including the teacher and the method of teaching adopted during instructional procedures.<br> The method adopted should be one that can enable the teacher present the lesson effectively and at the same time give students’ maximum opportunity of participating actively in the learning<br> process (Offorma, 2004). However, the researcher’s personal observation indicates that majority of students at the Senior Secondary School level do not show convincing interest and motivation<br> in studying the subject and this could have affected their performance.<br> The breakdown of May/June SSCE 2010/2011 examination conducted by WAEC<br> indicated an average failure rate of students in economics to be 72%, while that of NECO in<br> 2008, 2009, 2010 and 2011 respectively shows the following percentage failure in economics as 69%, 57%, 78% and 50% respectively (Osuagwu, 2012). Onah (2011) saw the poor academic<br> achievements as sources of worry to researchers, parents and society at large. The WAEC chief<br> examiners report (2006-2011) revealed that students performed poorly in economics. WAEC<br> (2006) analysis of percentage performance of candidate in economics for 2004, 2005 and 2006<br> revealed 22.26%, 20.20% and 15.71% failure level and the credit level percentage of 37.59%,<br> 36.24% and 49.45% respectively for the years in reviewed.<br> <br> A pilot survey of some selected government owned secondary schools by the researcher<br> from 2013 to 2014 in Enugu Education zone shown that students performance in teaching and<br> learning of economics is not encouraging when compared with other subjects. The subject by<br> subject performance analysis of the five schools sampled in the education zone revealed poor<br> achievement of students in the subject. Majority of those that passed are within the weak region<br> of C6. This poor achievement may be as result of traditional methods used in teaching the<br> students, which make the students passive rather than active and cooperative participants in the<br> teaching and learning process.<br> The academic achievement of students in Economics to a large extent depends on the<br> teacher and the method of teaching adopted. Onwuka (1996) regarded teaching method as the<br> vehicle through which a message is delivered. The method applied is very vital in teaching and<br> learning situation. In recent times, emphasis on teaching method has shifted from the teacherknow-all to students- centred approach. Hence educational activities should be centred on the learner for maximum self-development and fulfillment (Federal Republic of Nigeria (FRN) (2004). In the student- centred approaches to teaching, those teaching approaches that foster the philosophy of learning by doing, problem solving through guided experimentation and that<br> which enhances students’ participation and creativity are recommended.<br> Teachers are blamed for the observed poor academic achievement arising from the use<br> of conventional method of teaching like lecture method, descriptive and information<br> discrimination method of teaching, story-telling and dictation method of teaching which makes<br> students lose interest and motivation, and consequently achieve poorly, promote negative attitude and encourage poor retention of learned materials. Blair (2007) argues that lecture method is the commonest method in use by teachers. It does not foster critical thinking, creative thinking and<br> problem solving. The author opines that lecture method encourages students to cram facts which<br> are easily forgotten. The predominant use of this method could be one of the factors of poor<br> performance in Economics.<br> One way through which the teacher can promote academic achievement and motivation<br> of students in learning Economics is by the use of the constructivist method such as cooperative<br> learning strategy. Cooperative learning refers to a method of instruction whereby students work<br> together in groups to reach common goals (Nwafor, 2007). Agashe (2004) noted that<br> cooperative learning involves students’ participation in group learning that emphasizes positive<br> interaction. It is a strategy by which small teams, each with students of different levels of ability,<br> are engaged in learning activities to improve their understanding of a subject. Cooperative<br> learning as noted by Effandi and Zanaton (2007), represents a shift in the educational paradigm<br> from teacher-centered approach to a more student-centred learning in small groups and it creates<br> excellent opportunities for students to engage in problem solving with the help of their group<br> members. It engages students actively and encourages them to be more motivated and engaged in an activity that is meaningful and relevant to them.<br> In the classroom situation, learning/instructional resources can be produced by the<br> teachers. It can also be produced by the students cooperatively or individually. The different<br> ways in which students produce, construct and develop learning resources is referred to as<br> instructional resources production. Cooperative production of learning resources refers to<br> organized group of learners who work together to pursue common goals and aspirations<br> (Johnson and Johnson, 1999). It is akin to cooperative learning.<br> Learning resources/materials which are educational inputs are of vital importance to the<br> teaching of any subject inclusively economics in the school curriculum (Jerayinfa, 2001).<br> Effective use of these resources in the view of Jakayinfa would make discovered facts glue<br> firmly to the memory of students. Savoury as cited in Jekayimoluwa (2011) added that a well<br> planned construction of visual materials by the students and the imaginative use of these in class<br> should do much to banish apathy and increase students motivation by giving them something<br> practical to do and at the same time helping to train them to think things out themselves. Nwafor<br> (2007) observed that active participation of the learner in the classroom is essential. It is through<br> active participation that the learner acquires new knowledge since there is a shift from learning<br> by rote and rule to learning by doing. Nwafor added that students’ active participation in the<br> classroom will to a large extent improve their motivation, retentive capacity and interest towards<br> the subject matter. It will help the learner to understand the principles and concepts being taught,<br> thereby improving their achievement in school subjects.<br> Learning proceeds more economically and effectively when the learner participates<br> actively in the process. Dewey in Ngwoke (1995) observes that the child learns what he does but forgets what he hears. Indeed, the child learns those experiences he lives. He or she develops a strong retentive capacity and positive attitude towards what he/she does. In the Piagetian psychology, active interaction with the environment is regarded as the most basic requirement for proper intellectual development. In Piaget’s view, knowledge is constructed through the learner’s actions on the subject of knowledge. In this case, the principle of active participation of the learner in the learning process instructs the teacher to conceive learning as what the learner<br> does and not what the teacher would do to the learner. This is why the teacher is expected to<br> apply appropriate learning resources to teach. (Onasanya et al, 2011). Defined learning resources<br> as those materials, objects, charts, diagrams, etc. that aid/help learners to learn faster. It makes<br> abstract things to become real and easily understood. Olagunju and Abiona (2008) are of the<br> view that the utilization of learning resources in teaching brings about fruitful learning since it<br> stimulates students’ sense as well as motivating them. Mapaderun (2002) and Oni (1995)<br> emphasized that the availability and adequacy of these learning resources promote effective<br> teaching and learning activities in schools while their inadequacy affects students’ academic<br> achievement negatively. However, it has been observed by the researcher that the industrially<br> produced learning resources, like computers, television, laboratory equipment and so on, are<br> either in short supply or not available in most secondary schools. Sometimes, teachers<br> produce/improvise some of these resources alone without the involvement of the students. This<br> many a times make the produced materials abstract to the students. This study therefore sets out to find the effect cooperative production of learning resources will have on the motivation and<br> academic achievement of economics students in the study area.<br> Motivation refers to the dynamics of our behaviour, which involves our needs, desires,<br> and ambitions in life. It is the instigating force of behaviour and anything that urges one into a<br> kind of action. Motivation can be defined as the driving force behind all the actions of an<br> individual. Human beings are said to be extrinsically and intrinsically motivated. Intrinsic<br> motivation is said to be derived internally in the job or activity itself. It is that which occurs<br> while a person is performing an activity in which she or he takes delight and satisfaction in<br> doing. Intrinsic motivation is seen as internal reward while extrinsic motivation is incentive or<br> reward that a person can enjoy after she/he finishes a work or an activity (Tella, 2007). In<br> making students get interested in learning economics, there is need to use methods/approaches<br> and resources/media which will make the learning of the subject active, investigative and<br> adventurous as much as possible. Learning by doing has been adjudged by educational<br> psychologists as the best and most enduring type of learning. Therefore it is the expectation of<br> the researcher that when economics students are cooperatively engaged in the production of the learning resources they use in learning, they will not only be highly motivated to learn, their<br> performances in the subject will also be greatly improved. Researchers like Broussard and<br> Garrison (2004), Sandra (2002) and Skaalvik and Skaalvik (2006) have found significant<br> positive relationship between academic achievement and motivation.<br> Ho and Boo (2007) and Onuka and Durowoju (2011) found motivation an important<br> factor that has positive and direct relationship with students' academic achievement in school<br> subjects. Struthers, Menee, Schonwetter, and Perry (2001) are of the opinion that achievement is a fundamental aspect of everyday life, affecting people’s work, interpersonal relationships, sense of being, and leisure. Academic achievement could be seen as the level of performance in a particular field of study. Egbule (2004) saw academic achievement as scores obtained by<br> students in an examination. The scores are indices, symbols or marks which characterize the<br> students’ achievement. It is an indication of amount or level of knowledge an individual learner<br> possesses in a given subject area as opined by Egbule (2004).<br> Literature has shown that learning outcomes (academic achievement) have been<br> determined by such variables as family size, society and motivational factors (Aremu &amp; Sokan,<br> 2003; Aremu &amp; Oluwole, 2001). More recently, other emerging dimensions to the determinant<br> of academic achievement is the use of cooperative learning approaches in teaching and learning<br> or production of learning resources by both the teachers and students (Ho and Boo 2007). This<br> implies therefore that when senior secondary school economics students are cooperatively<br> engaged in the production of their learning resources, their motivation to learn in respective of<br> their gender will be high and their expected academic achievement in the subject will greatly<br> improve.<br> Gender is a range of sex used to distinguish between male and female. Gender is a social<br> construct, it is not biologically determined but a concept equivalent to race or class (Offorma,<br> 2004). This definition suggests that gender is socially or culturally constructed characteristic and<br> role, which are associated with males and females in society. It is different from sex which is a biological distinction in appearance (morphology) and function (physiology) as well as<br> reproductive contributions of men and women. According to Lee (2001), gender is ascribed<br> attribute that differentiates feminine from masculine. The difference in academic achievement<br> due to gender differences is crucial to educationists. Eneja (2013) found that gender has positive significance on students’ achievement in financial accounting. Eraikhuemen (2003) in a study of secondary schools in Edo south senatorial zone reported a significant difference in the academic<br> achievement of male and female students in mathematics while Ukwungwu, (2001) shown that<br> boys perform better in physics. Mbaba (2010) found no significant difference in the performance<br> of boys and girls in Introductory Technology. This study would investigate gender differences in economics achievement of students who were involved in cooperative production of their<br> learning materials and alongside with location. This is because these variables are very<br> significant especially in a study of this nature, since it deals on human beings and the way they<br> behave or react to certain situations or conditions.<br> Location is a particular position, situation or geographical area. In other word, school<br> location means urban and rural school settings and this classification has influence on<br> educational development. Educational opportunities vary from one location to another. While<br> urban schools are known to have enough schools with facilities and teachers, rural schools may<br> not have. Abidogun (2006) stated that rural areas as have greater challenges concerning<br> educational development than the urban centres, due to the peculiar socio-economic and<br> institutional structures of the rural areas. Some of the challenges according to Anyaegbu (2003)<br> are lack of zeal and interest by teachers due to poor conditions of work. Based on this, Abidogun<br> (2006) reported that many teachers reject posting into the rural areas while those that do, treat<br> their assignment in such areas as part time assignment. This situation can creates differences in students’ achievement. Ezeugwu (2011) opined that the difference in school location (urban,<br> semi-urban , rural); differences in method of teaching; differences in number and qualities of the teacher; differences in study habits adopted by the students, to mention but a few give rise to the differences in achievements of students in various subject area including economics. Students’<br> achievement in relation to school location is crucial to educationists. There have been different<br> research reports in the literature; some agree that location affects achievement while others do<br> not. Location achievement study is inconclusive. However a study carried out in Enugu State by Onah (2011) showed that location is a significant factor on student’s achievement in Agriculture<br> science. Uzoegwu (2004) and Bosede (2010) found that location is not a significant factor in<br> student’s achievement. Eneja (2013) found that location is not a significant factor in students’<br> achievement. Therefore, it is on this background information that the researcher intend to<br> investigate the effect of cooperative production of learning resources on students’ motivation and<br> academic achievement in Economics at senior secondary schools in Enugu East L.G.A.<br> <b>Statement of the Problem<br> </b>Researches over the years has unveiled that academic achievement of students in<br> Economics at senior secondary school in Enugu East LGA, is dwindling despite, its rich content<br> as stated in the curriculum. The result of students performance in economics as shown in the<br> chief examiners’ report of West African Examination Council, 2007, 2010 and 2011 revealed<br> that the academic achievement of students in Economics is poor and this could be to the extent<br> of students’ participation in the learning process, especially their involvement in the production<br> of the learning resources used in teaching and nature of teaching resources applied by teachers in<br> teaching the of the subject. It has been observed by the researcher that there is poor teachers’<br> utilization of instructional resources in teaching, the teachers use already made or improvised<br> materials without the involvement of the students in the production. Therefore, researchers are<br> making great effort to see if there will be improvement on students` achievement and motivation<br> in Economics by adopting cooperative production of learning resources approach (CPLRA) .<br> Their aim of using (CPLRA) is because talk- chalk method, lack of appropriate learning<br> resources and innovation in the curriculum have been identified as one of the major reasons for<br> poor achievement of students in Economics. This dwindling performance has become a sort of<br> worry to parents and other stakeholders in education. It is against this challenge of low<br> achievement in Economics that the researcher decided to investigate: “the effect of cooperative<br> production of learning resources approach on students’ academic achievement and motivation in<br> Economics in Enugu East Local Government Area of Enugu State<b>. </b>Therefore, the problem of<br> the study put in question form is ‘what is the effect of cooperative production of learning<br> resources approach on students’ academic achievement and motivation in Economics?<br> <b>Purpose of the Study<br> </b>The main purpose of this study is to determine the effect of cooperative production of<br> learning resources approach on students’ motivation and academic achievement in Economics.<br> Specifically the study will find the:<br> 1. Effect of cooperative production of learning resources on students’ motivation in<br> Economics.<br> 2. Effect of cooperative production of learning resources on students’ academic<br> achievement in Economics.<br> 3. Influence of gender on the achievement of students involved in cooperative production<br> of learning resources in Economics.<br> 4. Influence of location on the achievement of students involved in cooperative production<br> of learning resources in Economics.<br> <b>Significance of the Study<br> </b>The findings of this study have both practical and theoretical significance. Practically, the<br> study will be of benefit to curriculum planners, students, parent/guidance and government.<br> From the findings curriculum planners will benefit since they will be provided with<br> information that may be used in recommending effective innovations in teaching strategies. The<br> finding will also provide necessary information that will be used to sensitize the government on the need for workshops, seminars and conference on new teaching techniques like cooperative production of learning resources as an effective strategy for teaching Economics. The government will also benefit by using the knowledge gained to retrain teachers by organizing symposia, workshops and training on the use of cooperative production of learning resources method. Again instructional resources produced can be used to establish a school based<br> Instructional Resources Development Centre. This study will be of help to teachers because they<br> will find the study useful, since it will suggest a better method of teaching and learning<br> Economics with less stress. It will help to transform his lesson into reality. It is the general duty<br> of the teacher to maximize his learners’ learning attainment. To achieve this, he or she should<br> use different forms of instructional resources especially engaging students in their production in<br> teaching economics.<br> Students will find the study helpful because it will help them to work together as one so<br> as to achieve a common goal and to solve their immediate learning challenges. Students will<br> also benefit a lot from producing different forms of instructional resources for teaching<br> economics such as flip charts, diagrams, pictures, graphs, models etc, because it will help to<br> concretize abstract idea. Lesson becomes very interesting when learners produce their own<br> learning materials either cooperatively or individually. It is assumed that when learners are<br> engaged in the production of their learning resources they will develop team work and thinking<br> skills.<br> Theoretically, the significance of this study anchors on Bandura’ s social learning theory<br> and Vyqotsky’s theory .This social learning theory is based on the principles of observation,<br> imitation and modelling. This theory will enable learners to emulate good attitudes and values<br> among their peers, because cooperative production of learning resources will bring learners to<br> work together for a common objective, since the main aim is to aspire for a common objective or purpose, the stronger ones will help the weaker ones and this helps them to learn from one<br> another in terms of character and learning.<br> Similarly, Vyqotsky’s theory of zone of proximal development indicated that there is<br> discrepancy between the student’s actual development level (that is independent achievement)<br> and his or her potential level (achievement with the help from a competent partner or a<br> knowledgeable peer). The knowledgeable partner could be the teacher or the peer/work group,<br> the teacher in this case acts as a scaffold who gives support and guidance to the student where it is necessary. This theory builds background for constructivist theory and cooperative production<br> of learning resources that believes in the students’ discovery of principles themselves and this<br> makes learning to be learner centered and promotes participation on the part of the learner.<br> This study is anchored on these theories because the understanding of this theory in the<br> Nigeria context, especially as it relates to teaching and learning will be of immense reference<br> point for future researchers in the field of social science education in training programmes for the<br> serving teachers on learning resources.<br> <b>Scope of the study:<br> </b>This study will be conducted in Enugu East Local Government Area of Enugu State and<br> restricted to only senior secondary school one (SSI) students of Economics.<br> The content scope of this study will focus on effect of cooperative production of learning<br> resources on students’ motivation and academic achievement in Economics. Putting into<br> consideration variables like gender and school location.<br> <b>Research Questions<br> </b>The following research questions will guide the study:<br> 1. What is the difference in the motivation mean scores of students participated in<br> cooperative production of learning resources approach and those who were not involved<br> in the production of learning resources?<br> 2. What is the difference in the mean achievement scores of students participated in<br> cooperative production of learning resources approach and those who were not involved<br> in the production of learning resources?<br> 3. What is the difference in the mean achievement scores of male and female students who<br> are involved in cooperative production of learning resources in Economics?<br> 4. What is the difference in the mean achievement scores of students in urban and rural area<br> who are involved in cooperative production of learning resources in Economics?<br> <b>Hypotheses<br> </b>The following null hypotheses were formulated for the study and will be tested at 0.05<br> level of significance:<br> <b>HO</b><b>1</b><b>: </b>There is no significant difference in the mean motivation scores of Economics students<br> taught with cooperative production of learning resources and those that were not.<br> <b>HO</b><b>2</b><b>: </b>There is no significant difference in the mean achievement scores of Economics students<br> taught with cooperative production of learning resources and those that were not.<br> <b>HO</b><b>3</b><b>: </b>There is no significant difference in the mean achievement scores of male and female<br> students of Economics taught with cooperative production of learning resources and<br> those who were not involved in the production of learning resources.<br> <b>HO</b><b>4 </b>There is no significant difference in the mean achievement scores of Economics students<br> in urban and rural area who participated in cooperative production of learning resources.<br> <br> </p> <br><p></p>