Project Abstract

Abstract
This study investigated the impact 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. The research utilized a mixed-methods approach, combining quantitative analysis of test scores and qualitative data from interviews and observations to provide a comprehensive understanding of the effects of cooperative production of learning resources. The participants were senior secondary school students in Economics classes who engaged in cooperative production activities to create learning resources for their peers. The study assessed the students' academic achievement through pre- and post-tests to measure knowledge acquisition and retention. Additionally, motivation levels were evaluated through surveys and interviews to gauge students' attitudes and engagement with the cooperative production process. The findings revealed a significant improvement in students' academic achievement after engaging in cooperative production of learning resources. The test scores of students who participated in the cooperative activities showed a notable increase compared to those who did not. This suggests that cooperative production enhances knowledge acquisition and retention among students in Economics. Moreover, the study found a positive impact on students' motivation levels. Through cooperative production, students were more engaged in the learning process, exhibited higher levels of interest in Economics, and demonstrated increased motivation to participate in classroom activities. The collaborative nature of producing learning resources fostered a sense of ownership and responsibility among students, leading to higher motivation levels and active participation in the learning process. Overall, the results indicate that cooperative production of learning resources positively influences students' academic achievement and motivation in Economics at senior secondary schools. By actively involving students in the creation of educational materials, teachers can enhance learning outcomes and foster a supportive and engaging classroom environment. The implications of this study suggest that integrating cooperative production activities into Economics classes can be a valuable pedagogical strategy to improve students' academic performance and motivation. Educators and policymakers should consider the benefits of cooperative learning approaches in designing curriculum and instructional methods to enhance students' learning experiences in Economics and other subjects.

Project Overview

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.