EFFECTS OF PEER TEACHING AND DISCOVERY METHODS ON THE ACADEMIC PERFORMANCE OF ECONOMICS STUDENTS IN SENIOR SECONDARY SCHOOLS IN BENUE STATE, NIGERIA
No Thumbnail Available
Date
2021-03-26
Journal Title
Journal ISSN
Volume Title
Publisher
Ahmadu Bello University Zaria
Abstract
The study examined Effects of Peer-Teaching and Discovery Methods on Economics
Students‟ Academic Performances in Senior Secondary Schools in Benue State, Nigeria.
The study was conducted with six objectives viz to: determine the effect of using peer-
teaching on the performance of Economics students in senior secondary schools in Benue
State, Nigeria; determine the effect of using discovery method of teaching on the
performance of Economics students and in senior secondary schools in Benue State,
Nigeria; determine the difference in the performance of students taught concept of
division of labour using peer-teaching and those taught concept of division of labour
using conventional method of teaching in senior secondary schools in Benue State,
Nigeria; determine the difference in the performance of students taught concepts of
production using discovery method and those taught concepts of production using
conventional method of teaching in senior secondary schools in Benue State, Nigeria
among others. The six guided objectives were transformed into research questions and
hypotheses. The study adopted quasi-experimental design using a total of five thousand,
four hundred and eighty-five (5,485) Economics students as the population of the study,
while two hundred and fourteen (214) senior secondary school, students II were used as
sample size. The sampling technique used was purposive sampling. The validated
instrument was pilot tested and a reliability index of 0.87 was obtained. Data for the
study were collected through the pre-test and post-test, using a teacher made test. The
data collected were analyzed using descriptive statistics of mean and standard deviation
and inferential statistics of independent t-test. The research questions were analyzed
using means and standard deviation. Hypotheses 1 to 5 were tested using t-test statistics,
while hypothesis 6 was tested using analysis of variance (ANOVA) at 0.05 level of
significance. Findings of the study revealed that: students taught Economics using
discovery method of teaching performed significantly better than those taught using
conventional method of teaching in senior secondary schools in Benue State, Nigeria;
significant difference does exists between the academic performances of students taught
production using discovery method of teaching and those taught using conventional
method of teaching in senior secondary schools in Benue State among other things. It was
concluded that discovery method of teaching and peer-teaching method of teaching as
learner-centered have positive effect in teaching Economics. Based on the findings of the
study, the researcher recommended that: Economics teachers should make use of
discovery method of teaching since it was found suitable for teaching-learning and
capable of yielding positive students‟ academic performance than using conventional
method of teaching in senior secondary schools in Benue State, Nigeria; Economics
teachers should use peer-teaching method to teach concepts of production since it
improves Economics students‟ academic performance than using conventional method to
teach in senior secondary schools in Benue State, Nigeria; peer-teaching method should
be used by Economics teachers to teach the concepts of division of labour, since it has
been found to enhance Economics students‟ academic performance than using
conventional method to teach in senior secondary schools in Benue State, Nigeria; and
discovery method of teaching should be given more consideration by Economics
teachers in teaching basic Economics analysis as it was found suitable and effective in
teaching Economics than the use of conventional method in senior secondary schools in
Benue State, Nigeria among other recommendations