COMPARATIVE EFFECTS OF PROJECT AND LECTURE METHODS ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN ECONOMICS
Title page TABLE OF CONTENTS
Approval Page ii
Certificate Page iii
Dedication iv
Acknowledgements v
Table of contents vi
Abstract ix
CHAPTER ONE: INTROUDUCTION
Background of the study 1
Statement of the problem 7
Purpose of the Study 8
Significance of the study 9
Scope of the study 10
Research Questions 11
Hypotheses 12
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework 13
Concept of Economics 13
Lecture Method 14
Project Method 16
Academic Achievement 20
Secondary School Student 21
Theoretical Framework 25Gender 22
Jean Piaget’s Constructivism Theory of Knowledge 25
David Ausubel’s Theory of Meaningful Learning 26
Empirical Studies 28
Studies on Academic Achievement 28
Summary of Literature Reviewed 33
CHAPTER THREE: RESEARCH METHOD
Research Design 36
Area of the Study 36
Population of the study 37
Sample and sampling technique 37
Instrument for Data Collection 38
Validation of the instrument 38
Reliability of the instrument 38
Method of Date Collection 39
Method of Date Analyses 41
CHAPTER FOUR
Presetnation of Results 42
Summary of Findings 51
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION, RECOMMENDATIONS AND SUMMARY
Discussion of Findings 52
Conclusion 58
Recommendations 59
Limitation of the Study 59
Suggestions for Further Study 60
Summary of the Study 61
REFERENCES
APPENDIX I: Reliability test using Kuder- Richardson formula 20 69
APPENDIX II: Lesson plan for experimental group 73
APPENDIX III: Lesson plan for control group 85
APPENDIX IV: Cognitive test instrument 97
APPENDIX V: Private and public secondary schools in Nnewi North LGA 107
This study focused on the effects of project and lecture methods on secondary school students’ academic achievement in Economics in Anambra State. The study adopted quasi experimental research design. The population consisted of 2243 male and 2528 female students from 49 secondary schools in Nnewi Education Zone. The sample size for this study was one hundred and forty-six (146) Economics students of S.S.I in Anambra State. Multi-stage sampling technique was adopted for the study. The instrument for data collection was a designed Multiple Choice Economics Achievement Test (MCEAT). Five research questions and five research hypotheses were stated to guide the study and were analysed using simple mean, standard deviation for research questions and Analysis of Covariance (ANCOVA) to analyse the research hypotheses. The finding of this study shows that: students taught with project teaching method achieved better than those taught with lecture teaching method; male students achieved better on the average (i.e. mean) compared to their female counterpart taught using lecture method of teaching; male students achieved better on the average (i.e. mean) compared to their female counterpart taught using project method of teaching; urban students achieved better on the average (i.e. mean) compared to their students from rural areas taught using lecture method of teaching; urban students achieved better on the average (i.e. mean) compared to their students from rural areas taught using project method of teaching. The research hypotheses tested revealed that: there is a significant difference in the achievement mean score of students taught Economics using lecture method (i.e. control group) and those taught using Project method (i.e. experimental group); there is no significant difference in the achievement means score of male and female students taught Economics using lecture method (i.e. control group); there is a significant difference in the achievement means score of male and female students taught Economics using project method (i.e. experimental group); the result shows there is no significant difference in the achievement means score of urban and rural students taught Economics using lecture method (i.e. control group); the result shows there is a significant difference in the achievement means score of urban and rural students taught Economics using project method (i.e. experimental group). Based on the findings, the recommendations were made that project method of teaching should be applied by teachers Economics since it makes students to be actively involved in the learning process. The government, ministry of education, and educational administrators should organise workshops, seminars, conferences etc. where knowledge about new innovative techniques could be exposed to the Economics teachers and how to use them in the classroom.
Abstract
CHAPTER ONE
INTRODUCTION
Background of the study
Educators are beginning to show an increased awareness of the importance of the way students learn. Many of the standard methods of conveying knowledge have been shown to be relatively ineffective on the students’ ability to master and to retain important concepts (Sharma, 2012). Learning through some methods of teaching is passive rather than active. The conventional methods (lecture) do not tend to foster critical thinking, creative thinking and collaborative problem- solving (Blair, 2007).
Lecture method of teaching is the oldest method applied by teachers. This teaching method is a one way channel of communication or dissemination of information. Thus, Students’ involvement in this teaching method is just to listen and sometimes take down some notes if necessary during the lecture, combine the information and organize it. Lecture method of teaching has failed to provide teacher-student interactions and also encourages note cramming without understanding content. Moreover, students’ attention wane quickly during lectures and information tends to be forgotten quickly when students are passive. Lecture method also, emphasizes learning by listening which is disadvantageous for students who prefer other learning styles. No one can deny the fact that schools are becoming diverse in terms of students background, and as a result, teachers are being more challenged to find effective ways to meet with diverse needs of their students. Educators confront classrooms in which different students exhibit assorted academic and behavioural characteristics and they are increasingly looking for successful instructional and classroom management techniques (Carrier, 2005). It is now being recognized that there are better ways to learn than through the traditional methods (Wood& Gentile, 2003). One of these ways to learn is through project method.