尼日利亚Ebonyi州公立中学学生经济学学业成绩项目教学包的预测

A. Ogala, O. Chukwuma, H. Aliyu, Diana Inusa
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引用次数: 0

摘要

研究人员在尼日利亚埃邦伊州调查了基于项目的教学包对公立中学生经济学学业成绩的预测。提出了三(3)个具体目的、三(3)个研究问题和三(3)个假设来指导研究。该研究采用准实验研究设计,研究对象为尼日利亚Ebonyi州公立中学的2,901名高中二年级学生。数据收集工具为经济学成就测验(EAT)。所有研究问题的数据均采用均值和标准差进行分析,并采用协方差分析(ANCOVA)在α水平0.05下检验原假设。研究结果显示,在使用项目教学包的情况下,学生在经济学方面的学习成绩显著提高。本研究的意义在于,本研究的发现证明公立中学教师迫切需要有效地将项目型教学包应用于经济学课堂教学,以提高学生在内部和外部考试中的经济学学业成绩。根据研究结果,研究人员建议公立中学的经济学教师需要重新审视他们的课堂教学实践,这些教学实践使学生被动倾听,并强调那些让学生参与教学和学习过程的实践。为进一步的研究提出了有益的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Prognosis of project-based instructional package on public secondary school students’ academic achievement in economics in Ebonyi State, Nigeria
The researcher investigated the prognosis of project-based instructional package on public secondary school students’ academic achievement in Economics in Ebonyi State, Nigeria. Three (3) specific purposes, three (3) research questions and three (3) hypotheses were formulated to guide the study. The study employed quasi-experimental research design and the population of the study was two thousand, nine hundred and one (2,901) senior secondary two (SS11) students in public secondary schools in Ebonyi State, Nigeria. The instrument for data collection was Economics Achievement Test (EAT). Data collected were analyzed using mean and standard deviation for all research questions and analysis of co-variance (ANCOVA) was applied to test the null hypotheses at alpha level of 0.05. The findings of the study revealed among others that students’ academic achievement in Economics improved significantly when taught using project-based instructional package. The implication of the study is that findings of the study justify the urgent need for public secondary school teachers to effectively apply project-based instructional package for Economics classroom instruction in order to improve students’ academic achievement in Economics in both internal and external examinations. Based on the findings of the study, the researcher recommended among other things that Economics teachers in public secondary schools need to re-access their classroom instructional practices which make students passive listeners and emphasize those practices that engage students in teaching and learning processes. Useful suggestions for further studies were made.
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