TABLE OF CONTENTS
Title Page
Certification
Approval Page
Dedication
Acknowledgement
Table of Contents
List of Tables
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Question
Research Hypotheses
CHAPTER TWO: LITERATURE REVIEW
Conceptual Frame Work
Concept of Economics
Concept of Academic Achievement
Concept of Interest in Economics
Concept Graph in Economics Learning
Methods of Teaching Economics
Theoretical Framework
Cognitive Load theory
Ausubel theory of Learning
Review of Related Empirical studies
Graphs and Students’ achievement in Economics
Effectof Demonstration and Project Method on students’ Achievement
Influence of Gender on Students’ achievement in Economics
Influence of gender on Students’ Interest in Economics
Summary of Literature review
CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instrument for data collection
Validation of the Instrument
Reliability of the Instrument
Experimental Procedure
Pre-testing
Treatment
Post-testing
Method of Data Analysis
CHAPTER FOUR: Result
Summary of Finding
CHAPTER FIVE: DISCUSSION OF RESULTS, IMPLICATION, RECOMMENDATION, LIMITATIONS, SUGGESTION FOR FURTHER STUDY AND CONCLUSION
Discussion of Findings
The effect of demonstration and project method of teaching on students’ Achievement in graph related concepts in Economics.
The effect of demonstration and project method of teaching on students’ interest in graph related concepts in Economics.
The influence of gender on students’ achievement in Graph related concepts in Economics.
The influence of gender on students’ interest in Graph related concepts in Economics.
The interaction effect of method and gender on students’ achievement and interest in graph related concepts in economics.
Conclusion
Educational Implications of the Study
Recommendations
Limitations of the study
Suggestions for further research
Summary of the study
REFERENCES
APPENDICES
ABSTRACT
The main purpose of the study was to determine the effect of demonstration and project method of teaching on students’ achievement and interest in some graph related concepts in Economics. The problem that necessitated the study is students’ low achievement in Economics as reported by research. The review of literature was carried out under three broad headings namely conceptual framework, theoretical framework and empirical studies. The study adopted quasi-experimental design - a non-equivalent control group design. The population of the study comprised of all SS II students in Ikeduru local Government area in Imo state. The researcher sampled two intact classes out of which one was taught using demonstration teaching method while the other class was taught using project method. Two instruments were used for data collection namely; Economics Achievement test (EAT) and Economics graph interest scale (EGIS) and were developed by the researcher. EAT was subjected to face and content validation by One person from Department of Social Science Education, University of Nigeria Nsukka, two persons from Department of Economics Education, AlvanIkoku Federal college of Education Owerri. Three Measurement and Evaluation experts in Department of Science Education, university of Nigeria, Nsukka validated the Economics graph Interest Scale instrument.The reliability of these instruments was established using Kendel coefficient of concordance for EAT and Cronbach’s Alpha for EGIS. The reliability indices were found to be 0.97 for EAT and 0.85 for EGIS. Mean and standard deviation were used to provide answers for the research questions while analysis of covariance (ANCOVA) was used to test the hypotheses at .05 level of significance. The result of the study, among others showed that project teaching method increases students’ interest and achievement in graph related concepts in Economics. Based on the findings of this study, the researcher, among others recommended that Economic teachers should endeavour to develop and adopt the use of project method as it would enhance overall interest and achievement in economics as well as help reduce gender gap in the subject.
CHAPTER ONE
INTRODUCTION
Background of study
Economics is one of the elective subjects studied at senior secondary school level as prescribed by the National Policy of Education. It is a subject that contributes to making citizens functional in the society. The Nigerian Educational Research and Development Centre, (NERDC 2008) opined that the curriculum is based on the principle of equipping senior secondary school graduates with basic knowledge and skills to appreciate the nature of economic problems in any society and adequately prepare them for the changes in the Nigeria economy.
Economics in the words of Yusuf (2013) was introduced into the secondary school curriculum in Nigeria in 1966, much later than most other secondary school subjects. Ever since Economics was introduced as a school subject, the number of schools that offer the subject as well as the number of candidates that register the subject in the West African Examination Council (WAEC) SSCE exams have witnessed a phenomenal increase owing to its importance to human existence. In that regard Economics has been regarded as an important subject in the secondary schools in the sense that it helps humans to be very functional in the society and creates rationality among human beings. Yusuf (2013) opined that Economics is concerned with human behaviour such as how people earn their living and make choice between alternatives, to satisfy their wants. It also focuses on the study of firms and the government whose activities are geared towards the production of goods and services for the satisfaction of human wants. Adu (2002) expressed that the study of.....
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