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" Effects of Programmed Instruction, Questioning and Assignment Teaching Methods on Academic Achievement of Students in Business Studies in Oyo State, Nigeria "
Oluwafemi, Peter Adekunle
Umoru, Titus A.
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1106287
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| Doc. No
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TLpq2384230185
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| Main Entry
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Oluwafemi, Peter Adekunle
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Umoru, Titus A.
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| Title & Author
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Effects of Programmed Instruction, Questioning and Assignment Teaching Methods on Academic Achievement of Students in Business Studies in Oyo State, Nigeria\ Oluwafemi, Peter AdekunleUmoru, Titus A.
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| College
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Kwara State University (Nigeria)
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| Date
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2019
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| student score
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2019
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| Degree
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Ph.D.
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| Page No
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148
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| Abstract
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The study examined the effects of programmed instruction, questioning and assignment teaching methods on the academic achievement of students in business studies in Oyo state, Nigeria.The study sought to determine the effect of programmed instruction, questioning and assignment teaching methods as well as gender on the academic achievement of students in Business Studies. Five research questions guided the study and five null hypotheses were tested at 0.05 level of significance. Pretest, post-test non-equivalent group, quasi-experimental research design was used for the study. The population of the study comprised all junior secondary II business studies students in Oyo state. Purposive sampling technique was used to comprise a sample of 201 students for the study. The instrument for data collection wasa self-designed Business Studies Achievement Test (BSAT) which was validated by three experts. A reliability co-efficient of 0.77 was obtained for the test items using Kuder-Richardson (KR20 ).Mean was used to analyze data relating to the research questions while analysis of covariance(ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that students taught business studies using programmed instruction, questioning and assignment teaching methods performed better with higher post-test scores than those taught using conventional teaching method. Students taught using assignment method performed best with highest post-test scores than those taught using programmed instruction and questioning methods. The three methods favoured both genders in the classroom but males benefitted more from programmed instruction while females benefitted more from assignment teaching method. All the null hypotheses were rejected except hypothesis on gender. Based on the findings of the study, it was concluded that the three teaching methods have the potential to improve students’ academic achievement in Business Studies. The researcher therefore recommended among others that business studies teachers should use programmed instruction, questioning and assignment teaching methods to enhance students academic achievements in Business Studies. School administration and stakeholders in education should provide adequate training and resources needed to employ the three teaching methods for teaching business studies.
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| Subject
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Business education
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