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| Effects of Andragogical Inquiry, Analogy and Lecture Instructional Strategies on Students’ Achievement in Economics in Delta State
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AWOGBEMI, Beauty, Prof. E. Kpangban, Assoc. Prof. T. E. Agboghoroma
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Abstract:
The study investigated the effects of andragogical inquiry, analogy and lecture strategies on students' economics achievement in Delta State. A 3x2 factorial, planned variation, quasi-experimental factorial design was utilised for the study. 30,813 Delta State public SSII Economics students made up the population. There were 258 SSII students in the study's sample. The Economics Achievement Test (EAT) was utilised to gather data. The validity of EAT's face, construct and content were established. The Kuder-Richardson formula 21 was used to determine the instrument's reliability, and it produced a coefficient index of 0.83. The data were examined using ANOVA, ANCOVA and Scheffe's post-hoc analysis. The results showed that: there was a significant difference in the mean achievement scores in Economics among students taught using andragogical inquiry strategy, analogy instructional strategy and lecture method, with students taught with andragogical inquiry strategy scoring higher marks, followed by analogy instructional strategy and lecture method respectively. Thus, it was advised that teachers of economics use andragogical inquiry and analogy instructional strategies when instructing students at the secondary school level because they encourage active participation in class, facilitate conceptual understanding, encourage students to discover their own knowledge, and promote interaction with the course materials.
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