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| Effects of Andragogical Inquiry Strategy (AIS), Analogy Strategy (AS) and Lecture Strategy (LS) on Students' Retention 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 how Delta State students' retention in economics was impacted by AIS, AS, and LS. A planned variation design with a 3x2 factorial pretest and posttest was used. The population of the study consisted of 30,813 SSII students enrolled in Delta State public senior secondary schools and taking Economics. The sample for the study consisted of 258 SSII students across 9 full classes. Utilising the Economics Achievement Test (EAT), data were acquired. The authenticity of EAT's face, construct, and content were established. The instrument's reliability was assessed using the Kuder-Richardson formula 21, which provided a coefficient index of 0.83. The data were analysed using the t-test, Scheffe's test, and ANOVA, and it was found that there was a significant difference in the mean retention scores for economics among students who were taught using AIS, AS, and LS, with AIS students receiving higher marks than AS and LS students, respectively. Therefore, it was suggested that AIS be used by economics teachers when teaching economics at the secondary school level of education as it guarantees students' active classroom participation, simple concept understanding, high retention of learned material, self-discovery of knowledge, and interaction with the learning materials during instruction.
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