EFFECT OF COOPERATIVE PRODUCTION OF LEARNING RESOURCES ON STUDENTS’ ACADEMIC ACHIEVEMENT AND MOTIVATION IN ECONOMICS AT SENIOR SECONDARY SCHOOLS IN ENUGU EAST LOCAL GOVERNMENT AREA, ENUGU STATE.
This study is on the effect of cooperative production of learning resources on students’ academic achievement and motivation in economics at senior secondary school Enugu East L.G.A of Enugu state. To achieve the major purpose of the study, four research questions were posed and four null hypotheses were formulated. Quasi experimental design involving a pre-test-post-test non-equivalent group design was used for the study. The population for the study was one thousand nine hundred and twenty senior secondary one economics students. Economics Achievement Test (EAT), Economic Essay Test (EET) and Economics Learning Motivation Scale (ELMS) were used for data collection. Mean scores were used to answer the research questions, analysis of covariance was used to test the hypotheses. The findings among others include that students in cooperative production of learning resources group are motivated more than those that were not; that cooperative production of learning resources group achieve higher than those that were not. It was also found that male students achieve higher mean score than female students in economics when exposed to cooperative production of learning resources approach, and that there is no significant difference in the mean achievement scores of urban and rural students taught using cooperprative production learning resources approach. It was recommended among others that teachers should expose students to cooperative instructional strategy like the cooperative production of learning resources that promotes and encourages social interaction, active engagement in learning, self-motivation, discovery learning, learning by doing and learning by experience. Also recommended is that further studies be carried out in this area so as to establish further the benefits or otherwise of the cooperative production of learning resources approach. Lastly, trainings and capacity building programmes is recommended for economics teachers so as to equip themselves with the necessary cooperative teaching skills for the overall improvement of the educational system.
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