International Journal of Academic Research in Education and Review

Vol. 11(3), pp. 31-38, July 2023

ISSN: 2360-7866

https://doi.org/10.14662/ijarer2023055

 

Full Length Research

 

 

Effect of Knowledge Approach, Age and Gender on Achievement in Economics among Secondary School Students in Oyo Township, Nigeria

 

1Oladimeji, David Oluwaseyi and 2Okwilagwe, Eugenia A.

 

1Institute of Education, University of Ibadan, Ibadan, Nigeria. 2Institute of Education, University of Ibadan, Ibadan, Nigeria. E-mail: geniaokwilagwe2004@yahoo.com. Phone Nos. +2348023519155, +2348065655479

Corresponding author’s E-mail: oladimejidavid585@gmail.com, Phone Nos. +2348054625636, +2348037398107  

Accepted 24 July 2023

Abstract

Abstract: This study examined the effect of declarative knowledge approach, age and gender on achievement in Economics among secondary school students in Oyo Township. Simple random sampling technique was used in selecting participants into experimental groups and 156 SS II students were selected from six secondary schools for the study. A pre-test, post-test control group quasi-experimental design, with 2X3X2 factorial designs was adopted. Participants were randomly assigned to treatments. Instrument used to collect data was Economics Achievement Test (r=0.94). Data were analysed with ANCOVA. The main effects of chronological age and gender were not significant on students’ achievement but treatment was statistically significant (F(1,144)=1095.275, p< 0.05, η2=0.68). The two-way and three-way interactions effects were not statistically significant. It was then recommended that teachers should use relevant methods that will enhance students’ performance such as DKA.

 

Key Words: Chronological age, Gender, Declarative Knowledge Approach, Achievement, Economics.

Paper type: research