EFFECTS OF CHANNELED DISCOVERY AND THINK-PAIR SHARE TECHNIQUES ON EDUCATIONAL PERFORMANCE OF ECONOMICS LEARNERS IN ACADEMIES OF EDUCATION IN NORTH-WEST ZONE, NIGERIA 

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EFFECTS OF CHANNELED DISCOVERY AND THINK-PAIR SHARE TECHNIQUES ON EDUCATIONAL PERFORMANCE OF ECONOMICS LEARNERS IN ACADEMIES OF EDUCATION IN NORTH-WEST ZONE, NIGERIA 

ABSTRACT

The study investigated the effects of guided discovery and think-pair-share method of teaching on academic performance in economics in colleges of education in northwest Nigeria. The study had five objectives, five research question and five null hypotheses which were formulated and tested at 0.05 level of significance. A quasi experimental research design was adopted for the study. The population of the study was 1007 N.C.E. I business education students of 2017/2018 academics session in

College of Education in North-west Nigeria. The study was delimited to Federal College of Education Zaria, and 180 students as sample size. The instruments used to generate data for the study was Pre-diagonostic Economics achievement test (PEAT) and Economics achievement test (EAT). Mean and standard deviation were used to answer the stated research questions; t-test statistics was employed in testing null hypothesis one to five. From the result of the study, all the five null hypotheses were rejected. The finding of the study showed that both guided discovery and think pair share methods had positive effect on students‟ Academic performance. Therefore, it was concluded that both methods had effect on economic student‟s performance based on the outcome of this research work. Four recommendations were made, among which is, Departments in colleges of education should encourage the use of guided discovery and think-pair-share methods for teaching Economics in their college to improve students‟ academic excellence.

 

 

 

 

CHAPTER ONE INTRODUCTION 1.1        Background to the Study

North-west zone is one of the six geopolitical zones in Nigeria which consists of seven States of Kano, Jigawa, Kaduna, Katsina, Zamfara, Sokoto and Kebbi States.

Economics is a core course to all NCE students in business education programme in Nigerian colleges of education. The reason being that knowledge of this subject is used in accounting, inventory management, marketing, sales forecasting, and financial analysis. The course contents of economics include analysis of cost, structure of market and demand and supply. Through the contents of economics, students are expected to become familiar with different ideas concerning human economic behaviour and other life living expectancies so as to achieve competencies in the subject. In colleges of education today, many economics teacher consistently employed the use of conventional method of teaching in their classroom instructions.

Conventional method of teaching is a method of teaching through which a teacher uses different methods such as discussion and assignment methods, while teaching students. It is also seen as a method in which students assumed to gain knowledge while passively listening to lecturer (Darmofal, Soderholm and Brodeur, 2000). While using conventional method, students-students interactions are rare, and students occupy themselves for most of the time with listening and watching demonstration from the teacher (Amedu, Otuka and Uzoechi, 2015). This situation calls for the use of other teaching methods which make students involvement in classroom instructions imperative, particularly for teaching courses like economics which demand for more students‟ participation. Such teaching methods could be guided discovery and think-pair-share methods.

Guided discovery method is a teaching method where learners take an active part in the learning process in which they have maximum measure of freedom and self-determination. In this method, the teacher guides the students in their learning task by asking them questions that would assist them to generate their own correct ideas of the subject matter. While using guided discovery, the students are made to be active participants in the teaching–learning process individually.

On the other hand, think-pair-share method is a method which includes three components; namely, time for thinking, time for sharing with a partner, and time to share among pairs to a larger group. It allows all children to develop answers, longer, and more elaborate answers can be given, and answers will have reasons and justifications because they have been thought about and discussed. This strategy differs from guided discovery in the sense that it allows for interaction among the learners during the pairing and sharing stages. However, it is expected that, guided discovery and think-pair-share methods if used effectively can boost the academic performance of students to the highest level.

Academic performance refers to the extent to which students have gained from a particular instruction. The successes of educational institution are measured by academic performance or how well a student‟s meets the standards set out by the institution. Academic performance has to do with the successful accomplishment of goals. The purpose of testing academic performance is to help the teacher and the students evaluate and estimate the degree of success attained in learning a given concept. It is based on this background that, the researcher intends to find out the effects of guided discovery and think-pair-share method on students academic performance in economics in colleges of education in north-west zone, Nigeria.

1.2      Statement of the Problem

Economics is a basic need of every business education students. It is a discipline of study that all people who need to have business education as profession should have some knowledge of, but despite the importance of the subject, it is unfortunate to observe that, a significant number of students cannot cope with the challenges of skills in the subject. This is still affecting students‟ interest in economics specially those that have the zeal to further their study with business education. Economics is being offered as one among the major subject before one is admitted into business education program in any business education area of specialization, but the issues of students‟ failure have been at an alarming rate.

The problems of massive students‟ failure in the subject have been issues of discussion to especially to students, teachers, parents and the society at large. Economics is one of the core business education subjects, which is supposed to be the most interesting subject to students in senior secondary schools. It has been discovered that the effective teaching of economics has been very important. But the rate at which students fails economics in result time‟s shows that effective learning has not been attained by these students.  Aganga (2000) observed that “many schools, especially the public schools have insufficient competent teachers. Therefore, there is the need to answer certain questions to re-enforce their effectiveness in teaching

especially in the provision of effective method of teaching.

Apart from teaching methods, gender is also implicated in students‟ performance in economics particularly when it comes to practically based aspects of business education. Okeke (2007) observed that the consequences of gender stereotyping cut across social, economic, political and educational development, especially in the areas of business education and technology. However, there have been conflicting reports in respect to gender and academic performance of students in colleges of education in business education.

Despite the importance of economics to colleges of education students specifically those in business education, their performance in the course is not encouraging compared with other courses in the business education programme.

Studies from scholars such as Agwagah (2000), Obodo (2004) and Osemwinyen (2009) showed that students‟ performance in this subject has been relatively low over the years. This low performance in the subject is not from Economics students alone, some previously conducted research findings have confirmed that, most of students who offer the course in universities have found themselves completely at a loss during lessons and examinations. For instance, data collected from FCE Zaria, revealed that, the performance of students for the past five years in Economics, where; 60.2% failed in 2012, 63.6% failed in 2013, 67.0% failed in 2014, 66.5% failed in 2014 and 68.54% failed in 2015 and 68.1% failed in 2016.

The situation above Therefore, giving the persistence increase in the low performance of college of education students in economics, it is not certain if business education students could do better when taught economics other than the use of the conventional teaching methods. Otherwise if the situation is not properly addressed through the use of more effective methods of teaching, it may continue to affect the overall performance of business education students in colleges of education and eventually in universities. This study is therefore expected to contribute to the debate and to ascertain the fact if there may be differences in students performance in terms of use of methodology through the use of think-pair-share and guided-discovery methods.

1.3      Objective of the Study

The major objective of this study is, to examine the effects of Guided discovery and think-pair-share methods on performance of students in economics in colleges of education in north-west zone. The specific objectives are to:-

  1. determine the effect of guided discovery method on academic performance of students in economics in colleges of education in north-west zone.
  2. determine the effect of think-pair-share method on academic performance of

students in economics in colleges of education in north-west zone.

  1. ascertain the difference in the mean performance of students taught economics using guided discovery and those taught using think-pair-share method in colleges of education in north-west zone.
  2. compare the mean performance of male and female students taught economics using guided discovery method in colleges of education in north-west zone.
  3. compare the mean performance of male female students taught economics using think-pair-share method in colleges of education in north-west zone.

1.4      Research Questions

Based on the specific objectives, following are the research questions that this research study tends to answer;

  1. what is the effect of guided discovery on academic performance of students in economics in colleges of education in north-west zone?
  2. what is the effect of think-pair-share method on academic performance of students in economics in colleges of education in north-west zone?
  3. Is there any the difference in the mean performance of students taught economics using guided discovery and those taught using think-pair-share method in colleges of education in north-west zone?
  4. what is the difference in the mean performance of male and female students taught economics using guided discovery method in colleges of education in north-west zone?
  5. what is the difference in the mean performance of male female students taught economics using think-pair-share method in colleges of education in north-west zone?

1.5     Research Hypotheses

The following hypotheses are raised for the study.

  1. There is no significant effect of guided discovery method on academic performance of students in economics in colleges of education in north-west zone.
  2. There is no significant effect of think-pair-share method on academic performance

of students in economics in colleges of education in north-west zone.

  1. There is no significant difference in the mean performance of students taught economics using guided discovery and those taught using think-pair-share method in colleges of education in north-west zone.
  2. There is no significant difference in the mean performance of male and female students taught economics using guided discovery in colleges of education in

north-west zone.

  1. There is no significant difference in the mean performance of male and female students taught economics using think-pair-share method in colleges of education in north-west zone.

1.6      Significance of the Study

The finding of this study would be of great importance to lecturer, students, curriculum designers and government in the following ways of this study will be made available to lecturers in colleges of education through published journal articles, conferences and workshops for better understanding, selection and use of appropriate methods of teaching economics that will enhance the academic performance of

students in the subject. Also, the findings of this study will enable business education students to change their approach towards learning through proper engagement in self centered activities gained after the use of guided discovery and think-pair-share

methods.

The business education curriculum designers would benefit from the result of this study in the sense that, it will help them to adequately plan and suggest relevant method of teaching economics to business education students. Government is always investing in education sector especially in tertiary institution in Nigeria, when the performance of students is enhanced through the use of appropriate and effective methods like guided discovery and think-pair-share, it will help the government in achieving its objective of the investment in education sector in Nigerian Colleges of education. Finally, the finding of this study is expected to be used by further researchers as reference materials and empirical studies by other researchers especially for those researches concerning either guided discovery, think-pair-share

and or in economics as a subject.

 

 

 

1.7      Basic Assumption of the Study

For the purpose of this study, the following assumptions were made;

  1. The used of guided discovery method to teach students economics are used by lecturers in colleges of education to enhance the performance in economics than the use of conventional method in Federal College of Education Zaria, Nigeria
  2. The used of think-pair-share method to teach students economics may likely enhance students performance in economics than the use of conventional method in Federal College of Education Zaria, Nigeria
  3. Poor performance in economics is caused by ineffective teaching and learning methods used in the teaching and learning process.

1.8      Delimitation of the Study

The study was delimited to effects of guided discovery and think-pair-share method on performance of business education students in economics in Federal College of Education Zaria, Nigeria. This is because the methods are not commonly used by lecturer in colleges of education particularly in north-west. The study was also delimited to NCE I students that registered for economic in 2017/2018 academic session, these students were selected being beginners in the programme.

The study covered only Federal College of Education Zaria because it is among the oldest colleges of education in the North-West zone with well established business education programme. The study also covered the course contents of economics such as demand, demand curve and scale of preference that relevant to the use of guided discovery and think-pair-share methods. Finally, the study was delimited to NCE I business education students in Federal College of Education, Zaria.

EFFECTS OF CHANNELED DISCOVERY AND THINK-PAIR SHARE TECHNIQUES ON EDUCATIONAL PERFORMANCE OF ECONOMICS LEARNERS IN ACADEMIES OF EDUCATION IN NORTH-WEST ZONE, NIGERIA 

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