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FUTURES-WHEEL INSTRUCTIONAL METHOD ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT AND RETENTION IN ECONOMICS
Abstract
The study focused on effects of futures-wheel instructional method on secondary school students’ academic achievement and retention in economics. The design of the study was pretest posttest, non-equivalent control group research design. A sample of 205 senior secondary school (SSSII) students were purposively selected and randomly assigned to experimental and control groups respectively. The instrument for data collection was a 32 Multiple Choice Economics Achievement Test (MCEAT). Data collected for the study were analyzed using mean and standard deviation to the research questions and the Analysis of Co-variance (ANCOVA) was used to test the hypotheses at .05 level of significance. The result of the study revealed that futures-wheel instructional method has significant effect on students’ academic achievement and retention in Economics. The result of the study further revealed that there were no significant interaction effects between methods and gender on secondary school students’ achievement in Economics. From the findings, it was recommended that teachers should use futures-wheel instructional method in teaching Economics since it has been found to be effective in enhancing students’ achievement and retention in Economics. This will further enhance the implementation of Economics curriculum and students’ achievement in secondary schools.
Keywords: future-wheel, instructional method, economics, achievement and retention