EFFECT OF IMPROVISED INSTRUCTIONAL RESOURCES ON STUDENTS’ MOTIVATION AND ACADEMIC ACHIEVEMENT IN ECONOMICS
AT SECONDARY SCHOOL LEVEL
Daniel Munachiso Eze & Sylvester Nwigwe Ogbueghu
Department of Social Science Education,
University of Nigeria, Nsukka.
In recent times, the issue of instructional resources and its effects on teaching and learning appears to be the major concern of teachers, educators and learners. As a way out of this dilemma, this study sets out to investigate the effect of improvised instructional resources on student’s motivation and academic achievement in Economics at secondary school level. The study was carried out in Uzo-Uwani Local Government Area which has 14 public secondary schools. The population of the study is 1210 students that offer Economics as a school subject. The sample size comprised of 60 senior secondary class two (SS2) students offering Economics. Two research questions and two hypotheses guided the study. The design of the study was quasi-experimental. Instrument for data collection was an achievement test titled Test on Effects of Improvised Instructional Resources on Students’ Motivation and Academic Achievement in Economics (TIIRSMAAE). The data generated were analyzed using mean and standard deviation to test for the research questions and the z-test for the hypotheses. The result revealed that the use of: improvised instructional resources arouses students; motivation and enhance academic achievement. Based on the findings of the study the researcher recommends that teachers should make efforts to always improvise instructional resources while teaching so as to stimulate the interest and attention of the learners thereby promoting academic excellence.
Keywords: Instructional, resources, teaching, learning, improvised, motivation, academic, achievement, interest, attention, excellence.