SELF-CONCEPT TRANSFORMATIONAL STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN ECONOMICS IN PLATEAU STATE

Abstract

This study investigated the effects of Self-concept transformational strategy on senior secondary school students’ achievement in Economics in Plateau State. Two objectives and research questions with two corresponding hypotheses guided the study. The study adopted a quasi-experimental design precisely non-equivalent, non-randomized, pre-test post-test control group design. The population for this study constituted 2,080 students offering Economics in secondary schools in Plateau State. The sample size consisted of 152 respondents made up of SS II Economics students from selected secondary schools in Plateau drawn using purposive sampling technique. The instrument for data collection was Economics Achievement Test (EAT) which was used for data collection. It contained 25 objective test questions selected from standardized items adapted from West Africa Examination Council (WAEC) past examination questions. The reliability of the instrument was established using Kuder-Richardson formular 20, which yielded a correlation coefficient of 0.83. Data collected were analyzed using descriptive statistics (mean and standard deviation) and Analysis of covariance (ANCOVA).  The result revealed that there was a significant difference in the mean achievement scores of students for self-concept transformational strategy and exposed lecture method. The result also revealed that male students exposed to Economics using self-concept transformational strategy performed better than female counterparts. It was revealed that there was significant difference in mean achievement scores of male and female students exposed to Economics using self-concept transformational strategy. Based on the findings, it was recommended that teachers should be encouraged to adopt self-concept transformational strategy in teaching and learning to enhance academic achievement of students in Economics.