عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
NATIONAL BIBLIOGRAPHY NUMBER
Number
TL57762
LANGUAGE OF THE ITEM
.Language of Text, Soundtrack etc
انگلیسی
TITLE AND STATEMENT OF RESPONSIBILITY
Title Proper
Effects of Peer-Tutoring, Guided-Discovery and Programmed Instruction Teaching Strategies on the Academic Achievement of Business Studies Students
General Material Designation
[Thesis]
First Statement of Responsibility
Adeagbo, Sunday
Subsequent Statement of Responsibility
Ademuluyi, L. F.
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Kwara State University (Nigeria)
Date of Publication, Distribution, etc.
2020
GENERAL NOTES
Text of Note
170 p.
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ph.D.
Body granting the degree
Kwara State University (Nigeria)
Text preceding or following the note
2020
SUMMARY OR ABSTRACT
Text of Note
The study examined the effects of peer-tutoring, guided-discovery and programmed instruction teaching strategies on the academic achievement of business studies students in Oyo State, Nigeria. The main purpose of the study was to examine the effects of peer- tutoring, guided- discovery and programmed instruction teaching strategies and as well as gender on business studies academic achievement in secondary schools. The study adopted quasi-experimental design. Five research questions and five hypotheses guided the study. The population of the study consisted of all junior secondary school students in 602 secondary schools offering business studies in Oyo State in 2018/2019 academic session. Two hundred and twenty one junior secondary school students constituted the sample using purposive sampling technique. The instrument for data collection was Business Studies Achievement Test (BSAT) which was validated by three experts from the department of business and entrepreneurship education, Kwara State University, Malete. A reliability co-efficient of 0.77 was obtained for the test items using Kuder Richardson (KR20). Mean was used to answer the research questions while analysis of covariance (ANCOVA) was used to test hypotheses one, two, three and four while analysis of variance (ANOVA) was used to test hypothesis five at 0.05 level of significance. Findings revealed that students taught using peer-tutoring, guided-discovery and programmed instruction teaching strategies performed significantly better than those taught using conventional teaching strategy. Also, the study revealed that gender has no significant effect on the students' business studies academic achievement if taught using peer-tutoring, guided-discovery and programmed instruction teaching strategies. Based on the findings, it was concluded that peer-tutoring, guided- discovery and programmed instruction teaching strategies are capable of stimulating academic achievement of business studies students in Oyo State. The study among others recommended that peer-tutoring, guided-discovery and programmed instruction teaching strategies should be adopted by business studies teachers to supplement teaching in secondary schools.
UNCONTROLLED SUBJECT TERMS
Subject Term
Business education
PERSONAL NAME - PRIMARY RESPONSIBILITY
Adeagbo, Sunday
PERSONAL NAME - SECONDARY RESPONSIBILITY
Ademuluyi, L. F.
CORPORATE BODY NAME - SECONDARY RESPONSIBILITY
Kwara State University (Nigeria)
ELECTRONIC LOCATION AND ACCESS
Electronic name
مطالعه متن کتاب p
[Thesis]
276903
a
Y
