Effects of two Modes of Mediated Instruction on Senior Secondary School Student's Achievement and Interest in Economics
Year: 2026
Type: article
Study design: Clinical Trial
Abstract: The main purpose of the study was to determine the effects of two modes of mediated instruction, namely video and audio-picture synchronized on senior secondary school students achievement and interest in economics. Three instructional modes were designed in the study. These instructional modes are video instructional mode (VIM), audio instructional mode (AIM) and the expository instructional mode (EIM) which was the control group. Two research questions were formulated to guide the study while two null hypotheses were tested at p<0.05. A quasi-experimental design was adopted for the purpose of this study. The area of study was secondary schools in the six education zones in Anambra State. Onitsha education zone was sampled and used for the study. The population of the study consisted of 2137 second year Senior Secondary School (SSII) students in the 28 Public Secondary Schools in Onitsha Education Zone. Purposive sampling was used to draw a sample size of 240 students from six single sex secondary schools (three boys and three girls) from schools in Onitsha South and Onitsha North Local Government Areas of Onitsha Education zone. Two instruments: Economics Achievement Test (EAT) and Economics Interest Scale (EIS) were used for data collection. The validation of the instrument was done in two phases: face validation and content validation. The two instruments were given to three specialists, one in measurement and evaluation, one in educational technology and the other in economics education. The reliability of EAT were determined using Kuder-Richardson’s formula 20. The reliability of the EAT using K-R (20) was 0.79. Cronbach Alpha was used in determining the reliability coefficient of the interest scale which was found to be 0.85. Mean () with standard deviations () were used in answering the research questions while Analysis of Covariance (ANCOVA) was used in testing the hypotheses at 0.05 alpha levels. The results of data analysis revealed among others, that students taught economics using VIM recorded higher mean achievement scores than those taught using AIM; students taught economics using VIM recorded higher mean interest scores than those taught using AIM; male students recorded higher mean achievement scores than their female counterparts in the VIM, AIM and EIM groups; and male students recorded higher mean interest scores than their female counterparts in the VIM, AIM and EIM groups. It was recommended, among others that in-service economics teachers in Secondary Schools should adopt the use of well-structured mediated instruction in economics lessons, and that Federal/State Ministries of Education and Post- Primary Schools Management Boards should sponsor researches and come up with templates on how to integrate the use of mediated instruction for teaching economics in secondary schools.
Institutions: Nwafor Orizu College of Education, Federal Polytechnic Oko
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7215131908