Education Quarterly Reviews
Published: 19 November 2020
Students’ Academic Achievement in Secondary-School Quantitative Economics: Effect of Feedback with Remediation
Lydia Ijeoma Eleje, Nkechi Patricia-Mary Esomonu, Romy O. Okoye, Ngozi N. Agu, Clifford O. Ugorji, Okoi A. Okoi, Chidiebere C. Abanobi
Nnamdi Azikiwe University (Nigeria), Federal College of Education (Nigeria)
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Keywords: Achievement, Feedback, Quantitative Economics, Quantitative Skill, Remediation
Empirically investigated in this study is the effect feedback with remediation has on academic achievement in quantitative economics among students’ of secondary school. The design of the study was quasi experimental. 164 Senior Secondary 3 (SS3) students offering economics in the three co-educational schools consisted of the study sample. The three schools were purposely selected from Nnewi Education Zone of Anambra State in Nigeria and allocated to 2 experimental groups and 1 control group. Students’ responses to two instruments titled Diagnostic Quantitative Economics Skill Test (DQEST) and Test of Achievement in Quantitative Economics (TAQE) constituted relevant data used in the study. ANCOVA was used for data analysis. Results show that feedback with remediation has a significant effect in enhancing students’ achievement in quantitative economics. Nevertheless, gender and treatments did not interact to influence achievement in quantitative economics. Teachers need to focus not just on continuous testing but going further to assist students using feedback with remediation on any type of test given to them.
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