Effects of E-learning Strategy on Studentsí Achievement in Economics
Eric Oziegbe Oleabhiele (Ph.D)
Journal Title:Asia Pacific Journal of Education, Arts and Sciences
The study sought to find out the effects of elearning
strategy on students achievement in
Economics. Two hypotheses were tested at 0.05 level of
significance. The study employed quasi-experimental
design. The area of the study was Abakaliki Education
zone. The instrument used for data collection was a
Multiple Choice Economics Achievement Test
(MCEAT). Two hundred and forty-nine secondary
school II students formed the sample used for the study.
Kuder-Richardson formula (K-R 20) which yielded
reliability co-efficient of 0.97. The analysis of covariance
(ANCOVA) was used to test the hypotheses.
The findings of the study revealed that the mean
achievement scores of students taught economics using
the e-learning strategy is higher than those taught
economics using the lecture. Based on the findings of
the study recommendations were made to improve the
achievement level of studentsí in economics in schools.