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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
Abstract


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.

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