EFFECT OF QUESTIONING TEACHING METHOD ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN BUSINESS STUDIES IN OYO STATE, NIGERIA
Abstract
The study sought to determine the effect of questioning teaching method and gender on the academic achievement of students in business studies. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. Quasi-experimental research design was used. The population of the study comprised all Junior Secondary 2 business studies students in Oyo state. Purposive sampling technique was used to select 75 students for the study. The instrument for data collection was a researcher designed Business Studies Achievement Test (BSAT) which was validated by three experts. A reliability co-efficient of 0.84 was obtained for the test items using Kuder-Richardson (KR20). Mean was used to analyse data relating to research questions while analysis of Covariance (ANCOVA) was used to test one hypothesis generated at 0.05 level of significance. Findings revealed that students taught business studies using questioning teaching method performed better with higher post-test mean scores than those taught using conventional teaching method. Also, findings from the hypotheses tested indicated a significant treatment effect of questioning teaching method on the academic achievement of students in business studies while the interaction effect of teaching methods and gender was not significant. It was recommended that business studies teachers should adopt questioning method in their teaching so as to improve students’ academic achievement in business studies.
Keyword: Academic achievement, Business studies, Questioning teaching method.
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