EFFECTS OF DIALOGIC AND GUIDED DISCOVERY INSTRUCTIONAL TECHNIQUES ON STUDENTS’ ACHIEVEMENT, INTEREST AND RETENTION IN MARKETING IN SENIOR SECONDARY SCHOOLS IN DELTA STATE
TITLE PAGE
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
LIST OF TABLES ix
LIST OF FIGURES x
ABSTRACT xi
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Statement of the Problem 13
Purpose of the Study 14
Significance of the Study 16
Research Questions 19
Hypotheses 20
Scope of the Study 21
CHAPTER TWO: REVIEW OF RELATED LITERATURE 23
Conceptual Framework 24
- Marketing 24
- Teaching Method and Techniques 40
- Dialogic Instructional Technique 46
- Guided Discovery Instructional Technique 52
- Academic Achievement 68
- Students’ Interest in Learning 71
- Retention of Learning 74
Theoretical Framework 76
- McClelland Theory of Achievement Motivation 76
- Bandura’s Social Learning Theory 78
- Skinner’s Operant conditioning 80
Related Empirical Studies 82
- Effects of Dialogic Instructional Technique on Students Achievement,
Interest and Retention 82
- Effects of Guided Discovery Instructional Technique on Students
Achievement, Interest and Retention 89
Summary of Literature Reviewed 100
CHAPTER THREE: METHODOLOGY 103
Design of the Study 103
Area of the Study 104
Population for the Study 105
Sample and Sampling Technique 105
Instrument for Data Collection 106
Validation of the Instrument 107
Reliability of the Instrument 108
Experimental Procedure 108
Control of Extraneous Variables 109
Method of Data Collection 110
Method of Data Analysis 111
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 112
Presentation of Analysed Data
Findings of the Study 128
Discussion of the Findings 131
Re-statement of the Problem 138CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATION 138
Summary of Procedure Used 141
Major Findings of the Study 143
Implications of the Findings 145
Conclusion 147
Limitations of the Study 148
Recommendations 149
Suggestions for Further Study 150
REFERENCES 150
APPENDICES
Appendix A: Summary of WAEC Results in Marketing 165
Appendix B: Population for the Study 166 Appendix C: Table of Specification for Marketing Achievement Test 167
Appendix D: Request for Validation of Research Instrument 168
Appendix E: Marking Scheme for Pre-Test for Marketing Achievement
Test (MAT) 177
Appendix F: Marketing Interest Inventory (MII) 179 Appendix G: Training Manual for the Teaching Techniques 181
Appendix H: Instructional Techniques Lesson Plans 187
Appendix I: Reliability Result of the Marketing Achievement Test (MAT) 287
Appendix J: Reliability Result of the Marketing Interest Inventory (MII) 288
Appendix K: Results of Data Analysis 289
LIST OF TABLES PAGE
Exposed to Dialogic, Guided Discovery and Lecture
Table 1: Pre-test and Post-test Mean Achievement Scores of Students
Methods in Warehousing Test. 112
Table 2: Pre-test and Post-test Mean Achievement Scores of Students
Exposed to Dialogic, Guided Discovery and Lecture
Methods in Structure and Market Union for Sales of Goods Test 113
Table 3: Pre-test and Post-test Mean Achievement Scores of Students Exposed
to Dialogic, Guided Discovery and Lecture Methods in
Roles of Facilitators Test. 114
Table 4: Pre-test and Post-test Mean Interest Rating Scores of Students Exposed
to Dialogic, Guided Discovery and Lecture
Methods in Warehousing Interest Inventory 115
Table 5: Pre-test and Post-test Mean Interest Rating Scores of Students Exposed
to Dialogic, Guided Discovery and Lecture Methods
in Structure and Market Union Interest Inventory. 116
Table 6: Pre-test and Post-test Mean Interest Rating Scores of Students Exposed
to Dialogic, Guided Discovery and Lecture Methods
in Roles of Facilitators Interest Inventory. 117
Table 7: Pre-test and Post-test Mean Retention Scores of Students Exposed
to Dialogic, Guided Discovery and Lecture
Methods in Warehousing Retention of Learning 118
Table 8: Pre-test and Post-test Mean Retention Scores of Students Exposed
to Dialogic, Guided Discovery and Lecture Methods
in Structure and Market Union Retention Test 119
Table 9: Pre-test and Post-test Mean Retention Scores of Students Exposed
to Dialogic, Guided Discovery and Lecture Methods
in Roles of Facilitators Retention Test 120
Table 10: Summary of Analysis of Covariance (ANCOVA) for test of
Significance in the Mean Achievement Scores of Students and
Effects of Treatments (Groups) Based on the topics. 121
Table 11: Summary of Analysis of Covariance (ANCOVA) for test of
Significance in the Mean Interest Scores of Students and Effects of
Treatments (Groups) Based on the Topics in Marketing. 125
Table 12: Summary of Analysis of Covariance (ANCOVA) for test of
Significance in the Mean Retention Scores of Students and
Effects of Treatments (Groups) Based on the topics. 127
LIST OF FIGURE
Abstract
Figure 1: Conceptual Framework of the Study 76
This study investigated the effects of dialogic and guided discovery instructional techniques on students’ achievement, interest and retention in marketing in senior secondary schools in Delta State. Specifically, Warehousing, Structure and market union for the sale of goods and Roles of facilitators were the Marketing components examined. Nine research questions and nine null hypotheses were formulated to guide the study. The study was carried out using quasi-experimental research design. The population for this study comprised all the 9,194 SS11 students of the 145 public co-educational secondary schools offering marketing in Delta State. Purposive and random sampling techniques were used to select six out of the 145 public senior secondary schools with a total of 307 SS II students offering marketing, which were used for the study. Through balloting, West-end Mixed Secondary School and Zappa Mixed Secondary School were allotted to dialogic technique; Abraka Grammar School and Urhoka Grammar School were allotted to guided discovery technique while Obiaruku Grammar School and Afor Secondary School were allotted to lecture method. The data for the study were cololected using two sets of instruments which are: Marketing Achievement Test (MAT) and Marketing Interest Inventory (MII). The two sets of the instruments were subjected to both face and content validation by five experts. The reliability of the Marketing Achievement Test (MAT) was achieved using Kuder Richardson 21 (KR-21) which yielded a co-efficient of 0.74 while the reliability of the Marketing Interest Inventory (MII) was achieved using Cronbach Alpha reliability technique which yielded a coefficient of 0.82. The data collected were analysed using mean and standard deviation for answering the research questions while the hypotheses formulated for the study were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results of the study showed that dialogic and guided discovery instructional techniques significantly increased students’ academic achievement, interest and retention of learning in Marketing (warehousing, structure and market union and roles of facilitators) in secondary schools in Delta State. Based on the findings of this study, the study recommended among others, that: secondary school teachers of Marketing should be provided with in-service training for teaching skill update in the use of modern and student-centred instructional techniques such as dialogic and guided discovery instruction and that instructional materials to facilitate quality teaching and learning with the modern teaching techniques should be provided by the government and school administrators.