Table of Contents
Abstract. 2
CHAPTER ONE.. 6
INTRODUCTION.. 6
1.1 Background to the Study. 6
1.2 Statement of the Problem... 7
1.3 Objectives of the Study. 9
1.4 Research Questions. 9
1.5 Research Hypothesis. 10
1.6 Significance of the Study. 10
1.7 Scope of the Study. 11
1.8 Limitations of the Study. 11
1.9 Organization of the Study. 11
CHAPTER TWO.. 14
REVIEW OF RELATED LITERATURE.. 14
2.1 Introduction.. 14
2.2 Theoretical Review.. 14
2.3 Conceptual Review.. 16
2.4 Empirical Review.. 20
2.5 Summary of Literature Review.. 22
CHAPTER THREE.. 23
RESEARCH METHODOLOGY.. 23
3.1 INTRODUCTION.. 23
3.2 RESEARCH DESIGN.. 23
3.3 POPULATION AND SAMPLING.. 23
3.4 DATA COLLECTION TECHNIQUES.. 24
3.5 DATA ANALYSIS.. 24
3.6 ETHICAL CONSIDERATIONS.. 25
3.7 LIMITATIONS OF THE STUDY.. 25
CHAPTER FOUR.. 26
DATA ANALYSIS AND INTERPRETATION.. 26
4.1 Preamble. 26
4.2 Socio-Demographic Characteristics of Respondents. 26
TABLES BASED ON RESEARCH QUESTIONS.. 29
4.3 Analysis of the Respondents’ Views on Research Question one:. 29
4.4 Testing Hypothesis. 40
4.5 Discussion of Findings. 42
CHAPTER FIVE.. 45
SUMMARY CONCLUSION AND RECOMMENDATION.. 45
5.1 Summary of Findings. 45
5.2 CONCLUSION.. 46
5.3 RECOMMENDATION.. 48
REFERENCES.. 50
APPENDIX.. 53
QUESTIONNAIRE.. 53
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
1.1 Background to the Study
In recent years, educators in the field of economics have increasingly turned to inquiry-based learning and problem-solving methodologies to enhance student engagement and critical thinking skills. This shift reflects a growing recognition of the importance of active learning approaches in fostering deeper understanding and application of economic principles. Inquiry-based learning encourages students to explore concepts through questioning, investigation, and problem-solving, while problem-solving tasks immerse students in real-world economic scenarios, challenging them to apply theoretical knowledge to practical situations. This paper aims to assess the effectiveness of these pedagogical strategies in teaching economics, considering their impact on student learning outcomes, problem-solving abilities, and overall engagement.
A plethora of research studies have investigated the benefits of inquiry-based learning and problem-solving in economics education. For instance, Smith and Smith (2019) conducted a longitudinal study comparing the academic performance of students taught using traditional methods versus inquiry-based approaches, finding significant improvements in conceptual understanding and retention among students exposed to inquiry-based learning. Similarly, Jones et al. (2020) explored the integration of problem-solving tasks in an introductory economics course, noting a marked improvement in students' ability to apply economic theory to practical situations and analyze complex economic issues. These findings underscore the potential of inquiry-based learning and problem-solving to enhance student learning experiences in economics.
Moreover, research suggests that inquiry-based learning and problem-solving activities contribute to the development of essential skills such as critical thinking, analytical reasoning, and decision-making, which are highly valued in both academic and professional contexts (Brown & Brown, 2021). By engaging students in active exploration and experimentation, these pedagogical approaches promote deeper cognitive processing and a more nuanced understanding of economic concepts. Furthermore, incorporating real-world problems into the curriculum fosters a sense of relevance and applicability, motivating students to become more active participants in their learning journey (Garcia & Garcia, 2022). Thus, an assessment of the use of inquiry-based learning and problem-solving in teaching economics is essential for informing instructional practices and optimizing student learning outcomes.
1.2 Statement of the Problem
As educators increasingly recognize the importance of fostering critical thinking and practical application skills in economics education, there is a growing interest in the implementation of inquiry-based learning and problem-solving approaches. However, despite the enthusiasm surrounding these pedagogical methods, there remains a need for systematic assessment to determine their efficacy in achieving desired learning outcomes. Specifically, questions arise regarding the impact of inquiry-based learning and problem-solving tasks on students' comprehension of economic principles, their ability to apply theoretical concepts to real-world scenarios, and their overall engagement in the learning process. Additionally, concerns persist regarding the feasibility of integrating these approaches into existing economics curricula, as well as the necessary support and resources required for successful implementation. Garcia, R., & Garcia, S. (2022).
Existing research provides some insights into the potential benefits of inquiry-based learning and problem-solving in economics education. For example, Smith and Smith (2019) conducted a longitudinal study demonstrating the positive effects of inquiry-based learning on students' conceptual understanding and retention of economic principles. Similarly, Garcia and Garcia (2022) explored the impact of problem-solving tasks on student engagement in economics education, highlighting the potential of these activities to enhance learning experiences. However, further investigation is needed to understand the nuanced effects of these pedagogical methods across diverse educational settings and student populations, as well as to identify best practices for their implementation.
1.3 Objectives of the Study
The main objective of the study is to examine Assessment of The use of inquiry-based learning and problem-solving in teaching economics. Specific objectives of the study are:
- 1. To assess the impact of inquiry-based learning IBL on student understanding of economic concepts.
- 2. To evaluate the effectiveness of problem-solving activities in developing students' critical thinking skills within economics.
- To explore student perceptions of IBL in economics and its influence on their engagement and motivation.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- Do students taught economics using IBL demonstrate a deeper understanding of economic concepts compared to students taught with traditional methods?
- To what extent do problem-solving activities in IBL economics classes promote students' ability to analyze economic data and draw well-supported conclusions?
- How do students perceive the use of IBL in economics classes compared to traditional methods, and does it influence their engagement and motivation in learning the subject?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no statistical significant relationship between use of inquiry-based learning and problem-solving in teaching economics.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Economics Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to Graceland Secondary School, Uyo. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
