Effect of Declarative Knowledge Approach on Students' Performance in Quantitative Economics

Abstract

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This study examined the effect of declarative knowledge approach (DKA) on students' performance in quantitative Economics. A sample of 156 SS II students randomly selected from six secondary schools in Oyo East, Atiba and Oyo West LGAs of Oyo State participated in the study. A quasi- experimental study, with 2 X 3 factorial designs was adopted. Participants were assigned randomly to treatment groups: Declarative Knowledge Approach (DKA) and Conventional Knowledge Approach (CKA). The instrument used to collect data were Economics Achievement Test (r= 0.94) and Numerical Ability Test (NAT) (r= 0.84). Three null hypotheses were tested at 0.05 significance level. ANCOVA was used in analysing collected data. Treatment significantly affected students' performance (F = 1095.275, p<0.05). Partial Eta Square (η2) of 0.880 indicated that 88% variance observed in Economics students' achievement was due to treatment's (DKA) effect. The main effect of numerical ability was not statistically significant (F (2,149) = 0.469, p>0.05). The interaction effect of treatment and numerical ability (F (2,149)= 1.557, p>0.05) was not statistically significant. It was thereafter suggested that teachers must permit students to supply relevant examples in the course of teaching; teachers should also employ appropriate approach such as declarative knowledge approach in the teaching of Quantitative Economics.