Effects of Reciprocal and Problem-Solving Instructional Strategies on Students’ Academic Achievement in Senior Secondary School Economics in Wukari Education Zone, Taraba State

Abstract

The study examined the impact of reciprocal and problem-solving instructional strategies on the academic achievement of Senior Secondary School II (SS II) Economics students in Nigeria. The research involved 92 students from four intact classes and used a quasi-experimental, 2x2 factorial pre-test, post-test design. Data were collected using the Economics Achievement Test (EAT), which was validated and found reliable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used for data analysis. The results showed no significant difference in the mean academic achievement scores between students taught Economics using reciprocal and problem-solving strategies, although problem-solving students performed slightly better. There was no significant difference in mean academic achievement scores between male and female students, despite females showing a slightly higher mean gain. No significant interaction effect was found between gender and instructional strategies on students' academic achievement. The study concluded that both reciprocal and problem-solving instructional strategies are effective in enhancing students' academic achievement in Economics, and that gender does not significantly influence achievement or reaction to these strategies.