Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students' Performance in Economics

Autor/in	Anazia, Innocent Uche
Titel	Quantitative and Verbal Aptitudes as Predictors of Senior Secondary School Students' Performance in Economics
Quelle	In: IAFOR Journal of Education, 7 (2019) 1, S.7-18 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	High School Students; Verbal Ability; Economics; Private Schools; Public Schools; Mathematical Aptitude; Foreign Countries; Predictor Variables; Academic Achievement; Performance; Nigeria + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mündliche Leistung; Volkswirtschaftslehre; Private school; Privatschule; Public school; Öffentliche Schule; Ausland; Prädiktor; Schulleistung; Achievement; Leistung
Abstract	This study examined the predictive power of quantitative and verbal aptitudes on the performance of senior secondary school students in Economics. The study arose from the poor performance of students in the Senior School Certificate Examination and the General Certificate in Education Economics. The study adopted descriptive survey research design. Multistage sampling technique was employed in selecting a total of three hundred and thirty senior secondary two Economics students from ten schools comprising of five private and five public schools. Data were gathered with three test instruments, namely the Economics Achievement Test, the Quantitative Aptitude Test and the Verbal Aptitude Test. The reliability coefficient was established using Pearson Product Moment correlation coefficient and was found to be 0.86 for the first test, 0.81 for the second and 0.93 for the last. Data were analyzed using ANOVA and multiple regression of the SPSS. The findings revealed that quantitative and verbal aptitudes have predictive power on the performance of senior secondary school students in Economics. However, quantitative aptitude has more predictive power (B = 0.339) than verbal aptitude (B = 0.206). Based on the findings, it is recommended that school authorities should provide learning materials that will promote the acquisition of quantitative and verbal skills; teachers should use appropriate teaching methods and promote high-order thinking and logical reasoning in the students; and government should recruit adequate and qualified teachers to teach Economics, quantitative and verbal related subjects. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01