The effect of formative feedback on students achievement in graphical element of economic curriculum

Abstract

Students achievement in graphical elements of economics curriculums has been a problem over the years, students have been performing poorly in SSCE (WAEC & NECO). This paper therefore sought to investigate if formative feedback can improve achievement of students in graphical elements of economics curriculum. Two hypotheses were formulated and tested at 0.005 level of significance. The study adopted a pre-test post-test control group design, a sample of one hundred and twenty SSII students were used. The students were divided into two groups of sixty each. Group A which was the experimental group was taught using formative feedback. The students were taught on the topic theory of consumer behaviour for eight weeks in GSSS Bokkos of Bokkos Local Government Area in Plateau State. T-test for related sample was used in testing the hypothesis. The research revealed that there was significant effect of formative feedback on SSII students achievement in the experimental group than the control group. The paper finally recommends that for students to achieve much, there is the need to adopt formative feedback in the teaching and learning of graphical elements of economics curriculum.