Students' attitude towards achievement in graphical elements of economics curriculum before and after instruction

Abstract

The study sought to investigate students' attitude towards achievement in grapical elements of economics curriculum before and after instruction. The study adopted a causal comparitive research design. A sample of 324 SSII students were used. The students filled the graphical elements of economics curriculum attitude questionnaire before and after instruction. The students were taught on the topic theory of consumer behaviour for six weeks each. The results reveal that students achievement after instructon was high, also students gender and location has no effect. The paper recommends that teachers should motivate and encourage students towards graphical elements of economics curriculum through formative feedback and mastery learning approach.