University of Nigeria Research Publications

OBIKA, Grace A.

Aut

hor

PG/M.Ed/SD/00/32045

Title

Development and Preliminary Validation of Economics Interest Inventory in Schools

Facu

lty

Education

Dep

artm

ent Education

(Measurement and Evaluation)

Dat

e

August, 2004

Sign

atur

e

DEVELOPMENT AND PRELIMINARY VALIDATION OF'ECONOMICS INTEREST INVENTORY FOR SECONDARY SCHOOLS

BY OBIKA, GRACE A.

PG/M.ED/SD/00/32045

DEPARTMENT OF EDUCATION (MEASUREMENT AND EVALUATION]

UNIVERSITY OF NIGERIA NSUMKA

DEVELOPMENT AND PRELIMINARY VALIDATION OF ECONOMICS IXTEREST INVENTORY FOR SECONDARY SCHOOLS

C

BY OBIKA, GRACE A.

PG/M.ED/SD/00/32045

DEPARTMENT OF EDUCATION (MEASUREMENT AND EVALUATION]

UNIVERSITY OF NIGERIA NSUKKA

AUGUST, 2004

TITLE PAGE

DEVELOPMENT AND PRELIMINARY ' VALIDATION OF ECONOMICS INTEREST

INVENTORY FOR SECONDARY SCHOOLS

. A PROJECT REPORT PRESENTED TO THE DEPARTMENT OF EDUCATION IN

MEASUREMENT AND EVALUATION UNIVERSITY OF NIGERIA, NSUKKA

f

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE

DEGREE OF MASTER IN EDUCATION

BY OBIKA, GRACE A.

PG/M.ED/SD/00 /32045

AUGUST, 2004

APPROVAL PAGE

SUPERVISOR INTERNAL EXAMINER

DEAN FACULTY OF EDUCATION

the L niver-sity of N i g e r Nsuklta ~ v i t h Kcgistration Nunlber

PG/Ml!:D/SD/OO/32OLF5 11as satisl'actor-ily completed the

requirements for tkie degree of Masters in Measurement and ,

Evaluation'.

The work embodied in the project report is original and has not

been subinitted in part or full for any other diploma or degree of this

or any other university.

/ --'7

Supervisor Student

ACKNOWLEDGEMENTS

infinite merciys has decidt.cl to pi(:lc me It-om nothing to make me

somebotly. Evcry favour I recl!ivc Srorn ;\I l cspeci:tlly r he L,cc t urers and

my friends corrlcs from I-lim.

always patiently read over the work and gave the necessary advice.

She is thankfrll to hcr p;~l-c.nts MI-. tt, M r s . C. N . Ohik:~ for thcir

support, encourago~ncn t ant1 1Ilci1- clcsirt: lo sc~: thcir childrcll

The researcher is aIso thankful to her principal Mrs. Anozie, N.

G. who against all oclcls supp(.)r t~d and ~ ' 1 1 ~ o u r a g ~ c l ller. Without her, +

this work wouId havc taken a longcr timc.

She is also thankf~ l l to M r . & Mrs IJmeji , who Got1 used not

only to give her shelter but also to provide a new home for her. The

researcher must not fail to thank all her course mates especially Sis -

Ikwuegbu, L. E. (nee Ezeanya). God will never forget her.

reward them all.

The rcsoarcller's special tl~arll.;s go to all her ~-clation+; especially

her sisters and ~inc le Mr . I,. N . Ezckorah.

Finally, many ot licr-:; utlio o r i l l ; i ~ i f i ~ i t l y t o t l ~ r .

successl'ul completion of th is work and programme, may God bless

all.

Approval Page

Dedication

TABLE OF CONTENTS

Sc:ope of' the Study

Research Questions

Research Hypothesis

CHAPTER TWO: LITERATURE REVIEW Interest: A n Exposure

Review . . of related works

Sex-Related Interest

School-Related Interest

Significance of Adolescence Interest

Rationale for using ln tervst Inventories

Factors Affecting Interest Inventory

Summary

CHAPTER THREE: RESEARCH METHODOLOGY Research Design

Area of Strtdg

Population of the Study

Sample and Sampling Technique

Instrument for data Collection

V;~licl;\t i o 1 1 of t l l r I ~ i s t r t ~ ~ ~ i ~ ~ t ~ ~

Reliability of the Instrument

Administration of Instrument

Scoring

Method of Data Analpis

CHAPTER FOUR: ANALYSIS OF DATA Research Question One

Research Question Two

Research Question Three

Research Question Four

Research Question Five

Research I-Iypothesis Onc

Research Hypotheses Two

Summary of Findings

CHAPTER FIVE: DISCUSSION OF FINDINGS Vdicl i ty of thc GI1

Reliability of the EII

Sex-Related ' ~ i n d i n ~ s

School-Related Findings

Usability of the EII

Cur lcluslu~l

Educational Implications

Recommendations

Limitations of the Study

Summary

References

Appendices

Appendix

Appen dix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix -

Appendix

Table Page

1 Population of Students and Sample by

Sex 30

Zonal Distr i tx~tion US School Tvpcts

Table of factor- nnalvsis for the Ell using

Varimax s ( h r i o ~ i

the valid factors with their communality 39

Table of reliability coefficient 4 1

Table of mean and standard deviation

influence of gender on the EII 42

S Table of mean and standard deviation

responses ul' s t ude~- I ts in rnixeci, buys a n d

girls schools.

9 Table of t-test values

10 ANOVA table

ABSTRACT

behaviours i n our- schoois has been seen a s a serious handicap in

teaching and learning. Most tcachcr-s do not seem Lu possess enuugll L

competence in instrument development and validation. This therefore

Thc. study w a s guidcd by C h r ~ following rcscarch questions:

interest inventory EII?

2. How valid are the items of the economics interest inventory

in terms of the factors loadings? +

> , . W l l ~ t t is Llle r - c l ~ ; ~ l ~ i l ~ l y cocfl'ic.icnt ol r h c . economics interest

inventory EII?

gender?

5. What influence has school type on the studcnt s' interest in

economics?

Further, the study tested the follcnving null hypcrthcsis at 0.05

lcvcl of sip,nific:m~cc.:

xi

1. There is no significant differenced between the interest of

students in female schools and those in male schools.

2. There is no significant difference between the interests of the

students of the same sex in single schools with those in

mixed schools.

A n instrument consisting of 50 items were

used for trial t~stin!; on ;i S ; \ I I ~ ~ ~ C ' o f 100 st I I C ~ ( ' I . I ( S . T

of this yielded five factors. This was administered

constructed and

h(-. factor ana lys i s

to 400 students

who were purpos'efully sampled from schools in Aguata Educational

Zone. l'he' students were slralilied Along sex and gender. The result

were analysed using means, standard deviation, t-test and ANOVA

and the. 1-cst11t from l h t : s l ~ ~ t l y i ~ l ( l i c . : ~ l c . c l 111;11:

construct validity.

3. Sex has a positive effect on students' interest in economics.

Chapter One

INTRODUCTION

Background of the Study

Economics is a n irnporlant s u l ~ j c c t txcausc it rclatcs to many of

th.e issues of the day - the environment, jobs, poverty, inllatioll,

economic growth and competitiveness. Nnadi (1996) said every home

v d u c of' Naira, commodity price, consumer choice, rate of banks,

t l ' l l 1 1 . s c . i c - r , ! \ c . , w , l ~ i ( . l ~ :<I L I C ~ I C * : , I I L I I - I L ~ K 1 j : . i 1 ; 1 ~ . i c 1 ~ 1 1 , :I:, i -~ : l ; ; l io~~s l~ ip

br~twccn t:ncls and sc:irrcb rnc;lns wl~icil I.i;rvc: altcrnat.ive uses. It is

u~~ ivc r - s : \ l l y :icccpltd ;.IS t l i t ' I I I O S ~ ~ . I ~ I I I ~ > T - ~ ~ ~ I ~ ~ I I S ~ ~ J ~ - I X Y Y \ L I S C I[ rtn11r:1ws

almost ail aspects ol' t ~ t r o l l o l ~ i i c s .

, Economists haw: txcn wor.1-id over v:.irious problems facing 1-he

teaching and learning of this subject such as:

(1) Yhurlagu 0 1 ' w c - l l t ~ - ; ~ i l ~ c . ( l 1 1 1nos1 of thc tcachers

Irnc-hing economics from personal observations are tex1ie1-s

whu rcutl b~..sincss educat ion, acc:ountancy o r other-related

~:C)C1I-SCS.

(2 ) 1 1 I a p ~ ~ t - o l ) ~ . i ; ~ ~ c ~ :.I I , : I ( c ,p , i (*s : 1 1 1 ( 1 s1101-t :I:!(':< o f l(3:lrhing :lids.

(3 ) ?he attitude $ the students during lessons, where some see

it as an easy subject tha t thcy can read on tllcir own, some . .

see it a s difliculty to understand and others as a subject to

clil'licull and burlrlg subject. 'l'o scjr!w cxtent this rnay be as a

result. of .the way i t is presented of what appears to be a mass

of disjointed theoretical cictail, mere suitable in preparing the

students for advanced s tudy than for basic understanding of

how the world work.

(4) Finally do s tudcn t s in dit'fi.1-c.111 c.xtc-rnal c -x :~~ i? in ;~ t ions like:

solution to

these problems. But according to Dewey (1971) "the basic method of

77 learning is by doing. The teachers job therefore is to oplan his

I

teaching as to get his students doing the things thc~t best help them

c u r s . To v I11i- I I ; I I I ~ I I 1 1 i 1 0 1 . J I ~ C S i l l

strategies in the teaching of coonomics ol~scrvillg that there is a great

suggested that efforts should I,(: rn:\clc to teach this subject in an

that the teacher find the dt gr-cc of intc1-cst tl le st uclc~lts have in that #

subject. This will dctermincx t h ~ :imollnt of cffnrt h r will sprntl in

proper encouragement of the students. According to Williams and

find out 1 1 1 ~ st ~~clrrlls 111tcm.st.

111Lc1 C S L ~1~:cur~I l l lg tu ~ ; l l l ~ c l 1 ( lorn) l b l> l c1<-1 CllL c 101 O l I C ~KLlvlLy

over mother. In this clcfinition hc cmphasizes two points - first

intercst invo!ws 1 1 1 t h sc*l~~%l i o 1 1 ; I I \ ( I I : I I I I < I I ) ~ ) , or ;1(*1ivit I ( , S :11onj; ; I l ik(>

dislike dinlcnsion; sccvncl it invo1vc.s x t i v i t i r : ~ 01. Ix1l;~viours cngagccl

by individuals. Again accordrllg to (;uilforcl ( 1 959) "an interest is an

individual's generalized behaviour tcndency to be attracted to a

certain class of activities. Gencrally interest may be seen as one likes

and dislikes. I t is a psychologicd trait, which could lx evaluatccl

through the use of ohscrvation intcrvicw and questionnaire. The use

occupations/subjects are like. To him there are four methods of

measuring interest - exprcssvtf intcrust, manifested interests, treated

:.nterest and inven t o r i d in ~ C I I - ( ~ S ~ . ACCOI-cling t (I C r i l l ~ c ~ r t (1 059) I11c.r-c

are three types of interest depending on the method employed to

woke responses:

(a) An expressed ~ntcrc~st is n st:~Imnc.nt of n prcf~1rcnc.c~ for onc

:)(.I 1 V i I ) ~ ovcbI- : l l l o l I1t.l

~.ttitude feelings and. skills in all subjects. 'I'\icsc fall into three

categories according to Bloom ct a1 (1956). Tile cognitive domain, L

which include objectives having to do with thc intellectual abilities of

knowing, thinking and oproblenl solving. 'The affective domain is . ,

conotlrned with description 01. ch;ingcs in i h c ;~tt i tudcs, values

d ~ m a i n s and taxonomies can act as a mental checkliant for the

'I

tcachc~ , bj I I I ~ ~ - $ , I I I : # , I I O ~ I I 1 1 1 1 l s l l ~ ~ 1 1 1 , 1 1 I I I I I I , 1 1 1 1 1 s~l:,o III(.

taxon01 11y oI)jc*c-tlvcs lbr c.:1cl1 ( . ~ ~ ~ - r . i c - u I ; i r - ( J ~ , I ( Y . I I?.( . .

11 I ollr valuation proc(hss ~ 1 1 1 ~ 1 o b ~ c . t - ~ ~ ~ d on&, the. lc*achcrs often

cover the cognitive and thr psvchornotor skills. Th i s may bc d ~ l e to

ignoran(-~l 011 I I I ~ . l x i r l of 1 1 1 1 , 1 ( , , 1 ( I I ( - I < 0 1 i l ~ t q ( l i l l i ( * ~ ~ \ f i ~ * : ; i ~ ~ v o l v ( b ( l 111

evaluating t l x affcctivz slcills. 'I'llcr~ is licucl l o givc thcsc aspects of

human behaviour an equal consideration in all subjects if a balanced

development of human behaviour is to be envisaged.

Perhaps, the realization of this made the fedcral government of

Nigeria to adopt tllc 11cw systctli US cducatiurl I'ur N&I-La - the 6-3-3-4

plans. This mw pI:m ci ivi(I~~:i 1 1 1 ~ ~ S ~ Y - O I N ~ I I ~ c - t l ~ ~ ( - : ~ l i o ~ \ i111o two 1 ~ ~ ~ ~ 1 s .

First is the j ~ l n i o r sct.oi1~1:rr-y :~ncl sc>c-c)r lcl is 111~. st.l~ior- stconclar-y.

Each LI:-;~:; ( I>] - I l ~ i i v - yb;~1-:; , I I I I ! I > o l 1 1 :,ix \ c-;LI:; ( B , I I ~ ~ J I I ; I I l ' o l i c y 0 1 1 ,

Education 1981). The jiinivr secondav school will he both

prevocational and academic. I t wiIl be free as soon as possible, and

will teach all thc basic subjects which will cmlblu pupils to acquire

further knowledge and develop skills. Thc. senior secondary school

will be for those able and wi l l~ng t o have ; I crxnpletc sic year

secondary education. I t will be comprchensivc but will have a core

curriculum designed to brnaclcn p ~ ~ p i l s ' lcnnwlcrlge and vu tluolc.

In linc wit11 lliis i s tlic i~ll~-uducliull ul' tllo con tenuous

assessments (CA) National Policy on Education (198 1). A handbook

on (CA) (1985:5) according to Harbor-Peters (19991, CA is a "

mechanism whereby the final grading of a student in cognitive,

affective and psychomotor domains of behaviour takes account, in a

systematic way of all his performance during a give period of school.

Such an assessment involves the use of a great variety of modes of

evaluation for the purpose of guiding and improving learning and

performances of the students. It go.es on to specify. that the

assesslnent tcclmiclues h a v e to be systematic, cumulative;

that the students hehaviours, attitudes, interests, values, mode of

interaction, style of work and a variety of other non-cognitive factors

will contribute to the decisions made by the school as the ministry on

each student. Ackording to I la!-hot--13eLcl-s ( lCJ;)99) CA requires that the +

overall ability of every child shuuld bt. assessed in terms of his or her

cognilivc, alkcLive and psychornut.or measures. This then calls for the

' ~ e e d to devclop variety of assessment instrument, which will ensure

valid and reliable assessment and decision.

teachers who will carry out rhis work. Adequate instrument with

to them.

Many interest inventories have been in cxistunce over the years 4

but no1 much in economics. According to Stanlcy a.nd Hopkins (1972)

the first systematic effort to mcasurt. intcrcsts WRS in 1915 at

Carnegie Institute of Technology when James Minor developed a

questionnaire to assist students in their vocational choices. Stony

(b) C1assil'ic:ttion

According to him stnntf;~~-clizcd t1r.m-ct~gr~ilivt: invur~lorics arc

uniformly administered and objectively scored. C

It has been observed that under a free choice, students display

a strong tendency for the subjects they enjoy most and their choices

of subji& is normally influenced by the sacial and economic

, aptitudes, an l~rcs l s and : ~ l ) ~ l ~ t ic:s 0 1 I h c , st ~1cIc:nl ;is 11 :~l',<:ct s t hc.11- C

futun: for thesc qucst ions to IN* ; I I I S M J ( B ~ ( Y ~ .

Statement of the Problem.

1icscarc.h has show t l ~ a t fo r 1 v l ~ t i o of pupils,

behaviours i n thc cvaluativc proccss to I x tuitc~ 1 as conlplelc and

comyrchcnsivc, the three aspccts o f hurnaii bc.11aviours have to be

taken care of. Howevcr, !exhers have concentrated most of their

efforts in evaluation, on the cognitive and psychomotor domain: This

may be due t o lack of an appropriate instruments to be used in

measuring thc affective domain for teachers to usc data about their

student.^ intcrest, they must obtain these data.

their schools; which can bc used clscwhcrc. Tlic stuclcnts' choices of

subjects tend to be influenced by sex differences peer groups

environmcn tal nccds parents' desire. This is as a result of absence of

an instrument for measuring thcir interest.

I t is possit~le tha t thc: cxistcncc ul: a validntc.d economics

intercst invc~~tor ics (1211) will no1 only ht=lp 1 1 1 ( , tc.:whc.r to measure the

interest of thcir students. I t will enable the stuclents to make right

Purpose of the Study .

Thc ovt:rail purpose of this study is to develop and validate an

econoinics intcrcst invcntorics that could be uscd in secondary

schools. Spr:r:ific:rlly, the st udy intr*ncls to:

I . Dcvclop intcl-est inventory hasc on senior secondary school

C Y Y ,~ lomics sy l la l~ t is:

2 I , I ' I I I I , . . : ' 1 , . , , * : m - : F ' 8 1 1 1 : ; t \1(1( .111: ; :

7 .). f : ! I . [ 1, i t 1 1 1 v : ~ l i t l i l \ ~ : t 1 1 1 l ~ t ~ l i ; ~ l ~ i l i ~ * ~ ~ : ~ I ) : I \ \ ~ s I : ; 0 1 I v I ~ , l a l l l ;

4. Explcjr-c any I - 1 1 ~ ~~~~~~~~~~~~~I i t 1 111(. L r p ~ ~ i I

irlvr-nI OIV.

10

Signifiqance of the Study

I t is generally agreed that lor cciuc.:~ tion of thc childrcn to he

total, it must go beyond :~caclcmic skills and l<nowlcdge. The affective

domain (i11tc:r-cst) ot t hc chilcll-un I ~ l s I-clcrivccl l i ttlc attention likc

other areas o f the taxonomy of cciucation, but inicrcst has influenced

the students' behaviaurs a lot.

This study - will . be significant in:

1. Helping to determine the students' interest:

The product o f this rcsr~\rch will help t o detcrrninc the dcgrec o f

interest tha t :I student has o n cconornics. This will help the students

in making adtquatc choice o f stlbjccts. It will cncourngc him to think

about his futut-c plans.

2. Diagnosing students ability:

It will help the students to discover their strength and

weaknesses hence heIping them to make right choices. According to''

Mehrens and Lehmann ( 199 1 ), interest inventory results if used

cautiously, can help an individual find himself in terms of the

activities he feels are important and interesting.

and oflix-s a Ilclp to I . J - I 1 i l l - (1989), the

responsibility of thc tcnchcr is 1 0 I ~ h w i r l r ~ inhrniat iun not to tn:llcc

personal dccisions. The teacher can suggest alternative solutions to

4. Helping guidance counsellors:

counsellors as an introduction to interviews a student, establish a

6 Helping to achieve the objectives of National Policy on Education: ; The introduction of cont inuot~s :tsst8ss1ncnt I-ccluircs thc usc of

Scope of the Study

Research Quc.stii.ons

1. What is the face validity of the items 111 tlx: cconornics

in terms of ther-factor ioadings? 1 -

3 . Wllal is the reliability coeificient of' the & * o ~ l r r i l , i s intercs!

HO1: 'Thebre is no significant difference t~e tween r h e interests oi

Ch aptcr Two

LITE 'W TURE REVTF 0;

Interest: An Exposure

cognitive domain of the individuals have been rnadc by 8cwrai

people, though not much have been said about t.hc c ~ i u ( . itional

intcrcst o the pcoplc. IA illia~lls A. Mchrens and L C ~ ~ I I I ; I I ~ I I , f . , I . ( I 00 1 )

in his contributions on measuring infercsts said wck s~iJl t l c . ( . t l Iwttcr

theoretical foundations rega,-di)~g the development of int ct-cb:;ts

Intcrcst is important n making subject choices. Acl:oi-~llng to

Karl C. Garrison (1963), the student who does his best in FCny:lish is

prubabl y Jnare irtte~t-sted in Er ]glish than in any other s u l ~ j ~ ~ t . ~ . W h a t

then is intercsl and how d c l ~ it originate? Aoeurclinl: I!) S;IX ( i 1 1 1 m - 1

(1989), it is a preference h r . m e activity over another. J n lliis hc

i . ! l~!) ! l ;~si~c.~l two prli~lts, firs4 I1 la t intvrcst i nvdvcs It-. . sc=l(*c t i c l t i x n r i -

ranking of activities along ; I 11ltc-dislike dimcnsjvrls and swr!nd, it

are expressed by action ver hs like reading a book. G u i l f o ~ t l (1959j

define i t a s an indivicluals gr*n~:ralizcd behnviour tcnclcncy top bc

14

;rys that interests are most lik(:ly to d_eterrilinc whal it pyrsou docs

.~ther than how he does it or Iloquv well.

1 1 1 1 ~ ~ 1 ~ r s ~ i ~ p ~ i n : ~ t : c o ~ d i i ~ ~ ~ ~ I o K ~ I - 1 C. ( l(JO!i) is ~ l i ~ r i v ( ~ ~ l I I I > I I I ;I

atin word interessc, with wl?.-:l:h he defines it as "sometliing bctwcen"

7at secure some desirable g m l , or is a means to an end '.hat is of

due to tht: individual becawe of its usefulness, pleasvrts or general

:,cia1 and vocational significance. Interest therefore can be secn as a

crson's likes or dislikes tovl:ards activities ar situati{jns. So 1-1m11y

lings. can influcncc this. -

Personality has a subs-iinnlid influence cn interest.. Wor-lis by

~unsclling psychologist and otller counsellors havt, rcvealcd r i lack

I' p c ~ s o n ; ~ l intcrcsl ill cxrccr a:(, ~lls(;lling J;unc':-; W. Pinrlzr~~:y (1085).

sociaiiy well-ac!justcd pcrsoi , i ; ; : llwnys ;-?P,cc~! i :(]I in :: gol.1 j:

Accoi-ding to [Curl C. ( I '.10,5), thc carly intc.lcsts of tht. t1;ilr:I are

.ntc.~-ed (011 pul.c:ly personal rc~lations. The pllysical ::rowth CIS the

itlividua! with its accon1pan3 ; 111.; illsccras a n d glanciular c l ~ a v g r s has

r jrnymrtant hearing on the I-lwelopment of n w and wried i n t r w s t .

ijvironrnents aIso affzct a child's interest. iIc(:~rdi!lg t o iL\r-I C.

Ci65) over a long pcsind of ca--eful ohscrva tion il !jt,c.nrl~!.s rs~~iclr:n t

I I i - i L i 1 1 i i . l i s 1 1 prclix-red eft; LI.;ICICJ-~:-; t ic: 5 I ~ , L I % $ . 1.11

on radio will' like listening. If the two environments are made

available to the same individual ht: hen makes choice. That is to say e

a. p i n o n perceives an object, thinks nr that object and then thirjk on

t h t personal qualities of that object and this helps to determine his

Age exert influences on int(:rcst; in that a child's interest is

rlrtivitv ovw another.

,1 . PJl:lnifest interest - the xhaviour demonstrated by an

lndivdual who voluntariiy par1 icipates in a n activity.

3. Inventoried intcrtxt - thost: measurcd by ttssts tl?:~l: comp:wr

ir!terc.sl in d i f fewnt xtivil-its.

4. Tested interest - this is expr-c.!ssed on the activity in which

Then the question is to what c1ii:l will and individual show his

i : ~ : ~ iri aL3j~ct ilt a given time? 11 fill mation on a person's interests

or pwfercnccs of certain 'Kinds r . ~ f wtivities and things can be

16

o1)taiiled 111 various ways. Atte~npt s nave been made by variol~c

~ndividuals to measure interest. The rnodificatiorls of the strong and . kinder- invon tories have rerrmned tht rrlx3t. prominent measures.

3 . Thc r:sjrchornotor.

In erl~lcational evaluation it is iernanded that a11 the areas will

c t c ~ s i ~ y ~ d !n nlcasure the outuornc 01' level of accomplisllment in ;i

4. A ,great and dynamic econonq-. . .

5. A l m d of hright opportunities for- ali.

' I ' l i ~ w . may be viewed as expcctccl lifc ou~cdmcs'of education. To

chieve tl~i,s the national policy on education has introduced the

c:ontirlrlc)~~s assessment and the 6-3 -3-4 systems of educatio;: .'I'D

accord in^ to Ailcen (1979) attenipi-s to measure interests were

madc prior to world war I (examplc 'I'horndike 1912) but a real

beg in~~ ing was in 1919 and in i92ll b~hcil the Strung vocational

interest blanks were published follo~.vit~lg the publication, of Kuder

preferences record in 1939. Strong.Jr in his research discovered

- consistent clifkrerlces in whose people I-eported Iiking and disliking.

He therefore decided to construct an inventory to assess -these

indiviciua:~' differences in interests. HI:: administered a variety of

items concerning specific occfipation:i, i;chool subjects, amusement

activitirs and types bf people and a scde for rating one's &bilities and

characteristics to group of men in spei:ific: occupations.

statmxn1.s of activities. The examiner is directed to indicate which

activity is most prcfcrr-ed and which onc is least preferred.

111 Nigeria e ~ : ~ r n ~ l e , Olayemi S. .4 i n . his .vocational interest

I 1; 1 1 I I [-TI (IJ .P.) used the occupational i nf ~ w s t pl-oiilc (O1.P) designed by

I<ss~!rn;~n ( 1988). The OIP is divided inI:c~ two parts: \

1 . I ) ~ - ; I I s with activities.

!:) . i h .cu p:ltions and their descriptions.

Scx-Related Interest

S(.x h21s much influence on thc i , l t l rest of students, a s school - b J ~ o i c - r . 01' sill~jcr.ts lcands to clcpcnd i~irlirc~ctly on t h u i r sox. 13oys arc

: 1 ; 111 i ,. 1 )(.I->,( ) i j ; i \ i \ y 1s i : s sc* [ ] i i :~ ! [(.> :;L::.:~L-:;:; i;; :;;:!:,.;:;!. '!'!:::::- : ; ! U C ! C I ~ ~ S '

J

i-! t.c.rt::.l L, ; J:-: I ;nflucncc the teacher s. [ f a teacher knorvs +.hat his

techr~ iq:~es to try to instill a p0siti.c.e .nterest towards the value of

studying that subject.

interest by Jersild and Trash showed that, a t all grade leveks children

liked a certain area of study best. 'rl~c: school offers the adolescent

the opportunity among other things, to expand his social contents, to

achif:vc status and to prepare for 2 1 normal adult life. % ~ b t all

:~c l ( )!cssc:rnt.s can master academic sii lbject s , hut the mqjority can

learn t o live a reasonable normal life mxcording to the tnining and

infl~tcnccs the school implants within :hem. The s

prescrlt a lot of experiences to cha:m: from rathe, ulali ~ I I U J C L L I I I ~

111(81-11 t (3 Ct:w experiences. This shm~ltl be through the inclusion of

many subjects as school subject and extra curricular. activities.

Significance of Adolescent Interest

Works on interest shows that intcrest tends to change with age 1 -

henct-: the child's satisfaction with himself and his s~irroundings gives '

wa:r to problems during adolescencr interest also h a s influence with

sex. In school adolescents'. interrsi in subjects' shows boys to be

mctl t interested in mathematics, physical education and science . . I I , 1-1.5 i ~ ~ ~ - ~ ~ f ( ~ r r - d l : ingt~age, Aclolr , x n t s arc. infuenced by tht-ir

Out of school activities of ado1e:xxnt also neglect their interests.

The preferences at home and outside school or the out of schod -

I t i I ; Inany ~wlcs in I l ~ r it. clloicc ol' scllool ~ u b j c c l s .

According to Luella Cole (1949), the adolescent' boy or girl'has many

i l l tc.1 :#>I :; sorncb of them al-P cont incr :zl ic)n of 'children interests, ancl

:;01111. (.d them are new. Nigh school p .~pils show their interest by their

,-,- I I , I , mdin pt-opal-nmes and motion pict.ures L,

voc:i~ iorxl ambitions by the type of' 1 hirlgs they collect, by the topics

Constructing Interest Inventory n

Tnterest inventories have progrc- sscd ii great 'deal from the initial

devriopcxl interest ,,,inventories that measured only vocational

inter-irsts. Presently, we have inventories that measure .both

voc:~ ic,n:d and vocational interest. W e also have inventories that

rn(' e ' ; : . 1 I!!' ~ T ~ ( ~ ' ! - C , S I ~ b i ' S I L I C ~ C I L I : . 1 1 1 v ; I I - ~ ~ ' IS ;I[-C:;IS. According to

nu1 witable " ~ i . Nigeria situations. It is noted that for any type,of

:'lie language and choice GI words must be simple and

st.raightforwxd in order tc. t: I ,sure proper understanding of

t h ~ items.

, , , The administration scoring and interpretation of the

inventory, are all-expected to be simple for easy u'sability . .

cc~i~riscllors 2nd t-cnchcrs nlilw.

Aiiano B. U. (1 990) agrees to these conditions and referred

* .

I ~ L ~ c ~ c I - proposed some basic principles that are necessary

1 . 1 qucAio-n in the i~lventoq~ s~lo-llcl be well distributed

3 -. 'I'ht~ :~c~i\rrtics dt:sc~-~Ixcl i n t l l r . qurstions must be clear. and

3 . Tht? qucstims to be used should he as free as possible frorn'the

effccts ol' response set.

4 . 'I'ht~ questions should not bc unplkasant or threatening

5. Occupational titles should not be used in their items of an.

intcrcst invcnloty intended for use in vocational counselling.

6. A means for checking on the conlidence, which can be placed in

the answers in the inventory, shoukl t:~!: ma.& available.

7. The same inventory for both scxes.

. . - 8 . The set of scores from a vocations' interest inventory must have

relir-tbihly and stability characteristic:^, which must be rneasur&l in

teriiis of reliability and stability withi:l the person.

Baka.re ( 1977) proposed-the follou.: ng guidelines:

1 . A n extensive literature re vie,^ lo help unearthen the various

cielimitations and definitions of interest areas as proposed by

'various authors.

2. Collection of items Idescriptic~n 3f various activities).

3 . The items so collected sho~k l be subjected to editing and

reformation.

4. The item judged suitable on the bases of rule (3) above is

then grouped into the'interest interms of logical and content

IIIOS! interest inventories zwe based 011 some common assumptions.

! I I I rrcsts rather than being il111ii te are learned as a result of the

:dter about 20 years of age, the-, l(:nd to become stabilized with

little change cccurring after 25 of age.

3. P e o ~ l e in the same occupations share similar likes and dislikes

rcc~;;irciing :~cli\ili t ics. . .

4 . Interests vary in intensity from onr? person to another.

Wit 11 I-cspect Lo lrieasurclncrl t I hr:rc arc two

24

types of format that

\

I . Likert response formai.

2. The 'forced-chance responst: type.

. Thr likrrt rrspunne form:~t involves the use of like (L)

0, . I . 'i'his is also rrfcrred to as t:r,lpiricai or criterion keying. if this

is \ i s t ~ l . onc rnust plan in advancc; LO i ~ u s s - v a i i illc l i ~ y i l l g u l t11c

1

sc;iles i; L 01-rler to determine whether he is doing more than merely

capitdizing on the peculiar charal:+terislics of the occupational

scrnples. h e has drawn.

The forced-choice response type tends to minimize certain

respcmse sets on the part of the examinee. I t involves Agree (A) and

Disagree (U). Yes/No responses. According to Aiken (1991) the

possible difficu1.t~ with this format is the Ipsative nature of the

mtaasurements. When .scores on an in-dentory are Ipsative, scores can

still hc ;ntcqx-ettd wiih rcspc-tct tn !yolip norms. I-lrt s t ~ s this method

better than likert method. -

Ra: ing Scale Format

valur; '3 on the critcric.;~ or everit being rileasured. The va1iri.s

accorclinl: to I'rofessot- Ali (1996) ran;:cs from I to 7 . It is Left for

resrarchers tu choose the range. CommonIy 4 and 5 are used. For

cxamplc:

4 3 2 3

s S ti ongiy Like Dislike 91 I-nt1~1v

Like

Rationale for Interest Inventory

A major problern conf~onting st1.1dents in the

a.rch:l of subjcct choices. Interest i.nventory help:

problems as it can be used for vario1,is reasons. It

vul-ic~us purposes, which include occupational, educational and

pwsond guidance and counselling purposes.

For educational purposes the teacher to provide optimal

learning cor-.:litions can use it. Although it can be used for selecting

students but they are highly suscepti1::de to faking < I

therefore they are not used. - I t is used for classification in tb:

111te1-cut inventory results may bt: used to reduce

difficulties to d i termine programme eft ec t iveness.

Factors Affecting Interest Inventory

'Therc are many problems facinl: interest inventory. These

inr:lu~l(- problems of definition, responx set, iraking, low validity arid

rt0ii;ibili t y , interpretation scx bias.

I I I I c b r c m s t has thr pt-oblcm of clcfi ~ ~ i l i o n . To some, interests,

~r t i~ L I 1 1 .,, t ,t:liySs :ind v d u c s are usc cl synor~ymous bu t there arc

i~~clep~nc',ent of content. A n individual cca:~ also fake k

items. 'rhc re1i:Jrility and validity of I-ion-cognitivt: te

.much lower than that of cognitive tests of the same ler

.!'I 1c.1-t: are the* problerns of interpretation . . . o

111 t crt_l1-(81 td in rclation to the traits held

Anothi:r major problem is that of sex

answers. 'rhc

by normal (a1

bias. Maccob

( 197 1) sa id that research has sllcwn that males ter

I : : - , I - I ; I ~ , ~ r - ~ i l r l r : 1 0 ovc.rcso:nc: the pr-ohlr.r~~s for c.lTt!c-l.i

seen :IS :I gi~irlc t o I I ;ir\cl : i r : I i n : ~ n r l

counsclling. Finally, there arc Inany t;?c.tors :~ffccting interest, hut

subject choices that will Icact tl1c.111 to tllc.rr voc.atioris o f life desires. . ,

Chapter Three

L

RESEARCH METHODOLOGY

research. It

Research Design

The design of the study is an instrumentation study to

the economics interest scaIcs of secondary school students.

Economics tcachers and guiclancc and counsellors in schools aim it

at dewloping and validatirg a n intrrest inventory for use.

The Population of the Study

"I'hc target populalion is a l l SSllI students in all thc secondary

'l'hc I-c.sc;iruhcr r-c.s~riclc.cl t flu st ucly to SSlll stuclents hccause

1. The students in this class have bccn exposed to the subject

2. With the 6-3-34 systcms of education, economics is

introduced to students fir-st in SSI and have ,nut covered

much area a t th i s I(.vc.l.

Sample and Sampling Technique

The researcher used multi-stage sampling procedure in drawing

the sample for the study. This incluctcs the str-atil'ied- and the

4

3 . Mixed schools.

Thc* sr-htrols arc dist r' hr 11 c d ; I S rollows:

(a) Senior Secondary Schools (SSS).

(b) ,Junior Srmmciary Sr.h[mls (<JSS).

Table 1: Population and Sample by Sex

Males

Tahlc 2: Zonal Distrihlltion of Schools S:~mplcd

- -- - - . - -. - - - - -.

Total 49

.\ 1 J

Table 3: Zonal Distribution of School Types Sampled According to Sex

PEA I All / All ales

Instrument for Data Collection

L

Validation of the Instrument

Reliability of the Instrument

The Cronbach's alpha was usccl LO determine the reliability. It

.l

after prelimina~y auscssnlclli ;li-c s l l o w ~ ~ in appcnciix 11 and 111

respectively. Summary of I llc Jrtc t or lo;itlil~gs ;IS r t w a l r d by the c

preliminary assessment is shown i n appendix IV.

"I

Administration of Instrument.

opinion atliludc scale.

Scoring

Aftcr the administrntion of ins t rument , the responses of the

scores wctc dc:turmincrl. Thc rot ing scalc options arc: strongly like,

like, rl is l i lcc , stronj:ly cl is l i lcr- . Thc rmponse options are assigned

values as:

Strongly l i lcc '1

Like 3

Method of Data Analysis

was used in answering hypothesis 2 and the Turkey comparison

procccture to find the source o f varkitioln

Chapter Four

ANALYSIS OF DATA

and r l ~ c hypothesis. A bl - ic* l ' dcscriptiun of the data presentation in

each case is made. Additional information pertinent to the study is

Research Question One

What is the face valiclitv of the items in the

To xnswrer this quc.stion the 50 i tems in the preliminary

instrumon1 were given to authorit ies in Economics a n d r\lIeasurement

and Evaluation from University o f Nigcrict, Nsuklta, Federal

- tJ

.E C

N

-

Y

hl

.-

0

3

?

C

ti' -

-

.

..i 14 I -- -

..72 1 4 i

.243

[A1<031 i VAIIU32

vAi ~:33-

t VA12034

. - . ~

V A N 0 3 5 , C --

. -

- -

- -

VAIIU? I

--

I

-- I r-

VA11047 / 2 .0 14 E-0%

Extraction Method: Princip:~l Axis F a c l o r i n ~ . Rotation Method: Vurirnax wi th l i ;~ lncr N ~ r r m u l i z a l i o n .

, a I?oli11 ion ( Y I I - I V ~ ~ ~ ; ~ ~ in 1 . 1 i!t.1.:11 I I I I I S .

'l'lle result in table 1 above rever~led that the factor analysis of

loaded in each factor. V;~r i ;~ l ) lcbs th:rt did tlot load on any factor itnd .,

those that are factorial complex urc.rr: tiropped. ,411 the factors were

acceptcd as valid. Agairl the cxa~niilatiol~ ol' the variables includnd in

each factor suggested the following titles:

File tor 1 Strategies.

Factor 3 Conccpl application.

Factor 4 Social act.ivities.

Table$.: Factor Loadings for the 32 items on the valid factors

- - -. - - ltcm loading m & r n u n a l i t y - .- -- - -- - . . - -

-5'2 1 1 .200

I I . Factor- .- -. - - -- -

economics interest inventory containing thc five fiictors of 32 items to

a larger p'opulation of 400 s t~ l t lcn ts . l 'llc\ scores o f thc stuclcnts wcrc

analyscd using tllc SI'SS co~llyutcl- pr-ogrcllilitlc. 'l'hc result is as

shown in tr?l~lc 3 bclow.

Table 6: The Reliability Coefficient of EII

Table 7: Mean and standard deviation influence of gender on the economics interest inventory. ,

I Strategies. / 3.366 ] 27.08 / 3.05 t

/ Motivation. 1 15.67

The data andysis as shown in table 4 above reveals that there

is vari:tnw lx~turccn t h r s ni:11t, :lnd f( . rn ;~lv st tltltxnt s This ilnplics f hat

the students' intcrest on economics is rclntcd to scx (See Appcndix

F) .

Total 400 L

Tableg : Mean a"nd standard deviation responses of students in mixed, boys and girls schools

~ a b l e g : Table of t-test Values

variancc assumed.

Equal variance not

Factor 2. Equal

variance assumed.

Equal variance no't

Factcr 3 . Equal

Equ:tl v:lt-i:iric,c! not

variances assumccl'.

Equal variances

assumed significance (2 tni\rd) is highur. than thc 0.05 probability

interest of the students (P>0.05).

of the students.

Table10 : ANOVA Table

-- Fact 0 1 . 1

- Factor 2

P - . . . . - . Factor 3

- -- Factor- 4

Factor

TOTAL

Between

groups.

Within

groups.

TOTAL '

Be tcireen

groups.

Within

groups.

The above table reveals that the F-un lcu l~~cc l iln all the factor-~

type has no signil'icact cllkcl or1 1I1r stucl t *~ l ls ' illtur-csL in cconumics

(See Appeqdix H) .

Summary of Findings

The main findings of thct study rcvcal the t'ollowing: L

1. The economics interest inventory developed by the researcher

has a high validity and this is cxpl:lined by fivc. factors. After the . .

factor analysis of the responses of thc s t ~ l d c , n t s o n thc. S O items, 18

following cousl~-ucts:

2. Use ( ~ f skil ls .

3. Applica t.iun ol' conccpls

4. Team activities.

2. Thc: 32 itcms has :I substanli;~l high consisluricy, w t ~ i c h reveals

that thc mstrunlent is a reliable onc.

3. Gender has a significant influence on the EII.

4. That the school type has no significant effect on the EII.

Chapter Five

DISCUSSION, CONCLUSION, IMPLICATIONS,

RECOMMENDATIONS, LIMITATIONS AND SUMMARY

In this c l l : ~ ~ ~ l i ~ , l l ~ c rc*sc~lts 01 Ill(: s t u d y I~ascd 011 lllc data.

prescntcd LJIX clisc:i~ssc.cl : P I L C L C O I ~ C ~ L I S I ~ I ~ S L X L S C C ~ 0 1 1 Lllclli arc drawn.

The summary of the entire study is also presented.

In general the discussion in this chapter are presentccl under

the following headings:

The face and construct v;ilidity of thc EII.

Thc rc1iabilily 11w Kll .

The sex-related findings, . Thc school-relnfcd findings.

Usability of the instrument.

Conclusion.

Educatiund implications.

Recommendations

Liniitations uf the S ~ L I C ~ ~ .

S ~ ~ ( y y r s t ioi~s for I . ~ ~ r l l i ( ~ r sl \ I ( ! \ * , .

S C ~ 1 1 1 1 1 I ] \ ( I i l i r a > , I ~ ! l i '

The validity of the economics interest inventory.

According to Aikcn (1979) validity o f a trst is thc extent to

different typcs o l val i c l i t y .

4. Construct validity.

Face validity is thc extent t o \frhich a fest wpresents what has

been qxeificcl. I t o r - s ( 1 ( 0 ) i is :I c : r ~ l t I( : ~nc t l lotl 01'

useful in thc validation of criterion-rcxfc.runc.e test, projects, teacher-

made tests and nun-testing instruments. Aikcn (1979) it is an

important consideration in marketing a test.

In this study, the 50 preliminary items of the instrument were

given to authorities in economics and measurement and evaluation,

from the University of Nigeria, Nsukka, Fcdernl Polytcchnics, Oko'

and Girls Secondary School, I g l ~ o u k n ~ u for face va1id:ition. According

classification of the items. This was cionc using thc factor analysis

and it yielded five factors of 32 items (Appenclix A) .

According to Aiken (1979) f'actor analysis is a statistical

factors, ! \ I [ . I I I I I I I ~ > ~ . I . ( 1 1 ' I - ; I I . I o I : ; I ) t , i 1 1 ! 1 . ' ; ~ r i ; ~ l l ~ ' t . I ~ I ; I I I 0 1 1 . I ~ ~ I I I I I N ' ~ . o f r,

The reliability of the El1

111 classical test theory accordirlg to Mcrcdith D, Gall Joyce

present in the scurcs yic1cIuc-l by the tcst. Thc r-cliahility cocfficicnt

varies between values of .00 and 1.00 with 1.00 indicating perfect

reliability of the test scores aild .00 illdicnting no reliability.

In this study, the reliability coefficient of the EII was calculated

as 0.82. This implies tha t 82°/;~ of the variance on the EII are

a t i r i h ~ i r d 1 0 t I - I I ( > ~ ; I I . ~ : I I I ( . ( ~ ( ) I \ ( * I L I : ~ \ , : I I - ! ] , I I ( * 1 1 1 ~ 1 1 1 I \ ( , !(;I1 \ \ ? i t 1 1 : I

reliability cuclfficirnt 01 .82 is or high qu:ility, sin(.(. r = 8 2 is near to

perfect rclinbilily ( A p p c ~ l c l i s I < ) .

Sex-Related Findings

classroom are charactcrisud by scs :;egi-r~g:i t ion . W i ti1 L his ill mind the c

researcher decided to find out i f sex is a factor in ctctc~rrnining the

4.6 and the. t ; ~ l , l r ~ i t . l r l i c . : ~ l ( . 1 l i l ~ t sc8s is :IS ; I f ; ~ c . l o ~ . t l o c % s infli1c.11~-c.

scorcs for thr indiviclual itcrns fo r - rn:rlr and k~na le rrspnnrlrnts.

'I'lw tust of sig!~il'iclu~icc L L S ~ I ~ ~ 11 1-test LLS S ~ ~ O W I ~ i l l t;iIjI~ 4 illso

shows that the calculated t-value of .2410 is significant at 0.016

in comparison with that oi' others, Marquis (1987). In this research,

students meat1 scu-c.s in diffr:r-r.nl s ~ ~ l ~ u t > l s clil'fvr- s i~g iT i~ . an t ly .

deviation of 1 1.04 and finally the mixed schools with the mcan scores

of 101.21 with thc. sl:md;l~-cl d ( b v i ; ~ t i o ~ ~ 01' .8.50. ; I c,loscr look a t the

mean responses 011 c x h indivictt1;ll schools o n i ~ ~ t l i v i c l ~ i a l itclns I-cvcd

that in all thc items thul-u is remal-Itable diff(xrcncc i n thc mean

responses of the students. Tllc. same. applies n'ith thcir standard

deviation scores,

Thc! test of significnncc t~sing. :I one-way analysis of variance

This shows that there are no significant differences in thc students'

difference with a calcu1ated f-value of 3.047 a t a significance of .049

which is lrss t h i ~ n t h o pi-olx\!~ility SCOI-C- of 0.05.

To find 1ho sour(:(? 01' v:lrianc-c., t hc Turk(.\/ rnultiplc comparison

procedure was used as show11 i n Appencllx I . This reveals the

significance. level to hc 0.061 and camc fr-om thu mixccf srhool only.

that the respondents do not intorac-t \v i th 0 1 1 ~ . :~nothc'r ;IS t o cliscuss

the items or share their views,. as this wiIl in l l~wncc their responses L

and the scores.

In rcspcct of timing, 1 1 1 ~ shor t r s t tili~r ~ l s c ~ l I,y ;I s t ~ ~ d c n t in .

responding to thc itcrns is two minutc.s whilt. thr . Iongcst titnc is thrcc

I f t hu respondents nr-I: students, thcy nave: to lx.: : ~ s u r c d that

that it should bc trcatcct confide~itially. 'I'llis is to avuicl 1'akillg.

The following conclusion c0111d bc drawn h i ~ s t ~ l on the results of

this study:

1. A n eoorlomics interest inventory with unique Nigeria

backgruur~d lncts been clcvclopcd a~ld prclilninar-y val ida ted .

During thu factor amllys is , 18 itc-ms that w h r c factorial

complcx wcrc: clroppcd and thc rerriaining 32 itcrns yielded

discovered that sex has a signii'icnni influcncc on students ' C

interest in cconornics.

Educational Implications

This ecorwmics intorcst invcntorj. h ; ~ s ;I numl>c.~- o f educational

irnplicatirjns and they artx discussid i1mclt.r r h c ~ fullowing h v ~ ~ d i n g s :

continuous assessment prograrnmc, g~iidai~cc am1 c o ~ i ~ s ~ l l i n g , the

ecnnomi(-s t ( ~ : ~ ( . l l i n j : :11-,r1 111(. I 1 ( 1 ( ~ 1 1 1 ,;

The new 6-3-3-4 - cdui:a .ic)rl:~l systems emphasize the

comprehensive sissessment of stuclen ts' performance in the cognitive

psychomotor and affective domains of educational attainr

will ncrw be used to solve the problems that usually race Lrlc

administrators on how best to measure the affective c

In guidance and counselling, the EII w

background, high reliability and. validity will b t vl lllULLl U3C

cxpc:ci:~l ly whcn fhce to face interview may inhibit certain respoliiic:;. I -

The guidance counsellors will 6nci i t very useful in evaluating -

students' interest in economics ar? d diqgnosi: their problems and be

al-~it. to guide them in their subject choices. '

!n teaching economics, the cwi~omics interest inventories will

i~ , I r r ~ v 1 1 : ; t ~ 1 ( 1 1 . 1 1 f ~ ; \\-rt:~k nr-r:l?. nl nrcb;is nf \7c-ry low intri-c-:;l. 'r!i~:; -

to innprove interest. An

plan his t cal shing 1:echniqucs and straterlies

interest 1)rcrfile car, also 1 I

interest b:,? I tsing the inventury uvcr ii pcr lud

On the students' n

part, it will help them in maki:

cl~oicc, 2 s they will choose those s i~ i~jec is ii; which they are highly

in1 rrested.

Recommendations

T11c rcscarchtx- nl:r$cs tht: fc'c,ll[wi 116 rrromnicvwlnt ions hnscd on

the following findings:

I . The economics interest invcntclry should be adopted in whole

in the 'continuous ns-;r-ss~nrnt of st'udcnf s' :~rfcctivc

bchaviour in cconumicu. 'I'l-11s is important now as the

teachers' affective evduat icrr.s of the students' behaviour is -

incorporated in the final cct tification of stuclcnts.

Economics teachers shou lcl use the economics interest

inventory to survey areas of students' low

ecoriomics so as to plan hmv to improve stud

Government should provide money for.

develop, validate and provide standardized .,,,,, ,,,,,,,,, -,,

intcrnal assessment in a11 sr.lQjecte.

Tcachcrs should be - g i v a training in the development,

va1idalion;administering m,d scoring of affective instrument.

At the state level, there is c : i c r : r d 'that the EII should be used

from t.ime to time io obtain a profilc of strAnntn' :ncn-n-+ ;-

economics. From . these profiles, area:

Li.mitations of the Study . .

This study suffered some limi taliions.

The schools used were not 1-andcunly selected &-,the factor

that most school as result of the prolonged strike which

201'1 to 9092 session did no[ have students in SSIII; again

'I'hr~ t-esv;~rt.hrr also Sinrl o ~ l t that in sornc schools, there are

no economics tcaclm-s l o give ~ n e srucienrs a true

responses.

Suggestions for Further Study

The: f~!!ol,ving areas have beell 1-1:-vealed by this work for

a. Further developrne~lt.. wdidation and standardization of

the E!I in a wider area c nd sample.

I . Development ,and va lid-3tion of interest inventories in

other school subjects.

c. Investigating the pr7:wnt study in otl her zones an . .

siates of the country.

d. investigating the ptrsen t studying the p~

e. Investigating the prese~lting study for special groups

f . A review of the item el' the EII with time bassaae to L

ensure that th'e items rcmain correct and v

St~rnma~y of the entire Work

In this study, an economics in.1 erest inventow ,,,,,,,,,

u , ' 15: an instrumentation researt:h design. The

To find t l ~ c validity, the 50 i1.clns were given 1

J3:onomics and Measurement and EvaTuation from University of

interest except in factor fi1.w.

I

7. The sources or' the varimc:~ in factor five using Turkey

comparison procedure are from boys' schools.

H. - 'rhc Ell shaws a high psycho xetric simplicity and usability.

Conclusions were made from the findings. The educational ( .

irnl>?ic;l tions of ttirsc fifinrlin~s WC'W p r lint crl mil and rrcntnrnctnda tions

based on Lhem were ri~ude. Sugg[stions lur further study were

highlighted - . and the major to this study were also pointed

- Ailten, I.,. R. (1931). PsychologicaI tcstinq a n assessment USA, Alyn

:ind Bacon Inc.

!, , il:o, U. U. ( 1390). Developrncn l and ' Preliminary validation of I'hvsics Interest Inventory. Unpublishec! M.Ed Thesis, 1-1 nivcrsity of Nigeria, Nsulck 1.

I : . ~ l ; ; l r - c . , C:.(;.M. Vor:rtinn;tl I r l k r r sl lnvrmior-y (VII) I3ooklct Nigc!ri;in Psyc hnllogical Research Prod uc-l:io n.

Rloom, B. S. (ed) (1956). Taxonomy of Educational Objectives. I-landbook I: Cognitive Donx~in, New York, David Mckay Co. Inc.

C'l-un bnch, I . J. ( 1963). 'Course 1 mprovelilen t 'Through Evaluation of Tcachct-s CoIlcgc Rucords. 6'2,072-683

~- ' r -~mI .wl l , L. J. (1970). Essentials of Psychological 2'es.ting (rjra ed.) N e w York, I-iarper & Row.

Federal Ministry of Educati~li (l1,70). Handbook on Continuous Assessnlent Lagos, FME Pres;s,

( i 11 ilfr)rrl, .I. P. (1959). Personality, U::A. McCi1.a~ I-lill BooI: Company.

Guilford, 2. 1 (1954). Psychometric Methods. New York. McGraw Hill Pook Coy.

I-la-bor-Peters, V.F.A. (1999). Notev.~orthy Points on Measurements and Evaluation, Eriugu, SNAAFp Press Ltd.

I\:: 11-1) C. Garrison (1965). Psych:>logy of Adolescence. New Jersey, - P~-c$nl i c 8 c - I I;111 I~ic . r(',n~lcwooc Vlif lk .

Kuder, <'I. F. (1977). Preference Record and Interest Survey in Aiken ( !079)

L -

I<udcr, G. P. (l99=77). Activity Int err st arid Occupational Choice.

, i . r I 17;.::. W Pinkey (1985). New counsel lo^:^ and Personal Interest in t 1 lc Task of Cat-cer Cou n ~ d i n g . ,Journal of Counsellin~: rlsvr.llt)logist lQ86. Vo!. 32. 1'40. 1. 451-467.

Plt~rc.dith, D: Gall., Joyce, D. Gn tl (2003). Eclucational Research. An Introduction ( 7 t h ed). New YcrrE! [USA) Pearson Educ. Inc.

? .1 (+ I I r.cms, W. A. (B Lehmnn, I . , I . ( I W8). Mws~.t~- t~r~icnt and Fhmluation i l l Education and Psychology. New York. I-larcourt 13race Collegc. F1ublishcrs,

ha1 ional Policy on Education (19e 1).

Ol~ilta, G . A . (1990). Teachers Perceplion of Strategies in he 'Teaching rhf Economics in Secondary Sch 101s. Unpublished Degree ,-• I neais, University of fiigeria, Nrukka.

8 ,

1 C.C.S. (1 990). Senior Sec~mrla j ~c&mmics (3rd ed) Onitsha , ic.!. ?l I blishers.

I

r ' , I lic.nli, S . A. (1990). The Vocal icl! ~ a l Intercst Patterns of Selected '-;~~i.onrla~..t. Srl-~onls in Ida an O ~ u . Unpublished M.Ed Thesis.

I , ,J. C. K., Mopkins, . D. (1972). Eclucational and 13s~~cllological .Mc,zsuremen~. and Emluation. New Jersey, !)rc.nti&. I-lnll Eriglcwood IW2.

Supper, D. E. (3960). Iniercsls. Encyclopaeclia of Educationai Rcsc qrch. F. Harris Ed. New Vork Mactnillian

PRACTIC UM DEVELOPMENT AND FACTORIAL VALIDATII

ECONOMICS INTEREST PI3E-TEST AND POS'

QUESTIONNAIRE

'PI-ic items below are made to find :~ul . your degree

t o,.v; 1 1 - r l s activity or your invalvcrnc~nl in activity) .,. ,,,,,,,,.,,, ,, ,.

t l ~ 1 !I- v,!ould like to do any of tho aclivitic

The true points are expressed as lo!lows

. - - ---- 3. ' 1 iilic asking qucstk~ns during

i economics lessons. 4 - - - - - - - 1 I like attending economics : I

I

1 during economics lessons ! i

I ! .

1 economics issues.

addition of figures.

in economics. - - - - - ---. - - -- -- -

I ! likc debating topics on e8:l

methods of financing

-- - +rlikzrawing C O S ~ curves. I

-- - --- ' I 1 . [I like atlcnding talks ilrfiilnised by I

intrliectuals on econornicq: Iipics. i

I , I ! l ~ l l ~ I l l l ~ ~ ~ ~ .

i - . - I - - - -- . -_ ,

. 7 .

I I like carrying out projects on

economics.

- - I like ' guiding peopl~: to 1ca1-0

c.c:onnmics.

- - - - - - - - - - - -- .- -- . - - . - - . - - . - . .

I . ( I like joining economics society. I

- - - - - - - - . . -- . . - - - -- - - - -- - -- - -. - - - I l i i \ t r plot t lrig I~;RIPIIS i r l - ~ c ol~omics.

-. . -

L like reading textbooks on economics.

- -- I like rending about fx lu r : ; al'fcctillg

demands and supply.

I like solving linear eqwitions

------ - j x - m k z studying measures of cent- I I I I ( tendency in economics.

L - - - - - - - -... - \ ( 20. 1 like studying hok burl 1.0 :icil things.

i ----- -- -- - I like studying on the %,:st way to

produce and dist-ribute u.e;.l'.th. I i / - -. -------I I__-.__ -_ 1 2 1 . 1 lika talking down n(ll es during

I f--

.- .-. --- - -

i.1. I like teaching others ect

-- ._II_--I__-- - - - --- I like writing advert iscrnents on

. ,

economics magazines. - .- - - - . - - I like inspecting t h e vvr-1-r of other

students. 8,

rcot-!nrnir:; Icssons.

- - - - - - - - -- - - I like listing items in ::I scale of 1 preferences.

-------- - --.-

I like visiting the rn;~rkel to verify

facts.

-. - I like partixpating' in-.group discussion

on priva tixn tion. I - - - --- --

i like answering quwt io~~s during

economics Imsons. - -- - - -- - -- i like using graphs for my ~! :~d ies . I-

- - - - - I like reading the ~opulation theory. -

,

I iilcc going on

- - -- - . - - - - -- - ----- T like applying

in mv daily activity

L . . . - -2-

Extraction Method: Pr1nc;i pal Axis

Rotated Factor ~ a t r i x a

I 1 . - -. . -

Extraction M e t - I

.od: Principal Axis Factoring. Rotntion Method: Varimax n-it.1 I Kaiser Norrnl.ilimtinn. 2 1 . Rotation converged jn 14 iler~itions.

1- i Factor -- - -- - --- Strategies

-- - -- iiike buiiding u p model i ti I he16

- I like discussing on tht: various

mct hod s of financing c::o t-iomics

-- ------- I like organizing nther st I ~dents

I - i r i economics play.

, - - - -- -- I ? . I I like I-eatling a h ~t facts

I I

I Factor 1 Practical activities

;--j . - - - - - . - - A

-. I

I Like attcndiag talks ,~r;.!anized

- - -- . - .

p e - P i k e participating in fieldwork. -- 11 like inspecting

the work of

p F a c _ t o r p t application

. / I like adding u p figures in

- - 1 - - ...

2. 1 1 like applying t lit. c . o l ~ c ~ p t of'

I ' cost in my ~ L ~ I . C ~ I : ~ S U

- - - - . . - . . . . . . - - I, I like attending cconornics I I I lessons. 1 - - J

-- -- - I liltc L:lking c~x:inii11;1tio11 i l l

' economics.

i I like staying in the class during

I

I

-- -.

Factor i 4 1.

4 I like writing advertisements on

-- - - - - -- > A -. - - - - - - - - . . -- - 5. I like visiting the market to verify I--

I I facts.

- - . .

I lilic going un o x c ~ ~ r s i o n to

1 industries.

1 choite in my daily : ~ c t i v i t ~ . .

-- - . %,

I like participating ir l discussion

O I I I I I I ' I . I I IOI I~ , ,

Factors

I like guiding people to lcarn

/ I like studying measures of

N o f G a s e s = 440.0

Alpha = .483O

APPENDIX F

- Obika/SPSSjtJob Cr-eateci 10-0b-04 Summarize

Case Processing Summary

Pcrcen t

100.0%

- - -- - - - 100.0%

- - - .

1 ( ) O . ( P ; ,

Percent N I-- -- I Factor 1 1 400

-- -

Factor 2

APPENDIX F (contd.)

sr~l. I N 3 l l ~ ; l l l :<[(I. I )(.\,. N klt,;ill 51~1. I )cy. N M e a n Std.

I(,, ,"I ., 8 2 ,OP , i135

1 1 : l i t 1 ' ) 1 . ) L . ' / 0 3 . 5

X .! 15.9LbS L.:iO?~L.7

82 1 5.0208 2,50?2.!?

20.5 1 l ) , l>!jS!i .! , -? X 1 .i : >

.'I > : a

lO . (1f ,H5 2 . L H 1 7 l i

I . ' : 15,0./4x .' :,Oo,Y I

d!-/'-l'

I ( l . f lX'Ji>

-. . M;ili,

L Total

1:emalc

' 1 4 1 1 , , l

, . -

N M r . u ~ Srtl. I h . v . N M r i i n Slrl. I k v . ! I MVilll

Sltl. I )('V. N kl<~illl

APPENDIX G

Ohika/SPSS/,Jol> Crcatc.tl 10-Oh-04 C

Independent Samples Test

I- - - -

t-test for Ecplality o f Mcans

Equal variances assumed Equal variances not :1::':1 1 1 1 1 ~ ' ( 1

-- Kq~1:d v : i r i : \ ~ ~ ( . ( . : ; : ~ s s ~ l r n y d Ecy ucd -. -

Factor 2

School Typc ANOVR

- - -. .

Factor 4

Factor 5

' I ' IJI~II

. -

L3ctwcct-1 Ciroups

Within Groups

'rot:11

- - - - . - - . - . . Belwccn Groups

Within Groups

frOl;ll

3

Post Hoc Tests

APPENDIX ;

APPENDIX :

FACTOR 1

i i o

FACTOR

b. The group sizes ac unequal: The harmonic mean of the group sizes is usctl. 'l'ypc 1-error levcls are not guaranteed.

. C, FACTOR 5

s u I>sc t 1'01.

P

1 1 . : I 1 0 I . 1

I .284 Means for g E ~ ~ p s in homogeneous subsets are displayed.

a. Uses I-Iarmonic Mc:in Samplc Size = 1 15.729. b. The group sizes ac unecpal . Thc harmonic mean

of the group sizes is ~lsetl. Typc 1 -error levels are not guaranteed.

. + FACTOR 3

Tu rkcy F-I S D:I I )

o r - -

FACTOR 4

School Type

-- - Subset for '7

Mculls lor groups in hornogcntwus subsc:ts arc displayed. a. -Uses Harmonic Moan Sample Size = 115.729. 11. The group sizes ae uucclual. Thc harmonic' rncan

of thc group sizcs is used. 'i'ypc I c.rrors levels are not guaranteed.