EFFECTS OF DIALOGIC METHOD OF TEACHING ON STUDENTS’ ACHIEVEMENT IN MARKETING IN COLLEGES OF EDUCATION IN DELTA STATENIGERIA
Abstract
The study was carried out to ascertain the effects of dialogic method of teaching on students’ achievement in marketing in colleges of education in Delta State. Three research questions and three null hypotheses guided the study. The study adopted quasi-experimental design. The population for the study was 498 NCE II students offering marketing in the four colleges of education in Delta State. The
sample size for the study was 106 NCE II students from two randomly sampled colleges of education in Delta State. The instrument for data collection was a 60-item multiple choice Marketing Achievement Test (MAT). The instrument was validated by three experts while Kuder Richardson 21 (KR-21) was used to ascertain the reliability of the instrument which yielded a coefficient of 0.77. Pretest and post-test scores of the students both in experimental and control groups were taken which represented the data used for the study. The data collected were analyzed using mean and standard deviation to answer the research questions while Analysis of Covariance (ANCOVA) was used for testing the hypothesis at 0.05 level of significance. The study found that students taught marketing with dialogic instructional strategy had significantly higher mean achievement scores than the students in the control group that were taught with conventional lecture method. In addition, the study found that gender of the students had no significant (p < 0.05) interaction effects with the treatments. Based on the findings, the study among others recommended that dialogic instructional method should be incorporated into the curriculum of business education for pre-service teachers of business education in order to popularize its use among teachers and lecturers.
Keywords: Dialogic, conventional method, marketing, colleges of education, achievement, gender.
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