Thesis Abstract

Abstract
This study aimed to investigate the effect of cooperative production of learning resources on students' academic achievement and motivation in economics at senior secondary schools in Enugu East Local Government Area, Enugu State. The research employed a mixed-method approach, combining both quantitative and qualitative data collection methods. The study sample consisted of 200 senior secondary school students and 10 economics teachers who participated in the cooperative production of learning resources over a period of 12 weeks. The quantitative data were collected through pre-test and post-test scores to measure students' academic achievement, while motivation levels were assessed using a motivation questionnaire. The qualitative data were gathered through focus group discussions with students and teachers to explore their perceptions of the cooperative production process and its impact on learning outcomes. The results of the study indicated a significant improvement in students' academic achievement following the implementation of cooperative production of learning resources. The post-test scores were higher than the pre-test scores, indicating a positive effect on academic performance. Additionally, the qualitative findings revealed that students and teachers found the cooperative production process engaging and beneficial, leading to increased motivation and interest in learning economics. Furthermore, the study identified several factors that contributed to the success of cooperative production in enhancing students' academic achievement and motivation. These factors included increased collaboration among students, active engagement in the learning process, and the creation of a supportive learning environment. Teachers also reported a positive shift in students' attitudes towards learning economics, citing improved participation and enthusiasm in class activities. In conclusion, the findings of this study suggest that cooperative production of learning resources has a positive impact on students' academic achievement and motivation in economics at senior secondary schools in Enugu East Local Government Area, Enugu State. The collaborative approach to resource production not only enhances students' understanding of economic concepts but also fosters a conducive learning environment that promotes motivation and engagement. Further research is recommended to explore the long-term effects of cooperative production on students' learning outcomes and to investigate its applicability in other subject areas and educational settings.

Thesis Overview

This study is on the effect of cooperative production of learning resources on students’ academic achievement and motivation in economics at senior secondary school Enugu East L.G.A of Enugu state. To achieve the major purpose of the study, four research questions were posed and four null hypotheses were formulated. Quasi experimental design involving a pre-test-post-test non-equivalent group design was used for the study. The population for the study was one thousand nine hundred and twenty senior secondary one economics students. Economics Achievement Test (EAT), Economic Essay Test (EET) and Economics Learning Motivation Scale (ELMS) were used for data collection. Mean scores were used to answer the research questions, analysis of covariance was used to test the hypotheses. The findings among others include that students in cooperative production of learning resources group are motivated more than those that were not; that cooperative production of learning resources group achieve higher than those that were not. It was also found that male students achieve higher mean score than female students in economics when exposed to cooperative production of learning resources approach, and that there is no significant difference in the mean achievement scores of urban and rural students taught using cooperprative production learning resources approach. It was recommended among others that teachers should expose students to cooperative instructional strategy like the cooperative production of learning resources that promotes and encourages social interaction, active engagement in learning, self-motivation, discovery learning, learning by doing and learning by experience. Also recommended is that further studies be carried out in this area so as to establish further the benefits or otherwise of the cooperative production of learning resources approach. Lastly, trainings and capacity building programmes is recommended for economics teachers so as to equip themselves with the necessary cooperative teaching skills for the overall improvement of the educational system.