Effect of 21st Century Innovative Learning Strategy on Economics Students’ Performance in Ilorin Metropolis

Abstrak

The 21^st century has brought about a remarkable transformation in how learning is approached, with innovative strategies revolutionizing the education sector. In Economics education, the conventional teaching method has evolved to incorporate technology-enhanced pedagogy, collaborative learning, and project-based evaluations. Nevertheless, the researchers in the 21st century continue to investigate and debate the effectiveness of innovative teaching methods on students' economic performance. The research employed a pre-test, post-test, and control group quasi-experimental design. The population comprised 47,296 Economics students enrolled in 106 Senior Secondary Schools within Ilorin. The study focused on Senior Secondary School Two (SS2) Economics students in Ilorin Metropolis, with a target population of 16,444 students. A sample of 114 SS2 Economics students from two intact classes was selected for the study. The Economics Performance Test (EPT) served as the data collection instrument. To test the research hypotheses, Analysis of Covariance (ANCOVA) was employed at a 0.05 significance level. The finding revealed that there was significant effect of Team-Pair-Solo strategy on students’ performance in Economics, F _{(1, 113)} = 39.579 (0.000), p< 0.05. The significant was in favour of TPS strategy than convention method with mean score of 35.8361 and 28.3019 respectively. The result also showed that Team-Pair-Solo strategy significantly improved students’ retention in Economics (F _{(1, 111) =} 8.264 (0.005), p<0.05 and mean scores was in favour of TPS than CTM 35.9261 and 28.0061 respectively. This study's results reveal that the Team-Pair-Solo (TPS) approach yields significantly better outcomes in Economics performance among secondary school students compared to traditional methods. Based on these findings, educational stakeholders in the 21st century are encouraged to recognize the effectiveness of TPS as an innovative pedagogical strategy worthy of consideration and implementation.