Fifteenth International Conference on Interdisciplinary Social Sciences

Abstract

The purpose of the study is to experimentally determine the comparative effect of Google classroom and YouTube videos on Economics Education students academic achievement in Oyo State Colleges of Education. Four research questions and four hypotheses guided the study. The study uses quasi-experimental research design. The population for the study was 265 (2019/2020 session) national certificate of education 1 (NCE1) students in all the three colleges of education in Oyo State, Nigeria. The sample size for the study was 65 (28 males and 37 females) students of economics education which was obtained through purposive sampling technique. The instrument for the study was Mathematics for Economics Achievement Test which was adopted from Schaums outline series and comprehensive mathematics but well modified and covers nine topics in NCE1 Mathematics for Economics. The instrument was face and content validated by three experts. Using Kudar Richardson 20, the reliability coefficient of 0.86 was obtained. The study was conducted over nine weeks. Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05. The findings of the study show that Google classroom is more effective in teaching mathematics for economics than YouTube Videos. The finding further shows no significant difference in the performance of male and female students taught economics using Google classroom and YouTube videos. This study recommended the use of Google classroom and YouTube videos in all the colleges of education in Nigeria.