Aspectos positivos y negativos de la programación televisiva y de publicidad

Commerce

Table 4.5a shows the F-value for the interaction effect of continuous assessment modes, teacher-student relationship and students‘ Commerce self-efficacy on students, 2.242 which was not significant at 0.05, (p > 0.05). This implies that there was no significant interaction effect of continuous assessment modes, teacher-student relationship and Commerce self-efficacy on students‘ achievement in Commerce. The partial Eta squared estimated was 0.417. This implies that teacher-student relationship and Commerce self-efficacy accounted for 41.7 percent of the variance observed in the post- test achievement test in Commerce.

The results of this study uncovered that there was no significant interaction effect of treatment (continuous assessment modes), teacher-student relationship and Commerce self efficacy on students‘ achievement in Commerce. This means that the three variables interacting together do not have any significant effect on academic achievement in Commerce. This implies that continuous assessment, teacher-student relationship and Commerce self-efficacy contribute far less to students‘ academic achievement in Commerce.

Table 4.8a Effects of continuous assessment modes, teacher-student relationship and Commerce self-efficacy on students’ attitude to Commerce ______________________________________________________________________

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Source Type III Sum df Mean Square F Sig.

Partial of Square Eta Squared

______________________________________________________________________

Corrected Model 54182.842 31 1747.834 31.673 .000 .715 Intercept 39980.691 1 39980.691 724.493 .000 .649 Pre-test attiscore 185.487 1 185.487 3.361 .068 .009 Treatment 10256.873 6 1709.479 30.978 .000** .322 Tea-stu relationship 5399.594 2 2699.797 48.923 .000** .200 Com. Self-efficacy 5152.661 2 2576.331 46.686 .000** .193 Treatment * tea-stu 1078.205 7 154.029 2.791 .008* .048 Treat *ComSelf-effic 927.298 7 132.471 2.401 .020* .041 Tea-stu * Com Selfeff 1611.424 1 1611.424 29.201 .000** .069 Treatment * tea-stu *

Com Self efficacy: 176.424 3 58.808 1.066 .364^NS .008 Error 21577.077 782 55.184

Total 2834402.000 846 Corrected Total 75759.920 845

______________________________________________________________________

R Squared = .715 (Adjusted R Squared = .693)

** = Significant at 0.01, * = Significant at 0.05, NS = Not significant

Table 4.8a shows the F-value for the treatment (continuous assessment modes), 30.978 which was significant at 0.05, (p < 0.05). Since P – value of the F-ratio was significant, it means that the hypothesis on the main effect of continuous assessment modes on students‘ attitude to learning Commerce was rejected. This implies that there is a significant main effect of continuous assessment modes on students‘ attitude to learning Commerce. The adjusted R square value of .693 indicates that the independent variables accounted for 69% of the variation in the students‘ attitude to learning Commerce. The partial eta square estimated was 0.322. This indicates that continuous assessment modes

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accounted for 32.2 percent of the variance observed in the post-test attitude test in Commerce.

Table 4.8b: Scheffe post-hoc means for groups in homogeneous subset by treatment Subset

Treatment N 1 2 3 4 Home-based CA mode

without FaR 113 50.4

Conventional Asses 129 65.10

Classroom-based with FaR 142 74.00 74.00 Classroom and out-of-class

based without FaR 107 77.70 77.70 Classroom-based without

FaR 118 78.80 78.80 Classroom and out-of-class based

with FaR 109 84.70

Out-of-class based with FaR 128 89.9 Sig. 1.000 .221 .416 1.000

The Table above shows four levels of the subset. This shows that Home-based CA modes without feedback and remediation which stands alone is significantly different from others. Conventional Continuous assessment, Classroom-based CA modes with feedback and remediation, combined Classroom and out-of-class based continuous assessment modes without feedback and remediation, and Out-of-class based CA mode without feedback and remediation which are together, indicates that there is no signifcant difference among them. However, Classroom-based CA modes with feedback and remediation, combined Classroom and out-of-class based continuous assessment modes

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without feedback and remediation, Classroom-based CA mode without feedback and remediation, and combined Classroom and out-of-class based continuous assessment mode with feedback and remediation, are significantly different from Out-of-class based CA mode with feedback and remediation and that is the reason they are not together. In addition, Out-of-class based continuous assessment mode with feedback and remediation standing alone implies that it is significantly not the same with others.

Furthermore, the result unveiled that there exists a significant difference between mean scores of Out-of-class based CA mode with feedback and remediation ( = 89.9) and Conventional Continuous Assessment ( = 65.10). Also, there exist mean difference between Out-of-class based CA mode without feedback and remediation ( = 50.4) and Conventional Continuous Assessment ( = 65.10), Classroom-based CA mode with feedback and remediation ( = 74.00), combined Classroom and out-of-class based CA mode without feedback and remediation ( = 77.00) as well as Classroom based CA mode without feedback and remediation ( = 78.80). Fig. 4.2 presents graphical illustration of the findings on table 4.5b (ii)

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Fig. 4.9 Performance of the seven groups on the post-test in attitude scores

The plot in Fig. 4.9 shows that treatment group 3 [out-of-class based CA mode with feedback and remediation] is the best (89.9) followed by treatment group 5 [combined classroom and out-of-class based CA mode with feedback and remediation] (84.7), treatment group 6 [combined classroom and out-of-class based CA mode without feedback] (77.7), treatment group 2 [classroom based CA mode without feedback and remediation] (76.8), then treatment group 1 [ classroom based CA mode with feedback

Treatment

treatment6 treatment5

treatment4 treatment3

treatment2 treatment1

Control 90

80

70

60

50

77.7 84.7

50.4 89.9

76.8 74

65.1

Estimat ed mar gin al mean

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and remediation] (74), conventional continuous assessment (65.1) and treatment group 4 [out-of-class based CA mode without feedback and remediation] (50.4).

Discussion of findings

4.3.8 Main effect of continuous assessment modes on students’ attitude to Commerce

The findings revealed that there was significant main effect of continuous assessment modes on student attitude to learning Commerce. The students in treatment group 3 [out-of-class based continuous assessment with feedback and remediation] and treatment group 5 [combined classroom and out-of-class based continuous assessment with feedback and remediation] had the best performance in attitude towards learning Commerce. The findings is in tandem with Wong (1993) who carried out a study titled

―The relationship among Mathematics achievement, affective variables and home background‖ in which he used path analysis statistical tool; he found that Mathematics achievement was most closely related with attitudes towards Mathematics. In addition, the result is in support of Obaitan and Adeleke (2009), who discovered that cognitive entry characteristics have significant main effect on students‘ attitudes toward bearing in Mathematics. This positive improvement in the attitude of the students could be attributed to the regular conduct of CA modes which enabled the students to be regular as well as paying rapt attention during classroom interaction. Regular conduct of CA modes therefore, could engender improved students‘ attitude to learning Commerce as the students were able to interact with one another as well as possibly brainstorming among themselves. It also could be as a result of the fact that they were given immediate feedback and the subsequent remediation, thus helping them to beef up their confidence toward the subject. Feedback and remediation must have caused parents assist their wards to cultivate positive attitude towards learning Commerce and positive study. This trend definitely plays a role in improving the quality of education in any clime.