Comparative Effect of Role Play and Expository Teaching Methods on the Academic Performance of Business Studies Students in Public Secondary Schools in Akwa Ibom North West Senatorial District

Abstract

This study investigated the comparative effect of role play and expository teaching methods on the academic performance of Business Studies students in public secondary schools in Akwa Ibom North West Senatorial District. The need to improve student engagement and learning outcomes in Business Studies prompted this research, considering the often passive nature of traditional instructional methods. A quasi-experimental research design was adopted, involving two groups of Junior Secondary School (JSS) students: one taught using role play and the other expository method. A validated Business Studies Achievement Test (BSAT) was administered as both pre-test and post-test to measure students' academic performance. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings revealed that students exposed to role play demonstrated significantly higher academic performance compared to those taught using the expository method. The study concludes that role play which is student-centered approaches enhance comprehension, retention, and practical application of Business Studies concepts more effectively than traditional expository methods. It recommends that Business Studies teachers integrate role play and other kinesthetic strategies into their instructional practices to foster active learning and improve academic outcomes. Educational policymakers are also encouraged to provide training and resources that support innovative teaching methods in public secondary schools