Investigation into Learning Attitudes Among Intermediate Economics Students in Oyo Educational Zone

Abstract

This study delved into learning attitudes among intermediate economics students in senior secondary schools in Oyo educational zone via psychological constructs of cognitive skills, affection for learning, attached value, efforts, and difficulties in learning. While age and gender served as moderator variables. The composite contributions of cognitive skills and affection for learning, attached value and effort, and interest and difficulties in learning served as predictors for learning attitude. Moreover, the composite contributions and influence of variables and their relation to learning attitude, as well as the influence of gender and age, were explored. A survey research study with the use of an adapted ESLAS questionnaire was administered to 355 respondents, and the data was analyzed with descriptive (mean and standard deviation) and inferential (t-test and analysis of variance (ANOVA)) statistics. The results showed a significant influence of gender, while age was not statistically significant on learning attitude. The composite contributions of cognitive skills and affection; attached value and efforts; and interest and difficulties in learning as predictors of learning attitude were significant among intermediate economics students. In conclusion, the prediction of learning attitude implies that there is a great need for students to be proactive in learning, as this would improve their cognitive skills, affection, attached value, efforts, and interest in learning while reducing difficulties and challenges to the barest minimum.