DIALOGIC TEACHING AND ITS EFFECT ON STUDENTS’ CREATIVE CONCEPTUALISATION OF CONSUMER PRODUCT IN DELTA STATE COLLEGES OF EDUCATION

Abstract

The aim of the study is to examine the effect of dialogic teaching (student-student and student teacher interactions) on students’ conceptualization of consumer product. It is observed that some consumer products do not failed after few months of market entry. This failure probably could be owing to the conventional teaching approach that is adequate enough to indulge creative and innovative tendencies in students. Thus, the study seeks to determine if experimental group performance statistically differs significantly from the control group.  The study adopted a quasi-experimental design (pretest and posttest of non-equivalent control group). The design  employed through an intervention programme. Two groups were established, the Control and Experimental group.  The Control group received no treatment while the Experimental group administered the treatment of ‘Dialogic Teaching’.  The population of the study consisted of Business Education final year students of Colleges of Education Warri and Mosogar in Delta State.  The sample size of 40 students was randomly selected using simple random sampling technique. To guide the study, five research questions and hypotheses were raised. Observation Protocol were designed to elicit the creative abilities of students after the intervention programme.  The Observation consisted of 25 items.  The research questions were analysed using mean and standard deviation.  The hypotheses were tested with Analysis of Covariance (ANCOVA) at 0.05 level of significance. The study concluded that dialogic teaching significantly enhances students’ creative conceptualisation of consumer products compared to traditional lecture methods. Dialogic teaching be formally adopted in Business Education curricula across Colleges of Education to foster creativity in students.