Effect of Utilizing “Mypersonalteacher” Online Videos Platform on Achievement of Secondary School Students in Economics

Effect of Utilizing “Mypersonalteacher” Online Videos Platform on Achievement of Secondary School Students in Economics

Ariyibi, Olanrewaju O. (Phd.)¹, Adebanjo, Salmon A. (Phd.),² & Mohammed, Abidat O.³

¹Africa Centre of Excellence for Innovative and Transformative STEM Education, Lagos State University, Ojo, 102101, Nigeria

²Department of Language, Arts and Social Science Education, Geography Education Unit, Faculty of Education, Lagos State University, Nigeria

³Department of Language, Arts and Social Science Education, Economics Education Unit, Faculty of Education, Lagos State University, Nigeria

DOI: https://dx.doi.org/10.47772/IJRISS.2025.90300111

Received: 28 February 2025; Accepted: 04 March 2025; Published: 03 April 2025

ABSTRACT

The main objective of the study was to assess the use of an online educational video platform called MyPersonalTeacher on how it can improve the academic performance of Senior Secondary School students in Economics. The research adopted a quasi-experimental design and used intact class to select a total of 120 students from a Senior Secondary School in Educational District II Area of Lagos State, Nigeria. Two research questions were raised and corresponding hypotheses were postulated. The research used an achievement test titled Economics Achievement Test which was administered and retrieved from the students as a pre-test and post-test. Analysis was carried out using mean, standard deviation and ANOVA with the aid of SPSS v.25.  Research findings revealed that students taught Economics with MPT platform performed better than those taught with traditional method in the Secondary Schools. Also, there was significant gender difference in academic performance of students in Economics using the MPT platform. Based on the findings, it was concluded that E- learning platforms can improve students’ achievement in Economics class. Among other recommendations, was that teachers should adopt E-learning online platforms for teaching for the purpose of enhancing instruction in schools.

Word Count: 194

Keywords: MPT platform, gender difference, academic achievement and Economics

INTRODUCTION

Education is the transmission of knowledge, skills, and character traits. There are many debates about its precise definition, for example, about which aims it tries to achieve. A further issue is whether part of the meaning of education is that the change in the student is an improvement or not. Some researchers stress the role of critical thinking to distinguish education from indoctrination. These disagreements affect how to identify, measure, and improve forms of education. The term can also refer to the mental states and qualities of educated people.

Furthermore, education can also be seen as a multifaceted and dynamic process that transcends the mere transmission of knowledge. It encompasses a broad spectrum of experiences, practices, and outcomes that shape individuals and societies. At its core, education is the deliberate and systematic effort to cultivate the intellectual, social, emotional, and physical development of individuals, equipping them with the skills, knowledge, values, and perspectives necessary to navigate and contribute to the world (Ayikoye, 2017).

There are various ways in which formal education is carried out such as lecture-based learning, technology-based learning, group learning and so on. Technology-based Learning (TBI) is a form of learning in which educators make effective usage of technology in their class lessons to help students understand concepts and topics better such technology-based learning approach include Problem-based learning, Student-created, content Collaborative learning, Competency-based education, Active learning, Blended learning, Flipped learning and so on.

Generally, the education system worldwide has greatly advanced through the invention of E-learning which has helped the development of learning in every aspect. E-learning, which is an acronym for electronic learning, refers to the use of digital technology and the internet to deliver educational contents, courses, and training programs. It encompasses a wide range of activities, from accessing online courses and modules to participating in virtual classrooms, webinars, and interactive simulations (Rosenberg, 2001). E-learning leverages digital tools and platforms to provide learners with flexible, accessible, and often self-paced learning experiences. It can encompass formal education, corporate training, or informal skill development. E-learning materials can include text, multimedia, videos, interactive quizzes, and more, making it a versatile approach that adapts to different learning styles and needs (Clark & Mayer, 2016).

Owoyemi, Ariyibi, Akindoju, Famuyide, Somade and Adelaja (2024) assertaed that today’s classrooms are not merely evolving to incorporate more technology and digital resources The  ICT  revolution  has  significantly  impacted  industries, economies,   and   organizational   structures,   fostering   growth   and   enhancing productivity but also introducing new challenges in securing digital assets (Gbeleyi, Foli, Akintolure, Oladejo & Ariyibi, 2025). The history of secondary education in Nigeria shows that, for a number of reasons, the missionaries, colonial and post-independent governments, as well as private individuals and groups, strongly pursued education (Fafunwa, 1974). But for a very long time, both the government and private citizen’s neglected vocational and technical education, and when the government did decide to start it, through the establishment of Craft Schools and later Technical Schools, they were made to appear inferior to the grammar (conventional) schools. It was unconsciously impressed on the minds of the people that Craft schools and technical schools were for the dull, the handicapped, dropouts, the poor and those that have no academic prospects (Olaitan, 2016; Werich & Werick, 2024). Consequently, these types of schools did not experience appreciable growth in terms of number of new schools or enrolments like the grammar schools and as expected, the products were comparatively few.

Education in Nigeria is overseen by the Federal Ministry of Education. The local authorities take responsibility for implementing state-controlled policy regarding public education and state schools. The education system is divided into Kindergarten, Primary education, Secondary education, and Tertiary education. Nigeria’s Federal Government has been dominated by instability since declaring independence from Britain, and as a result, a unified set of education policies is yet to be successfully implemented. Regional differences in quality, curriculum, and funding characterize the education system in Nigeria.

The Nigerian Educational System has experienced series of reforms tailored towards achieving national and global developmental goals. The National Policy on Education (Federal Republic of Nigeria, 2013) stipulated the aims and goals of education as building: a united, strong and self-reliant nation; a great and dynamic economy; a just and egalitarian society; a land of bright and full opportunities for all citizens, and; a free and democratic society. These goals, along with the United Nation’s Education for All (EFA) and Millennium Development Goals (MDGs), have been the top on the Nation’s Education agenda, informing various administrative reforms and strategies in education. The Federal Ministry of Education has the overall responsibility of formulating policy and guidelines for standards in Nigerian education.

According to Yusuf (2015), Economics is a social science that studies how individuals, governments, firms and nations make choices on allocating scarce resources to satisfy their unlimited wants. Economics is concerned with human behavior such as how people earn their living and make choices between alternatives to satisfy their wants. It focuses on the study of firms and the government whose activities are geared to the production of goods and services for the satisfaction of human want since economics is concerned with human satisfaction. So economics is a social science, and like any social science subject, the reasoning procedure in economics is methodological, its analysis is systematic, hence, the validity of its various theories.

Economics education is vital to the future health of our nation’s economy. It gives our students the building blocks for a successful financial future. It empowers students by giving them the knowledge and tools to improve their well-being. Economists recognize that developing basic economic and financial knowledge is an important goal for a democratic society that relies heavily on informed citizens and personal economic decision-making. When households are capable of building wealth, they are also capable of building more economically stable neighborhoods and communities.

The study of Economics plays an important role throughout our lives. Today, economic issues are drawing the attention of every citizen directly or indirectly. It is therefore appropriate to include Economics as a distinct area of study in the system of school learning particularly because for most of the students it will be a terminal stage of schooling as they might not further their education. At the same time it fits within the frame of schooling wherein it is advocated that learning Economics should be relevant to the needs of students. Economics, in comparison to other social science subjects has an edge in providing certain job opportunities to the learners and open the gates for various occupations, if they pursue the study of the subject further.

Another reason why Economics teaching is necessary is that there are many changes occurring in our economy like privatization, liberalization and outside forces influencing it like globalization etc. This makes a strong case for imparting economic education to all the students so that they may understand these new concepts and issues as related with economy. Further, the learning of Economics helps the student to participate effectively in economic and social affairs and to take intelligent decisions in day-to-day life. In a nutshell, the democratic system which we have adopted will only succeed when we win the race on economic fronts. In the interests of our own survival and of the nation, there is no education more important than that which helps us to understand our economic challenges and reflect on them.

From all these angles, the teaching and learning of Economics become imperative and highly important in modern times. Economics at the secondary school stage has been developed with some difference, generally not found in the formal education system at this stage. The whole idea behind arranging the units in the present form is to make Economics teaching more useful, nearer to the environment of the learner and to build economic literacy. (Vargas-Hernandez, Pallagst and Hammer, 2017). A notable aspect of this is the adoption of emerging technologies by teachers to teach subjects in the secondary schools. Rendering James, Egbowon, AKindoju and Ariyibi (2024), a substantial majority of teachers agree that they face pedagogical challenges in integrating technology into their teaching practices.

Integration of technology into teaching and learning in social science subjects like economy has been an issue of concern for Educational Technology enthusiasts. According to Usman, Akindoju, Abanum, Ariyibi & Ogungbo (2024), the COVID-19 pandemic has caused a paradigm shift in the way learners’ study throughout the world, in Africa and especially in Nigeria. Now that the new normal is revolutionising our classroom actions, education systems are being rebuilt to strengthen digital and online education around the world. Since Web-based learning has already been implemented in response to COVID-19, there has been a positive change in the delivery of instruction. Student learning achievement is now amplified by the teacher through the use of various technologies.

Mypersonalteacher is an online web-based platform founded and developed by Dr. Olanrewaju Olasupo Ariyibi of Lagos State University, Nigeria in 2021 in response to the incessant need for online learning platforms which focus on the Nigerian scheme of work. Its web address is www.mypteacher.com . It has over 200 instructional videos presented according to the Lagos State Unified Scheme of work of 2016, according to the subjects offered in classes at Junior and Senior secondary schools in Nigeria, stratified into term and weeks. Each video has a maximum of 10 minutes, with different resource persons who are specialized in the subject areas presented. Various subjects like English Language, Mathematics, Biology, Commerce, Economics, Basic Science, Basic Technology and Security Education among many others of over 25 subjects.

Integrating this web-based platform can be used by teachers and students either for assignments or complimenting before or after their class sessions. This format of integrating technology into the teaching and learning process is often referred to as flipped classroom. According to Owoyemi, Ariyibi, Akindoju and Somade (2024), the flipped classroom method calls for students to manage and maintain motivation in order to adopt self-directed learning and give students the ability to control their learning processes. Using the MyPersonalTeacher platform to learn Economics could be a panacea to improving students’ performance, based on their achievement measure by the grades they get in tests presented to them in class.

Gender, according to various studies, could be a factor when computers are used for teaching. According to Njoku, Otun and Ariyibi (2020), the usual assertion is that since boys are more predisposed to the use of technology, they may benefit more from the integration of technology for teaching and learning. Girls, on the other hand, may be limited in their learning when it involves technology. The matter of gender in learning spans quite a number of other issues as well.

Statement of the Problem

According to Anowor (2020), the students face so many difficulties in the process of assimilation of some concepts in Economics, as well as the difficulties that Economics teachers face in the process of teaching and communicating the content to students. This has led to low levels of achievement in Economics, hence, the premise of this research work was to critically explore the effects of an online educational video platform on how it can improve students’ academic achievement. The use of MPT online videos platform as a tool to help solve the highlighted problem in Lagos State Secondary schools was the treatment for the study.

The purpose of this study was to examine the effects of utilization of online educational video platform in teaching Economics on learner’s achievement with the aid of MPT among Senior Secondary School Students. The specific objectives were to ascertain the difference between achievement of students who used the platform and those who did not use it to learn a topic in Economics. The other specified purpose was to determine if gender difference of male and female have an impact on the students who used the platform for learning Economics.

 This study was conducted with the following research questions:

1. What is the difference between the achievement of students that utilized MPT and those who were taught using the conventional lecture method in Senior Secondary Schools’ Economics?
2. What is the difference between the achievement of male and female students that utilized MPT in Senior Secondary School Economics?

The null hypotheses postulated for this study were as follows;

Ho1. There is no significant difference between the achievement of students that utilized MPT and those who were taught using the conventional lecture method in Senior Secondary School Economics?

Ho2. There is no significant difference between the achievement of male and female students that utilized MPT in Senior Secondary School Economics?

LITERATURE REVIEW

The theories that guided this study are Thorndike’s theory of learning and the radical constructivism theory of learning by Ernest Von Glaserfeld (1989). Edward Thorndike, an American psychologist and pioneer in the field of educational psychology during the late 19th and early 20th centuries, is widely recognized for his groundbreaking research on the learning process, despite potential critiques of his methods or conclusions. Thorndike’s research focused on the connection between stimulus and response, which is commonly known as the S-R theory of psychology. In his research, he conducted experiments on animals, particularly cats and dogs, to study their behavior and learning process. Thorndike’s goal was to understand how animals learn and how their learning can be applied to humans, particularly in the field of education. Thorndike’s theory of learning, also known as the law of effect, states that behavior that is followed by a positive consequence is more likely to be repeated, while behavior that is followed by a negative consequence is less likely to be repeated. This theory is based on the idea that learning is a gradual process that occurs through trial and error.

Thorndike believed that learning occurs when there is a connection between the stimulus and the response, and that this connection becomes stronger with repetition. One of the key concepts in the study of learning is the overview of the principles proposed by Thorndike. Thorndike’s theory of learning is based on the principle that learning occurs through the association between a response and a stimulus. According to Thorndike, learning is the result of the strengthening of the connections between a stimulus and a response.

Constructivism Theory of Learning connotes that teaching involves transmission of knowledge, but it is also much more than that. Theories of teaching have to be sensitive to the processes through which students acquire knowledge, or in other words how students learn. It is in this aspect related to the processes through which students acquire knowledge that constructivist teaching and learning theory have much to offer. Constructivist teaching and learning theory advocates a participatory approach in which students actively participate in the learning process. For Ernest von Glaserfeld constructivism as a theory of knowledge puts forward the following two principles: “knowledge is not passively received but actively built up by the cognizing subject; and the function of cognition is adaptive and serves the organization of the experiential world, not the discovery of ontological reality”(VonGlaserfeld 1989).

The core of the constructivist approach to teaching and learning as expounded by von Glaserfeld is that the student or the learner is an active participant in the learning process and that the teacher has to take account of that in the teacher’s effort to facilitate learning. He also makes an effort to link the theory of constructivism to the practice of teaching (VonGlaserfeld 1989). Sjoberg (2007) identifies the core ideas of the constructivist approach to learning as knowledge is actively constructed by the learner, not passively received from the outside (Sjoberg, 2007).

Learning is something done by the learner, not something that is imposed on the learner as the key factor. According to Shen (2004), “Participatory Learning Approach (PLA) incorporates several opportunities for learning…in designing problems, answering them, grading them, disputing results, and in observing/reading what everyone else does” (Shen, Wu et al. 2004). PLA can help a student to view a given subject from different points of view. PLA involves the designing of problems by students. The designing of problems by students can improve their grasp on the subject and can begin to focus their attention on the assessment of knowledge on the subject. The input of students can also help the instructor or teacher improve the course materials. The progress of the PLA process through problem design, solution design, solution evaluation and dispute arbitration can facilitate a thorough internalization or absorption of the given subjects by the students. The reading of other students’ work can facilitate a broader understanding of the given subjects.

Studies have demonstrated that there are measurable benefits to utilizing information and communication technology in education that are superior to traditional teaching methods. The optimum utilization of information and communication technology tools by teachers and learners, for example, would lead to enhanced outcomes and efficacy in teaching and learning, as well as foster a learner-centric environment. This is due to the fact that information and communication technology tools enable students to obtain information from a diverse range of sources and present it in various formats. Furthermore, it allows students to work independently and collaboratively (Ayikoye, 2017; Bhatt, 2022).

In their study, Samuel, Akinola and Ariyibi (2024) Survey Findings found out that meme-based learning, an online-based form of learning can be an effective tool for teaching complex concepts in a humorous and engaging way thereby improving the achievement of students on various concepts in different subject areas. According to du Boulay (2016), information and communication technologies are essential tools in education that can be utilized to meet the unique learning needs of individual students, promote educational equity, provide high-quality learning materials, enhance students’ self-confidence and independence, and facilitate professional development for teachers. The integration of information and communication technology in education improves the learning environment by increasing engagement and reducing indifference towards individual differences (Fabunmi & Awoyemi, 2017).

Based on gender disparities in the diffusion and use of technology in various spheres of human life most especially in teaching and learning activities, it is important to investigate the influence of gender on the learners’ academic performance, acceptability and usability of hypermedia learning package for teaching and learning (Njoku, Otun & Ariyibi, 2020). Studies on the effect of gender on academic performance of students that used a computer based learning method in Nigeria reported no significant difference between male and female students exposed individually and in group to computer based instruction (Afolabi, 2016). This is a shift from the earlier believe that, men were more positively disposed towards computer than women and it is in line with Olatoye (2019), who observed that gender differences in the use of technology should be carefully examined rather than merely demonstrating differences.

Ihejiamaizu and Ochui (2019) conducted study on the “utilization of electronic instructional materials on secondary school three (SS3) Economics students in Calabar, Education Zone Cross River State, Nigeria”. The study employed an Expost facto-research design and developed a hypothesis to guide the research. A total of 490 students were sampled, and data were collected using checklists and achievement tests. The data was analyzed using one-way analysis of variance and tested at a 0.05 level of significance. The results revealed that the utilization of electronic instructional materials had a significant impact on students’ academic achievement in Economics. Based on the findings, the study recommended that the government should ensure the adequate provision of electronic instructional materials to all public secondary schools to enhance effective teaching and learning of Economics.

Bana et al. (2021) examined the academic performance of e-learning and didactic teaching strategies among dental students in their third year. They examined two groups: an experimental group using e-learning and a control group using traditional instruction. Each group contained 25 individuals. Both groups were instructed with similar learning objectives and course content. Videos, a literature review, and clinical scenarios were among the course materials emailed (asynchronously) to the e-learning group participants. In the didactic learning group, the material was presented over two lectures. Using 15 MCQs, Academic Performance was evaluated at the beginning of the course, after its completion, and after five weeks. Five Weeks later, the results demonstrated a statistically significant difference between the mean academic scores of all three performances in the e-learning and didactic learning groups. After completing the courses, however, academic performance was not statistically significant.

METHODOLOGY

An Achievement test titled “Economics Achievement Test (EAT) was the only instrument used for the study. It consists of 20 questions curled from the topic “Measures of Dispersion”. The instrument was validated by experts in the field of Economics teaching and also Educational Technology. The topic “Measures of Dispersion” was a first term topic, week two of the School scheme of work of Economics. The school calendar was on the first term, in the week 2 of the 2022-2023 Nigerian secondary school academic sessions. This platform can be accessed on www.mypteacher.com. The link of the video (The link was https://mypteacher.com/2023/09/10/week-2-measure-of-dispersion/ ) was shared with the students of the experimental group to be watched at home. Hence, the students were grouped into control and experimental group, the control group being the students who could not have access to the videos from home at the second school used for the study, they were taught using conventional method.

RESULTS AND FINDINGS

The demographic data of the participants is represented below;

Table 1: Gender Distribution of respondents

Table 1 shows that 46.67% of the respondents were male while the remaining 53.33% were female. This implies that majority of the participating students were female. The table also shows that 50% of the respondents were students that made use of the MPT platform while the remaining 50% were the students that made use of the traditional style of learning. This implies that there was equal number of respondents with the consideration of avoiding internal interference of treatment.

Research Question One: What is the difference between the achievement of students that utilized MPT and those who were taught using the conventional lecture method in Senior Secondary School Economics?

Table 2: Descriptive statistics of achievement of students taught with MPT platform and traditional method.

Table 2 shows that 60 students representing mean of 15.4 with standard deviation of 2.1 of the respondents are those that were taught with the use of MPT platform while 60 students representing the mean of 14.2 with standard deviation of 2.6 of the respondents are those that were taught using the traditional method. This means that most of the students that used MPT platform performed better than those with traditional method.

Research Question Two: What is the difference between the achievement of male and female students that utilized MPT in Senior Secondary School Economics?

Table 3. Descriptive statistics of Achievement according to Gender of students taught with MPT platform.

Table 3 shows that 32 male students represented mean of 12.36 with standard deviation of 2.34 while 28 female students represented the mean of 15.79 with standard deviation of 2.18. This means that the female students that used MPT platform performed better than their male counterpart that used MPT platform.

Test of Hypotheses

Ho1. There is no significant difference between the achievement of students that utilized MPT and those who were taught using the conventional lecture method in Senior Secondary School Economics?

Table 4: One_ Way ANOVA in the performance of students taught with MPT platform and those taught with the conventional method.

Table 4 shows that there is significant effect in the performance of student taught with MPT platform perform (p= 0.75). This implies that students taught with MPT platform understood the content more and performed better in the achievement test than those taught with traditional method. Hence the hypothesis which stated that there is no significant difference between the achievement of students that utilized MPT and those who were taught using the conventional lecture method in Senior Secondary School Economics is hereby rejected.

Ho2. There is no significant difference between the achievement of male and female students that utilized MPT in Senior Secondary School Economics?

Table 5: One_ Way ANOVA in the performance according to gender of students taught with MPT platform.

Table 5 shows that there is significant effect in the performance of student taught with MPT platform perform (p= 0.043). This implies that there was a significant difference in the achievement score of students of both gender taught with MPT platform. Hence the hypothesis which stated that there is no significant difference between the achievement of male and female students that utilized MPT in Senior Secondary School Economics is hereby not rejected.

DISCUSSION, CONCLUSION AND RECOMMENDATIONS OF FINDINGS

The study explored the effect of an online educational video platform called MyPersonalTeacher on how it can improve the academic performance of Senior Secondary School students in Economics.in Education District II, Lagos State. This research work dealt with the foundational mode of impartation and assimilation, what we teach is not more important than how we teach what we teach, and how we teach is not more important than the result of what we have taught. Pardemean and Suparyanto (2014), showed  in their study that the students’ computer skills had a strong correlation with their achievements. Over time we have learned that this generation learns faster by visuals and usually puts into practice what they see and hear often, it’s for this reason that the MPT mode of teaching seems like a better way of teaching in today’s world than the traditional mode of teaching that most of us have been used to.

However, Akudolu (2018) emphasized the fact that teaching students with modern- day technology appliances rather than the use of chalk on the blackboard or just marker on a whiteboard is not altogether the best form of teaching, the more we see, the more it stays in our memory, and since our education system runs more on memory than intelligence, then it would be advisable to bring pictures to the students and then encourage them to put it to work, and like magic, we will see the wonder that can come out of a supposedly dull student. The findings of this study is also similar to that of Owoyemi, Ariyibi, Akindoju and Somade (2024) which found that the use of the online flipped classroom approach in teaching and learning at the tertiary institution level in Ogun State has a significant positive impact on students’ performance. The findings indicate that educators have increased opportunities to provide feedback to the students within the online flipped classroom setting as the feedback is done during the class time rather than after the class. Furthermore, the study emphasizes the importance of motivation whenever technology is used as a method of teaching in tertiary institutions.

Also, the findings of this study is comparable to that of Usman, Akindoju, Abanum, Ariyibi & Ogungbo (2024) who found a statistically significant difference in the mean achievement and attitude score of students taught commerce with developed Instructional Web-based Application and those taught with conventional learning method. The results showed that before treatment, the students in the experimental and control groups were similar in achievement and attitude measures. After treatment, the students taught commerce with the developed instructional web-based application had a higher mean score of achievement and attitudes towards learning commerce. This current study focused on using MyPersonalTeacher online platform to teach Economics and those who used the platform performed better that their counterpart.

Regarding the findings on gender, the male performed better than the female when using the MyPersonalTeacher online platform for learning. This is dissimilar to the findings of Njoku, Otun and Ariyibi (2020), their study revealed that there was no gender difference in the acceptability of the hypermedia-based learning package for teaching human digestive system in biology. Furthermore, no gender difference was also obtained in usability of the hypermedia-based learning package for teaching human digestive system in biology. In the same study, the third finding was that, there was no significant gender difference found in the academic performance of students taught with computer/hypermedia-based learning. The result of this study did not establish any link between learners’ gender and significant performance in hypermedia instruction.

From the results of the research, it was concluded that online platform improved students’ performance based on achievement when used to learn Economics. Also, the students were able to maximize the limited class time used in learning the subject as a result of the effects of MPT platform that was used as a form of personalized learning. MyPersonalTeacher online platform is an emerging technology that has the potential of dominating the teaching and learning environment of Secondary Schools in Nigeria. James, Ariyibi, Egbowon and Akindoju (2024) reiterated that educational institutions need to update and design curricula that better prepare students and professionals for the future of work by integrating technology into the norm of their daily experience in teaching and learning activities. This will consequently mitigate possible socioeconomic impacts of emerging technologies which is mostly observed in positive academic achievement in various subjects.

Based on the findings of the present study the following recommendations were made; Economics teachers should try to apply the virtual learning strategy in the teaching of Economics as this was found to impact on the students’ achievement positively. This is because it is an innovative approach and has the potential to motivate learner toward learning. Students should be provided with computer system and accessories and constant regular supply of electricity to schools in order to encourage personalized learning resulting in meaningful learning and better academic performance. Lastly, experts in Educational Technology should be involved in the training and retraining of Economics teachers through seminars, workshops and conferences on the usage of MPT platform or any other useful electronic platforms for better students’ performance.

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