Microlearning vs. Traditional Lectures: Effects on Economics Students’ Retention and Motivation in Awe High School, Nigeria

Abstract

This study compares the effects of microlearning and traditional lectures on retention and motivation among senior secondary school economics students at Awe High School, Oyo State, Nigeria. Using a randomized controlled trial design, 80 students were assigned to either microlearning or traditional lecture groups over a 6-week period. Data were collected via knowledge retention tests and motivation questionnaires. Results indicated that students exposed to microlearning demonstrated significantly higher retention and motivation levels than those taught via traditional lectures. The study recommends integrating microlearning techniques into Nigerian secondary school economics curricula to enhance student learning outcomes.