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Odutayo  \nUniversity ofIlorin, Nigeria, [o_odutayo@yahoo.com](o_odutayo@yahoo.com)  \nHamdallat Taiwo Yusuf  \nPhD., University ofIlorin, Nigeria, [hamdallatyusuf@unilorin.edu.ng](hamdallatyusuf@unilorin.edu.ng)  \nCritical dialogue is a problem-posing discussion set up to ensure equal access and participation by all students, constructed to focus on a multiplicity of viewpoints. This study examined the effects of Critical Dialogue on the academic performance of students in Economics in Abeokuta, Ogun State, Nigeria. Quasi-Experimental design was adopted. Two research questions were raised for this study which had corresponding hypotheses. 73 students (35 critical dialogue and 38 conventional) were randomly selected from a purposefully sampled secondary school. ANCOVA was used to the hypotheses generated. There was significant difference in the performance of students exposed to critical dialogue. This study recommended among others that teachers should expose students to critical dialogue instructional strategies to develop students’generic skills.  \nKeywords: effect, critical dialogue, academic performance, scoring level, economics  \nINTRODUCTION  \nHumans have always been differentiated from the rest of the animal kingdom because of their ability to coordinate and organize their effort towards a common purpose which has also been responsible for many of humanity’s greatest achievements (Stauffer, 2013) . Students could greatly benefit by playing the role of the teacher, this is believed by the famous Moravian educator, Comenius. Stauffer (2013) stated that critical dialogue instructional strategy is similar to the art of discourse, where students are taught through dialogue and discussion. Van Myk (2007) stated that in the perspective of constructivism, the primary responsibility of a teacher is to create and maintain a problem-solving environment where learners are allowed to construct their knowledge and the teacher acts a facilitatorand guide. Vygotsky’s theory of social constructivism, as opposed to Piaget’s individualistic approach to constructivism, emphasized learners’ interaction with others in terms of cognitive development.  \nTeachers can enhance learners’ development by presenting tasks that is, within each learner’s zone of proximal development (i.e. the difference between what a learner can do without help and what he or she can do with help) (Ormrod, 1995) . This can be achieved through students’ dialogue with the teachers and also with one another (Van Myk, 2007) . The conventional method of teaching (lecture method) is not practical, more theoretical and encourages memorization by students (Teo & Wong, 2000) . Students are not encouraged to apply activity-based learning to understand real-life problems based on applied knowledge when they are taught with lecture method. Since the teacher controls the transmission and sharing of knowledge, an attempt might be made by the lecturer to maximize the delivery of information, while minimizing time and effort. Therefore, students’ interest and understanding may be found wanting.  \nCitation: Odutayo, A. O. & Yusuf, H. T. (2020) . Effect of Critical Dialogue on Students’ Academic Performance in Economics in Abeokuta, Nigeria. Anatolian Journal of Education, 5(2), 85-94. [https://doi.org/10.29333/aje.2020.527a](https://doi.org/10.29333/aje.2020.527a)  \n86 Effect of Critical Dialogue on Students’ Academic Perform…  \nTo address these, Zakaria, Chin and Daud (2010) opined that for effective and efficient teaching and learning, acquisition of knowledge should not merely focus on dispensing rules, definitions and procedures for students to memorize, but should be inclined to actively engage students as primary participants. As a resul","cbCaisfvRJS6qNP3","https://ap.wps.com/l/cbCaisfvRJS6qNP3","pdf",953899,"English","# Introduction\n## Critical dialogue as a problem-posing instructional strategy\n## Social constructivism and learner interaction\n## Limits of lecture-based teaching\n## Dialogue, inquiry, and classroom participation","[{\"question\":\"What does Critical Dialogue mean in the study?\",\"answer\":\"Critical dialogue is described as a problem-posing discussion that ensures equal access and participation, focusing on multiple viewpoints and encouraging awareness of power imbalances.\"},{\"question\":\"What research design and analysis are used?\",\"answer\":\"The study uses a quasi-experimental design, with two research questions and corresponding hypotheses. ANCOVA is used to test the hypotheses.\"},{\"question\":\"What is the main finding about student performance?\",\"answer\":\"Students exposed to critical dialogue show a significant difference in academic performance compared with those taught conventionally.\"}]","Effect of Critical Dialogue on Students’ Academic Performance in Economics in Abeokuta, Nigeria | PDF",1792073153,25]