Hiệu quả của ngữ liệu dạy học nội dung giáo dục kinh tế trong môn Giáo dục Kinh tế và Pháp luật lớp 10: Phân tích đa nhóm dựa trên dữ liệu khảo sát

Abstract

Although instructional materials are regarded as a key component of economic education, previous studies have primarily approached this issue from curricular or content-related perspectives, while empirical evidence comparing perceptions of material effectiveness across different educational stakeholder groups remains limited. This study investigates perceptions of the effectiveness of instructional materials for economic education content in the Grade 10 Economic and Legal Education subject. It compared the evaluations from three groups: high school students, high school teachers, and university lecturers. A multi-group survey design was employed with a total of 831 participants. A composite index of instructional material effectiveness was constructed based on Likert-scale items, and the data were analyzed using one-way ANOVA. The results revealed statistically significant differences among the groups, F(2, 828) = 24.89, p < .001, with a medium effect size (η² = .057). Specifically, teachers rated the effectiveness of instructional materials significantly lower than that by students and lecturers, whereas no significant difference was found between students and lecturers. Thus, it shows a mismatch in perceptions of instructional material effectiveness and suggests the need to strengthen collaborative and evidence-based approaches to instructional material development to improve the quality of economic education.