Dr. Blessing Nwaoburu
Modelling Pedagogic and Measuring Tools in Promoting Deep Learning among Business Education Students in Rivers State
Abstract
This study modelled the impact of pedagogic and measuring tools in promoting deep learning among Business Education
students in tertiary institutions within Rivers State. The analysis focused on pedagogic tool application (PED_APP), student
engagement (STU_ENG), assessment validity (ASS_VAL), and deep learning outcomes (DLO) as central constructs shaping
educational practice. A descriptive survey design was adopted, and data were gathered from lecturers and final-year Business
Education students across two public universities. The responses were analyzed using Exploratory Factor Analysis (EFA),
multiple regression, and descriptive statistics to determine relationships among the constructs. The findings indicate that
interactive pedagogic approaches, authentic assessment methods, and competency-based measuring tools significantly improved
students’ ability to apply knowledge critically and creatively. The overall deep learning achievement was estimated at 68.42.
Among the innovations examined, problem-based learning and case method teaching had the highest adoption rates of 35.19%
and 29.64%, respectively, collaborative learning had 18.52 whereas portfolio-based assessment recorded the lowest adoption
(7.83%). Regression results revealed a strong and statistically significant association between pedagogic tool application and
deep learning outcomes (F = 6.14, p < 0.01). All null hypotheses were rejected, confirming that pedagogic and measuring tools
strongly influence deep learning attainment. The study therefore recommended that tertiary institutions prioritise sustainable
pedagogic innovations, reform assessment frameworks, and embed locally relevant measuring strategies in order to cultivate
transformative learning experiences for Business Education students.
