WILBERFORCE JOURNAL OF THE SOCIAL SCIENCES (WJSS)
ISSN: 2504 – 9232
Volume 11, No. 1, March, 2026
Pages 111-126
DOI: 10.36108/wjss/6202.11.0190
A REVIEW OF PEDAGOGICAL STRATEGIES FOR ENHANCING STUDENTS’ UNDERSTANDING OF GRAPH-RELATED CONCEPTS IN ECONOMICS
Oluwaseun Oyewole
Department of Arts and Social Sciences, University of Ibadan, Ibadan, Nigeria
Abstract
Graph-related concepts such as demand and supply curves, elasticity, cost and revenue curves, and production possibility frontiers are essential in Economics because they provide visual representations of abstract economic relationships. Despite their importance, many students struggle to construct, interpret, and apply economic graphs, which negatively affects their understanding, achievement, and attitudes toward the subject. This review synthesizes evidence from economics education literature to examine pedagogical strategies that enhance students’ understanding of graph-related concepts. It identifies key challenges, including the high cognitive demands of graph learning, weak integration of mathematical and economic reasoning, and instructional practices that emphasise rote memorization rather than conceptual understanding. The review highlights the effectiveness of visual and multimodal instructional approaches that support step-by-step graph construction and clarify relationships between variables. Learner-centered and interactive strategies, such as guided practice and collaborative learning, are shown to increase engagement and deepen comprehension. In addition, the review emphasizes the importance of psychological and affective factors, noting that supportive learning environments and confidence-building strategies can reduce anxiety and encourage active participation in graph-based tasks.
Keywords: Graph-related concepts, economics education, pedagogical strategies, visual learning