Gender Difference in the Use of the Know-Want-Learn (KWL) and Jigsaw Cooperative Learning Strategies on Students’ Performance in Social Studies (Published)
The study investigated gender differences among Junior Secondary Schools students’ taught Social Studies concepts using Know-Want-Learn (KWL) and Jigsaw Cooperative Learning (JCL) strategies in Port Harcourt Local Government Area of Rivers State. Two research questions and two corresponding hypotheses guided the study. The study adopted the quasi-experimental pre-test post-test control group design. The study involved three groups. Two experimental groups (Know-Want-Learn (KWL) differentiation learning strategy and Jigsaw Cooperative Learning (JCL) strategy) and a control group taught with traditional learning strategy. The sample consisted of 177 (90 male students and 87 female students) Junior Secondary School II (JSS II) students drawn from three Government Co-educational Secondary Schools. A 25 multiple choice test items, title “Social Studies Achievement Test (SOSAT)” developed by the researchers which covers two topics: Meaning and Consequences of Drug Abuse and Harmful Substances, and Dangers of Drug Trafficking in the Junior Secondary School II Social Studies Curriculum Scheme of Work was the research instrument. The instrument was validated and had reliability coefficient of 0.84 via Kuder-Richardson (KR-21) for a measure of its internal consistency. The relevant data gathered were analyzed with mean, standard deviation, graphical plot associated with Analysis of Co-variance (ANCOVA). The findings of the study showed that the effect of Know-Want-Learn (KWL) and Jigsaw Cooperative Learning (JCL) strategies on the performance of students is not gender dependent. Hence, it was recommended among others that teacher should adopt the teaching strategies in teaching Social Studies in Schools. Also, training workshops should be organized and sustained for Social Studies teachers across the country, exposing them to innovative strategies that encourage active learning and teaching for the 21st century learner and teacher.
Keywords: Gender, Jigsaw Cooperative Learning (JCL), Know-Want-Learn (KWL), Port Harcourt LGA., Social Studies
Influence of Fieldtrips and Video Technology Methods on Students’ Interest in Social Studies (Published)
The study examined the influence of fieldtrips and video technology on students’ interest in Social Studies in Port Harcourt Local Government Area of Rivers State. One research question and a corresponding hypothesis guided the study. The study adopted the quasi-experimental design which made use of pre-test, post-test, non-randomized, non-equivalent, control group design. From a population of 6, 240 Social Studies students which are made up of 2, 467 males and 3, 773 females of 13 schools in Port Harcourt LGA, 195 JSS II Social Studies students of three intact classes randomly drawn from three Government co-educational Secondary Schools constituted the sample for the study. The instrument for data collection was a researcher constructed questionnaire, titled, “Social Studies Students Interest Questionnaire (SSSIQ)” which was designed on a 4 point Likert like scale of VGE= Very Great Extent, GE=Great Extent, LE=Low Extent, and VLE=Very Low Extent, with 10 items statement, requiring the students to state their interest level on the instructional strategies before and after the instruction. The instrument was validated and had a reliability coefficient of 0.63 through Pearson Product Moment Correlation technique for a measure of its stability over time. The study was conducted for seven (7) weeks but, the main instruction lasted for four (4) weeks. The pre-interest score and the post-interest scores were then subjected to statistical analysis via Mean, standard deviation and analysis of covariance (ANCOVA). The results obtained showed that there was an increase in the level of students’ interest on both instructional strategies after been taught. Furthermore, there was no significant difference in the interest of Social Studies students taught with fieldtrips and those taught with video technology. Based on the finding, it was concluded that both methods of teaching equally influences students’ interest in studying Social studies. Thus, it is recommended that educational policy makers should encourage the use of field-trips and video-technology which has the capacity of arousing students’ interest, and this will in turn facilitate learning that will promote academic success.
Keywords: Interest, Social Studies, fieldtrips, video technology
The Status of Social Studies in Nigeria’s Educational Scaffolding (Published)
The main crux of this paper is to draw the attention of all social studies practitioners, researchers, students of our discipline – social studies and others, to the fact that social studies in Nigeria’s education system is not the preserve of the Universal Basic Education level schools. This is undoubtedly an integral part of it. However, there is more to it than is ordinarily perceived.
Keywords: Education System, Educational, Nigeria, Scaffolding, Social Studies
The Status of Social Studies In Nigeria’s Educational Scaffolding (Published)
The main crux of this paper is to draw the attention of all social studies practitioners, researchers, students of our discipline – social studies and others, to the fact that social studies in Nigeria’s education system is not the preserve of the Universal Basic Education level schools. This is undoubtedly an integral part of it. However, there is more to it than is ordinarily perceived.
Keywords: Educational Scaffolding, Nigeria, Social Studies
STUDENTS’ INTEREST IN SOCIAL STUDIES AND ACADEMIC ACHIEVEMENT IN TERTIARY INSTITUTIONS IN CROSS RIVER STATE, NIGERIA (Published)
This research examined students’ interest in social studies and academic achievement in tertiary institutions in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of seven hundred and fifty-three (753) students was randomly selected for the study. The instruments for data collection were the Students’ Interest in social Studies Questionnaire (SISSQ) and Social Studies Achievement Test (SOSAT) developed by the researchers were subjected to validation by experts in measurement and evaluation. The reliability estimate of the instruments was established through the split-half reliability method and it associate Spearman Brown prophecy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at.05 level of significance. The result of the analysis revealed that students’ interest in social studies significantly relate to their academic achievement in the subject. Based on the finding of the study, it was recommended that teachers/facilitators should explain all subject matter in away that each student can comprehend in order to arouse their interest in the subject among others.
Keywords: Academic Achievement, Cross River State, Nigeria, Social Studies, Students’ Interest, Tertiary Institutions
EVALUATION OF COLLEGES OF EDUCATION (COE) SOCIAL STUDIES CURRICULUM VIS-À-VIS THE JUNIOR HIGH SCHOOL (JHS) SOCIAL STUDIES CURRICULUM IN GHANA (Published)
: Social Studies as a subject in the Junior High School (JHS) curriculum in Ghana is taught mostly by teachers trained in the country’s thirty-eight Colleges of Education. Analysis of the Colleges Social Studies curriculum vis-à-vis the JHS syllabus reveals differences in how the subject is structured to prepare teachers to teach it at the JHS level. An interpretative design was used for the study. The study revealed that: Colleges of Education subscribe to and use a cross-disciplinary perspective whereby facts, concepts and generalisations are bootlegged from the social science subjects which is dominated with geographical concepts, whilst the JHS subscribes to and uses trans-disciplinary approach which is holistic, theme based and problem solving. It was recommended that there must be a national curriculum policy on Social Studies that all pathways to teaching of the subject should undergo review according to such national standards to merits the needs of society.
Keywords: Curriculum, Curriculum implementation, Evaluation, Social Studies, Syllabus
Evaluation of Colleges of Education (CoE) Social Studies Curriculum Vis-à-vis the Junior High School (JHS) Social Studies Curriculum Design and Implementation in Ghana (Review Completed - Accepted)
Social Studies as a subject in the Junior High School (JHS) curriculum in Ghana is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education. Analysis of the Colleges Social Studies curriculum vis-à-vis the JHS syllabus reveal differences in how the subject is structured to prepare teachers to teach it at the JHS level.
An interpretative design was used for the study. The study revealed that: Colleges of Education subscribe to and use a cross-disciplinary perspective whereby facts, concepts and generalisations are bootlegged from the social science subjects which is dominated with geographical concepts, whilst the JHS subscribes to and uses trans-disciplinary approach which is holistic, theme based and problem solving. It was recommended that there must be a national curriculum policy on Social Studies that all pathways to teaching of the subject should undergo review according to such national standards to merits the needs of society.
Keywords: Curriculum, Curriculum implementation, Evaluation, Social Studies, Syllabus