Tag Archives: Instructional strategy

Gender Difference in Fieldtrip and Video Technology Methods of Teaching Social Studies in Junior Secondary Schools (Published)

The study investigated gender difference in fieldtrips and video-technology methods in teaching Social studies in Junior Secondary Schools in Port Harcourt Local Government Area of Rivers state. Two research questions and two hypotheses guided the study. The research design adopted for this study was a 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 an achievement test constructed by the researcher, titled, “Social Studies Achievement Test (SSAT)”. The Social studies Achievement Test (SSAT) is a multiple choice objective test consisting of twenty five (25) items with five options (A-E). The test instrument was validated and had a reliability coefficient of 0.87 through Kuder-Richardson 20 (KR20) formula as a measure of the instrument internal consistency. The study was conducted for seven (7) weeks. The second week for obtaining the pre-test score while the 7th week for posttest scores. The main instruction lasted for four (4) weeks. Mean, standard deviation and analysis of covariance (ANCOVA) were the statistical tools used for analyses. The hypotheses were tested at 0.05 level of significance. The results of the study showed that there is a significant difference in the mean achievement score of male students taught with fieldtrips and those taught with video technology (F (1, 67) = 4.279, p = .042). However, it was found out that there is no significant difference in the mean achievement score of female students taught with fieldtrips and those taught with video technology (F(1, 62) = .391, p = .534). Based on the findings of this study, it was concluded that fieldtrips and video technology could be effectively used to teach students irrespective of their gender. Therefore, it is recommended that teachers incorporate these teaching methods in teaching Social Studies especially concepts that require hands-on information.

Keywords: Gender, Instructional strategy, Social Studies, fieldtrip, video technology

Fieldtrip, Video Technology and Students Achievement in Social Studies (Published)

The study investigated the impact of fieldtrips and video-technology on students’ achievement in Social studies in Port Harcourt Local Government Area of Rivers state. Two research questions and two hypotheses guided the study. The research design adopted for this study was a 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 an achievement test constructed by the researcher, titled, “Social Studies Achievement Test (SSAT)”. The Social studies Achievement Test (SSAT) is a multiple choice objective test consisting of twenty five (25) items with five options (A-E). The test instrument was validated and had a reliability coefficient of 0.87 through Kuder-Richardson 20 (KR20) formula as a measure of the instrument internal consistency. The study was conducted for seven (7) weeks. The second week for obtaining the pre-test score while the 7th week for posttest scores. The main instruction lasted for four (4) weeks. Mean, standard deviation and analysis of covariance (ANCOVA) were the statistical tools used for analyses. The hypotheses were tested at 0.05 level of significance. The results of the study revealed that the achievement of students taught with field trip was higher than those taught with video technology; however the difference was not significant. Also, it was found out that the combined effect of fieldtrips and video technology on students’ mean achievement was statistically significantly different from the conventional method of teaching Social Studies. Consequently, it was recommended among others that Fieldtrips and Video technology Instructional strategies could be used together by teachers since the finding from this study showed that they could be combined and impact positively on the academic performance of students.

Keywords: Instructional strategy, Social Studies, fieldtrip, video technology

School Leadership’s Relation to Teachers’ Use of Critical Thinking as An Instructional Strategy (Published)

The purpose of this case study is to investigate the educational practices that school leadership, more specifically teacher leadership in a Colorado high-achieving elementary school, utilized to promote student talk as an active learning strategy. Sampling process was based primarily on three criteria: 1. An elementary school sustained high academic achievement; 2. The student population in the elementary school has high low socioeconomic status (SES); and 3. The teachers in the elementary school utilized different form of critical thinking as an instructional strategy to promote teaching and learning effectiveness. The researchers used the report from the Colorado Department of Education (CDE), which indicated five the high-achieving schools with high low SES population in the state of Colorado. Eventually, one school accepted the invitation for this research and the researchers arranged one-on-one interviews with seven teacher leaders. The results from this case study indicated that “student talk” is an effective instructional strategy used in the classroom to increase student engagement in the learning process and eventually promote student school success. This study provided some implications for policy makers, administrators, and educators to assist in the implementation of critical thinking as an instructional strategy that supports student achievement.

Keywords: Critical thinking, Instructional strategy, Teaching Effectiveness, student achievement; low socioeconomic status