Action Learning, Value Clarification, Conventional Lecture Method, and Secondary School Students’ Attitude to Information and Communication Technology Concepts in Social Studies in Rural Learning Ecologies

Abstract

This study determined the effectiveness of action learning and value clarification instructional strategies as well as conventional lecture method on students’ attitude to information and communication technology concepts in social studies in rural schools. It also determined the confounding effects of variables such as academic ability and gender on secondary school students’ attitude to ICT concepts in social studies. Deploying a randomized pretest-posttest quasi-experimental paradigm using intact classes, 24 students were exposed to action learning instructional strategy, and 29 students benefited from the value clarification instructional strategy, while 93 were in the control group. The results show the rare benefits of using conventional lecture method over science-based instructional strategies to teach ICT concepts in social studies in rural learning ecologies. Further research is proposed to evaluate the sustainability of the observed effects in rural schools.