Lecture method recoil: Effect of formatıve assessment and simulation activities on the learning outcomes of social studies students

Abstract

Traditionally, teachers use the face-to-face method, but with the improvement of high technology, such as internet and video technology, there is the need to embrace innovative and student-centred instructional methods. Furthermore, in every formal learning, achieving enduring quality in students’ learning outcomes depends on well-conceived approaches to assessment that have both simulation and formative functions. For active learning to occur in Social Studies, the style of teaching needs to be innovative. The study explored the effect of formative assessment and simulation activities on Social Studies students’ learning outcomes. Quasi-experimental as a qualitative research method was employed for this study. The Social Studies Learning Outcomes Test (SSLOT) with 25 test items was the instrument to gather data with Upper Basic 8 students. The result of the study indicated that formative assessment had a significant effect on students’ learning outcomes in social studies; simulation activities had a significant effect on students’ learning outcomes in social studies. The study concluded that formative assessment and simulation activities if used in social studies classrooms, would improve students’ learning outcomes; formative assessment and simulation activities, if embraced, can be effectively utilised within the regular class period to the improvement of the students.