Academic Performance In Social Studies Research Articles

Is There Any Possibility of Improving Upper Basic Students’ Self-Confidence and Academic Performance in Social Studies Using PEDDA and IEPT Instructional Strategies? — A Field Report

This research investigated the possibility of improving upper basic students’ attention and academic performance in social studies in Benue State, Nigeria using Prior-Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) and Invitation, Exploration, Proposing-Explanation and Taking action (IEPT). The study adopted a pretest, posttest, control group, quasi-experimental research design. The instruments used for data collection were Social Studies Self-Confidence Scale (SSSCS) and Social Studies Performance Test (SSPT). Cronbach Alpha was used to ascertain the reliability index of SSSCS which gave reliability values of 0.86. Kuder-Richardson (KR-21) formula was used to test internal consistency of SSPT which yielded a reliability value of 0.92. The population was 11,656 Upper Basic Two students offering social studies in Benue State, Nigeria. A sample of 288 students (Male=158 and female=130) drawn from 9 schools within the 9 Local Government Areas (LGA) out of 23 LGA in the Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean self-confidence ratings of students taught social studies using PEDDA, IEPT strategy and discussion method [F2, 287=2146.076, P<0.05]. The study revealed that there was significant difference in the mean academic performance scores of students taught social studies using PEDDA strategy, IEPT strategy and discussion method [F2, 287=374.360, P<0.05]. It was recommended among others that to maximize self-confidence in social studies class, teachers’ trainee should be train on the application of PEDDA strategy and IEPT strategy and serving teachers should employ the use of PEDDA and IEPT strategies in teaching social studies. Social studies teachers are also encouraged to use PEDDA strategy in teaching to enhance students’ self-confidence and academic performance in social studies.

Working Mothers Characteristics And Pupils’ Academic Performance In Social Studies In Primary Schools In Calabar Education Zone, Cross River State, Nigeria

Working Mothers Characteristics And Pupils’ Academic Performance In Social Studies In Primary Schools In Calabar Education Zone, Cross River State, Nigeria

School Discipline And Academic Performance In Social Studies Among Secondary School Students In South South Educational Zone, Nigeria

The study investigated school discipline and academic performance in social studies among secondary school students in South South Educational Zone, Nigeria. The study tested three null hypotheses, collected data were analysed using descriptive statistics. The study adopted a descriptive survey research design. Purposive sampling technique was adopted to select a sample of 200 students, from a population of 4,320 junior secondary school students in the area. The instruments used for data collection was a questionnaire and social studies achievement test that were designed and administered by the researcher. The null hypotheses were tested at .05 level of significance using Independent t-test statistical technique. Findings from the study revealed that, time management, administration of punishment and administration or school rules and regulations significantly influence secondary school students’ academic performance in social studies in South South Educational Zone respectively. It was thus concluded that time management, administration of punishment and administration of school rules and regulations significantly influence secondary students’ academic performance in social studies. It was recommended that, secondary school students should endeavour to manage their time properly by developing a personal timetable that will incorporate all their domestic, school and leisure activities; and corporal punitive measures such as manual labour and use of cane should not be employed in administering punishment to students.

Factors Affecting Academic Performance in Social Studies Among Students in Selected Public Junior High Schools in Hohoe Municipality, Ghana

The study sought to investigate the factors affecting academic performance in Social Studies among public junior high school students in Hohoe Municipality in the Volta Region of Ghana. It adopted Ecological systems theory by Urie Bronferbrenner (1979). A quantitative (positivist) methodology with a descriptive cross-sectional survey design was used for the study. The three public junior high schools were obtained through the use of a purposeful sampling approach. Additionally, a random sampling procedure was employed to select 180 students from the three chosen schools. Structured questionnaires were used as instrument for data collection. With the aid of the version 25 of the Statistical Product for Service Solution (SPSS), descriptive statistics (mean and standard deviation) were used to analyse the data. The findings of the study revealed that students' home characteristics including parents' great interest in their children's education and involvement in household tasks had had an impact on their academic performance in Social Studies. Academic performance was also found to be influenced by criteria related to the teachers, such as their professional training, teaching experience, subject-matter expertise, positive relationships with their students, and completion of the Social Studies curriculum. It was recommended that the Ministry of Education and Ghana Education Service provide guidance and counselling systems in the public junior high schools in the Municipality as well as schedule regular and thorough in-service training and workshops for the headteachers and teachers to enable them advance their knowledge, skills, and experiences in instructional pedagogies.

Truancy, Indiscipline and Peer Pressure as Correlates of Students’ Academic Performance in Social Studies in Ekiti State, Nigeria

The study investigated truancy, indiscipline and peer pressure as correlates of students’ academic performance in social studies in Upper Basic Schools in Ido/Osi Government Area of Ekiti State, Nigeria. The study adopted correlational research design. The sample of this study was made up 100 upper basic 3 students from 5 out of 16 public upper basic schools in Ido/Osi LGA of Ekiti State, Nigeria was selected using multistage sampling techniques. The instruments used for data collection were Truancy, Indiscipline and Peer-Pressure Questionnaire (TIPPQ) and result of basic education certificate examination (BECE) for 2022 set. The result of BECE and TIPPQ used was validated by two experts in social studies and one expert in measurement and evaluation. TIPPQ was trial tested which yielded the reliability coefficient of 0.88 using Cronbach Alpha. Three research questions raised in the study were answered using multiple regression analysis while the three null hypotheses formulated in the study were tested using ANOVA of regression analysis. The study revealed among other that there is significant relationship between truancy and students academic performance [F1, 99 = 34.737; p<0.05]. There is significant relationship between indiscipline and students academic performance [F1, 99 = 12.009; p<0.05]. There is significant relationship between peer pressure and students’ academic performance [F1, 99 = 10.319; p<0.05]. It was recommended among that, to improve students’ academic performance in social studies, school administrators including principals and vice-principals should set up disciplinary committee reduce or curb truancy, indiscipline and peer group among students in upper basic schools.

Enhancing Student’s Academic Performance in Social Studies Using Conventional and Blended Teaching Strategy in Rivers State

The study was designed to find out the effect of conventional and blended learning strategy on academic performance of social studies students in Gokana Local Government Area of Rivers State. A nonequivalent control group quisi-experimental design was adopted. Stage sampling technique was used in selecting four hundred and eighty (480) students from eight (8) public junior secondary schools for the study. Three research questions and three hypotheses were formulated to guide the study. The researchers developed instrument termed “social studies performance test (SOSPT) to test the students after three weeks of treatment. Mean and standard deviation was used for the research questions while an independent t-test was used to test the hypothesis at 0.05 level of significance. Results of the findings revealed that students in the blended learning class performed better than those in the conventional class. Also, the male students in the blended learning class performed better than their female counterparts. Although, there was no significant differences among the male and female students in the conventional class. On the bases of these findings, it was recommended- among others that social studies teachers be encouraged to used blended learning strategy while blended learning facilities be provided in schools to enhance higher academic performance.

Effects of Pictorial Integrated Technology and Cooperative Learning Strategies on Pupils’ Academic Performance in Social Studies in Katsina State, Nigeria

Effects of Pictorial Integrated Technology and Cooperative Learning Strategies on Pupils’ Academic Performance in Social Studies in Katsina State, Nigeria

Selected Profile and Factors Affecting the Academic Performance in Social Studies of Grade 10 Students: Input for an Intervention Program

Education is deemed to be an important tool for social mobility. Because of this, quality education is one of the many goals of Filipinos who wanted to have an improvement in their lives. However, one major issue in Philippine education is the poor academic performance of the students. Thus, this paper focuses on the profile of selected Grade 10 students of Bagong Silangan High School and its impact on their academic performance in Social Studies. The study utilized a descriptive research design. Pearson correlational statistical analysis was done to determine the relationship among variables. Results showed that most of the student respondents’ parents were high school graduates (43.81%), do not have occupation (57.78%), have family monthly income ranging from 10,000-19,999 (43.17%) and have 3 siblings (25.40%). Results also revealed that the extent of the factors affecting the academic performance of students in Social Studies in terms of teachers’ competency, learning environment, parents’ aspiration, student-parents relationship and peer relationship are all high. In addition, there is a moderate positive and negative correlation between the factors affecting the academic performance of students and their academic performance in Social Studies in terms of teachers’ competency, parents’ occupation, learning environment and peer relationship with Pearson r’s of 0.015,0.403, - 0.069 and -5984. An intervention program was recommended and prepared based on the results of the study.

Types of Motivation and Its Influence to Students' Academic Performance in Social Studies

Types of Motivation and Its Influence to Students' Academic Performance in Social Studies

Types of Motivation and Its Influence to Students’ Academic Performance in Social Studies

The study was conducted to measure the influence of the types of motivation in improving students’ academic performance in Social Studies, such as intrinsic motivation (a) goal setting, (b) feedback, (c) enjoyment, and extrinsic motivation (a) classroom rewards, (b) grades, (c) incentives for grade 11 students. Furthermore, it sought to determine the relationship based on the influence of the types of motivation after the implementation. Using a descriptive correlational research design, thirty-two (32) Grade 11 students from Bukal Integrated National High School during the academic year 2021–2022 were conveniently selected as respondents for the study. Five expert teachers validated the instrument. A research-made questionnaire was utilized to gather the respondent’s perceptions about the types of motivation. The lesson exemplar for the whole grading period was made to reflect the influence of the types of motivation to be employed by the teacher in the facilitation of teaching-learning. The written works and performance tasks were utilized to see the relationship between the types of motivation. After the whole grading period, the data was gathered, tabulated, and analyzed. The Pearson Product–Correlation Coefficient was used to analyze the data. Additionally, descriptive statistics such as mean, standard deviation, and percentage were used and revealed that the overall performance of the respondents, grade 11 students, in terms of written work and performance tasks, is satisfactory. The result of the perceptions of the respondents on types of motivation revealed that students strongly agree that these types of motivation are highly motivating in improving students’ academic performance in Social Studies. Students’ perception shows that feedback is highly motivating as intrinsic motivation. Meanwhile, grades are highly motivating, as perceived by the respondents in terms of extrinsic motivation. The result revealed that most students performed very well in written work and excellently performed in performance tasks. The results of the written works and performance tasks revealed that there was no significant relationship between the students’ perception of types of motivation and academic performance in terms of written works and performance tasks in Social Studies after exposure to intrinsic and extrinsic motivation. This implies that types of motivation may not significantly influential in improving students’ academic performance in Social Studies in a distance learning modality. Keywords: Intrinsic Motivation, Extrinsic Motivation, Academic Performance

Can Computer-Assisted Instruction Improve Students’ Motivation and Academic Performance in Social Studies?

Teaching social studies requires more engaging and more student-centered strategies. The use of technology as pedagogy in this digital era is a typical picture in teaching social studies courses. Technology-integrated teaching is also a trend now due to educational disruption brought about by the COVID-19 pandemic. This one-group pre-post-test action research investigated the effects of Computer-Assisted Instruction (CAI) on motivation and academic performance in social studies among students in a public secondary school in Zambales, Philippines. Findings revealed that the students had a fair level of motivation (M=3.20) towards the subject before the intervention and had a high motivation (M=3.59) after their exposure to CAI. The class had an average (M=23.18) academic performance in social studies before the intervention and had improved to above average (M=37.82) after the treatment. There was a significant difference in the motivation and academic performance of students after the application of the CAI. The study recommends the use of CAI in teaching select concepts in social studies to improve students’ motivation and academic performance. Contextualization of CAI is also recommended specifically in this era of disruptive technologies and era of educational disruption.

Effectiveness of Audio-Visual on Male and Female Students’ Academic Performance in Social Studies

Technology development in the modern era assists teachers in creating a collaborative learning environment. Despite the effectiveness of audio-visual materials in teaching and learning, there are still some hinderances in its usage. This study investigated the effects of audio-visual aids on students’ academic performance in social studies in junior secondary schools. This study is an experimental study and the sample comprised of 50 junior secondary schools. The audio-visual was in powerpoint format with concepts of marriage as material of the social studies. Students were given test questions after been taught with the Audio-visual and the results of the test are indicators of their academic performance. Analysis of the data was carried out using analysis of t-test analysis. The findings established that audio-visual aids had positive effect on students’ performance and there is no significant difference between the performance of male and female students taught using audio-visual aids. This study concluded that audio-visual method of teaching had positive effect on student's academic performance. Thus, this implies that the conventional method of teaching is less effective and performance oriented. It was however recommended that adequate supervision, monitoring and the use of audio-visual in teaching social studies by teachers of the schools should be encouraged and given adequate attention.

ACADEMIC PERFORMANCE OF PUPILS IN SAND WINNING AREAS: THE CASE OF SELECTED JUNIOR HIGH SCHOOLS IN THE AWUTU-SENYA WEST, GHANA

This study investigated the effect of sand winning activities on academic performance of Junior High School pupils in the Awutu-Senya West District in the Central Region of Ghana. In order to achieve the purpose of the study, a convergent mixed method design was employed. The sample size for the quantitative study was 105, comprising 70 pupils and 35 parents. In the qualitative phase, a sample size of 8 comprising 4 pupils and 4 parents were employed. The researcher used questionnaire and interview guide as the primary tools for collecting both quantitative and qualitative data respectively. The quantitative data were analysed using the version 22 of the Statistical Product for Service Solution (SPSS) whereas the qualitative data were analysed using the thematic approach. Among the findings of the study, it was revealed that, sand winning activities contributed statistically significantly to pupils’ poor academic performance in Social Studies. The study recommended that the Directorate of the Ghana Education Service at Awutu-Senya West District and traditional leaders should be in constant dialogue with members of the communities, especially parents, to appreciate the value of formal education in order to ensure that their children stay in school and study. It was suggested that further research be conducted in other basic schools in the country where sand winning activities are carried out to give the general overview regarding the influence of sand winning activities on academic performance of junior high school pupils and to come out with holistic approach in curbing the situation.
 
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Personal Variables and Students' Academic Performance of Virtual Classroom Learners of Social Studies in Secondary Schools in Uyo Local Government Area, Akwa Ibom State

The study examines the factors of age, gender and location of social studies students and their performance on a virtual classroom platform. The study adopted the quasi-experimental design. A specific class arm of 50 Junior Secondary School (JSS) 3 students that were treated to a social studies lesson on family. The researcher developed a Social Studies Achievement Test (SSAT) with a reliability coefficient of .861; Cronbach Coefficient Alpha Statistics was administered to elicit student performance. The data collected were grouped based on age, gender and location. Mean (X ) score analysis indicated variance in performance based on personal factors, but, there was no significant correlation with academic performance of social studies students when taught using a virtual classroom platform, It was concluded that age and gender significantly influence students' academic performance in social studies using virtual classroom platform. The state government and education stakeholders adopted a virtual classroom strategy and teachers should be trained to use virtual classroom platforms for instruction for optimum educational effect in the study area.

ACADEMIC PERFORMANCE OF BASIC SCHOOL PUPILS IN SAND WINNING AREAS: THE CASE OF SELECTED JUNIOR HIGH SCHOOLS IN THE AWUTU-SENYA WEST, GHANA

This study investigated the effect of sand winning activities on academic performance of Junior High School pupils in the Awutu-Senya West District in the Central Region of Ghana. In order to achieve the purpose of the study, a convergent mixed method design was employed. The sample size for the quantitative study was 105, comprising 70 pupils and 35 parents. In the qualitative phase, a sample size of 8 comprising 4 pupils and 4 parents were employed. The researcher used questionnaire and interview guide as the primary tools for collecting both quantitative and qualitative data respectively. The quantitative data were analysed using the version 22 of the Statistical Product for Service Solution, SPSS whereas the qualitative data were analysed using the thematic approach. Among the findings of the study, it was revealed that, sand winning activities contributed statistically significantly to pupils’ poor academic performance in Social Studies. The study recommended that the Directorate of the Ghana Education Service at Awutu-Senya West District and traditional leaders should be in constant dialogue with members of the communities, especially parents, to appreciate the value of formal education in order to ensure that their children stay in school and study. It was suggested that further research be conducted in other basic schools in the country where sand winning activities are carried out to give the general overview regarding the influence of sand winning activities on academic performance of junior high school pupils and to come out with holistic approach in curbing the situation.
 
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Socio-cultural diversity as determinant of Social Studies students academic performance in Calabar, Cross River State, Nigeria

Students’ academic performance in Social Studies has been poor for the past years. Blame has been levelled on teacher factors, students’ attitude towards the subject, and lack of learning materials. This study therefore seeks to find out if socio-cultural diversity among students is responsible for their poor performance in Social Studies. The purpose of this study is to examine learners’ socio-cultural diversity as determinant of academic performance in Social Studies in Calabar Education Zone of Cross River State, Nigeria. To achieve the purpose of this study, two hypotheses were formulated as a guide. Literature was reviewed based on the two identified variables of social and cultural diversity. Both theoretical and empirical review was carried out. Survey research design was adopted and a sample of 488 students was selected through simple random technique from a population of 5,039. Questionnaire was used for data collection. The instrument was face validated and the reliability estimate was established through the Cronbach Alpha method with coefficient of 0.75 and 0.72. Kuder Richardson formula -20 was used for social studies achievement test with a reliability coeffient of 0.81. Pearson Product Moment Correlation and Independent t-test were employed to test the hypotheses at 0.05 level of significance. The result revealed that, social and cultural diversity significantly influence Social Studies students’ academic performance in Calabar Education Zone. It was recommended that, socio-cultural diversity of learners should be considered while teaching so that every learner will benefit from the instruction. Key words: Learner, social, cultural, diversity, academic performance.

Influence of Peer Pressure on Junior Secondary School Students’ Academic Performance in Social Studies in Mushin Local Government Area, Lagos State

Influence of Peer Pressure on Junior Secondary School Students’ Academic Performance in Social Studies in Mushin Local Government Area, Lagos State

The effect of the language of testing on second language learners’ academic performance in Social Studies: The case of Kreol Seselwa and English in the Seychelles classrooms

This study examines the use of Seychelles Creole (hereafter, Kreol Seselwa), and English as languages for testing knowledge in the Social Studies classroom of the Seychelles. The objective of the study was to ascertain whether the languages used in the test affected the pupils' academic performance. The paper is theoretically influenced by the Social Practice approach to writing (Street, 1984), challenging a monolingual (autonomous) approach in favour of a more multilingual (ideological) model which takes into account all the learners' language repertoires. A within groups experimental design was implemented, and 151 primary six pupils (11-12 years) from three different schools wrote a short test, in a counterbalanced design, in two languages. The topic of the test was fishing, mostly local contextual knowledge, taught in English. The tests were marked for content in both languages. The results showed that the scores on both languages highly correlated, indicating that both tests captured the same knowledge constructs. However, pupils achieved significantly higher marks in the tests written in Kreol Seselwa than in English. The study has implications for policymakers, teachers and most importantly learners in other multilingual settings, particularly in post-colonial countries like the Seychelles, where the mother tongue is undervalued in the classroom.

Traditional and Constructivist Teaching Approaches and Student Academic Performance in Social Studies

Traditional and Constructivist Teaching Approaches and Student Academic Performance in Social Studies

Effects of Social Habits and Girl-child Marriage on Students Academic Performance in Social Studies

Effects of Social Habits and Girl-child Marriage on Students Academic Performance in Social Studies