Social Studies Achievement Research Articles

2022 개정 특수교육 기본교육과정 사회과 내 인권교육 관련 성취기준 분석

Objectives The purpose of this study is to analyze the social studies achievement standards of the 2022 revised basic curriculum of special education by content elements of human rights education to check the current status of each school level and human rights education area, and to suggest the direction of human rights education in special education. Methods In this study, the social studies achievement standards of the 2022 special education basic curriculum were analyzed using the analysis framework of previous studies related to human rights education. In addition, in order to confirm the reliability and validity of the analysis results, the reliability between analysts and the validity of the expert content were implemented. Results Elementary school showed the highest frequency, and middle and high school showed the highest frequency of I. respect for human rights in the major area, and I-3. Human rights values and attitudes in the sub-area showed a very high percentage. The analysis results of human rights education by grade group showed that in all grade groups, I. respect for human rights showed the highest frequency, and in the sub-area, I-3. Human rights values and attitudes and II-1. Freedom rights showed the highest frequency, while middle and high school levels showed the highest frequency of human rights values and attitudes. Conclusions The conclusions according to the analysis contents are as follows. First, special teachers need to construct a holistic human rights education through curriculum restructuring. Second, the content elements of human rights education need to be sequenced and connected by grade group of the curriculum.

초등학교 사회 수업에서 노동인권교육 실천 경험에 관한 자문화기술지

The purpose of this study is to explore the experiences of researcher who have practiced labor related human rights education in elementary school social lessons with an autoethnography and to provide implications for the operation of labor related human rights education linked to social studies. To gather evidence for this study, I complied a collection of lesson plans, student evaluations, and classroom observation records from a single semester. In addition, my own personal reflections and experiences as both a researcher and participant in the classroom served as a primary source of data. The research results are summarized as follows. First, I reorganized the curriculum by linking and integrating various subjects and creative experiential activities to practice labor related human rights education in social lessons, and conceived class activities by referring to various teaching and learning materials, but labor related human rights education could not be systematically dealt with. Second, the number of social lesson hours alone was not sufficient to deal with labor related human rights education. Third, it is not easy for fellow teachers to unite together, although the identity of a teacher who is a worker citizen must be established as a social textbook. Based on these research results, I would like to present implications for the practice of labor related human rights education in social studies lessons. First, it is necessary to develop teaching and learning materials for labor related human rights education centered on social studies achievement standards. Second, opportunities for understanding and experience of labor related human rights must be accompanied throughout educational activities. Third, it is necessary to change teachers’ perception of labor related human rights education.

Analysis of Social Studies Learning Outcomes of Elementary School Students Based on Learning Motivation

This study analyzes the relationship between learning motivation and student achievement in Social Studies. The research employed a descriptive quantitative method with a sample of 24 students. Data were collected through a motivation questionnaire and analyzed using descriptive statistics and simple correlation to identify the relationship between learning motivation and student achievement. The findings indicate that most students have moderate to low learning motivation, which aligns with their academic performance, which also falls within the moderate category. A positive correlation was found between learning motivation and student achievement, where students with higher motivation tend to achieve better results. The study recommends implementing more interactive and engaging teaching methods to enhance learning motivation and learning outcomes.

Penerapan Media Audio Visual dalam Meningkatkan Hasil Belajar Siswa Madrasah Ibtidaiyah

This classroom action research aims to improve student learning outcomes in social studies for fifth-grade students at MIS Harisma Pulo Padang through the implementation of audio-visual media. The researcher involved 11 students in two systematically designed learning cycles. In the first cycle, audio-visual media was introduced to the students to provide a basic understanding of the material being taught. In the second cycle, the use of audio-visual media was reinforced to optimize its application and solidify student comprehension. Learning outcome data were collected through pre-tests and post-tests, as well as structured classroom observations. The research results indicate that the implementation of audio-visual media has a significant impact on improving student achievement in social studies. Data analysis from the first cycle showed that 64% of students achieved the passing criteria, while 36% did not. However, after reinforcing the use of audio-visual media in the second cycle, the percentage of students meeting the passing criteria increased significantly to 91%, with only 9% not achieving the criteria. This significant improvement demonstrates that the use of audio-visual media is highly effective in enhancing the learning outcomes of fifth-grade students at MIS Harisma Pulo Padang. Therefore, this research contributes to the development of more interactive and effective teaching methods, particularly in social studies, and it is hoped that these methods can be more widely implemented in other schools.

Project-Based Learning as a Catalyst for Enhanced Student Achievement in Social Studies at Islamic Junior High School

Project-Based Learning as a Catalyst for Enhanced Student Achievement in Social Studies at Islamic Junior High School

The Effect of Problem-Based Learning Model with Learning Videos on Learning Motivation, Critical Thinking Ability, and Social Studies Learning Outcomes

The purpose of this research is to ascertain how Problem-Based Learning (PBL), with the use of instructional videos, affects students' learning achievement in Social Studies (IPS) classes at Gugus I Panakkukang District Elementary School in Makassar City, as well as their learning motivation and critical thinking abilities. This research employed a non-equivalent control group design in a quasi-experimental setup. There were 27 students in the experimental group and 29 in the control group out of the total 56 students in the sample. Tests of academic accomplishment and critical thinking skills, learning motivation surveys, observation, and recordkeeping were some techniques used to gather data. Descriptive statistical methods, inferential analysis, and MANOVA hypothesis testing were used to investigate the data. The results demonstrated that: 1) PBL with learning videos substantially impacted students' learning motivation (p = 0.000 < 0.05);. It is anticipated that the consequences of this research will assist educators in selecting appropriate learning model applications to enhance student learning outcomes.

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.

Effects Integrating Personalized Learning Environment On Students’ Achievement in Social Studies in Secondary Schools in Imo State

This study is aimed at determining the effects integrating Personalized Learning Environment on students’ achievement in social studies in secondary schools in Imo State, Nigeria. A Qusi-experimental research design with non-equivalent intact groups, pre-test and post- test was adopted in this study. The population of the study comprised the entireUpper Basic( Junior Secondary School) students of 94,963 with 47,481 male and 48,481 female in the 68 secondary schools in Owerri Zone 1 of Imo State. Purposive sampling technique was used as the sample techniques. 39 Jss 2 students (19 male and 20 female) in one school were in treatment one (personalised learning environment) group, while 43 Jss 2 students (21 male and 22 female in the school were in treatment two (lecture method) group. The instrument for data collection was Researcher Made Social Studies Achievement Test (RMSSAT). The items in the instrument were subjected to content and face validation by five specialists, three specialists from Educational Measurement and Evaluation and two from Educatonal technology. The reliability of the research instrument was established using Kuder-Richardson (K-20) and this gave a reliability coefficient of 0.86. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) F- test statistics at 0.05 level of significance was used to interpret the result. From data analysed, the findings from study are: Personal Learning environment is effective in the improvement of students’ academic achievement and also revealed that personal learning is more effective on the male students than on the female students. The study recommended among others that: since the use of personalized learning environment has been found to enhance achievement in social studies, teachers of social studies should employ this technologically enriched method to teach students in the classroom more ewspecially those abstract to topics.

Effect of PowerPoint Instructional Package on Secondary School Students’ Academic Achievement in Social Studies in Njikoka LGA, Anambra State, Nigeria

Objective: Over the years, there has been a decline in academic achievement in social studies among students, both in external and internal examinations. This decline may be attributed to the continued reliance of social studies teachers on conventional teaching methods. Therefore, this study aimed to investigate the impact of PowerPoint Instructional Package (PIP) on the academic achievement of secondary school students in social studies in Njikoka Local Government Area (LGA), Anambra State, Nigeria. Methods: The study utilized a quasi-experimental design with a 2×2 factorial design. The sample consisted of 81 Junior Secondary School two students, including 42 males and 39 females, who were studying social studies in Njikoka LGA. A co-educational school was selected for the study, and intact classes were used. The data collection instrument, social studies Achievement Test, was validated by three experts, and its reliability coefficient was established as 0.78 using the Kuder-Richardson 20 method. Data analysis involved calculating means and conducting an Analysis of Covariance. Results: The result revealed a significant difference on the mean achievement scores of students taught social studies using PIP and those taught using conventional teaching favoring PowerPoint (PPT) group. Gender had no significant effect in the achievement of students in social studies, indicating that the use of PPT is gender-friendly. Additionally, there was a significant interaction effect between teaching method and gender on students’ achievement. Conclusion: The use of PIP had a positive impact on students’ achievement in social studies. As a recommendation, it is suggested that secondary school administratorsorganize seminars and workshops to train social studies teachers in the effective use of PIP for instructional delivery.

Project-Based Learning Progression: Identifying The Impact of Learning on Students' Motivation and Learning Outcomes

<p><span id="docs-internal-guid-e0762df4-7fff-3e0e-55f9-050cd3231b6f"><span>The study aims to address the issue of low motivation and poor learning outcomes in Social Studies. Many students find Social Studies dull due to its focus on memorization, which leads to passive learning. Additionally, teachers' limited familiarity with various learning approaches contributes to students' lack of motivation. The study investigates whether implementing a project-based learning (PBL) model can positively impact motivation and learning outcomes in Social Studies. Fifth-grade students from SDN 17 Poso participated in the quasi-experimental research, divided into experimental and control groups. Pretests and posttests were administered before and after the learning period, respectively, to both groups. Data collection methods included tests, questionnaires, and documentation. Pretests helped establish baseline knowledge levels and facilitated comparison to evaluate the effectiveness of the PBL intervention. Results indicated a significant improvement in motivation and learning outcomes among students exposed to the project-based learning model. The study's implications extend to enhancing teaching methodologies and strategies to foster better engagement and achievement in Social Studies.</span></span></p>

Effects of Guided Discovery Method On Students’ Attitude to and Achievement in Social Studies in Nigerian Schools

This study was carried out on the effects of guided discovery method on student’s attitude to and achievement in social studies in College of Education (Pre-service) students in Nigeria. Three research questions were raised and three null hypotheses were formulated. The research design was quasi-experimental non-equivalent control group. The study was carried out in four randomly selected Colleges of Education in Ekiti, Edo, Ondo and Ogun State in Nigeria. The sample size was 240 students from four randomly selected intact classes in the sampled school were used. The instruments for data collection were Social studies Achievement Test (SSAT) and Social studies Attitude Questionnaire SSAQ. Descriptive statistics were used to answer the research questions while T-test was used to test the null hypotheses. The results of the analysis showed that these was significant difference between the mean achievement scores of experimental group and control group. The study also revealed that there was no significant difference between the mean achievement scores of males and females’ students in the experimental group. There was a significant difference between the mean attitude scores of males and females students in the experimental group. Based on this study it was concluded that guided discovery method has positive effects on student’s achievement as well as improving their attitude towards Social studies and it is gender friendly. Based on the findings, it was recommended that among others seminars, workshops and conferences should be held for Social studies teachers to acquaint them with the knowledge of

Play Way Method and Academic Achievement of Students with Deafness in Social Studies in Special Education Schools in Uyo Nigeria

Purpose: This work examined the Influence of Play Way Method on the Academic Achievement of Students with Deafness in Social Studies in Special schools in Uyo Nigeria. The objectives of the work were to examine the difference in the achievement of students with deafness taught social studies using play way method and those taught without in Special schools in uyo Nigeria ; determine the difference in achievement of male and female students with deafness taught social studies using play way method in Uyo, Special schools in uyo Nigeria and assess the difference in achievement of students with deafness in rural and urban areas taught social studies using play way method and those taught without in Special schools in uyo Nigeria .
 Materials and Methods: The research adopted the quasi experimental research design of the pre test post test control group methodology. Independent t-test was used to test the hypotheses. A researcher-designed questionnaire titled "Playway Method Instrument" and a Social Studies Achievement Test were the instruments used for data collection.
 Findings: Findings of the study indicated that there is a significant influence of play way method on the academic achievement of students with deafness in social studies in Special education schools in Uyo Nigeria.
 Implications to Theory, Practice and Policy: The study recommended that Teacher should create play activities to engage the students during every lesson. This will engage students into more activities which will enable them use their hands, develop their eye-hand coordination as they usually concentrate carefully on what they are doing.

Medium of Instruction and Achievement in Social Studies among the Students of Gogan Secondary School, Pokhara

This conference paper explores factors involved in the achievement of social studies in the basic level students of Pokhara Municipality. The objectives of the paper are to analyze the different factors associated with students’ achievement in learning social studies and to look for associations of mother-tongue education with the students’ achievement. A quantitative and applied research methodology with both primary and secondary sources of information was used. The primary data is collected via an online survey using a structured questionnaire. The data has been collected using researcher-administered online counseling and the distribution of online forms. Similarly, secondary data has been collected from different sources. The survey used a population of 155 students from one of the schools in Pokhara, Shree Gogan Secondary School, conveniently selected. The paper provides a theoretical basis showing that language choices are important for raising interest in the subject matter in students, which further increases the chances of attaining better grades. The students’ achievement is influenced by several factors, including linguistic, educational, social, and economic expediencies. At the time of the survey, it was observed that the students wanted some changes in the uses of the medium of instruction as well as the method of teaching. The study revealed that most respondents do not find English as a medium of instruction comfortable for study. Most respondents prefer their mother tongue as a medium of instruction. The paper concludes that mother-tongue education should be implemented rather than using an imposed medium of instruction (MOI).

Family Structure and Parents’ Educational Levels as Correlates of Lower Primary School Pupils’ Academic Achievement in Social Studies in Osun State, Nigeria

The paper investigated the educational backgrounds of parents of elementary students in Osun state, Nigeria. It aimed to analyze the connection between parents' educational attainment and the educational performance of elementary pupils in the subject of Social Studies. Additionally, the work explored the relationship between family state and the educational achievement of elementary pupils. The investigation employed a descriptive correlational survey research design. The target study comprised pupils aged 5-8 years old and their parents residing in Osun State. The sample population consisted of 300 students and 300 parents, selected through a multistage selection technique. From every selected school, twenty (20) children were chosen using a simple random selection procedure, and all parents of the chosen pupils were purposefully employed for the study, comprising 300 pupils and 300 parents who comprised the study's sample. The two research instruments were “Questionnaire on Family Structure and Parents' Educational Levels” (QFSPEL) and “Pupils' Previous Terms Results in Social Studies” (PPTRSS). The data collected were analyzed statistically using frequency, percentage, and “Pearson Product Moment Correlation (PPMC) methods” The research findings shows that the degree of lower primary school children' family structure is very high in Osun State, at 78.5%. The findings found that the level of education of lower primary school children’s parents was high in Osun State, at 58.1% in the study results, a significant and positive correlation (r = 0.885; p < 0.05) between parents' educational levels and the academic achievement of lower primary school students in Social Studies within the study area. On the other hand, the study did not find a significant correlation between family settings and the educational abilities of lower elementary children of study area in Social Studies (r = 1.978; p > 0.05).

Effects of Two Modes of Digital Storytelling Instructional Strategy on Pupils' Achievement in Social Studies

Effects of Two Modes of Digital Storytelling Instructional Strategy on Pupils' Achievement in Social Studies

Effects of Using Virtual Tour Applications in Social Studies on Academic Achievement, Motivation, and Attitude

This study investigated the effects of using virtual tour activities on students' motivation, attitude, and academic achievement in social studies. An exploratory sequential mixed -method design was employed for the study. Data were collected using the Journey in Turkish History Unit Achievement Test, which included learning objectives and was developed by the author, the Social Studies Motivation Scale, the Social Studies Attitude Scale, and the Semi-Structured Focus Group Interview Form for gathering students’ opinions. The collected data were analyzed using statistical programs. Content analysis was performed on the qualitative data, while parametric tests were administered to the quantitative data with normal distribution. In the quantitative dimension of the study, no remarkable difference was detected between the control and experimental groups’ attitudes, motivation, and academic achievement in the context of social studies before the process. However, at the end of the study, there was a statistically significant difference in favor of the experimental group. In the qualitative dimension, difficulties such as the program’s structure, equipment, software, hardware, technological aspects, and teacher competence were addressed regarding the adaptation and use of virtual tour activities in social studies.

Family Size as Correlates of Academic Achievement in Social Studies in Nigerian Secondary Schools

Family Size as Correlates of Academic Achievement in Social Studies in Nigerian Secondary Schools

Problem-Based Learning Method for Improving the Learning Achievement of Students

The issue with this study is the low levels of student learning outcomes and learning activities in the sample IPS2 individuals. The objective of this project is to raise student learning outcomes and active learning achievement in social studies. PTK, or classroom action research, is the term used to describe this sort of study. Planning, action implementation, observation, and reflection are all phases of research. The information used in this study came from watching student learning outcomes and activities in Social Sciences 2 courses. According to the recapitulation data, the first cycle's average percentage of learning activities was 63.8%, and the second cycle's average percentage was 89.34%. This demonstrates an increase in student learning activities. In cycles I and II, respectively, the average student learning outcome was 42.22% and 71.04%. This demonstrates that social studies 2 student learning outcomes have improved. The minimum completeness score (71.04%) is obtained, according to the recapitulation of learning activities and student learning outcomes using problem-based learning techniques. Thus, applying the problem-based learning method can improve learning outcomes and learning activities of class C1 IPS2 students of the PGMI FAI-UMI Makassar Study Program.

The Effect of Orienteering on the Sixth-Grade Students' Academic Achievement and Map Literacy

This study aimed to examine the effects of orienteering practices on the sixth-grade students' academic achievement and map literacy in social studies. As one of the mixed-method designs, this study adopted an experimental (intervention) design, which provides a means of integrating the qualitative approach into an experimental process. Fifty-three sixth-grade students from a secondary school in the eastern region of Turkey comprised the study sample. The study included an experimental group (n= 26) and a control group (n= 27). In the experimental group, the "People, Places, and Environments" unit was taught using orienteering techniques, whereas, in the control group, standard curriculum-based instruction was conveyed. The quantitative data were collected through the Academic Achievement Test (AAT) and Map Literacy Test (MLT), while a semi-structured interview protocol was used to gather the qualitative data. The experimental and control groups were administered the AAT and MLT as pre- and post-tests, and the SPSS 22.0 program was used for the analysis. The students' opinions in the experimental group regarding the orienteering practices were taken through a semi-structured interview protocol. The data obtained from these interviews were subjected to content analysis. The results show no statistically significant difference between the experimental and control groups on the pre-test regarding academic achievement and map literacy levels; however, there was a substantial difference in favor of the experimental group on the post-test. Additionally, the analysis of qualitative data showed that all of the stu

Public Junior High School Pupils’ Perceptions of their Learning Style Preferences and their Relationship with Academic Achievement in Social Studies in East Mamprusi Municipality, Ghana

The study investigated learning style preferences of public junior high school pupils in studying Social Studies in the East Mamprusi Municipality in the North East Region of Ghana and their relationship with academic achievement in the subject. The Grasha and Riechmann’s (1982) learning styles model guided the study. The cross-sectional descriptive survey design within the positivists’ quantitative methodology was used to collect quantitative data using structured questionnaires. Data was collected from 230 participants selected through proportionate stratified random sampling technique for the study. With the aid of SPSS, descriptive (mean, standard deviation) and inferential statistics (Pearson product moment correlation) were used to analyse the data. Even though the study established that the pupils practiced a mixture of the learning styles in different intensities, the independent learning style was dominant among the pupils whereas the competitive learning style was least prevalent. The findings also pointed out that, learning styles jointly and individually related positively with the academic achievement of the pupils in studying Social Studies. Based on the findings, it was recommended among others that the East Mamprusi Municipal Education Directorate should liaise with the management of the public basic schools to organise orientation programmes for the pupils on the effective practice of learning styles towards the study of Social Studies in the schools.