Benue State University, Makurdi

COMPARATIVE EFFECTS OF SELF DIRECTED LEARNING (SDL) STRATEGY AND SIMULATION TECHNIQUE (ST) ON STUDENTS ACHIEVEMENT IN SOCIAL STUDIES AT UPPER BASIC 11 IN KOGI EAST EDUCATION ZONE

Lois Onyemowo Odoma
Curriculum and Educational Technology Department, Kogi State College of Education, Ankpa, Kogi State

Leonard Shaibu Phd
Department of Educational Foundations, Kogi State University, Anyigba, Kogi State

Mohammed Sani Haruna
Department of Educational Foundations, Kogi State University, Anyigba, Kogi State

Abstract

This study investigated the comparative analysis of the effects of self directed learning strategy and simulation technique on students’ interest in Social Studies at upper basic 11 in Kogi East Education Zone of Kogi State. The study used gender as a moderating variable to compare the mean interest rating scores, of male and female students when exposed to the treatment using self directed learning and simulation techniques. Three research questions guided the study while three hypotheses were formulated and tested at 0.05 level of significance. The study employed the quasi experimental specifically the pre-test, post-test and non equivalent groups. The sample consisted of 442 Social Studies students, comprising 232 males (52.49%), and 210 females (47.51%) drawn from 6 intact classes of co-educational government public schools in the study area. The instruments for data collection were Social Studies Interest Questionnaires (SSIQ) and Social Studies Achievement Test (SSAT). The SSIQ was computed using cronbach alpha with reliability r= 0.77. Mean and standard deviation were used to answer research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses. Findings revealed that students that were taught Social Studies using the self directed learning strategy exhibited higher positive interest, achievement and retention. That is f (1441)= 108.107; p = 0.00 < 0.05 than those who were taught using simulation technique. There is significant difference in the mean interest rating using Self Directed Learning (SDL) and simulation technique in favour of male students. Based on the findings, the study recommended among others that, Social Studies teachers should be encouraged to employ self directed leaning as a strategy in the teaching/ learning of Social Studies. Government, professional bodies, parents and stakeholders should encourage capacity building workshops, seminars, conferences, in service training on the use and implementation of self directed learning and simulating techniques in Social Studies.

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