Effect of guided-discovery technique on Colleges of Education Social Studies students’ learning outcome

Abdulsalam, Alliyu Ayodele ; Olokooba, Issa Nasiru (2021-08)

Empirical study

Article

Social Studies teaching has been dominated by lecture and content-transmission techniques which have been associated with some weaknesses in spite of their content coverage and suitability in teaching-learning environments. Social Studies is characterized by inadequate instructional materials and poor reading culture. Learner-centered (guided-discovery) technique has been found to be very effective in enhancing learning in the physical sciences and very recently in Social Sciences. This study examined the effect of Guided-Discovery (GD) technique on Colleges of Education Social Studies students’ learning outcome in Kwara State, Nigeria. The study involved 2 x 2 x 2 randomized research design. A total of 150 students participated in the study: GD (50) and Lecture Technique (50). Three hypotheses formulated were tested at 0.05 level of significance. Social Studies Performance Tests (SSPT) was used to collect data. It was designed using National Commission for Colleges of Education curriculum and validated by four Social Studies experts. The reliability value of 0.82 was obtained for the instrument using Cronbach Alpha. ANOVA and t-test were used for data analyses. The findings of the study revealed that GD technique of teaching Social Studies was next in producing higher significant effect in students’ learning outcome than LT. Gender has no significant interactive effect on students’ learning outcome in Social Studies. The mode of entry has no significant interactive effect in the learning outcome of Colleges of Education Social Studies Students. The study concluded that GD was found to be more effective in enhancing Social Studies Students’ learning outcome in Colleges of Education in Kwara State. It was therefore, recommended that GD technique should be used in teaching Social Studies in Colleges of Education in Kwara State.

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