Effects of Value Clarification Teaching Strategies on Upper Basic Students' Learning Outcomes in Social Studies, Kwara State

Abstract

This study investigated the effects of value clarification teaching strategies on upper basic students’ learning outcomes in Social Studies, Kwara State. Non-equivalent pretest-post-test quasi-experimental research design was adopted. All upper basic students in the state formed the population while multi stage sampling procedure was used to select samples of 134 students found in the three intact classes of the selected upper basic schools. The instruments used for the study were researcher designed questionnaire. The questionnaire was validated and tested for reliability using internal consistency based on Cronbach Alpha and a coefficient of .80 was obtained. Data obtained were analysed using Analysis of Covariance (ANCOVA). Results of the finding showed a poor general learning outcomes of students in value components of Social Studies and statistically significant effect of treatments (role-play and moral dilemma teaching strategies) on students’ learning outcomes in value components of Social Studies in Kwara State. It was recommended that Social Studies educators should imbibe use of value clarification teaching strategies to improving students’ poor learning outcomes and government should organize capacity-building workshops/seminars for Social Studies educators to apply value clarification teaching strategies in teaching value component of Social Studies in schools.