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Effects of Instructional Materials on Students’ Achievement in Social Studies in Lower Basic Education in Nigeria
Abstract
This study was carried out to ascertain the Effects of Instructional Materials on
Students’ Achievement in Social Studies in Lower Basic Education in Nigeria using Ebonyi State College of Education Ikwo Staff School and Christ the King Primary School, Ikwo as the case study. The design of the study was quasi experimental. The population of the study comprised all the students in primary five of the two schools used for the study totaling two hundred (200). Due to the smallness of the number, no sampling was carried out on the population. However, simple random sampling technique was applied to choose the experimental and control groups. The instrument for data collection was Social Studies Achievement Test (SSAT) questionnaire. It contained a twenty (20) item multiple choice questions based on the topics selected for the study. The face and content validity of the instrument was ascertained by three experts-two from Social Studies Department, Ebonyi State College of Education, Ikwo and one from Measurement and Evaluation Unit of Faculty of Education in Ebonyi State University, Abakaliki. Kuder Richardson -20 statistic was used to test the reliability of the instrument and it yielded 0.80 which was deemed high enough for the study. The research questions were analyzed using adjusted mean and standard deviation. Analysis of covariance (ANCOVA) was used to test the null hypotheses. The result revealed that those taught with instructional materials performed significantly better than those taught without instructional materials. Significant cases were assessed using multiple classification analysis to determine contribution of each treatment to the level of significance. Based on this finding, it was recommended that instructional materials should be used in the teaching of Social Studies since it enhances students’ performance.
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