COMPARATIVE EFFECTS OF SELF-DIRECTED LEARNING AND SIMULATION TECHNNIQUE ON UPPER BASIC II STUDENTS' INTEREST, ACHIEVEMENT AND RETENTION IN SOCIAL STUDIES IN KOGI STATE, NIGERIA

Abstract

ABSTRACT This study investigated the comparative effects of self-directed learning and simulation technique on Upper Basic II students' interest, achievement and retention in Social Studies in Kogi East Education Zone of Kogi State. Twelve research questions and twelve hypotheses were formulated for the study. The study employed quasi-experimental design. The population comprised 18,560 Upper Basic II students from 150 public junior secondary schools for 2018/2019 academic session. The sample consisted of 442 Upper Basic II students from six intact classes using purposive sampling technique. Social Studies Interest Questionnaire (SSIQ) and Social Studies Achievement Test (SSAT) with reliability coefficients of 0.77 and 0.89 respectively were used for data collection. Mean and standard deviation were used to answer the research questions. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that there is significant difference in students' mean interest ratings (p=0.00<0.05) and mean achievement scores (p=0.00<0.05) in Social Studies when taught using Self Directed Learning (SDL) strategy. It was also revealed that significant difference exists between the mean retention scores (p = 0.000<0.05) in social Studies when taught using Self Directed Learning (SDL) strategy and simulation technique. Findings further indicated that there is significant difference between the mean interest ratings of male and female students taught Social Studies using Self Directed Learning (SDL) Strategy (p=0.003<0.05) and Simulation technique (p=0.001<0.05) as well as their mean achievement scores (p=0.002<0.05). It was further shown that there is significant interaction effect of methods and gender on students' mean achievement scores (P=<0.05) and mean retention scores (P=0.01<0.05) in Social Studies. Based on the findings, it was recommended among others that Social Studies teachers should be encouraged to employ self-directed learning technique in the teaching and learning of Social Studies and that government at national, state and local levels and professional bodies should organize capacity building workshops, seminars, conferences and in-service training on the use and implementation of self-directed learning and simulation techniques in Social Studies.NONESEL