TEACHING VALUE-LADEN HIV/AIDS CONTENTS USING RATHS-HARMIN-SIMON'S VALUING PROCESS STRATEGY FOR PROMOTING STUDENTS' INTEREST AND ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN KOGI STATE, NIGERIA
The study investigated the teaching of value-laden HIV/AIDS contents using Raths, Harmin and Simon’s valuing process strategies for promoting students’ interest and performance in Social Studies in Kogi State, Nigeria. Six research questions and six null hypotheses were formulated to guide the study. The study adopted quasi-experimental research design. The population comprised 19,640 Upper Basic IIstudents from 150 Universal Basic Education schools. The sample was 280 Basic II students from eight intact classes from eight Upper Basic schools. HIV/AIDS Content Academic Performance Test (HACAPT) and HIV/AIDS Content of Social Studies Interest Inventory (HACSOSII) with reliability coefficients of0.85 and 0.83 respectively were used for data collection. The data collected were analyzed using mean and standard deviation to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses at 0.05 level of significance. It was found that there was significant difference between mean performance scores of students taught HIV/AIDS contents in social studies using Raths, Harmin and Simon valuing process model strategy and those taught using lecture method. Significant difference did not exist between the mean interest scores of students taught HIV/AIDS contents in Social Studies using Raths, Harmin and Simon valuing process model strategy and those taught using lecture method. Also, no significant difference exist between themean interest scores as well as mean academic performance scores of male and female students exposed to RHSVPM learning of HIV/AIDS contents in Social Studies. There was no significant interaction effect of methods and gender on the mean performance as well as mean interest scores of students exposed to RHSVPM strategy of HIV/AIDS contents in Social Studies. It was recommended among others that Social Studies teacher should employ Raths, Harmin and Simon’s valuing process strategies in their classroom interaction since it has the capacity to improve students’ interest and academic performance in the subject.State Universal Basic Education should make available Social Studies teachers’ guide and workbook that include the modules on the use of Raths, Harmin and Simon’s valuing process strategies for Social Studies teachers.Value of teaching HIV/AIDS in Social Studie
