|Published online: August 6, 2014||$US5.00|
This study investigated the effects of instructional methods, gender, and locus of control on student achievement in junior secondary Social Studies in Benin City, Nigeria. Nine intact classes from three secondary schools in Benin City were used. Three of these intact classes were assigned to each of the treatment and control groups: Learning Together with Concept Mapping (LT/CM), Learning Together Only (LT only), and, as the control group, Lecture Method (LM). All subjects in the groups were administered the pre- and post-tests. The results showed a significant method effect on student’s achievement with LT/CM being the most effective of the three methods. However, the student’s sex had no significant effect on student achievement and there was no method where sex had an interaction with the effect.
|Keywords:||Achievement, Teaching Methods, Social Studies|
The International Journal of Pedagogy and Curriculum, Volume 21, Issue 1, August 2014, pp.37-45. Article: Print (Spiral Bound). Published online: August 6, 2014 (Article: Electronic (PDF File; 418.886KB)).
Assistant Director, Exams Development, National Business and Technical Examination Board, Benin, Edo, Nigeria