This study investigated the use of concept mapping strategy with the lecture teaching method as it affects achievement and retention ability of primary six pupils in social studies. A total of 244 primary six pupils from Makurdi local government area of Benue State, Nigeria, were randomly selected. The total number of boys was 123, while that of girls was 121. A Quasi experimental design was adopted for the study. Two instruments were used for data collection, namely: the social studies achievement test (SSAT) and social studies retention test (SSRT). The data collected were subjected to independent sample t-test and paired sample t-test, at a probability level of .05 to indicate statistical significance. The finding revealed that concept mapping strategy was more effective in enhancing achievement score of pupils as compared to the lecture method. Pupils taught using concept mapping recorded a mean achievement score of 63.0 %, as compared to those taught using the lecture method strategy with a mean achievement score of 49.9 %. Though, the mean achievement scores of pupils taught using the two different teaching techniques showed significant difference, however, the mean retention score of pupils was not significantly (P<0.05) affected, hence hypothesis was upheld. The implication of study showed that social studies teachers should adopt concept mapping strategy as an effective teaching-learning technique in improving pupils academic performance in school.
ABSTRACT. The study investigated the causes and effects of marital conflict, as perceived by teachers, on the educational and social development of pupils in primary schools. A sample size of 400 respondents (255 males and 145 females) were drawn from the entire population in the seven local government areas of the district. The survey research design was adopted for the study. The instrument used for data collection was the questionnaire based on Teachers Perception on Marital conflict (TPMCO). The data collected were subjected to mean evaluation, while the chi-square (X 2 ) was used to test hypothesis. The findings revealed that 55.0 % of teachers agreed that infidelity was the major cause of marital conflict with the highest mean value of 4.27, followed by poor communication between couple having 30.5 % of respondents, with a mean value of 3.92. The deprivation of instructional materials, followed by poor academic performance respectively, with the mean values of 4.82 and 3.94, were perceived by teachers, in order of ranking, as the most serious issues affecting the educational and social development of primary school pupils as a result of marital conflict. Love followed by encouragement were perceived by teachers to be the major ways in improving the educational and social development of pupils from conflict ridden homes. On hypothesis testing, marital conflict significantly (P≤0.05) affected the educational and social development of pupils, thus null hypothesis was rejected, while the alternate hypothesis was accepted.
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