EFFECTS OF SIMULATION INSTRUCTIONAL TECHNIQUE ON PUPILS’ ACHIEVEMENT AND INTEREST IN SOCIAL STUDIES IN KOGI STATE NIGERIA

Abstract

The purpose of this study was to find out the effects of simulation instructional technique on pupils’ achievement and interest in social studies. The influence of gender and school location on achievement and interest of pupils taught using simulation instructional technique were also investigated. Eight research questions and eight hypotheses guided the study. The study employed quasi experimental pre-test, post-test non-equivalent control group design. The study was carried out in  Ankpa  education  zone  of Kogi  State,  North  Central  zone  of Nigeria.  The population of the study was 13,389 primary six pupils in three hundred and six (306) public primary schools. Multi-stage random sampling technique was employed  to  select  the  sample  of  three  hundred  and  seventy  eight  (378) comprising two hundred and fourteen (214) males 56.6% and one hundred and sixty four (164) females (43.4%) for the study. Social Studies Achievement Test (SOSAT) and Social Studies Interest Questionnaire (SOSIQ) were used for data collection. SOSAT and SOSIQ were subjected to both face and content validation and item analysis. The reliability index of SOSAT was estimated to be 0.77 using Kuder-Richardson (K-R)20 while the reliability index of SOSIQ was established at

0.72 using Cronbach Alfa. Pre-SOSAT and Pre-SOSIQ were administered on the

groups before treatment started while post-SOSAT and post-SOSIQ were administered at the end of six weeks treatment period. Scores of pre-SOSAT, Pre SOSIQ and post SOSAT and post SOSIQ were analysed using Mean, Standard Deviations and Analysis of Covariance (ANCOVA) to test research questions and hypotheses at 0.05 level of significance. Some of the major findings from the analysis were (i) simulation technique was more effective than lecture method for achievement (ii) simulation technique was more effective than lecture method for interest (iii)  The mean achievement and interest scores of male and female pupils taught social studies using simulation instructional technique did not differ. The study recommended among others: that simulation instructional technique should be  adopted  by social  studies  teachers  as a child-centred  technique  capable of enhancing pupils’ participation  in learning social studies; simulation  technique should be included in the training package of teacher education programme both in Colleges of Education and the Universities level to ensure that teacher trainees acquire necessary skills to effectively implement the technique; capacity building workshops, seminars and conferences should be organized by the State Universal Basic   Education   Board   (SUBEB)   on   the   implementation   of   simulation instructional technique in Social Studies.

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CHAPTER ONE

INTRODUCTION

Background to the Study

Social Studies is an integrated subject.  This implies that the subject draws its contents from a variety of disciplines such as humanities, social science, arts and other related areas. Thus, disciplines such as geography, economics, political science, history, sociology, anthropology and archeology among others contribute significant contents to social studies. These disciplines are not taught separately but fused together or unified to form a new subject called integrated social studies.

Social studies deals with man’s interactions with his environment. Ajiboye, Adu and Amosu (2005) define social studies as an attempt to foster in young learners a better understanding of man’s interactions with his physical and social environment. In addition, Lawal and Oyeleye (2003) describe social studies as a discipline  which  attempts  to modify or change  the  learners’  behaviour  in  the direction  of acceptable  values and  attitudes through  a process of studying  the relationships of human beings with their environment. From the foregoing, social studies can be defined as the study of man, how he influences and is influenced by his environment.

The general purpose of social studies is to help learners develop the ability to  adapt  to  the  ever-changing  environment  in  which  they  live  through  the acquisition of relevant knowledge, attitudes, values and practical skills (Ajiboye, Adu  &  Amosu,  2005).  With  this  in  mind,  social  studies  was  designed  and

introduced into the national curriculum of primary and junior secondary schools.

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This is expected to make good citizens and patriots out of the youths of Nigeria. Oluwagbohunmi (2012) asserts that the objectives of social studies show that it does not only aim at cognitive development of the learners but also at developing some  values  and  attitudes  that will make  them  grow  into  useful,  responsible, disciplined, patriotic citizens and future leaders.

Incidentally,  social  studies  has  been  implemented  in  schools  for  many years now without adequate success in terms of inculcating the values of good citizenship among the youths (Fadeiye, 2005). The youths are rich in knowledge of  social  studies  concepts  and  facts  but  deficient  in  expected  social  values, attitudes  and  behaviours  that  characterize  socially  responsible  citizens  (Kazi,

2000). It is assumed that this deficiency arises from the way the subject is taught and learnt in the classroom. Some Nigerian social studies educators have blamed teachers of using lecture method in teaching a subject that requires interactive techniques in a conducive social environment (Okam, 2012 and Seweje, 2010). Okam   (2012)   attributes   poor   achievement   of  pupils   in   social   studies   to inappropriate teaching techniques/method used by teachers in teaching. Similarly Seweje  (2010)  confirms  that  the  methods  adopted  by teachers  in  most  cases include the talk and chalk (lecture) with very little concern for practical activities. The author explains further that a teacher is expected to be a facilitator whose main function is to help learners to become active participants in their learning and   thereby  make   meaningful   connection   between   prior   knowledge,   new knowledge and the process involved in learning.

Over the years, the State Common-entrance examination in social studies records for Ankpa education zone have always indicated that pupils’ achievement has been declining steadily (see Appendix A page 98). It is obvious that from

2005-2008, the overall achievement had been above fifty percent (50%) pass, but between 2009-2014, the percentage pass nosedived steadily. The need, therefore, arises to probe into a better technique in the teaching and learning of social studies at this level to ameliorate the problem.

Educational researchers have attempted to probe into the causative factors of poor achievement  of pupils in social studies. While some researchers have reported  that  hard  curriculum  content  is  a causative  factor,  others  blame  the deficiencies on teacher factor. For example, Osalusi (2010) reported that if the children are given opportunity to be listened to and guided in a non-threatening atmosphere, they would achieve tremendously in terms of problem-solving and decision making. The absence of a child-centred technique to teaching according to  Osalusi  results  to  pupils’  poor  achievement  in  social  studies.  Zimmerman (2010) reported that poor quality of instructional techniques was responsible for the poor achievement of pupils. A good number of these findings are teacher- related and this casts some doubts on the effectiveness of social studies teachers especially in the areas of instructional techniques.

There are many research works supporting various instructional techniques which enhance teaching and learning as well as enhance achievement and interest in social studies (Chiodo & Russell, 2006; Leming, Ellington and Schug, 2006; Russell and Waters, 2010). Russell and Waters (2010) stressed that teachers need

to connect the content of the subject to the learners’ interests. Thus increasing learners’  interest  in  the  content  and  actively  engaging  them  in  the  learning process.   There may be no doubt that some of such instructional techniques are being used in our primary schools by some social studies teachers.  However, despite the reported usefulness of some of the techniques and the possibility of their usefulness in teaching and learning, the poor achievement and low interest persist. This has created the need for this study which focused on the effect of simulation instructional technique on pupils’ achievement and interest in social studies.

Instructional technique refers to action and processes through which the goal of a particular method of teaching is realized. ADPRIMA (2003) observed that  techniques  are  building  blocks  of  learning,  remembering  and  effective learning. Techniques facilitate the development of skills that can be used to encourage and assist learners develop  the concepts and processes required  for achieving the set goals and  objectives  of learning  and  teaching.  In this study simulation activities which processes revolve around role play, dramatization, games and other related actions were arranged for the pupils. Methods could be defined  as the  way a teacher  decides on  what  learners  will learn.  Lawal  and Oyeleye  (2003)  defined  method  as  an  orderly  arrangement  and  systematic procedure of doing things. Method is a teacher’s approach to instruction on facts, concepts and generalization, that is, a systematic way in which teachers approach their teaching.

Simulation is simply pretence or an imitation device used to help learners discover   how  certain   situations,   circumstances   or  processes   affect   human behaviour.  Glen  and  Johnson  (2012)  describe  simulation  as  an  unstructured situation in which learners improvise behaviour according to their assigned roles. The  authors  further  say  that  simulation  technique  entails  assigning  pupils  to unique roles within a group as the group addresses a series of issues. Simulation motivates pupils by keeping them actively engaged in the learning process which requires them to play roles (Garcia and Michaclis, 2001).

Similarly, Jurica (2009) notes that simulation is a technique used to help learners feel for themselves and how things operate in the society. The author further asserts that simulation could make the teaching of social studies interesting and realistic which leads to acquisition of knowledge, skills and values necessary for the survival of the individual and the society.

Simulation technique has many steps or phases, this study adopted Gillion

(1977:67) steps because of its simplicity and detailed analysis.

Step 1: Select the process and objectives (based on the curriculum of primary school)

Step 2: Analyse the parts of the process to be simulated. Step 3: Determine the time to be covered by the exercise. Step 4: Identify roles to be assumed

Step 5: Identify participants’ objectives

Step 6: Identify the sequence of actions

Step 7: Identify the nature of interaction among the participants.

Step 8: Determine the roles

Step 9: Establish the scoring procedures

Step 10: Determine the final presentation form

Step 11: Plan the debriefing

Step 12: Provide for a trial run and make needed changes. Gillion (1977:67).

The use of simulation technique could make pupils learn concepts or materials much better as they could discern situations for themselves. Pupils could remember well what is learnt, it encourages creative thinking and inculcates problem-solving skills. Learners actively take knowledge; connect it to previously assimilated knowledge.

The concept of achievement means a thing that somebody is successful in especially using his/her efforts and skills. Achievement in the context of this study refers to the cognitive attainment of pupils which can be measured in terms of passes in social studies examination that will be administered by the teacher or examination bodies. Several studies have shown (Sahin, 2006; Achor, Imoko and Ajai, 2010; Okereke and Onwukwe, 2011) that achievement in social studies has continued to be poor. Commenting on the poor achievement  in social studies, Utulu (2007) notes that some social studies teachers are not current with the most recent information on the efficacy of simulation instructional technique, therefore, they lack the knowledge and skills to impart same to learners. The author further suggests that, social studies teachers should be role models in adopting the evaluation  strategies  by emphasizing  on  the  cognitive  (knowledge),  affective (values) and psychomotor (skill) domains.

Interest is a persisting tendency to pay attention and enjoy some activity or content. Interest has been viewed as emotionally oriented behavioural trait which determines  a  pupils’  vigour  in  tackling  educational  programmes   or  other activities.  Interest  is  an  important  variable  in  learning  because  when  one  is interested in an activity, one is likely to achieve highly in that activity, lack of interest  therefore  inhibits  learning.  It  is  clear  therefore  that  achievement  and interest are related variables and this informs the rationale of this study.

One other variable that is of interest to this study is gender. The concept gender  is  considered  as  a social  construction  of behaviour  towards  male  and female in different  ways.  Alokan  (2010) posits that we socially construct our behaivour  so  that  male-female  differences  are  either  created  or  exaggerated. Various  studies  have  documented  differences  in  school  achievement  between boys and girls, and numerous authors have offered theoretical explanations. The findings that girls have better school achievement than boys in various school subjects is supported by a number of other studies (Demie, 2001; Duckworth and Seligman, 2006; Steinmayr and Spinath, 2008).

The debate on who achieves higher (boys or girls) has been a subject of academic discourse for a long time. Literature on gender differences in academic achievement  is  extensive.  There  is  however,  research  evidence  (Klein,  2004, Davis, 2007) that improved instructional techniques can close the gender gap in achievement  in  social  studies.  Thus,  this  study  on  simulation  instructional technique may enhance achievement and motivate interest of male and female pupils in social studies.

Another variable of importance to this study is location (that is urban and rural). Settlements can be classified into two major types, rural and urban. Rural location  denotes a small settlement,  usually containing  a few scores to a few thousand people. The exact population size that marks the cut-off point between the rural and the urban varies from country to country; however, most rural settlements are below 10,000 people (Emielu, 2008). Rural settlements engage mainly in primary activities such as farming and hunting.

Unlike a rural settlement, an urban settlement has a larger population of people ranging from a few thousands to several millions people. Urban location provides a wide range of services. For example, factories are usually located in urban centres. Urban population is usually heterogeneous, consisting of people of different ethnic or racial groups and religions. Can location possibly affect the findings of this study?

Statement of the Problem

Poor  achievement  in  social  studies  in  the  primary school  has persisted despite its importance to the pupils and the overall educational development of the country. Given the value placed on the subject (social studies) in the primary school curriculum, the need to teach it effectively through effective techniques is indisputable. Over the years, experience and available records have indicated that many social studies teachers find it difficult to teach the subject because they believe that it is entirely a subject with new methods, strategies, approaches and techniques.  Whether poor achievement and low interest or ineffective teaching of social studies is due to lack of proper application of the integrated techniques by teachers is yet to be known.

Okam  (2012)  shows  that  out  of  many  challenges  in  the  teaching  and learning of social studies, poor instructional techniques play a major role. Despite some  efforts  that  have  been  made  by researchers  such  as  Okam,  (2012)  and Fadeiye (2005) to remedy the situation, there seems to be no evidence that achievement   and   interest   have   improved.   Consequently,   over   the   years, educational psychologists/theorists have frowned at instructional techniques that are teacher-centred, a situation bereft of active participation, social interaction and high achievement and interest of the learner. Among the educational psychologists/theorists  that hold  this view  are  Jean  Piaget  (cognitive development) and Lev Vygotsky (social development).

There   is,   however,   inadequate   documented   information   in   research conducted  in  Nigeria  on  the  effects  of  simulation  instructional  technique  on pupils’  achievement  and  interest  in  social  studies  at  the  primary  level  of education.  The  problem  of  this  study,  therefore,  is:  what  are  the  effects  of simulation instructional technique on pupils’ achievement and interest in social studies?

Purpose of the Study

The study determined the effect of simulation instructional technique on pupils’ achievement and interest in Social Studies in Ankpa Educational Zone of Kogi State. Specifically, it sought to:

1.        determine the mean achievement scores of pupils taught social studies with simulation instructional technique and those taught with lecture method.

2.        determine the mean achievement scores of male and female pupils taught social studies with simulation instructional technique.

3.        find  out  the  mean  achievement  scores  of pupils  from  urban  and  rural schools taught social studies with simulation instructional technique.

4.        ascertain  the mean interest rating scores of pupils taught Social Studies with  simulation  instructional  technique  and  those  taught  with  lecture method.

5.        ascertain the mean interest rating scores of male and female pupils taught

Social Studies with simulation instructional technique.

6.        ascertain the mean interest rating scores of pupils from urban and rural schools taught Social Studies with simulation instructional technique.

7.        determine  the  interactive  effect  of  method  and  gender  on  the  mean achievement scores of pupils.

8.        determine the interactive effect of method and gender on the mean interest rating scores of pupils.

Significance of the Study

This study has both  theoretical  and practical  significance  to education, teachers, pupils, professional bodies and researchers. The theoretical bases of this study  were  Piaget’s  theory  of  cognitive  development  (1954)  and  Vygotsky’s Social Development Theory (1978).

The significance of Jean Piaget’s theory of cognitive development is that it recognized the role of children’s active involvement in learning activities through a spontaneous interaction with their environment rather than passively waiting for the teacher to present to them ready-made knowledge. This has assisted this study in organising various activities where pupils engaged themselves in role playing and dramatization. The novel situations and interesting activities that were created in  the process of this study helped  pupils to be motivated  for  greater mental activities.

Lev Vygotsky’s theory of learning emphasises interpersonal interactions that is, co-operative learning activities in which pupils engage themselves in learning. The significance of Vygotsky’s theory of social development is that it acknowledges social interaction as key to learning amongst pupils. In view of this, the study applied this principle in organizing simulation-based activities for the pupils.

Practically, the study would popularize simulation instructional technique and maximize its use by social studies teachers in Nigeria. Social studies teachers would be exposed to the instructional technique through conferences, seminars and workshops to be organised by professional associations such as Social Studies Association of Nigeria (SOSAN).

Furthermore, the technique would be of benefit to social studies teachers as it  would  serve  as  a road map  in  the  choice  of a more  efficient  instructional technique.  The teacher would also benefit from the study as it would indicate relative efficacy of the simulation-based instructional techniques with respect to gender and pupils’ achievement and interest in social studies. The teachers’ efficiency in using the technique to teach would enhance the achievement and interest of pupils in teaching social studies.

In addition, pupils get information, encode, store and recall it differently. The use of the technique would enhance pupils’ retention and retrieval of information easily. This would be realized through active participation and construction/reconstruction of ideas by the pupils.

Finally, the study would be of benefit to researchers as it would serve as a yardstick  for  making  comparison  with  similar  studies  outside  Kogi  State  or Nigeria with a view to stimulating internationalization of studies in social studies

education. In addition, it would add to the existing pool of knowledge on school location/gender studies in social studies and provide an anchor upon which further studies may be carried out, thereby leading to increased pool of knowledge.

Scope of the Study

The study was carried out in Ankpa Education Zone of Kogi State. The schools, which are co-educational, are located in urban and rural areas of the zone. The primary six pupils in the twelve schools were used for the study. The course covered by the study is social studies, a compulsory subject offered at the primary school level. The choice of this course was informed by the abysmal poor achievement and interest in social studies.

The study determined the effects of simulation instructional technique on pupils’ achievement and interest in social studies. The study covered effect of location, gender and interaction effect on these moderating variables using simulation instructional technique. The curriculum content covered was from the course outline which includes: Acquired Immune Deficiency Syndrome, Sexually Transmitted Diseases or Infection, Drug Abuse and Gender Discrimination. These are among emerging national issues that were expected to be taught in the social studies curriculum.

Research Questions

The following research questions guided the study

1.     What are the mean achievement scores of pupils taught Social Studies with simulation instructional technique and those taught using lecture method?

2.     What are the mean achievement scores of male and female pupils taught

Social Studies with simulation instructional technique?

3.     What are the mean achievement scores of pupils in urban and rural schools taught Social Studies with simulation instructional technique?

4.     What  are  the  mean  interest  scores  of  pupils  taught  Social  Studies  with simulation instructional technique and those taught with lecture method?

5.     What are the mean interest rating scores of male and female pupils taught

Social Studies with simulation instructional technique?

6.     What are the mean interest rating scores of pupils in urban and rural schools taught Social Studies with simulation instructional technique?

7.     What  is  the   interaction   effect   of   method   and   gender  on  the  mean achievement   scores   of   pupils   taught   social   studies   with   simulation instructional technique?

8.     What is the interaction effect on method and gender on the mean interest scores of pupils taught social studies with simulation instructional technique?

Hypotheses

The following hypotheses were formulated  to be tested at 0.05 level of significance.

Ho1       There is no significant difference in the mean achievement scores of pupils taught Social Studies using the simulation instructional technique and those taught using the lecture method.

Ho2       There is no significant difference in the mean achievement scores of male and female pupils taught Social Studies using the simulation instructional technique.

Ho3       There is no significant difference in the mean achievement scores of pupils in urban schools and pupils in rural schools taught social studies using simulation instructional technique.

Ho4       There  is no  significant  difference  in the mean  interest  scores of pupils taught Social Studies using simulation instructional  technique and those taught using lecture method.

Ho5       There is no significant difference in the mean interest scores of male and female pupils taught Social Studies using the simulation instructional technique.

Ho6       There is no significant difference in the mean interest scores of pupils in urban schools and pupils in rural schools taught Social Studies using the simulation instructional technique.

Ho7       There is no significant interaction effect of method and gender on the mean achievement scores of pupils in experimental and control groups.

Ho8       There is no significant interaction effect of method and gender on the mean interest scores of pupils in experimental and control groups.

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