Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/371
Title: EFFECTS OF COOPERATIVE AND PROGRAMMED INSTRUCTIONAL STRATEGIES ON JUNIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN SOCIAL STUDIES.
Authors: USULOR BEJAMIN E
Issue Date: 8-Nov-2011
Abstract: This stud) investigated the "Effects of Cooperative and Programmed Instructional Strategies on Junior Secondary School Students' Achievement in Social Studies. The study adopted a quasi-experimental research design. The sample lor the study consisted of two hundred and one (20 I) Junior Secondary School II Social Studies students. selected from three Secondary Schools in Abakaliki Education Zone of Ebonvi State. The instrument for data collection . -' was a multiple type objective test entitled: Social Studies Achievement Test I (SOSAT) to elicit information from respondents. The instrument was validated 1'01' and' had a reliability index of 0.91 obtained through the use or Kuder- Richardson 20. Five research questions and five hypotheses were formulated to guide the study. The collected data were analyzed using adjusted mean (X) and standard deviation to answer the research questions while analysis of covariance (AN COY A) was used to test the null hypotheses at alpha level of O.OS .. The result of the study showed that ST AD model of cooperative strategy is most facilitating for teaching Social Studies than conventional instructional strategy, male students' performed better than female students marginally in using STAD model, of cooperative learning, programmed instructional strategy performed better than conventional instructional strategy, males performed better females, in programmed instructional strategy, interaction of methods and gender was marginal for males and females' in cooperative learning while male did better than females in programmed instructional and conventional instructional strategy, HOI. H03, H04were significant while H02 and HOs were not significant. From the findings or the study: STAD model of cooperative learning strategy and programmed instruction should be adopted in junior secondary schools in Ebonyi State, proper study habits should be inculcated into the study by encouraging group study in their class work. and both male and female students should• be trained structurally for independent work to avoid domineering each other.
Description: A theses submitted to the department of of art/social science education in partial fulfillment of the requirements for the award of the degree of philosophy of education in social studies
URI: http://hdl.handle.net/123456789/371
Appears in Collections:Theses & Dissertation

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