IMPACTS OF CONSTRUCTION OF INSTRUCTIONAL RESOURCES ON UPPER BASIC SOCIAL STUDIES STUDENTS ACADEMIC PERFORMANCE IN DELTA STATE, NIGERIA

Abstract

This study examines the impact of construction of instructional resources on Upper basic Social Studies students’ academic performance in Delta State, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted the quasi-experimental research design on a population of 850 who were administered treatment chosen through the simple random sampling method of balloting type. The instrument for data collection was the Social Studies Achievement Test (SSAT). Data generated were analyzed using the mean and standard deviation for the stated research questions, while the Analysis of Covariance (ANCOVA) was used to test the formulated null hypotheses at an alpha of 0.05 level of significance. Findings revealed that; there is a significant effect of location on the pretest posttest mean scores on learners and academic performance taught Social Studies with construction learning method and lecture methods; there is a significant effect of sex on the pretest and posttest mean scores on learners academic performance taught Social Studies with construction learning method and lecture method. The study concluded that construction learning method have effect on the pretest posttest mean scores of the learner and that it enhances their cognitive, affective and psychomotor domain of knowledge; equipping the learner based on their characteristics to improvise instructional materials, which have been teacher-centered activities. The study recommended amongst others that teachers of Upper Basic Social Studies should adopt constructive learning method in the delivery of instruction as this method make learning concrete, tangible and effective as against lecture learning method that tends to isolate the students during the delivery of instruction.