EFFECT OF ADVANCE ORGANISER TEACHING STRATEGY ON UPPER BASIC STUDENTS’ ACADEMIC PERFORMANCE IN SOCIAL STUDIES IN BENUE STATE

Abstract

The study investigated the effect of advance organiser teaching strategy on Upper Basic Students’ Performance in Social Studies in Benue State, Nigeria. The study was guided by one research question and one hypothesis, formulated and tested at 0.05 level of significance. Quasi-experimental design, the non-equivalent pre-test post-test research design was used. The population was 14,800 (7,702 male and 7,098 female) Social Studies Students. The sample was 139 upper basic II Social Studies students from four (4) co-educational government grand-aided schools in Makurdi metropolis, Benue State, using multistage sampling procedures. One instrument was used for data collection and it was named Social Studies Students Performance Test (SSSPT). The instrument was validated by three experts before the trial test. SSSPT was analysed using Kuder Richardson 21 formula (K-R21), which gave a reliability coefficient of 0.89. Two research assistants were trained and used for the study. Data collected were analysed using mean and standard deviation to answer the research question and analysis of covariance (ANCOVA) to test the hypothesis at 0.05 level of significance. The finding showed a significant difference in the mean performance scores of upper basic II students taught Social Studies using advance organiser teaching strategy and those taught using demonstration method (F(1,136) = 56.335; P = 0.000< 0.05). Based on the finding, the study recommended the use of advance organiser teaching strategy so as to enhance Social Studies students’ performance.