EFFECTS OF CONSTRUCTIVIST INSTRUCTIONAL MODEL ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN SOCIAL STUDIES

 

ABSTRACT

This study investigated the effects of constructivist instructional model on junior secondary school students’ achievement and interest in Social Studies. The study adopted the pretest, posttest, non-randomized and non-equivalent control group quasi experimental design. The population of the study comprised the 14,987 JSS II students in Agbani education zone of Enugu state. The sample of the study comprised 290 students drawn from six coeducational secondary schools out of the existing 45 public secondary schools in Agbani education zone through stratified random sampling technique. The instruments for data collection were Social Studies Achievement Test (SSAT) and Social Studies Interest Inventory (SSII) developed by the researcher and subjected to content and construct validation respectively. The reliability of SSAT and SSII were established using test-retest method and the measures obtained were 0.67 and 0.93 respectively. The researcher developed two instructional packages for the study. The first package was based on the constructivist instructional model. The second package was based on the conventional instructional method. Measures were taken to control extraneous variables. Mean and standard deviation were used to answer the four research questions while analysis of co-variance (ANCOVA) was used to test the six hypotheses. The results of the study revealed that: the JSS students taught Social Studies using constructivist instructional model performed significantly better than their counterparts who were taught using the conventional teaching method; the female students taught JSS Social Studies using constructivist instructional model performed slightly better than the male students; the constructivist instructional model enhanced JSS students’ interest in Social Studies more than conventional teaching method; and the female students after being taught JSS Social Studies using constructivist instructional model had a significantly higher mean interest score than their male counterparts. There was no significant interaction effect of teaching methods and gender on students mean achievement and interest scores in Social Studies. Based on these findings it was recommended that Social Studies teachers should be encouraged to use constructivist instructional model during classroom instruction in order to enhance students’ achievement and interest in Social Studies.

 

 

CHAPTER ONE

 

INTRODUCTION

 

Background of the Study

Social Studies is one of the core subjects at the basic education level in Nigeria (Federal Republic of Nigeria, 2004). The fact that Social Studies enjoys the status of a core subject implies that it is perceived as a very important subject worthy of being studied by all students in Nigeria (Mkpa, 2001). This perceived importance derives from the potentials of the subject for achieving certain goals of education in the country. The extent to which the subject succeeds in achieving the desired goals depends, to a large extent, on the degree to which teachers of Social Studies possess the right conception of the subject. This is because the conception of the subject determines how it is taught as well as the objectives to be achieved through it.

Social Studies as a school subject has attracted various definitions from authors and educators. Kissock in Umeh (2002:36) defines Social Studies as “a programme of study, which a society uses to instill in students the knowledge, skills, attitudes and actions it considers important concerning the relationship human beings have with each other, their world and themselves”. The emphasis here is on the needs of the society and the relationship between human beings and their environment. This may explain why Igba (2004:15) defined Social Studies as:

a discipline that concerns itself with learning about people, how and where they live, how they form and structure societies, how they govern themselves and provide for their material and psychological needs, how and why they love and hate each other, how they use and misuse the resources of the planet that is their home.

This definition focuses on man and his physical and social environments. According to Bozimo and Ikwumelu (2000:40):

Social Studies is a formalized, correlated or integrated study of man and his environment which involves the learner with the cognition, skills, values, attitudes, abilities and competencies that will enable him become an informed rational, analytical, participative and functional citizen.

In addition to the above definitions, the researcher views Social Studies within the context of this study as an integrated and multidisciplinary course of study based on man’s interaction with his physical and social environments.

Having examined what Social Studies is, it has become pertinent to discuss its importance. In Nigeria, Social Studies Association of Nigeria (SOSSAN) developed some general basic objectives adopted from those suggested by the African Social Studies Programme (ASSP).

These objectives of Social Studies include to:

• Help the learner fit into the society to which he belongs;
• Create an understanding of the evolving social and physical environment; its nature, manmade, cultural and spiritual resources together with the rational use and conservation of these resources for development;
• Develop an awareness and appreciation of the inter-relatedness of human knowledge and human life;
• Develop the capacity for logical thinking and sound rational judgments;
• Develop the capacity to learn and acquire skills essential to the formation of satisfactory professional life and further studies;
• Develop in the students the positive attitudes to citizenship and desire to make positive personal contribution to the creation of a prosperous and united Nigeria and;
• Make the students aware of the problems of their country and of the world in general and to develop in them a sympathetic appreciation of the diversity and independence of all members of the local community and of the wider nation and international communities.

The researcher discovered that these objectives are in harmony with the national educational aims and objectives as stated in the National Policy on Education.

In spite of the above laudable objectives of Social Studies, the teaching of the subject has not been quite satisfactory (Utulu, Ezegbe & Shaibu, 2012). The teaching of the subject is beset with numerous problems. These include lack of qualified teachers and non-availability and use of instructional materials such as useful textbooks especially those written with Nigerian environment in mind. Others include poor teaching methods and learning environment such as inappropriate instructional methods especially in secondary schools (Okoro, 2001). These problems could have resulted in the sharp decline in students’ interest, knowledge and performance in Social Studies in junior secondary schools over the past years (2010 – 2014). Data in relevant governmental agency (Examination Development Centre, Enugu) reveal that the performance of students at the junior secondary school certificate examination in Social Studies have remained poor (See Table 1).

Table 1: Statistics of Entries and Performance of Students in Social Studies in Junior Secondary School Certificate Examination in Enugu State for 2010 – 2014.

Year	Fail	Ordinary Pass	Credit	Distinction	Total No. of Students
2010	54%	29%	16%	1%	(100%) 35,861
2011	53%	27%	19%	1%	(100%) 37,052
2012	59%	30%	10%	1%	(100%) 39,648
2013	61%	24%	15%	0%	(100%) 41,138
2014	52%	27%	20%	1%	(100%) 43,264

Source: Examination Development Centre, Enugu.

Table 1 shows that the junior secondary school students’ achievements in social studies for the years of 2010, 2011, 2012, 2013 and 2014 were poor and have been a source of worry to the researcher. For instance 35,861 students took the 2010 junior secondary school certificate examination (JSSCE) in Enugu state. Analysis of the students’ achievement shows that 54% failed social studies totally in the JSSCE examination, 29% secured ordinary pass, while 16% passed at credit level. On the other hand 1% passed at distinction level.

 

This unabated poor performance of students in Social Studies especially at the junior secondary school level in Enugu State has led to some concern over the effectiveness of the instructional methods being adopted in teaching the subject. There is therefore the need to shift emphasis from the present traditional/conventional methods of teaching Social Studies such as the lecture and discussion to those that can impact the necessary knowledge and skills comprehensively (Enem, 2003).

The concern of the researcher has been on how to enhance students’ achievement and interest in Social Studies. This is important as Oganwu (2004) noted that the contribution of Social Studies to the training of students for the world of work depends on how the subject is taught. Obviously, the method used by a teacher to teach the students goes a long way to determine the level of achievement and interest they will exhibit. Most conventional teaching methods are teacher centered and emphasize rote memorization of facts and procedures. The conventional methods of teaching include lecture, discussion etc and they are all teacher centered and emphasize rote memorization of facts (Mezieobi and Mezieobi, 2012). It is therefore, important to examine teaching methods that will enable students to improve their learning by making meaning out of what they learn and which also accommodate various students’ learning styles. This calls for innovative teaching method.

Innovative teaching methods have been identified in teaching to foster meaningful learning among students by making them actively involved in the learning process (Mezieobi, Fubara and Mezieobi, 2008). Some of the innovative teaching methods are: cooperative learning, concept mapping and constructivism. Constructivism is one of the innovative teaching methods that improve learning and surmount the problem of rote learning. At this juncture, it will be pertinent to investigate how constructivist instructional model will improve students’ achievement and interest in Social Studies.

Constructivist instructional model involves the active participation of students as the teaching goes on. This instructional model is based on the constructivist learning theory. The theoretical framework of constructivism holds that learning always builds upon knowledge that a student already has, this prior knowledge is called schema. This is because all learning are filtered by the pre-existing schemata, constructivists suggest that learning is more effective when a student is actively engaged in the learning process rather than attempting to receive knowledge passively (Igwe, 2003).

 

Central to the constructivist perspective is the premise that the learner constructs meaning from new information and events as a result of an interaction between that individual’s alternative concepts and his or her current observations. Some existing knowledge or prior ideas have been described as misconceptions (Mkpa, 2001), alternative framework (Ikwumelu, 2001) and children’s early experience (Akubuilo, 2007). Students’ prior ideas or knowledge therefore is a source of alternative conceptions or perception possessed by them before a formal instruction takes place. Mgboro (2004) observed that students of all ages develop and refine ideas about phenomena and then tenaciously hold unto these ideas as eternal truths. This means that even in the fact of “authentic” intervention and “hard” data that challenge their views, learners typically adhere staunchly to their original notions.

Constructivism is therefore a set of beliefs about knowing and learning that emphasize the active role of learners in constructing their own knowledge with new experience (Ibe, 2012). Continuing, Mgboro (2004) explained that although knowledge construction can be facilitated by instruction, it is not the direct consequence of instruction. Aguokogbuo (2000) sees constructivism as an epistemology of how people learn. It describes how one attains, develops and uses cognitive processes. It is based on the fundamental assumption that people create knowledge from the interaction between their existing knowledge or beliefs and new ideas or situations they encounter.

Constructivism is a model which holds that knowledge is personally constructed and reconstructed by the learner based on his or her prior knowledge and experiences. Agomuoh (2010) explains a constructivist based method of teaching as that method which aims at assisting the child to reconstruct and restructure his or her conception on the basis of confrontation with conceptualized evidence. Constructivism is therefore, problem solving oriented. It allows students to explore or work in groups, making meaning of tasks and setting out to solving problems that are perplexing.

 

Owoso (2009) asserts that a constructivist practice requires teachers to place students in more central position in the whole instructional programme. This means that students’ ideas should form the basis for discussion and investigation in the classroom. Owoso also emphasized that constructivist teacher should behave in an interactive manner, mediating the environment for students. Also, the teacher should seek students’ point of view in order to understand students’ present conception (entry behavior) for use in subsequent lessons.

 

Nwabah (2013) opined that constructivist instructional model is a learner centered method in which the learner plays active role in assimilating knowledge onto his or her existing mental framework. The ability of students to apply their school learned knowledge to the real world is valued over memorizing bits and pieces of knowledge that may seem unrelated to them. The researcher is of the opinion that the constructivist instructional model requires the teacher to relinquish his or her role as a sole information dispenser and instead to continually analyze his or her curriculum planning and instructional methodologies.

Research evidence (Oganwu, 2004), reveals that there is a very low interest in Social Studies among junior secondary school students. Interest, according to Okoli (2008) is the preference for particular type of activities, which is the tendency to seek out and participate in certain activities. Omebe (2001) defined interest as an expression of likeness or dislikeness which plays a significant role in learning all subjects. It is therefore the zeal or willingness to participate in any activity from which one derives some pleasure. Thus, if a student is interested in Social Studies, it means that he chooses to spend time studying it. Okoli (2008) observed that students’ interest is closely associated with their achievement. Research evidence (Oganwu, 2004) shows that one’s success in Social Studies is influenced by his interest in it. Thus, interest of students in Social studies could be improved when they are taught Social Studies using innovative and more effective teaching method.

In Social Studies, the contention has not been about teaching methods only. It has also been about gender differences vis-a-vis the ability of male and female students to utilize any teaching method effectively. According to Nnamani and Audu (2005) gender refers to the many socially and or culturally constructed characteristics, qualities, behavior and roles which different societies ascribe to males and females. This involves all the characteristics of men and women which a particular society has determined and assigned to each sex.  Mbakwem and Mkpa (2003) argued that teaching methods are gender sensitive and may influence the achievement and interest of male and female students differently in Social Studies. They held that while a number of teaching methods are masculine oriented, others tend to be feminine oriented. Hence, they believe that because of the strenuous nature of some of the teaching methods, the female students find it difficult to cope. These according to them are some of the reasons male students perform better in some aspects of Social Studies than the females. They advocated that a departure from the traditional teaching methods and the adoption of the constructivist instructional model would blend the masculinity of some traditional teaching methods with the feminist model to produce a more sustainable and less gender biased instruction.

Although the current emphasis has been on students’ achievement and interest in Social Studies, it is, however, widely believed that students achievement and interest in any subject is a function of instruction. Approaches to instruction, therefore, are considered serious factors in Social

Studies education in Nigeria (Njoku, 2000).

However, the efficacy of a number of teaching methods has been experimented upon. The impact of constructivist instructional model on students’ mastery of units of instruction in Social Studies is still in doubt. In the same vein, because some traditional teaching methods are gender based (Ezema, 2001), the assumption is that careful use of the constructivist instructional model may have fascinating implications in Social Studies instruction. The growing need for an effective instructional procedure which permits a better appreciation of Social Studies constitute the basis for this study. While it has not been substantiated that the current poor performance and interest of students in Social Studies examinations is as a result of the current traditional approach to social studies instruction, the extent to which the adoption of the constructivist instructional model could enhance students achievement and interest in Social Studies is still an issue that needs to be subjected to empirical investigations.

 

Statement of the Problem

The achievement of students in the junior secondary school certificate examination in Social Studies in Nigeria is unsatisfactory. This state of affairs is undoubtedly not encouraging and constitutes a source of worry to major stakeholders in the education sector such as parents, teachers and examination bodies. However, it is not quite clear what is responsible for this situation or trend. Many factors may be responsible for this poor achievement of students’ in the junior secondary school certificate examination in Social Studies. However, how constructivist instructional model can improve students’ achievement and interest in Social Studies in secondary schools is yet to be determined. Also, the effects of constructivist instructional model on the achievement and interest of male and female students in Social Studies is yet to be investigated. Therefore, the problem of this study is: what are the effects of constructivist instructional model on the male and female junior secondary school students’ achievement and interest in Social Studies?

 

Purpose of the Study

The main purpose of this study is to determine the effects of constructivist instructional model on junior secondary school students’ achievement and interest in Social Studies. Specifically, the study seeks to:

1. ascertain the differential effects of constructivist instructional model and conventional teaching method on junior secondary school students mean achievement scores in Social Studies.
2. determine the effect of constructivist instructional model on the mean achievement scores of male and female students in JSS Social Studies.
3. find out the interaction effect of teaching methods and gender on students’ mean achievement scores in JSS Social Studies.
4. ascertain the differential effects of constructivist instructional model and conventional teaching method on junior secondary school students mean interest scores in Social Studies.
5. determine the effect of constructivist instructional model on the mean interest scores of male and female students in JSS Social Studies.
6. find out the interaction effect of teaching methods and gender on students’ mean interest scores in JSS Social Studies.

 

 

Significance of the Study

The findings of this study will have a lot of theoretical and practical significance for Social Studies teaching and learning in Nigeria. Theoretically, the findings of this study will necessitate the use of different constructivist models in the explanation of students’ adequate involvement in their school learning and academic work. Furthermore, the results of the study will either lend support or otherwise refute the main claims in Bruner’s constructivist theory which argues that students construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. This could be reframed to a positive outcome when used in Social Studies teaching and learning.

 

Practically, it is expected that the findings of this study will be useful to the following: students, teachers, author of Social Studies textbooks, curriculum planners and Ministry of Education. The results will be made available to them through seminars and journal articles.

 

To the students, the study could reveal that constructivist instructional model improves students’ achievement and interest in Social Studies. The students who receive instruction using constructivist instructional model would become better learners. This constructivist instructional model could help them to integrate and construct meaning from the texts as well as examine and extend the meaning of the texts as they bring the already existing schema to bear on what they read. When the students see relationship between their use of constructivist instructional model and their improved performance in Social Studies, they will be motivated to learn more. The students will develop interest and learn better since they know that the process of learning affects the product of learning. Their awareness of this process they used in learning would facilitate their transfer of this model across various tasks and settings. These students will therefore not attribute their performance to luck or fate, but will rather see the need to adopt constructivism in their independent studies and in their preparations for examinations.

 

The findings of this study will be of immense benefit to Social Studies teachers in the sense that the use of constructivist instructional model by them will make teaching and learning of Social Studies easier and meaningful. It will also be helpful to Social Studies teachers in addressing gender issues in Social Studies class.

 

Authors of Social Studies textbooks will also benefit from the findings of this study. This is because the findings of this study will equip the authors of Social Studies textbooks with sufficient information on the constructivist instructional model and these authors may include information on this model in their Social Studies textbooks. Any textbook with sufficient guide on the use of the constructivist instructional model will be popular among students and their teachers whose task will be reduced.

 

The findings of this study will be of importance to curriculum planners since they will be provided with information that may be useful in bringing effective innovation in teaching Social Studies. It will also enable the curriculum planners to understand the need to enshrine constructivist instructional model in the Social Studies curriculum modules as one of the teaching methods.

 

The Ministry of Education will find this study useful. The findings of this study will be useful to them in organizing conferences, seminars and workshops to sensitize and retrain Social Studies teachers on the use of constructivist instructional model to improve their teaching. These teachers will in turn make use of this model in the classroom.

 

Scope of the Study

The study specifically covered all public junior secondary school two (JSS II) students in Agbani

Education Zone of Enugu State. The study was delimited to JSS II curriculum module for Social Studies and the topics covered were food and drink, marriage and family. This study was further delimited to The Learning Cycle (TLC) constructivist instructional model.

 

Research Questions

The following research questions guided the study:

1. What is the difference in the mean achievement scores of junior secondary school students taught Social Studies using the constructivist instructional model and those taught using the conventional teaching method?
2. What is the difference in the mean achievement scores of male and female students after being taught junior secondary school Social Studies using the constructivist instructional model?
3. What is the difference in the mean interest scores of junior secondary school students taught Social Studies using the constructivist instructional model and those taught using the conventional teaching method?
4. What is the difference in the mean interest scores of male and female students after being taught junior secondary school Social Studies using the constructivist instructional model?

 

 

Hypotheses

The following null hypotheses were formulated to guide the study and were tested at 0.05 level of significance:

 

Ho1:	There is no significant difference in mean achievement scores of junior secondary school students taught Social Studies using constructivist instructional model and those taught using conventional teaching method.
Ho2:	There is no significant difference in the mean achievement scores of male and female students taught Social Studies using constructivist instructional model.
Ho3:	The interaction effect of teaching methods and gender on students’ mean achievement scores in Social studies after constructivist instructions is not significant at p<.05.
Ho4:	There is no significant difference in the mean interest scores of junior secondary school students taught Social Studies using constructivist instructional model and those taught using the conventional teaching method.
Ho5:	There is no significant difference in the mean interest scores of male and female students taught Social Studies using constructivist instructional model.
Ho6:	There is no significant interaction effect of teaching methods and gender on

students’ mean interest scores in Social Studies.

EFFECTS OF CONSTRUCTIVIST INSTRUCTIONAL MODEL ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND INTEREST IN SOCIAL STUDIES

 

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