Blended and Peer Teaching Methods on Secondary School Students’ Academic Performance in Social Studies

Abstract

The researchers investigate the blended and peer teaching methods on secondary school students’ academic performance in Social Studies. The design of the study is the quasi-experimental research design which adopted the following procedures: non-randomized, pre-test, treatment, treatment and post-test for non-equivalent intact classes. Two research questions and two hypotheses guided the study. The population of the study consists was 23,678 students from public secondary schools in Kogi State. The sample consists of 122 upper basic two (JSS II) students who offer Social Studies in three selected co-educational schools. Purposive and cluster random sampling techniques were adopted for the study. The instrument used in collecting the data for this study was a researcher-made test titled Social Studies performance test (SSPT). The instrument was validated by specialist in education measurement and evaluation and social science education with a reliability co-efficient index of 0.87 obtained using Kuder-Richardson 20 statistic (K-R 20). This was considered adequate for the study. Research questions was answered using mean and standard deviation. Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. Findings revealed that blended teaching method is more effective when compared with lecture method in the improvement of students’ performance in Social Studies. It was recommended that teacher training institutions like Universities’ Faculties of Education and Colleges of Education should include blended and peer teaching methods among the modern participatory instructional strategies in teacher preparation in order to promote teaching and learning of Social Studies towards enhanced students’ academic performance in the subject