IMPACT OF INTERACTION BETWEEN THE INSTRUCTIONAL TREATMENT AND GENDER INTEREST IN JUNIOR SECONDARY SOCIAL STUDIES CONCEPTS IN NSUKKA EDUCATION ZONE

UGWU, Ndidiamaka Patience and EZE, Anastasia Ukamaka (2019) IMPACT OF INTERACTION BETWEEN THE INSTRUCTIONAL TREATMENT AND GENDER INTEREST IN JUNIOR SECONDARY SOCIAL STUDIES CONCEPTS IN NSUKKA EDUCATION ZONE. Advance Journal of Education and Social Sciences, 4 (6). pp. 10-20. ISSN 2237 – 1470

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Abstract

The study seeks to examine the Impact of Interaction between the Instructional Treatment and Gender Interest in Junior Secondary Social Studies Concepts in Nsukka Education Zone.A quasi-experimental research design was used. The population of this study consists of all the junior secondary co-education school students (4182) of Nsukka Education Zone of Enugu State. A sample of 260 students was drawn. The instruments developed for these studies were Social Studies Achievement Test (SSAT) and Social Studies Interest Inventory (SSII). The data obtained were analyzed using means and standard deviation to answer the research questions. The hypotheses were tested at 0.05 level of significance using analysis of covariate (ANCOVA). The reliability of SSAT and SSII were determined using KR-20 reliability method. The tests were administered twice after a week interval to determine the reliability of SSAT with the use of Pearson moment correlation and the internal consistency of SSII were ascertained using Cronbach alpha procedure. The result of the analyses indicated that the Impact of Interaction between the Instructional Treatment was not a significant factor in students’ gender interest in Social Studies. Students taught using constructivist-based learning strategies performed significantly better than their counterparts who were taught using lecture method in both SSAT and SSII respectively. Based on the findings it was recommended that teacher educators will also find the study useful in developing programs aimed at producing teachers capable of creating a learning environment that enables learners to actively construct knowledge and understanding for themselves, hence improve their achievement in Social Studies.

Item Type:	Article
Subjects:	L Education > L Education (General)
Divisions:	Faculty of Arts > Faculty of Law > Faculty of Management and Social Sciences > Faculty of Education
Depositing User:	Uchenna Eneogwe
Date Deposited:	20 Aug 2025 08:19
Last Modified:	20 Aug 2025 08:19
URI:	http://eprints.gouni.edu.ng/id/eprint/5107

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