Comparative analysis of the effects of self-directed learning (SDL) strategy and simulation technique (ST) on students’ knowledge retention in social studies at upper basic 11 in kogi east education zone
Odoma Lois Onyemowo, Shaibu leonard, David Amokaha Aboho
This study investigated the comparative analysis of the effects of self-directed learning strategy and simulation technique on students’ knowledge retention in social studies at upper basic 11 in Kogi east education zone of Kogi State. The study used gender as a moderating variable to compare the mean interest rating scores, of male and female at Upper Basic II when exposed to the treatment using self-directed learning and simulation techniques. Three research questions and three hypotheses were formulated and tested at 0.05 level of significance. The study employed quasi experimental (pre-test, post-test and nonequivalent groups) the sample consisted of 442 Upper Basic II Social Studies students, comprising 232 males (52.49%), and 210 females (47.51%) drawn from 6 intact classes of co-educational government public schools in the study area. The instruments for data collection were Social Studies Retention Test (SSRT). The SSRT was computed using cronbach alpha with reliability r= 0.77. Mean and standard deviation were used to answer research questions while analysis of covariance (ANCOVA) was used to test the hypotheses. Findings revealed that students that were taught Social Studies using self-directed learning exhibited higher knowledge retention level than those taught with simulation technique. That is f (1441) =88.445; p=0.00<0.05 than those who were taught using simulation technique. There is significant difference in the mean knowledge retention rating using Self-Directed Learning (SDL) and simulation technique in favour of male students. Based on the findings, the study recommended among others that, Social Studies Teacher should be encouraged to employ self-directed leaning as a strategy in the teaching/ learning of Social Studies. Government (National, State and Local Government Areas), professional bodies, parents, stake holders should encourage capacity building workshops, seminars, conferences, in service training on the use and implementation of self-directed learning and simulating techniques in Social Studies.