EFFECT OF VISUAL INSTRUCTIONAL RESOURCES ON ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOLS STUDENTS IN SOCIAL STUDIES, IN YOBE STATE, NIGERIA

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dc.contributor.authorISAH, Auwalu
dc.date.accessioned2018-08-14T09:40:46Z
dc.date.available2018-08-14T09:40:46Z
dc.date.issued2016-11
dc.descriptionA THESIS SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER IN SOCIAL STUDIES EDUCATION DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION FACULTY OF EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIAen_US
dc.description.abstractThis study investigated the Effects of Visual Instructional Resources on Academic Performance of Junior Secondary School Students in Social Studies, in Yobe State, Nigeria. The study was conducted using four objectives which were translated into research questions and hypotheses. Quasi experimental design involving experimental/control group was used for the study. The population consisted of 200, 658 J.S.S. social studies students out of which 102338 and 98320 are male and female respectively. The sample was made up of 400 JSSII social studies (150 male and 250 female participants).Four intact classes were purposively, selected from Nguru inspectorate educational zone. The schools are: GDJSS Garin Guna and GDJSS Hausari. The instrument used for data collection was social studies visual aids (SOSVA) and social studies lecture techniques (SOSLET) with reliability coefficient of 0.79. Mean and standard deviation were used for descriptive analysis while independent t-test was used for hypotheses testing stated at0.05 level of significance. The research found from this analysis reveals that: There is a significant difference in the academic performance of students taught social studies using visual instructional resources and those taught using lecture method in junior secondary schools in Yobe State, meaning that students in the experimental group performed significantly better than their counterpart in the control group. There is no significant difference in the academic performance of male and female students taught social studies using visual instructional resources in junior secondary schools in Yobe state; it showed that treatment did not cause any significant difference in academic performance between genders. There is a significant difference in academic performance of male (experimental) and male (control group) when exposed to visual instructional resources in favour of male experimental students. There is a significant difference in the academic performance of female experimental and female control groups when exposed to visual instructional resources was higher and better than their counterparts female control group. It was recommended that visual instructional resources should be used to improve the teaching and learning of junior secondary schools social studiesen_US
dc.identifier.urihttp://hdl.handle.net/123456789/10086
dc.language.isoenen_US
dc.subjectEFFECT,en_US
dc.subjectVISUAL INSTRUCTIONAL RESOURCES,en_US
dc.subjectACADEMIC PERFORMANCE,en_US
dc.subjectJUNIOR SECONDARY SCHOOLS STUDENTS,en_US
dc.subjectSOCIAL STUDIES,en_US
dc.subjectYOBE STATE,en_US
dc.subjectNIGERIAen_US
dc.titleEFFECT OF VISUAL INSTRUCTIONAL RESOURCES ON ACADEMIC PERFORMANCE OF JUNIOR SECONDARY SCHOOLS STUDENTS IN SOCIAL STUDIES, IN YOBE STATE, NIGERIAen_US
dc.typeThesisen_US
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