The Impact of Mediated Teaching on Secondary School Students’ Academic Achievement in Social Studies: A Study in Ogun State, Nigeria

Afolabi Olubela; Olufunmilayo Iyunade

doi:10.56741/jpes.v4i01.871

Authors

Afolabi Olubela
afolabi.olubela@oouagoiwoye.edu.ng
Olabisi Onabanjo University https://orcid.org/0000-0002-9698-327X
Olufunmilayo Iyunade Olabisi Onabanjo University https://orcid.org/0000-0001-6198-5809

Keywords:

Academic Achievement, Mediated Teaching, Social Studies, Secondary School

Abstract

This study therefore determined the effects of mediated teaching on secondary school students’ academic achievement in social studies in Ogun state. A pretest, posttest, control group quasi-experimental design was employed for the study. Six secondary schools (public and private) in Ogun State were randomly selected. Two instruments were used for data collection, are Social Studies Academic Achievement Test and the Mediated Teaching Academic Achievement Questionnaire. The hypotheses were tested using Analysis of Covariance at 0.05 level of significance. Treatment has a significant effect on students’ achievement (F(2,110) = 17.269 P<0.05). This means that there is a significant difference in the achievement of students exposed to teaching with instructional resources than those students taught without instructional resources. It was recommended that government, school authorities, and other stakeholders should provide enough instructional resources for teaching and learning. Where the resources are unavailable or insufficient, teachers are encouraged to improvise.

Downloads

Download data is not yet available.

Author Biographies

Afolabi Olubela, Olabisi Onabanjo University

is a distinguished academic from the Faculty of Education, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria. He is known for his contributions to the field of education, particularly in the context of sustainability, civics/citizenship, political participation and democracy, curriculum theories and development, pedagogies effective instructional strategies, and entrepreneurship education. Olubela's scholarship is characterized by a commitment to enhancing educational practices and promoting sustainability in teaching methodologies. His insights contribute significantly to the discourse on how educators can effectively integrate sustainability and efficient instructional strategies and resources into their curricula, thereby equipping future generations with the knowledge and skills necessary to address the multi-faceted educational and social challenges. (email: afolabi.olubela@oouagoiwoye.edu.ng).

Olufunmilayo Iyunade, Olabisi Onabanjo University

is a prominent academic from the Faculty of Education, Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria. She is known for her contributions to the field of education, particularly in the context of sustainability, community development, technical education and skills acquisition, and higher education in Nigeria. Her research focuses on the intersection of teacher education and sustainable practices, emphasizing the importance of preparing educators to address contemporary environmental challenges. Iyunade's insights into institutional diversification reflect her commitment to understanding and addressing the complexities of educational development in a rapidly changing global context. Through her research, Olufunmilayo T. Iyunade continues to influence educational policy and practice, advocating for a more sustainable and responsive educational framework in Nigeria and beyond. (email: iyunade.funmi@oouagoiwoye.edu.ng).

References

Gbadamosi, Onuoha, and Nwosu, "Planning and Financing Continuing and Non-Formal Education in Nigeria," In Proceedings of the Informing Science and Information Technology Education Conference (pp. 185-193). Informing Science Institute, 2013. DOI: https://doi.org/10.28945/1805

O. T. Omoniyi, "Effect of Tele-Video Instruction On Distance Learners’ Performance In Educational Technology," Sokoto Educational Review, vol. 9, no. 1, 108-121, 2007.

J. O. Oni, "Civil servants’ perception on Service delivery of Private and public elementary Schools in Ogun state, Nigeria," Bulgarian Journal of Science and Education Policy (BJSEP), vol. 5, no. 1, 2011.

E. Ema and D. T. Ajayi, Educational Technology: Methods, Resources, Machines. Jos: Jos University Press Ltd, 2004.

O. T. Omoniyi and E. A. Oluniyi, "Impact of captioned video Instruction on Nigerian hearing impaired Students’ performance in English language," Library Philosophy and Practice (e-journal), Paper 854, 2013. DOI: https://doi.org/10.5901/ajis.2014.v3n6p411

J. A. Abidoye and O. R. Fatoki, "Integrating Instructional Technology into Teacher Education Curriculum in Nigeria," Greener Journal of Educational Research, vol. 4, no. 2, 2014. DOI: https://doi.org/10.15580/GJER.2014.2.111813969

N. P. Ololube, "The relationship between funding, ICT, selection processes, administration and planning and the standard of science teacher education in Nigeria," Department of Applied Sciences of Education Faculty of Behavioural Sciences, University of Helsinki, Finland, 2007. [Online]. Available: www.google.com/unih//nwachukwu.ololube@helsinki.fi/pdf.

S. Iheonunekwu, G. Umebali, and P. O. Okunamiri, "Integration of Information and Communication Technologies (ICTs) into Teacher Education Programme," Journal of Media and Technology, vol. 14, no. 1, pp. 61-67, 2010.

O. T. Omoniyi, "Effects of tele-video instruction on distance learners' performance in educational technology at Olabisi Onabanjo University, Nigeria," Ph.D. thesis, University of Ilorin, Ilorin, 2004.

M. O. Yusuf, "An investigation into junior secondary school students' attitudes towards mediated instructions," Ife Journal of Curriculum Studies and Development, vol. 2, no. 2, pp. 56-63,2005.

L. Adedoja and J. A. Abidoye, "Level of Utilization of Internet Service among undergraduates: A case study of Adeyemi College of Education, Ondo," Journal of Science and Technical Education, vol. 1, no. 1, 2009.

J. L. Adeyanju, "Teachers Perception of the Effects and Use of Learning Aids in Teaching: A Case Study of Winneba Basic and Secondary Schools in Ghana," 2003.

M. I. Atinmo and R. A. Egunjobi, "A comparative study of captioned video and face to face Instruction in Library Instruction for Secondary School students with hearing impairment," Library Philosophy and Practice, vol. 8, no. 1, 2010.

T. C. Obat, "Science and Technology and Special Education – The UBE program in Nigeria and people with Special Education needs," Ibadan: Magompsy Publishers, 2002.

J. O. Afe, "Reflection on Becoming a Teacher and the Challenges of Teacher Education," Inaugural Lecture Series 64, University of Benin, Benin, 2002.

G. S. Bassey, Principle and Practice of Instructional Communication. Uyo: Durand Publisher, 2004.