Assisting Zong Natinga Basic Eight Pupils to Improve on Their Academic Performance in Social Studies Using Problem Solving Method
Chapter One
Objective of the study
The main objective of the study is to assist Zong Natinga Basic Eight Pupils To Improve Their Academic Performance In Social Studies Using a Problem-Solving Method.
specifically, the study aims to;
- The effect of problem solving method on Pupils’ academic achievement in social studies.
- The effect of problem solving method on Pupils’ interest in social studies.
- The effect of problem solving method on Pupils’ retention in social studies
CHAPTER TWO
LITERATURE REVIEW
Introduction
The concern of this study is to investigate effects of problem solving instructional strategy on the Achievement and Retention of social studies.
Cognitive preference
Cognitive preference refers to the ability of rank-ordering of cognitive preference based on happiness, satisfaction, gratification, enjoyment and utility they provide (Mas Collel and Green, 1995; and kreps, 1999). Lana (1987) posited that cognitive preference can also be equated to cognitive style. McFaden (1986) in Peter (1995) describes cognitive preference to include:
Problem
A consistent pattern of behavior within a range of variability, a students consistent way of responding to and using stimuli in a learning environment; how individuals process information and prefer to learn; the way individuals organize information and experiences; a person’s characteristic style of acquiring and using information; and an expression of psychological differentiation characteristic models of information processing (1995: page 1)
Yevdokimov and Passmore (2008) observed that there are two major types of problem solving; Reflective and Creative. Regardless of the type of problem solving a class uses, problem solving focuses on knowing the issues, considering all possible factors and finding a solution. Because all ideals are accepted initially, problem solving allows for finding the best possible solution as opposed to the easiest solution or the first solution proposed.
Yevdokimov and Passmore (2008) went further to reiterate the purpose of engaging or teaching the art of problem solving to students as helping them to think about a problem without applying their own preconceived ideals. Defining what the problem looks like is separated from looking at the cause of the problem to prevent premature judgment. Similarly clarifying, classifying what makes an acceptable solution is defined before solutions are generated, preventing preconceptions from deriving solutions. Some people argue that problem solving is best used to help students to understand complex ethical dilemmas, think about the future or do some strategic planning.
In strategizing plans in problem solving, teachers are implored to put students in groups, which will enable them to define the problem, establish the criteria for evaluating solutions and action taken.
Solving problems used to be seen as a particular kind of activity usually a major obstacle for pupils, something they found very difficult (Bentley and Watts, 1990). For many, solving problems usually meant tackling less tedious calculations on the ‘mole’ or the laws of motion. Over time, the problems to be solved ranged from brain teasers to intelligent quotient style (I.Q), problems in mathematics, chemistry and physics. The standing conference on schools science and Technology (Engineering Council, 1985) for instance, categorizes problems into four basic types: those of a technological nature; ones with a scientific bias, decision making exercises that include role play and simulations; and exercises that mainly involve mathematics and language.
In the art of problem solving there abound numerous problems to be tackled, Munson (1988) classified such problems as ‘open’, ‘closed’, ‘formal’ or ‘informal’. ‘Given’ or ‘Goal-orientated’ and curriculum dedicated; Munson went further to analyze the different types of problems as:
‘Given Problems’ are problem where the solver is given the goal and nothing else the solvers have to decide both the goal and the strategies (Bentley and Watts, 1989). For ‘Goal’ and ‘own’ problems, youngsters have to choose the best strategies from a wide range of possibilities to achieve their goal. These general strategies seem to be a combination of the design; process and the scientific method. In problem solving there abound numerous problems to be tackled in the field of science Education.
Retention
Retention works hand in hand with Achievement. Retention which is the ability to retain things experienced or learned, has an area of focus to some science educators in recent years (Barlettt) in Adeniyi 1997). Retention can be described as a form of reaction which has been presented in the past. In other words it is as a result of orientation or attitude which marked an original perception.
Barlett, in Adeniyi (1997) emphasized their imaginative reconstruction built out of ones attitude towards past experiences. He argued that this was possible as a result of the effect of ones capacity to turn around upon his on schemata. Thus, retention and what is retained depend on the individual frame of references. Barlett further observed that retention can hardly be exact even in the rudimentary case of rote learning. The problem therefore is how to maximize the level of retention and future recall of what is learned. This issue can not be well attended to until one has an insight into the factors contributing to retention. In essence any form of learning that encourages rote-learning cramming, regurgitation and Memorization should be eliminated.
Duyilemi (1986) pointed out that an important factor which is often overlooked (in discussion) or if mentioned at all, is glossed over and immediately dismissed from the mind, is the adverse effect that the use of language as the medium of communication has in the primary school. Duyilemi argued that the child’s memory is strengthened by his experiences at school and at home. When he (the child) is taught in the mother tongue, his experiences in the classroom are very similar with those outside it.
Within the school setting, there are different categories of students in the classroom that the teacher has to contend with. For example, there are the socially withdrawn children, the gifted/talented, as well as the backward students. All these situations are examples the school management needs to come to their rescue. Many strategies for improving school performance are being debated upon, regarding what should be done to help large numbers of children/students who are not meeting the educational requirements.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, The study adopted quasi-experimental, pre-test, post-test, control group, design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
The population for this study comprised all Basic Eight Pupils In Zong Natinga with the total number of 14,867 Pupils.
CHAPTER FOUR
RESULTS AND DISCUSSION
Hypothesis 1
There is no significant difference between the achievement mean scores of Pupils in the experimental and control groups.
Table 1: ANCOVA Summary of Achievement Mean Scores of Pupils in the Experimental and Control Groups
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
Introduction
This chapter summarizes the findings on assisting Zong Natinga basic eight pupils to improve on their academic performance in social studies using problem solving method.. The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was on assisting Zong Natinga basic eight pupils to improve on their academic performance in social studies using problem solving method. The study is was specifically focused on examining the effect of problem solving method on Pupils’ academic achievement in social studies, the effect of problem solving method on Pupils’ interest in social studies and investigating if the effect of problem solving method on Pupils’ retention in social studies.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 240 responses were validated from the enrolled participants where all respondent are Zong Natinga basic eight pupils.
Conclusions
With respect to the analysis and the findings of this study, the following conclusions emerged;
It is hereby concluded in this study that problem-solving method is more effective than conventional lecture method in improving students‟ achievement in Social Studies and that the use of the problem-solving method is the solution to the dwindling performance of students in Social Studies.
Recommendation
Based on the findings the researcher recommends that;
- Government should emphasize the use of problem-solving to teach Social Studies in secondary schools.
- Government should also organize on-the-job training, workshops, seminars and conferences for teachers of Social Studies on effective use of problem solving method of teaching.
- Teachers should change from the conventional lecture method to the problem-solving method of teaching Social Studies.
REFERENCES
- Abdu-Raheem, B. O. (2010) Relative effects of problem-solving and discussion methods on secondary school students‟ achievement in social studies. Unpublished Ph.D thesis, University of Ado-Ekiti, Ado- Ekiti, Nigeria.
- Adewuya, S.A. (1989) “Effectiveness of the problem-approach in the teaching and learning of selected topics in social studies in junior secondary schools in Ondo State”. Unpublished Ph.D Thesis, Obafemi Awolowo University, Ile-Ife, Nigeria.
- Adewuya, S.A. (2002) “Principles and concept of social studies”. Ado-Ekiti: Yemi Publishing Co.Ltd.
- Adewuya, S.A. (2003) Social science methods, Ado-Ekiti: Green Line Publishers.
- Akinleye, G.A. (2010) Enhancing the quality of life in this complicated but dynamic world, 25th Inaugural Lecture, University of Ado-Ekiti, Ado-Ekiti, 6th April, 2010.
- Ayeni, J.O. (2007) Philosophy and education research: A conceptual clarification. Journal of Educational Foundations and Management. 5(1) 73-84.
- Bandele, S. O. (2003). “The universal basic education in perspective: need for formative evaluation”. Nigerian Journal of Educational Research and Evaluation. (4)1, 54-58.
- Craig, R. (2001) Thinking skills & problem-solving methods in education. http://www.asa3.org/ASA/education/think/methods.htm. retrieved on 10/06/2009.
