JOURNAL OF LIAONING TECHNICAL UNIVERSITY
(NATURAL SCIENCE EDITION)
LIAONING GONGCHENG JISHU DAXUE XUEBAO (ZIRAN KEXUE BAN)
辽宁工程技术大学学报（自然科学版）
LECTURE VERSUS DIRECTED DISCUSSION SYSTEM OF INSTRUCTION: DIFFERENCES IN STUDENTS ACHIEVEMENT, ATTITUDES AND RETENTION IN SOCIAL STUDIES CLASSROOMS IN NIGERIA
Ekiugbo, Emoefe U. K. Ph.D
Abstract
The study examined the effect of using the lecture and directed discussion system of instruction on pre service teacher’s achievement in social studies. The place of gender on the pre service teachers achievement, attitude and retention was the immediate focus for this investigation. The purpose was to find out how robust and potent or otherwise of the directed discussion method regarded as innovative method as against the lecture method of teaching the subject. The study adopted a quasi-experimental research design of pretest, post-test and retention design for the two groups. The population for this study consisted of Nigeria certificate of education students in the College of Education Ikere, in Ekiti state Adeyemi College of Education, Ondo in Ondo state, College of education Warri, Delta State, and Osun State College of Education Ila Orogun in Osun State. The sample consisted of 240 students drawn from Social Studies departments in the above named schools.
Stratified random sampling was used to select the schools used with sixty students from each school. In each school, there was an experimental situation for lecture methods and another for directed discussion, making a total of eight sessions, four for lecture method and four for directed discussion. In each of the classes were fifteen boys and fifteen girls, totaling sixty students for each school and two hundred and forty in total. Two research instruments were used to collect the data. These were Social studies achievement test(SSATA) and Social studies attitude test (SSATB). The retention test was the re-arranged achievement test. All instruments were given content and face validity. The test re-test method of reliability was adopted and reliability co-efficient of 070, 072 and 074 respectively were obtained for the instruments.
The findings revealed that a significant difference between the achievement scores of pre service teachers taught using the lecture method and directed discussion method existed. The students taught using the directed discussion method did better in the scores of the tests administered as post test scores. The findings also revealed that there was no significant differences in the pretest and posttest achievement scores, attitude scores and retention test scores between male and female students. It was recommended that social studies teachers should massively employ the use of the innovative methods of teaching the subject in Nigeria colleges of education, instead of the lecture method, commonly used by lecturers which reduce the interest, enthusiasm and active participation of the students.
Keywords: Lecture method of instrument, Directed Discussion method of instrument, Attitude, Achievement, Retention.