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EFFECTS OF VISUAL RESOURCES ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN SOCIAL STUDIES BASED ON GENDER AND LOCATION

Folorunso, Christianah Omowamide (Ph.D)

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Abstract

            The study examined effects of visual resource on secondary school students’ academic performance in Social Studies based on gender and location. Quasi-experimental design of pre-test, post-test, control groups design was adopted. The population of the study consisted of all Junior Secondary School III students in Ekiti State. The sample for the study consisted of 155 JSS III students who were selected from four secondary schools in Ekiti State using multi-stage sampling procedure. The two research instruments were used such as lesson notes on Social Studies and Social Studies Performance Test (SSPT). The face and content validity of the instruments were ensured by Social Studies, Test and Measurement experts. The reliability of the instrument was determined through test-retest method.  The scores of the sampled students were analyzed using the Pearson Product Moment Correlation Coefficient Analysis. A reliability coefficient of 0.85 was obtained. The research hypotheses were tested at the 0.05 level of significance. The findings revealed that there was no significant effect of gender and location on the performance of students taught Social Studies with visual resources. The study concluded that using visual resources improves the performance score of Social Studies students both male and female in Urban and Rural schools. This means that visual resources care for both male and female students and schools in Urban and Rural. The study recommended that adequate visual resources should be provided by the government and school administrators in Ekiti State to encourage teachers both male and female to teach Social Studies students with relevant instructional resources irrespective of school locations.

Keywords: Gender, Location, Instructional Resources, Visual