Effects of Guided Inquiry and Expository Teaching Methods on Secondary School Social Studies Students’ Academic Achievement in Delta South Senatorial District, Nigeria
Keywords:
Students’ Academic Achievement, Social Studies, Expository Teaching, Guided InquiryAbstract
This study examines the effect of guided inquiry and expository teaching
methods on secondary school social studies students’ academic
achievement in Delta South Senatorial District. Two research questions
and two hypotheses guided the study. The study adopts a quasiexperimental design; pre-test and post control group were used. The
population of the study comprises all the students in JSS II classes in
Delta State South Senatorial District. A sample of 240 students was
randomly selected from six public secondary schools. The instrument
used for data collection was Social Studies Achievement Test (SSAT).
The data collected were analyzed using t-test statistical tool. The findings
of this study revealed that guided inquiry teaching method was more
effective in enhancing students’ performance than the lecture method.
The study significantly establishes that students who were taught with
guided inquiry method performed better than students taught with the
lecture method. The findings of the study also confirm that students in
urban area outperformed students in rural schools. Based on these, it is
recommended among others that social studies teachers should be
encouraged to employ guided inquiry teaching method in their
pedagogical practices.
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