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Effects of Guided Inquiry and Expository Teaching Methods on Secondary School Social Studies Students’ Academic Achievement in Delta South Senatorial District, Nigeria

Abstract:

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