THE IMPACT OF INTEGRATED GROUP BASED MASTERY LEARNING MODEL ON SOCIAL STUDIES STUDENT PERFORMANCE

CHAPTER ONE

INTRODUCTION

Background of the study: Recent sociopolitical and economic developments in the world and within nations have resulted in revised educational objectives and increased difficulty for social studies (Udo, & Udofia, 2022). Schools are required to educate students not just with a foundational understanding of social studies curriculum, but also with higher-order cognitive capabilities, such as problem-solving and critical-thinking abilities, that facilitate self-development and lifelong learning (Wambugu, & Changeiywo, 2022). To handle these issues, there is a shift away from the behaviourist style of direct instruction, such as the lecture method, note copying, and dictations, in which the learner is provided with information to memorise and regurgitate (Wang, Schwab, Fenn, & Chang, 2021).

As a field, Social Studies continues to experience alterations in its teaching aims. In the 20th century, History, Economics, Government, and Geography were taught as independent disciplines with memorised information lists (Udo, & Udofia, 2022). Due to alterations in educational results, the learning of pupils has to be reviewed and taught as an integrated subject. The emphasis has shifted from learning as the acquisition of facts to learning as the application of facts; from learning as memorization (of Geography and History texts) to learning as the inductive discovery of important relationships and principles; from learning for the sake of learning to learning as a way of inquiring and thinking according to the processes of the Social Sciences. This can only be accomplished through the mastery learning process (Onibokun, 1999).

Globally, social studies as a topic is of relatively recent origin. The committee on social studies of the commission on the reconstruction of secondary education of the National Education Association created the idea of social studies in 1916. (Jarolimek 1977). Later in the 1930s, social studies were brought to Europe, particularly Great Britain, as a result of an unprecedented desire to alter the traditional curriculum to satisfy the needs of society. From 1950 to 1956, the topic extended to other African nations (Wang, Schwab, Fenn, & Chang, 2021). The newly independent African states had to reorganise their national policies in order to fulfil their obligations as independent members of the international community of nations (Wambugu, & Changeiywo, 2022). The growth of social studies in secondary schools in Nigeria gained speed with the implementation of the 6-3-3-4 system, also known as the National Policy on Education, in 1977. This advancement was accelerated by two significant causes (Udo, & Udofia, 2022). The first was that the 1976 implementation of Universal Elementary Education (UPE) made social studies the only social science subject taught in primary schools. The second issue was the inclusion of social studies as a fundamental topic in junior high schools. This has increased students' and instructors' understanding of the significance of social studies, particularly as it relates to the implementation of the 6-3-3-4 system of education (Wang, Schwab, Fenn, & Chang, 2021).

1. In order to execute the national policy on education, the government at all levels has taken a greater interest in the schooling process in terms of educational results, learning activities, instructional resources, instructional methodologies, and evaluation processes. In light of this, the necessity of putting the learner at the centre of educational activities has been emphasised for the purpose of maximising both the learner's potential for self-development and self-fulfillment.

2. design the educational system such that students are encouraged to engage in independent study (FRN, 2004). The relevance of this for instructors in the classroom is that they should establish a method of instruction that stimulates the participation of the learners in the learning processes.

The expository method of teaching has been the most common method used in schools, particularly ever since 1843, when western education was first introduced to Nigeria. Despite the efforts of the government to restructure the educational system in order to cultivate the practise of self-learning, the expository method of teaching remains the most common method. The learning process eventually incorporated a variety of other types of instructional modalities (Wambugu, & Changeiywo, 2022). For example, since 1960, curriculum planners have placed an emphasis on the inquiry approach, arguing that conducting investigations is the most promising method by which students will master inquiry skills and become literate in social studies. This emphasis on the inquiry approach dates back to the Common Core State Standards, which were adopted in 1998. (Schwab, 1963; Yager & Lutz, 1994). Even with that in mind, it is impossible to claim that schools have been successful in developing such talents in the students who attend them.

There have been quite a few studies done to investigate the causes of students' underachievement in Junior Secondary Social Studies (Onasanya, 1985; Ogbu, 1993; Iroegbu, 1998; Adegbite, 1999; Adepoju, 1999). The factor that has been found to be the most consistent across all of these studies is the ineffective teaching method utilised by Social Studies teachers. As a consequence of this, the majority of the tactics that are used in the traditional, expository manner of teaching are not able to cater to the specific requirements, preferences, and interests of the students. One of the reasons the researcher is interested in attempting various methods, such as the mastery learning technique, is because of this (Wambugu, & Changeiywo, 2022). If the goals of Social Studies education are to be achieved, then it is required to seek for an alternative teaching paradigm in the form of an enhanced and effective teaching approach that is focused on producing results. This is a requirement if the goals are to be achieved.

The purpose of the school subject known as Social Studies, which was introduced by the Federal Government with the intention of assisting students in acquiring the fundamental social knowledge, constructive attitudes, values, and social skills necessary to make the students into functional and responsible citizens who contribute to the society was to help students acquire these things (Wambugu, & Changeiywo, 2022). It imparts the information, skills, and disposition necessary for learners to comprehend both the physical and social environments in which they find themselves in order for them to act or behave as responsible citizens. It educates students to live in a society that is both global and culturally varied, as well as to keep up with the rapid change that occurs in a world that is both electronically and technologically evolving (Martorella, 1996). It combines the individual with the group as well as the group with the group. It is an investigation of the connection that exists between man and his natural surroundings, including how the environment has an impact on man and how man, in turn, has an impact on his natural surroundings.

Therefore, the practise of teaching social studies is something that requires participation from both the instructor and the student.

It is the responsibility of the educator to facilitate students' educational growth. Teaching social studies involves the transmission of the relevant body of knowledge, attitudes, manner, dispositions, skills, and values that enable the individual to survive in a growing and dynamic society. While learning involves a change in the learner's behaviour, teaching social studies involves the transmission of this information (Udo, & Udofia, 2022).

According to Adeyemi (2007), teaching social studies is defined as the process of facilitating student learning through a proper management by the teacher of the inter-relationships among the students' interest, the content for learning, and the methods and materials he or she intends to use in the teaching and learning of the content materials. In other words, teaching social studies is the process of making sure that students are able to learn the content they are being taught. It may entail providing someone with instruction on knowledge, abilities, and attitudes with the goal of the recipient being able to know the information, to do something, or to act in a specific way that is compatible with the instruction. We are aware that the individual to whom instruction is provided may be referred to as a trainee, learner, pupil, or student (Udo, & Udofia, 2022). The manner in which knowledge is conveyed from the instructor to the student is ultimately what will decide whether or not the individual in question is teaching. Mastery Learning is defined as an educational procedure that, according to Lynn, Douglas, and Gerald (2009), gives students many opportunities to demonstrate that they have mastered the material being taught to them. The beginning of the teaching is delivered at a rapid tempo in order to keep all students engaged. Additional training that is tailored to remedy the students' misconceptions is provided to the students who do not exhibit mastery of the material. The re-teaching process must to incorporate the use of approaches that are distinct from the ones that were initially employed (Udo, & Udofia, 2022). For instance, if the content was first delivered in the form of a lecture accompanied by visuals, the process of re-teaching it can include activities that require direct participation and cooperative learning techniques. These students eventually get the opportunity to demonstrate their level of expertise by taking another examination.

The instructor has to be an excellent communicator who thoroughly processes his material on the subject matter of social studies and presents it in a way that is both comprehensive and well-organized (Wang, Schwab, Fenn, & Chang, 2021). The establishment of a feedback system is necessary in order to permit the repair of flaws in instructional techniques, which, in turn, can lead to improvements in both the teaching of Social Studies and the learning of its content.

          Summarily, to instruct for mastery the following guideline are to be followed:

1. Clearly state the objectives representing the purpose of the subject

2. The curriculum is divided into relatively small learning units, each with modelling, practice, formative evaluation; re-teaching, reinforcement, and summative evaluation included.

3. Each unit is preceded by brief diagnostic tests, formative assessments.

4. The results of formative tests are used to provide supplementary instruction, or corrective activities to help the learner overcome problems.

Statement of the Problem

         The problems of student’s poor performance and under-achievement in social studies have been major issues of concern and interest in the Nigerian educational sector.  The need for intervention is not only recognized but also acknowledged by all stakeholders.  Quite a number of studies earlier cited provide enough evidence on the poor performance of students in social studies teaching.  This problem has been approached from many angles by researchers.  The place of instructional methods employed by teachers has been acknowledged to be a major factor in student’s achievement.  In spite of the need for innovative approach to social studies teaching, the expository instructional approach continues to dominate the teaching of social studies in Nigerian schools as revealed in literature.  The approach emphasizes academic, intellectual and cognitive aspect of teaching social studies.  This method to a large extent neglects human, cultural, social and affective dimensions of social studies.  Consequently, learners individual needs, preferences and interest cannot be met by such strategies utilized in the traditional expository method of teaching.  This has continued to attract criticisms and as a result, researchers have continued to stress the need for learner-centred methods, one of which is the Mastery Learning Models. Is this instructional approach not likely to enhance students’ achievement in social studies?

Research Questions

The following research questions were raised to guide the study:

1) Will there be a difference in the achievement of social studies students taught using the integrated group based mastery learning models and those taught using the traditional method?

2) Will there be a difference in the retention of learning among social studies students taught using the integrated group based mastery learning models and those taught using the traditional method?

3) Will there be a difference in achievement between male and female students taught using the integrated group based mastery learning models?

4) Will there be a difference in the learning retention of male and female students taught using the integrated group based mastery learning models?

5) Will there be a difference in the achievement of students exposed to integrated group based mastery learning model by ability level?

6) Will there be a difference in the learning retention of students taught using integrated group based mastery learning model by ability level?

7) Will there be interaction effect of gender and ability level on students’ achievement in social studies?

Hypotheses

The following null hypotheses were formulated to give the study a direction:

Ho1:  There is no significant difference in the achievement of social studies students taught using the integrated group based mastery learning models and those taught using the traditional method.

Ho2:  There is no significant difference in the learning retention among social studies students taught using the integrated group based mastery learning models and those taught using the traditional method.

Ho3:  There is no significant difference in the achievement between social studies male and female students taught using the integrated group based mastery learning model.

Ho4:  There is no significant difference in the retention of learning between social studies male and female students taught using the integrated group based mastery learning model.

Ho5:  There is no significant difference in the achievement of social studies students exposed to mastery learning models by ability level.

Ho6:  There is no significant difference in the learning retention of social studies students taught using the integrated group based mastery learning models by ability level.

Ho7:  There is no significant difference between gender and ability level on social studies students achievement in social studies.

Purpose of the Study

The purpose of this study is to assess the relative effectiveness of integrated group based mastery learning models on students’ achievement in social studies at the JSS level.  The study is specifically aimed at the following objectives:

1)      To investigate the effect of integrated group based mastery learning models on the enhancement of students’ achievement in social studies

2)      To investigate the effect of integrated group based mastery learning model on the enhancement of retention among social studies students.

3)      To investigate if there will be a gender difference on the use of integrated group based mastery learning models in social studies achievement.

4)      To investigate if there will be a gender difference on the effect of integrated group based mastery learning models on students’ learning retention in social studies.

5)      To investigate if there will be an ability difference on the effect of integrated group based mastery learning models on social studies achievement.

6)      To investigate if there will be an ability difference on the effect of integrated group based mastery learning model on learning retention in social studies.

7)      To investigate if there will be difference between gender and ability on the effect of integrated group based mastery learning models in social studies achievement.

Significance of the Study

          The study will be significant in many ways and to many groups. These include curriculum experts in making adjustment and improvement on the teaching methodology of social studies. If curriculum designers are to continue to provide adequate and relevant social studies curriculum, there is need for a relevant database concerning instructional procedures at the Junior Secondary schools.  The teachers would want to know the best instructional procedures for different groups of learners and learning situations rather than trial and error approach.

          The findings of the study will open avenue for research on related themes as materials and methodology from other researchers become available.  Also some of the existing gaps in the knowledge of methods of instruction in social studies may be filled.

          The study will develop in the children the importance of inquiry which will lead to the development of problem solving, reflective and critical thinking, which are the skills required in addressing most anti-social issues of concern in their environment.  This will in turn help in solving most of the problems in our society.

Assumptions of the Study

          The study was based on the assumption that achievement in social studies depends on the effectiveness of the integrated models of mastery learning which basically is to enable students to show certain skills and attitude in the use of concepts that describe honesty, discipline, obedience, orderliness, discipline, diligence.

Scope/Delimitation of the Study

          The scope of this study revolves around determining the relative effectiveness of integrated mastery learning models on students’ learning outcome in social studies in JSS II. The study was restricted to all public Junior Secondary School two (JSS II) students in Egor Local Government Area of Edo State. 

Limitations of the Study

          The limitations of this study include those that are often attributed to quasi-experimental studies generally. In-tact classes were used in this study as school authorities would not agree to random selection of students and their assignment to treatment.  It is therefore a quasi-experimental study.  The other limitation of the study was that some of the students did not submit their papers after the test.

Operational Definitions

Mastery learning:  is an instructional model that presumes all children can learn if they are provided with the appropriate learning conditions.

Learning ability: is the rate at which an individual can learn and comprehend fact.

Retention of learning: is the knowledge acquired by learners which they are able to show after an interval period.

Teaching Strategy: is a set of unique activities, which a teacher employs to implement.

Teaching Method:  is an approach or a procedure which a teacher adopt to explain a subject matter to learner.

Integrated Group based Mastery Learning Model: is a combination of the theories of Bloom’s and Keller’s model of instruction. It involves the direct application of Bloom’s and Keller’s model to the teaching and learning of social studies in order to enhance students’ achievement in the subject.

1.8 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows: Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study