Effect of Constructivist Based Approach on Reading-writing and Kinaesthetic Learning Styles of Students' performance in social studies

Abstract

This study examined effect of constructivist-based approach (5Es) on reading-writing and kinaesthetic learning styles of students’ performance in Social Studies in Benue State, Nigeria. Two research questions guided the study while two null hypotheses formulated and tested at 0.05 level of significance. The study adopted a quasi-experimental design of non-equivalent control group, pre-test and post-test design. The population of the study comprised 10,577 Upper Basic 2 students from 302 government secondary schools for the 2019/2020 academic session. The sample consisted of 124 Upper Basic 2 students selected from 4 intact classes located in 4 secondary schools. Multi-stage sampling technique which consisted of simple random, purposive and simple random sampling techniques was adopted for the study. Data were collected using researcher’s developed Social Studies Performance Test (SSPT) and Learning Styles Preference Questionnaire (LSPQ). The SSPT, LSPQ and lesson plans were validated by 4 experts. Four research assistants were selected, trained and used for the treatment and data collection. The study lasted for 5 weeks.  The Kuder Richardson (K-R₂₁)   was used to compute the reliability coefficient of SSPT and it yield the reliability coefficient of 0.97. The reliability coefficient of LSPQ was 0.87 using Cronbach alpha method.   Mean and standard deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses. The finding of the study revealed a significant difference between the mean performance scores of reading-writing learning style students taught Social Studies concepts using 5Es learning model and those taught using the conventional discussion method (F =51.67; p =  0.00 < 0.05). The study also showed a significant difference between the mean performance scores of kinaesthetic learning style of students taught Social Studies concepts using 5Es learning model and those taught using the conventional discussion method (F =5.45; p =  0.02 < 0.05).  Based on the findings, it was recommended among other things that Social Studies teachers should intensively employ the use of 5Es learning model which incorporates different activities that appeal to students’ learning styles and enhance their academic performance.