Social Studies and Economics Teacher Qualification, Knowledge on Usage of Collaborative –InstructionalStrategy Skill in Selected Secondary Schools, Zone-B, Benue State: Evaluation and Counselling Inference

Abstract

The study investigates social studies and economics teachers’ qualification, knowledge on usage of
collaboration instructional strategy skill in some selected secondary school in zone B area of Benue state:
the evaluation and counselling Inference. Four research questions and four null hypotheses were
formulated and tested at 0.05 level of significance. A survey research design was employed for the study.
A total of thirty six social studies and economics teachers as respondent were selected from twenty
secondary schools in zone B of Benue State using a simple random sampling technique to constitute the
sample size. Instrument for data collection was Social Studies, Economics Teacher Disposition to
Collaborative Instructional Strategy (SSETDCIS). Data collected were analyzed using chi-square. The
result revealed that social studies and economics teachers’ qualification and knowledge do significantly
affect their usage of collaborative instructional strategy among others. Based on the findings, it was
suggested and counselled that teachers’ qualification and knowledge should go beyond celebration of
certificate other than what they can do or teach, to use the prerequisite knowledge mastery competence to
adopt this strategy in social studies and economics class and that the unqualified social studies and
economics teachers who do not adopt this strategy in class should often go for training, workshop and
seminar to be acquainted with the usage of collaborative instructional strategy. If this is done, it will
encourage the teachers to adopt the strategy in other to make the learners visible, attentive, vibrant in class,
active participants in learning process, encourage group work, sharing ideas while the teacher supervises
and provides idea for discourse