IIARD International Institute of Academic Research and Development

RESEARCH JOURNAL OF HUMANITIES AND CULTURAL STUDIES (RJHCS )

E-ISSN 2579-0528
P-ISSN 2695-2467
VOL. 11 NO. 1 2025
DOI: 10.56201/rjhcs.v11.no1.2025.pg72.85

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Effects of Conceptual Diagrams Technique on Attitude and Achievement of Junior Secondary School Students in Social Studies in Biu, Nigeria

Gambo Baranzi Mbaya, Prof Dauda Adeyemo Ariya, Prof Ruth A R Irmiya

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Abstract

This study investigated the effects of conceptual diagrams technique on attitude and achievement of junior secondary school students in Social Studies in Biu, Nigeria. To drive home the objectives of the study, two research questions with corresponding hypotheses were formulated. This study employed the theory propounded by David Ausubels’ in 1962 and was further developed in 1978 titled ‘Theory of Meaningful Learning”. And social interdependence theory propounded by Kurt Lewis (1935, 1948) and further developed by Deutsh (1949). The study adopted the quasi- experimental research design. The design was the non-equivalent pretest/posttest control group design which involves two groups, the experimental and control groups. The population of this study consisted of all the 4282 junior secondary school students offering Social Studies from 30 junior secondary schools in Biu, Borno state. The data source is obtained from Borno State Ministry of Education, 2018. The population was made up of 2123 male and 2159 female. The sample of schools was made up of 4 junior secondary schools, to be selected from the 30 junior secondary schools that fall within the study area. The sample size was 216 students to form four intact classes from two urban and two rural junior secondary schools assigned for the experimental and control groups respectively. The sampling technique for this study was the disproportionate stratified and simple random sampling technique because it gave chances of selection and representation of sampled schools. The researcher used two self-designed instruments to collect data for the study. The instruments are; Social Studies Achievement Test (SSAT) and Social Studies Students Attitude Questionnaires (SSAQ) for junior secondary school students. Content and construct validity were established for the instrument and trial-testing of the instruments produced reliability coefficient of .832 and 0.89 respectively, which is rel

keywords:

Achievement, Attitude, Conceptual Diagrams, Social Studies, Technique

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