Effects of Problem-Based Learning Strategy on Students Attitude towards Social Studies in Jos North, Plateau State, Nigeria

Friday Johnson; Ruth A. Irmiya; Dauda A. Ariya

doi:10.56201/ijssmr.vol.11no8.2025.pg17.25

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Effects of Problem-Based Learning Strategy on Students Attitude towards Social Studies in Jos North, Plateau State, Nigeria

Friday Johnson, Ruth A. Irmiya, Dauda A. Ariya

Abstract

The study was carried out to investigate the effects of problem-based learning strategy on junior secondary school students’ attitudes towards Social Studies in Jos, Plateau State, Nigeria. The design of the study was a quasi-experimental research design while the population comprised 2,374 junior secondary II students. The sample size for the study was one hundred and forty-eight (148) junior secondary II students from two intact classes. An instrument titled Social Studies Attitude Rating Scale (SSAR) was used for data collection. The instrument was subjected to construct validity and the KMO measure of sampling adequacy of the Social Studies attitudes Rating Scale was .668. with a reliability coefficient of 0.78. The data collected were analysed with t-test for independent samples and ANCOVA. Based on the data collected and analyzed, it was found that the study revealed that students exposed to treatment using problem-based learning techniques in Social Studies had a high positive attitude compared to their counterpart in the control group and that there is a significance difference between the pre-test and post-test mean attitude score obtained from male and female students exposed to problem-based learning technique.

Keywords

AttitudeEffectsProblem-based learningSocial Studies.

References

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Effects of Problem-Based Learning Strategy on Students Attitude towards Social Studies in Jos North, Plateau State, Nigeria

Abstract

Keywords

References

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