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首页> 外文期刊>Journal of Education and Practice >Relative Effectiveness of Inquiry and Expository Methods of Teaching Social Studies on Academic Performance of Secondary Students in Akwa Ibom State, Nigeria
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Relative Effectiveness of Inquiry and Expository Methods of Teaching Social Studies on Academic Performance of Secondary Students in Akwa Ibom State, Nigeria

机译:尼日利亚阿夸伊博姆州中学生学习成绩的社会学研究的探究和解说方法的相对有效性

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摘要

The aim of this work was to find out the relative effectiveness of inquiry and expository methods of teaching social studies on the academic achievement of secondary school students in Akwa Ibom State. Related literature was reviewed. The research design was pretest-post-test experimental design. Two hypotheses were raised to guide the study. The independent t-test statistical instrument was used in analyzing the data at .05 level of significance. The sample of the study was made up of 300 randomly sampled students from six public secondary schools in the state. The result revealed that students taught with the expository method. Based on this finding, it was recommended that inquiry method of teaching social studies be encouraged in the secondary school setting. Keywords: Inquiry, Expository, Social Studies, Performance.
机译:这项工作的目的是找出对阿克瓦伊博姆州中学生的学业成绩进行社会研究的探究和解说方法的相对有效性。回顾了相关文献。研究设计是测试前-测试后的实验设计。提出了两个假设以指导研究。使用独立的t检验统计工具分析.05显着性水平的数据。该研究的样本由来自该州六所公立中学的300名随机抽样学生组成。结果表明,学生采用说明性方法进行教学。基于这一发现,建议在中学环境中鼓励进行社会学教学的探究方法。关键字:查询,说明,社会研究,绩效。

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