Abstract:

The study examined the effects of treatment (lecture method, individualized instruction and team teaching) on students’ achievement in Social Studies. It equally examined the effects of gender and school location on students’ achievement in Social Studies. The study employed pre-test, post-test control group non-randomized quasi experimental design. Stratified sampling technique was employed in selecting 240 students from three local government in Osun State, Nigeria. Three instruments namely: “Social Studies Achievement Test” (SSAT), “Instructional Guide on Individualized Instruction” (IGII) and “Instructional Guide on Team Teaching” (IGTT) were constructed and validated before use for the study. Six researcher hypotheses were raised and tested. The results among others showed that there was significant main effects of treatment on the pre-post students’ achievement in Social Studies (F(3,236) = 77.114, p<0.05). It was also observed that there was significant main effects of location on the pre-post students’ achievement in Social Studies (F(2,237) = 31.107, p<0.05) whereas there was no significant main effects of gender on the pre-post students’ achievement in Social Studies (F(2,237) = 1.280, p>0.05). It was recommended among others, that instructional guides on various teaching strategies should be prepared for teachers in order to update them with latest innovation in the teaching and learning process.

Keywords:

Individualized Strategy, Team Teaching, Social Studies.