A Study on a Modification Direction of Social Studies Achievement Standards in Economic Area for Implementation of Social Studies Competency

2021 ◽  
Vol 28 (1) ◽  
pp. 49-75
Author(s):  
Bareum Lee
Keyword(s):  
Social Studies ◽  
Economic Area ◽  
Social Studies Achievement ◽  
Achievement Standards

scholarly journals PENGARUH PERHATIAN ORANG TUA DAN KEMANDIRIAN BELAJAR TERHADAP PRESTASI BELAJAR IPS SISWA DI SDN 130 KARAMBUA DESA RINJANI KECAMATAN WOTU KABUPATEN LUWU TIMUR

2019 ◽  
Vol 2 (2) ◽  
pp. 1-8
Author(s):  
Ardillah Abu
Keyword(s):  
Student Achievement ◽  
Regression Analysis ◽  
Social Studies ◽  
Significant Influence ◽  
Regression Line ◽  
Significance Level ◽  
Analysis Technique ◽  
Simple Regression Analysis ◽  
Social Studies Achievement ◽  
Linearity Test

ABSTRACK This study aims to determine (i) The Effect of Parents' Attention on Social Studies Student Achievement at SDN 130 Karambua. (ii) The Effect of Learning Independence on Social Studies Learning Achievement of Students at SDN 130 Karambua. (iii) Effects of Parental Attention and Learning Independence together on Social Studies Achievement of Students at SDN 130 Karambua, Rinjani Village, Wotu District. This type of research is expost facto. Data analysis used was a simple regression analysis technique for the first and second hypotheses and multiple regression analysis for the third hypothesis. Before analyzing the data, an analysis of the requirements for testing is carried out including: normality, homogeneity, independent t test and linearity test The results of this study are: (i) There is a positive and significant influence of Parents' Attention on Social Studies Student Achievement at SDN 130 Karambua, with rx1y = 0.516; r2x1y = 0.266; and tcount is greater than ttable, namely: 3.85> 1.701. (ii) There is a positive and significant influence of Learning Independence on Social Studies Achievement of Students in SDN 130 Karambua, with rx2y = 0.372; r2x2y = 0.138; and tcount is greater than ttable, namely: 2.119> 1.701. (iii) There is a positive and significant influence of Parental Attention and Learning Independence together on Social Studies Achievement of Students in SDN 130 Karambua, with Ry (1,2) = 0.631; R2y (1,2) = 0.398; and Fcount is greater than Ftable namely: 5.542> 3.35 at a significance level of 5%. The regression line equation Y = 0.615X1 + -0.252X2 + 51.198.

scholarly journals INVESTIGATING THE EFFECTS OF SELF-DIRECTED LEARNING AND COLLABORATIVE METHODS ON JUNIOR SECONDARY SCHOOL STUDENTS SOCIAL STUDIES LEARNING OUTCOMES IN OYO STATE, NIGERIA

2015 ◽  
Vol 64 (1) ◽  
pp. 38-52
Author(s):  
Olubukola Oyediji ◽  
Eugenia Okwilagwe
Keyword(s):  
Academic Achievement ◽  
Critical Thinking ◽  
Social Studies ◽  
Achievement Motivation ◽  
Analysis Of Covariance ◽  
Self Directed Learning ◽  
Collaborative Task ◽  
Junior Secondary ◽  
Directed Learning ◽  
Social Studies Achievement

Learner-centred methods of teaching are rarely used in most Nigerian classrooms. Pedagogic practices at the basic level of education encourage teacher-dominated methods that do not allow for students’ active participation and inculcation of behavioural changes that reflect the outcomes of learning Social studies. As a paradigm shift, the main effects of treatments (Self-directed learning, Collaborative task method and a combination of the two methods), gender and achievement motivation on the combined dependent variables of achievement in Social studies and critical thinking were investigated. Three hypotheses stated were tested at the 0.05 level of significance. A pre-test post-test non-randomised control group design was adopted in which treatments were crossed with two levels of achievement motivation and gender respectively. 223 males and 136 female students were randomly selected from 12 junior secondary schools in Oyo State. Three instruments: Academic Achievement Motivation Inventory (α = 0.83), Critical Thinking Disposition Inventory (α = 0.87) and Social Studies Achievement Test (r = 0.80) were used to collect data from the participants. Using Multivariate Analysis of Covariance (MANCOVA), Self-directed learning proved to be most significant in improving the learning of Social studies concepts, followed by a combination of Self-directed learning and Collaborative task methods while the Collaborative task method was the least effective. Gender and achievement motivation had significant effects on students’ achievement and not on critical thinking. The findings have implications for the teaching of Social studies in Nigeria. If the rationale of instruction is to enhance the acquisition of cognitive learning outcome with the teacher acting as a facilitator, then the Self-directed learning is most beneficial to students followed by a combination of Self-directed learning and Collaborative task method. When students are actively involved in the teaching-learning process, their academic achievement is more enhanced, especially when a conducive environment is provided. Key words: achievement motivation, collaborative task method, critical thinking, self-directed learning, social studies achievement.

Sign in / Sign up

Export Citation Format

Share Document