Sex Differences in Academic Performance Using Framing Teaching Strategies in Social Studies among Upper Basic Education Students in Delta State

EZENE Stanley¹ , E.O. Osakwe² , P.O. Dania³

1. Dept. of Social Science Education, Delta State University, Abraka.
2. Dept. of Social Science Education, Delta State University, Abraka.
3. Dept. of Social Science Education, Delta State University, Abraka.

Section:Research Paper, Product Type: Journal-Paper
Vol.10 , Issue.11 , pp.91-98, Nov-2024

Online published on Nov 30, 2024

Copyright © EZENE Stanley, E.O. Osakwe, P.O. Dania . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
The study examined sex differences in academic performance using framing teaching strategies in social studies among Upper Basic Education Students in Delta State. Two research questions and two hypotheses guided the study. This study employed quasi-experimental design. The population of the study was 80,912, comprised Upper Basic 8 Social Studies students in Delta State. The sample size for this study was 190 Upper Basic 8 Social Studies students. The study employed random sampling techniques for all stages of selection. Social Studies Performance Test (SSPT) and three different lesson plans (Instructional package) were the instruments used in the study. The reliability of the instrument was established with Kuder-Richardson’s method, which yielded a reliability coefficient (r) of 0.86. Descriptive statistics of mean and standard deviation were used to answer the research questions while t-test statistical analysis and Analysis of Covariance (ANCOVA) were used to test the stated hypotheses at 0.05 level of significance. The result showed that, there is no significant difference between the mean performance scores of Social Studies students taught with framing and lecture strategy. It also revealed that there is no significant difference between the mean performance scores of male and female Social Studies students taught using the framing strategy. The study recommends among others that government should provide support for research undertaking to enable researchers explore other innovative teaching strategies that could enhance the academic performance of students in social studies

Key-Words / Index Term :
Sex, Teaching method, Framing, Strategies, Social Studies, Academic Performance

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