Effects of Role-Play and Guided-Inquiry Strategies on the Performance Of Upper Basic Social Studies Students

Abstract

This paper examined the effects of Guided Inquiry and Role-play strategies on the performance of upper basic students in Social Studies in Oyo State, Nigeria. The manifestation of social ills among the youths and the fluctuation in the performance of students in Social Studies at the secondary schools necessitated the need to find out about the effectiveness of these two strategies. As a quasi-experimental study, one hundred and forty-seven (147) in-tact JSS 3 students from three schools formed the sample and forty adopted standardized Basic Education Certificate Examination questions and lesson plan to suit Guided Inquiry and Role-play strategies were used as instrument. The study employed a factorial design of 3x2x3 and data were analyzed using (x), SD and ANCOVA at 0.05 level of significance. The result indicated that there is significance difference in the performance of students that were taught with Guided-Inquiry and Role-play strategies. It was recommended that Guided Inquiry and Role-Play should be used to teach Social Studies as they both yielded better performance than the expository strategy where students were passive in Social Studies lesson at the upper basic schools in Oyo state, Nigeria.