VOlUME 04 ISSUE 02 FEBRUARY 2025
1Oluwanifemi Olaide OLAYONU, 2Ajibola Elisha OJO
1Department of Early Childhood and Primary Education Kwara State University Malete
2Salisbury Support Service, Chichester, United Kingdom
DOI : https://doi.org/10.58806/ijsshmr.2025.v4i2n05Google Scholar Download Pdf
ABSTRACT
Social Studies is one of the core subjects at the primary level of education which all pupils are exposed to. Despite the importance and relevance of social studies, the academic performance of pupils in the subject has been on a dwindling fall. The study investigated the effect of individualized learning strategy on pupil’s academic performance in Social Studies in Ilorin West Local Government of Kwara State. The study adopted a pre-test, post-test, and control group quasi-experimental design. Four schools were selected using simple random sampling technique. The data collection instrument was the Social Studies Achievement Test (SSAT). The reliability coefficient of the instrument was obtained using PPMC at 0.74. Frequency counts, mean and percentage were used to analyse the demographical data of the participants. At the same time, all the null hypotheses were tested using the Analysis of Covariance (ANCOVA) all at 0.05 significance level. The results revealed that there was a significant main effect of individualized learning strategy on pupils’ academic performance in Ilorin West Local Government Area, Kwara State (F (1; 151) = 24.714, P < 0.05), there was no significant interaction effect of individualized learning strategy and gender on pupils’ academic performance in Ilorin West Local Government Area, Kwara State (F (1; 151) = .936, P>0.05), there was no significant interaction effect of individualized learning strategy and school type on pupils’ academic performance in Ilorin West Local Government Area, Kwara State (F (1; 151) = 3.607, P>0.05), and there was no significant interaction effect of individualized learning strategy, gender, and school type on pupils’ academic performance in Ilorin West Local Government Area, Kwara State (F (1; 151) = .004, P>0.05). Based on these findings it was concluded that the effectiveness of individual learning strategy on pupils’ academic performance, surpasses traditional instructional methods. However, the study findings suggested that the impact of individualized learning strategy on pupils’ academic performance is not significantly influenced by gender, school type, in Ilorin west local government Kwara State. It was recommended among others that he effectiveness of individualized instruction strategy on pupils’ academic performance, has been established. Consequently, teachers should be educated on the efficacy of using individualized instruction strategies in teaching pupils through well-organised seminars and workshops.
KEYWORDS:Social Studies, Individualized learning, Academic performance.
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VOlUME 04 ISSUE 02 FEBRUARY 2025
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