EFFECTS OF DRAMATIZATION AND MASTERY LEARNING APPROACH ON PUPILS’ ACHIEVEMENT IN VALUE ORIENTATION IN SOCIAL STUDIES

OBAYETIN, IKEM GABRIEL OBAYETIN, IKEM GABRIEL; OLATUNDE, FUNSHO OLATUNDE, FUNSHO; ADEBAYO AYOTUNDE ADEBAYO AYOTUNDE

OBAYETIN, IKEM GABRIEL University of Lagos
OLATUNDE, FUNSHO University of Lagos
ADEBAYO AYOTUNDE

Abstract

National Policy on Education in Nigeria is based on the development of individual talent, skills and knowledge and the integration of the individual into the society. However, dramatizations teaching method and Mastery learning approach as useful strategies for inculcating the core values of Nigeria have not been utilized. This portends serious dangers not only for education, but also for the learners. This study examined the effects of dramatization and mastery learning approach on pupils’ achievement in value orientation in social studies. The study raised three research questions and three research hypotheses. It adopted the pre-test, posttest non-equivalent control group quasi-experimental research design and a 3×2 factorial representation. Instructional strategy was manipulated at three levels and gender at two levels. The population for this study comprised four thousand and fifty (4,050) JSS 2 pupils from Ika South and Ika Northeast Local Government Areas of Delta State. Five hundred and fifty JSS pupils served as the sample of the study. The instrument used to collect data was Achievement Test in Value Orientation (ATVO). The instrument was deemed reliable at 0.89 for ATVO. All tests were carried out at 0.05 level of significance. The study revealed among others, that dramatization method and the mastery learning approach had a statistically significant effect on pupils’ achievement in value orientation in social studies. The gender variable did show a significant effect on pupils’ achievement in value orientation in social studies. The two-way interaction effect of treatment and gender was significant on pupils’ achievement in value orientation in social studies. Treatment accounted for 67.6% of the variation observed in pupils’ achievement in value orientation in social studies. The study recommended junior secondary school teachers should make effort to embrace the adoption of dramatization teaching method and mastery learning approach in teaching value orientation in social studies in Nigeria.