Instructional Strategies and Teachers' Effectiveness in Teaching Peace Education among Social Studies Students of University of Calabar, Calabar, Nigeria

Abstract

This study is on Instructional Strategies and Teachers' Effectiveness in Teaching Peace Education Among Social Studies Students of University of Calabar, Calabar, Nigeria. The researcher was able to achieve the purpose of this study by formulating two research hypotheses. A review of related literature was carried out based on the sub-variables of this study: lectures and seminar methods. The correlational research design was considered useful for the study. Sample was made up of all 171 students in the social studies unit of the social science education department of the university admitted in 2018/2019 session. A thirty-item four point modified Likert scale questionnaire titled: " Instructional Strategies and Teachers' Effectiveness in Teaching Peace Education to Social Studies Students" (ISTETPESSS), was use to collect data. To test the hypotheses formulated for the study, Pearson's Product Moment Correlation coefficient statistical tool was used for data analysis. The hypotheses formulated were tested at 0.05 level of significance. The results from data analysis and hypotheses testing indicated that there is a perfect significant relationship between instructional strategies and teachers' effectiveness in teaching peace education to social studies students using lectures and seminar methods. Based on the findings it was recommended that the university management should relate positively with teachers, which will in tum lead to display of practical examples of peaceful relationship to students. Also, teachers should learn to know how to they could benefit from their students' development when teaching, hence apply a most appropriate strategy of teaching.