Effect of contextual learning instructional package on primary school pupils' achievement in Social Studies in Kogi State

Abstract

This study determined the effect of contextual learning instructional package on primary school pupils' achievement in Social Studies in Kogi state. The population of the study is 114primary school pupils'. Intact classes were used for the study. The Quasi-experimental research design of non-randomized pre­test and post-test was adopted for this study. Three research objectives were postulated for the study. Two instruments of Social Studies Ability Test (SSAT) and the Social Studies Performance Test (SSPT) were the instruments of the study. ANCOVA statistics was used to test all the hypotheses at an alpha of 0.05 level of confidence. The study found that contextual learners performed better than their traditional counterparts in an achievement test, it revealed that there exist no discrepancies in the performance of male and female Social Studies learners in their achievement test, finally the study found that the urban contextual learners also performed better than their rural counterparts in the achievement test. The study therefore advocated for the use of alternative resources, places, worksites, capable of offering rich learning potentials. Conclusively, knowledge acquired through contextual learning enhances learners' achievement. It bridges the gap between learning theory and real world task.