1.1 Introduction
Education is widely regarded as a fundamental instrument for national development and social transformation. It equips individuals with the knowledge, skills, values, and attitudes necessary for effective participation in society. Central to the success of any educational system is the method of instruction employed by teachers, as it significantly influences students' understanding and academic achievement. Instructional methods refer to the strategies and techniques used by teachers to facilitate learning and ensure that educational objectives are achieved (Eze, 2013). Among the various teaching approaches used in schools, the lecture and questioning instructional methods are prominent, particularly in the teaching of Social Studies.
Social Studies is defined as an integrated field of study that focuses on the relationships among individuals, their social and physical environments, and the development of civic competence necessary for responsible citizenship (Mezieobi, Fubara, & Mezieobi, 2013). As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are significance of the study, scope of work, research hypothesis and questions, limitation of the study and definition of terms.
1.2 Background of Study
Education is universally recognized as a vital instrument for personal and societal development. It serves as a means of transmitting knowledge, skills, values, and attitudes necessary for effective participation in society. In Nigeria, the educational system is designed not only to promote intellectual growth but also to foster national unity, responsible citizenship, and social cohesion. Social Studies, as a core subject in the junior secondary school curriculum, plays a significant role in achieving these objectives. According to Mezieobi et al. (2013), Social Studies is an integrated field of study that focuses on the interaction between individuals and their social and physical environments with the aim of producing informed and responsible citizens (Mezieobi, Fubara, and Mezieobi, 2013).
The effectiveness of teaching and learning in Social Studies largely depends on the instructional methods employed by teachers. Instructional methods refer to the systematic procedures and strategies used by teachers to facilitate learning and ensure that educational objectives are achieved. According to Eze (2013), instructional methods are essential components of the teaching-learning process because they determine the extent to which students understand and retain knowledge. Among the various instructional strategies available to teachers, the lecture and questioning methods are the most commonly used in Nigerian classrooms.
The lecture method is one of the oldest and most traditional forms of instruction. It involves the teacher presenting information verbally while students listen, take notes, and occasionally ask questions. This method is widely adopted because it allows teachers to cover a large amount of content within a limited time and is particularly suitable for managing large class sizes. Ogunniyi (2011) asserted that the lecture method is efficient for disseminating factual information and organizing subject matter in a structured manner. However, despite its advantages, the lecture method is often criticized for being teacher-centered and for encouraging passive learning among students. Ajayi and Ekundayo (2010) reported that excessive reliance on the lecture method limits students' opportunities for interaction, critical thinking, and active participation, which are essential for meaningful learning.
In contrast, the questioning instructional method is regarded as a learner-centered approach that actively engages students in the learning process. This method involves the deliberate use of questions by the teacher to stimulate thinking, assess prior knowledge, and encourage classroom interaction. Effective questioning promotes higher-order cognitive skills such as analysis, synthesis, and evaluation. Akinleye (2010) stated that the questioning method enhances students' comprehension and retention of knowledge by encouraging them to think critically and participate actively in classroom discussions. Similarly, Cotton (2001) affirmed that well-structured and purposeful questioning significantly improves students' academic achievement and fosters deeper understanding of subject matter.
Academic achievement is a key indicator of the effectiveness of the teaching-learning process. It refers to the extent to which students attain the educational objectives set for them, usually measured through tests, examinations, and continuous assessment. According to Adeyemi (2008), academic achievement reflects students' mastery of subject content and their ability to apply acquired knowledge to real-life situations. In the context of Social Studies, academic achievement is particularly important because the subject aims to develop civic competence, moral values, and problem-solving skills necessary for responsible citizenship.
The questioning method, although recognized for its potential to enhance learning, is not consistently or effectively utilized in many classrooms. This may be due to teachers' lack of training in developing appropriate questioning techniques, time constraints, and the pressure to complete the prescribed curriculum. Cotton (2001) reported that the effectiveness of questioning depends largely on the quality, clarity, and cognitive level of the questions posed by the teacher. When properly implemented, this method is capable of transforming the classroom into an interactive learning environment that supports deeper understanding and improved academic performance.
This study is set against the backdrop of the need to evaluate and compare the effectiveness of lecture and questioning instructional methods in enhancing students' academic achievement in Social Studies.
1.3 Statement of Problems
Investigation revealed that the lecture method, though widely used due to its convenience in managing large classes and covering extensive curricula, is frequently criticized for its limited capacity to engage students and stimulate higher-order thinking skills. Students exposed predominantly to this method often demonstrate low motivation, minimal classroom interaction, and inadequate retention of knowledge, which ultimately affects their academic achievement (Ogunniyi, 2011). On the other hand, the questioning instructional method is recognized for promoting active learning by encouraging students to think critically, participate in discussions, and construct their own understanding of concepts (Akinleye, 2010).
Furthermore, variations in teaching methods across schools have created inconsistencies in students' learning outcomes. Some teachers rely heavily on the lecture method due to insufficient instructional resources, large class sizes, and limited professional development opportunities. In addition, the continuous poor performance of students in Social Studies raises concerns about the attainment of the subject's objectives, which include the development of responsible citizenship, social awareness, and problem-solving skills. It is against this backdrop that this study seeks to examine the effect of lecture and questioning instructional methods on students' academic achievement in Social Studies.
1.4 Aim and Objectives of Study
The aim of this study is to determine the effect of lecture and questioning instructional methods on students' academic achievement in Social Studies. In achieving this aim, the following specific objectives were laid out as follows:
- To determine the effect of the lecture instructional method on students' academic achievement in Social Studies.
- To examine the effect of the questioning instructional method on students' academic achievement in Social Studies.
- To compare the academic achievement of students taught using lecture and questioning instructional methods.
- To assess students' level of engagement when taught using the lecture instructional method.
- To evaluate students' level of engagement when taught using the questioning instructional method.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the effect of the lecture instructional method on students' academic achievement in Social Studies?
- What is the effect of the questioning instructional method on students' academic achievement in Social Studies?
- What difference exists in the academic achievement of students taught using lecture and questioning instructional methods?
- What is the level of students' engagement when taught using the lecture instructional method?
- What is the level of students' engagement when taught using the questioning instructional method?
1.6 Research Hypotheses
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant effect of the lecture instructional method on students' academic achievement in Social Studies.
- H1: There is a significant effect of the lecture instructional method on students' academic achievement in Social Studies.
Hypothesis Two
- H0: There is no significant effect of the questioning instructional method on students' academic achievement in Social Studies.
- H1: There is a significant effect of the questioning instructional method on students' academic achievement in Social Studies.
Hypothesis Three
- H0: There is no significant difference in the academic achievement of students taught using lecture and questioning instructional methods.
- H1: There is a significant difference in the academic achievement of students taught using lecture and questioning instructional methods.
Hypothesis Four
- H0: There is no significant difference in students' engagement when taught using the lecture instructional method.
- H0: There is a significant difference in students' engagement when taught using the lecture instructional method.
Hypothesis Five
- H0: There is no significant difference in students' engagement when taught using the questioning instructional method.
- H1: There is a significant difference in students' engagement when taught using the questioning instructional method.
1.7 Significance of Study
It is believed that at the completion of the study, the findings will guide teachers in selecting appropriate instructional strategies, assist curriculum planners in reviewing teaching guidelines, and support policymakers in implementing evidence-based educational reforms. The study will also assist students by promoting the adoption of learner-centered instructional methods that will enhance understanding, participation, and retention of Social Studies concepts.
Furthermore, the research will support curriculum planners by supplying factual data necessary for the review and development of Social Studies curricula in line with effective pedagogical practices. In addition, the findings will aid educational policymakers, particularly the Federal Ministry of Education and the Nigerian Educational Research and Development Council, by providing empirical evidence to support policy decisions on instructional practices.
Lastly, the study will be valuable to researchers and scholars by contributing to the existing literature and serving as a foundation for further studies in instructional methods and academic achievement.
1.8 Scope of Study
This study focuses on the effect of lecture and questioning instructional methods on students' academic achievement in Social Studies. The research is geographically delimited to selected public junior secondary schools in Lagos State, Nigeria.
The study targets Junior Secondary School Two (JSS II) students, as they have sufficient exposure to the Social Studies curriculum. The content scope covers selected topics from the approved curriculum developed by the Nigerian Educational Research and Development Council.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Academic Achievement:
Academic achievement refers to the extent to which students attain educational objectives in Social Studies, typically measured through tests, examinations, and continuous assessment scores (Adeyemi, 2008).
Instructional Method:
Instructional method is the systematic procedure or strategy employed by a teacher to facilitate effective teaching and learning in the classroom (Eze, 2013).
Lecture Method:
The lecture method is a teacher-centered instructional approach in which the teacher verbally presents information while students listen and take notes, with minimal classroom interaction (Ogunniyi, 2011).
Questioning Method:
The questioning method is a learner-centered instructional strategy that involves the deliberate use of questions by the teacher to stimulate students' thinking, assess understanding, and encourage active participation in the learning process (Akinleye, 2010).
…