ABSTRACT

The present study was undertaken to investigate the effect of two instructional strategies on secondary school students’ achievement in drug related concepts in Social Studies, Akure South local government, Ondo State. Pre-test, post-test non-equivalent control group, quasi experimental research design was used for this study. The population of the study consisted of of 8,901 junior secondary school II students in Akure South Local Government Area which comprises of intact classes of three (3) schools with a sample size of one hundred and eighty-six (186) students. A self- structured test of knowledge titled “Social Studies Achievement Test on Drug Abuse (SSATDA) was used to elicit data from the respondent. The instrument was validated by the supervisor and two experts in the Department of curriculum and instructional technology, Faculty of Education for scrutiny in order to achieve content validity. Their comments and suggestions were taken into consideration in the course of developing the final copy used for data collection. The instrument thus considers being valid in face and content. The reliability of the instrument was determined using Kuder-Richardson (KR-21), and their reliability coefficient was found to be 0.78, which attested that the instrument is reliable.

The study reported that concept mapping and peer tutoring instructional strategy is effective in teaching drug-related concepts in Social Studies. This work further reported the interaction effect of instructional strategies and gender on student’s achievement in drug-related concepts in Social Studies. The study recommended that Social Studies teachers to adopt concept mapping and peer tutoring in teaching in teaching social study concept in order to enhancing students' achievement in drug-related concepts in Social Studies.