EFFECT OF VALUE CLARIFICATION AND ROLE PLAY STRATEGIES ON STUDENTS’ INTERNALIZATION OF KNOWLEDGE

ABSTRACT

This study investigated the effect of Value Clarification and Role play instructional strategies on students’ internalization of knowledge and attitude towards value-concepts in Civic Education in Bayelsa State. Twenty (20) research questions were raised and twelve (12) hypothesized and tested at 0.05 level of significance while the other eight (8) were answered qualitatively. The study adopted the QUAN-Qual model also known as the explanatory mixed method research design. The population of this study comprised 5,118 senior secondary school one (SSS 1) students in Yenagoa Local Government Area, Bayelsa State. The sample of the study is made of two hundred and sixty-one (261) SSS 1 students comprising 114 rural and 147 urban participants drawn from six intact classes in six co-educational secondary schools. The six schools were selected from 35 existing co-educational schools in Yenagoa Local Government Area of Bayelsa State using the multi stage sampling technique. The study utilized three instruments for data collection: Civic Education Achievement Test (CEAT), Attitude Towards Value-Concepts Scale (ATVS) and Value-concepts Interview Schedule (VIS). The structure, content, and face validity of the instruments were ascertained by the two Project Supervisors and one other expert in the Department of Curriculum & Instructional Technology. The reliability of the CEAT was obtained using Kuder-Richardson Formulae 20 (KR-20) to obtain a reliability coefficient index of .752, while for the ATVS instrument, reliability was obtained using Cronbach Alpha to obtain a reliability index of .773. Mean, standard deviation, Paired Sample ttest, Two-Way Analysis of Variance (ANOVA), and Analysis of Covariance (ANCOVA) were used to test all twelve hypotheses. The findings of this study amongst others include that there is a significant difference in the posttest mean scores of the knowledge level of students taught value-concepts in Civic Education using Value Clarification, Role Play and Conventional instructional strategies in Bayelsa State, in favour of the Value Clarification strategy; and that there is a significant difference in the pretest and posttest mean scores of students’ attitude towards value-concepts using Value Clarification, Role Play and Conventional instructional strategies. It was concluded among others that the Value Clarification and Role play instructional strategies are more effective than the Conventional instructional strategy on students’ knowledge of value-concepts in Civic Education; that although both the Value Clarification, Role play and Conventional instructional strategies have effect on instruction, the Conventional strategy is superior to the Value Clarification and to the Role play in improving students’ attitude towards value-concepts in Civic Education. It was recommended among others that Civic Education teachers should utilize the Value Clarification and Role play instructional strategies as effective strategies especially in teaching and enhancing students’ internalization of knowledge and attitude towards value-concepts and other concepts in secondary schools; and that there should be workshops, seminars, conferences, and other in-service training programmes organized for Civic Education teachers on how best to utilize the Value Clarification and Role play instructional strategies in the teaching of values and value-concepts in secondary schools.