Pedagogical Practices and their Influence on Students’ Academic Performance in Upper Basic Social Studies in Delta State

Abstract

Social Studies education occupies a strategic position in the Nigerian curriculum, particularly at the upper basic level, as it is instrumental in equipping learners with the knowledge, values, and attitudes necessary to function effectively in a democratic and interdependent society. This study investigated the role of pedagogical practices in shaping academic performance in Upper Basic Social Studies in Delta State. The study was guided by three research questions and three hypotheses and employed a descriptive survey design. The population comprised 49,796 Upper Basic 2 students in public secondary schools across Delta State. A sample of 300 students was selected using stratified sampling techniques to ensure fair representation across the senatorial districts. Data were collected using a researcher-designed structured questionnaire titled Pedagogical Practices and Academic Performance Questionnaire (PPAPQ), which covered dimensions of teacher-centred, learner-centred, and innovative instructional strategies, along with perceived academic performance. The instrument was subjected to content and face validation by experts in Social Science Education and Measurement and Evaluation at Delta State University, Abraka. Based on their recommendations, revisions were made to enhance item clarity and relevance. A pilot study was conducted using a sample of 50 Upper Basic students outside the study area, and the instrument yielded a Cronbach’s Alpha reliability coefficient of 0.82, indicating high internal consistency. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics such as independent t-tests, Pearson Product-Moment Correlation, and regression analysis at the 0.05 significance level. Findings revealed no significant difference in pedagogical practices between male and female Social Studies teachers. However, significant relationships were found between both teacher-centred and learner-centred pedagogical practices and students’ academic performance, as well as between the use of innovative teaching methods and academic performance. The study recommended that teachers should adopt a balanced blend of traditional and innovative instructional strategies, and that stakeholders support the effective implementation of diverse pedagogical methods to enhance academic outcomes in Social Studies. Overall, these findings advocate for a shift toward more student-focused and innovative educational practices that can improve learning experiences and outcomes.