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Effects of Community Resources on Retention of Social Studies Concept and Students Academic Achievement in Upper Basic Schools in North Central, Nigeria.
Subject area: Arts, Social Sciences and Humanities · Area of research: Social Studies
Abstract
This study investigates the effect of community resources on the academic achievement and retention of Social Studies concepts among Upper Basic School students in North Central Nigeria. Utilizing a quasi-experimental design with pre-test, post-test, and retention-test phases, 206 students from urban and rural schools were sampled and divided into experimental and control groups. The experimental group received instruction supplemented with community resources, while the control group was taught through conventional methods. Findings revealed that students taught with community resources exhibited significantly higher post-test achievement scores and better retention of concepts compared to those without such resources. The results underscore the importance of leveraging community assets like cultural artifacts, local sites, and community leaders to enhance Social Studies education. Recommendations include increased government support for resource provision, teacher training, and fostering school-community partnerships to improve educational outcomes.
Keywords
Community Resources, Social Studies, Academic Achievement, Concept Retention, Experiential Learning, Nigeria Education, Rural-Urban Disparities
References
[1] Adebayo, A., & Yusuf, M. (2018). Community resources and educational outcomes in Nigeria. Journal of Educational Development, 12(3), 45-59.
[2] Adekunle, A., et al. (2020). Challenges of Social Studies implementation in Nigerian schools. International Journal of Education and Practice, 8(2), 123-132.
[3] Adeoye, A., et al. (2019). Enhancing Social Studies learning through community resources. Nigerian Journal of Social Studies, 23(1), 67-82.
[4] Akinyemi, O., & Abubakar, S. (2021). Urban-rural disparities in educational resources in North Central Nigeria. Education Review, 33(4), 101-115.
[5] Jimoh, A. (2022). Teacher training and resource utilization in Social Studies education. Journal of Teacher Education, 15(1), 89-104.
[6] Mbakwem, M., & Uzochukwu, B. (2017). Challenges of resource allocation in Nigerian schools. Educational Policy Journal, 9(2), 78-90.
[7] Nwachukwu, C., & Ezeonu, P. (2018). Community partnership and educational outcomes. Nigerian Educational Review, 27(3), 145-160.
[8] Ogunlade, A., & Akintunde, J. (2021). Technology integration in Nigerian Social Studies classrooms. Curriculum and Instruction Journal, 14(2), 56-70.
[9] Okobiah, O. (2019). Interdisciplinary approaches in Social Studies education. Nigerian Journal of Curriculum Studies, 11(1), 34-48.
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How to cite this paper
@article{1712642,
author = {ABUBAKAR, Salamatu, PROF. Emmanuel N. Danladi},
title = {Effects of Community Resources on Retention of Social Studies Concept and Students Academic Achievement in Upper Basic Schools in North Central, Nigeria.},
journal = {Iconic Research And Engineering Journals},
year = {2025},
volume = {9},
number = {6},
pages = {601-605},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1712642.pdf},
abstract = {This study investigates the effect of community resources on the academic achievement and retention of Social Studies concepts among Upper Basic School students in North Central Nigeria. Utilizing a quasi-experimental design with pre-test, post-test, and retention-test phases, 206 students from urban and rural schools were sampled and divided into experimental and control groups. The experimental group received instruction supplemented with community resources, while the control group was taught through conventional methods. Findings revealed that students taught with community resources exhibited significantly higher post-test achievement scores and better retention of concepts compared to those without such resources. The results underscore the importance of leveraging community assets like cultural artifacts, local sites, and community leaders to enhance Social Studies education. Recommendations include increased government support for resource provision, teacher training, and fostering school-community partnerships to improve educational outcomes.},
keywords = {Community Resources, Social Studies, Academic Achievement, Concept Retention, Experiential Learning, Nigeria Education, Rural-Urban Disparities},
month = {December},
doi = {https://doi.org/10.64388/IREV9I6-1712642}
}