Applying Assessment Supported Instructional Model for Enhancing Social Studies Students’ Academic Performance

Abstract

This research delved into how Assessment Supported Instructional Method can affect the learning and Social Studies students’ academic performance, moderated by gender and school location. Three research questions and three hypotheses were formulated and subjected to data analysis. The study was supported by Jean Piaget Theory of constructivism. A quasi-experimental pre-test and post-test research procedure was employed. Eighty-six (86) male and female students of Social Studies from two schools were selected and sampled out of a population of 4,374 students. The purposive sampling technique was used to select the schools, while intact classes were used for students. The tool for data collection was an academic performance test titled “Assessment Supported Instructional Test” (ASIT). The reliability of the data collection tool was determined using a test-retest method, and a Pearson’s Product-Moment Correlation Coefficient (r) of 0.88 was derived. Mean and standard deviation were applied to answer research questions, and the T-test was used for hypothesis testing at a 0.05 level of significance. Afterwards, the collected data were analysed and the following findings were reported. The study established that the use of ASIM can enhance the performance of Social Studies students academically; there was no significant or moderating effect of gender and school location on the social studies students’ academic performance taught with ASIM. Following these findings, it was recommended that Social Studies teachers should start adopting the Assessment Support Instructional Model (ASIM) in teaching the subject.