EFFECTS OF CLUSTER TASK-BASED STRATEGY ON ACADEMIC ACHIEVEMENTS OF PUPILS IN SOCIAL STUDIES IN OYO STATE

Abstract

This study examined the effect of the Cluster Task-Based Instructional Strategy on the academic achievement of upper basic pupils in Social Studies in Irepo Local Government Area, Oyo State. It investigated the strategy’s main effect and its interaction with pupils’ gender and school type. The study adopted a non-randomised pretest–posttest control-group quasi-experimental design. The population comprised upper basic pupils in Irepo LGA, and the researchers selected a sample of 140 pupils from intact classes in six schools using proportional random sampling. The Social Studies Achievement Test (SSAT) was used to collect data; it was validated for content and had a test–retest reliability coefficient of 0.78. The study formulated two hypotheses and tested them at the .05 significance level. Data were analysed using frequencies, percentages and analysis of covariance (ANCOVA). The findings indicated a significant main effect of the strategy on pupils’ achievement in Social Studies (F = 190.54, p [verify]). The study reported no significant interaction effect involving strategy, gender, and school type (F = 0.64, p > .05). The study concludes that the strategy was associated with higher achievement, with no significant interaction by gender or school type. It recommends that Social Studies teachers consider using cluster task-based instruction to support pupils’ learning.