Comparative Effects of Tri-Polar Eclectic Teaching Approach on Students Academic Performance in Social Studies

Abstract

This is an experimental study that examined the comparative effects of Tripolar Interactionist teaching strategy on the academic performance of Junior Secondary School III students of Adeyemi Demonstration secondary School Ondo in social studies. The instrument used for the study includes scheme of work, lesson notes prepared by the researcher and the result of the administered tests on the basis of the research conducted. Two groups of 25 students each were taught the same content and within six weeks using the conventional method and Tripolar Teaching Strategy comprising of enquiry, questioning and discussion methods. The findings showed that the students taught using Tri-polar Teaching strategy performed better at the higher and middle lowest level than students taught using conventional method. Based on the finding it was recommended that the configured teaching strategy tagged “Tri-polar” should be adopted for teaching and learning in Nigerian schools because of its enormous advantage in stimulating independent learning among others.