CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter dealt with the analysis and the discussion of the data collected from the field.

Discussion of Research Questions

Research Question One: What are the causes of Basic 7 learners’ poor participation towards

the subject Social Studies at Gbi Central R/C Boys School Stream B?

Research question one sought to find out from the respondents (JHS 1 learners) what reasons led

to their poor participation in the subject Social Studies. The views of the learners on the causes of

poor participation of the subject social studies is presented in Table 1

Table 1: Causes of Poor Participation of learners towards Social Studies

Causes Strongly Agree Agree Strongly Disagree Disagree

N % N % N % N %
Speaking Infront of
the whole class 18 33.3 19 35.2 10 18.5 7 13.0

Lack of preparation 22 40.7 21 38.9 4 7.4 7 13.0

Fear of negative
teacher traits 25 46.3 22 40.7 1 1.9 6 11.1

Shyness 10 18.5 17 31.5 16 29.6 11 20.4

Calling on learners 19 35.2 23 42.6 10 18.5 2 3.7

Class arrangement 11 20.4 10 18.5 16 29.6 17 31.5

Lack of Confidence 19 35.2 19 35.2 8 14.8 8 14.8

N = 54 Source: Field Data 2024
 Table 1 sought to find out from the learners in JHS 1on what they think might be the cause of their

poor participation during Social Studies lessons. Table 1 shows that 25(46.3%) of the learners

strongly agreed that fear of negative teacher traits is the cause of their poor participation during

Social Studies lessons whilst 6(11.1%) of the learners disagreed that fear of negative teacher traits

is not the cause of their poor participation during Social Studies lessons. This indicates learners

prefer to remain silent rather than to orally participate in the classroom so as to avoid teacher’s

criticism and any embarrassing situation during the lesson.

In addition, 17(31.5%) of the learners disagreed that classroom arrangement is a cause to their

poor participation in Social Studies class whilst 10(18.5%) of the learners agreed that classroom

arrangement is a cause to their poor participation in Social Studies class. This means that learners

of Gbi Central R/C Boys Basic 7 do not really see classroom arrangement to be a cause to their

poor participation in social studies class.

Also in the same table, 23(42.6%) of the learners agreed that calling on learners is another

factor that leads to their poor participation in Social Studies class whilst 2(3.7%) of the learners

disagreed that calling on learners is a cause to their poor participation in Social Studies class. This

means that learners’ anxiety in participating rise from teacher’s procedure of calling on learners.

Learners get more anxious when called upon to respond individually, rather than if they are given

choice to respond voluntary.

On the other hand, though learners see classroom arrangement not to be a vital cause to their

poor participation in social studies class, they also see shyness as not a factor that can lead to poor

participation in social studies class. 16(29.6%) of the learners strongly disagreed that shyness is a

cause to poor participation during social studies lesson and therefore should not be paid attention

to. From the same table, we can see 10(18.5%) of the learners strongly agreed that shyness is a
cause and prefer to talk less because they feel shy. This hinder learners from actively contributing

to topics been taught in social studies and at the end, such learners will not have interest in the

subject.

Lastly, 19(35.2%) of the learners as showed in table 1 strongly agreed that “Lack of

Confidence” is another cause to their poor participation in social studies class with 8(14.8%)

disagreeing to such fact. Reason being that, many learners do not feel confident speaking in front

of the class. Lacking confidence makes them believe their language skills to the subject is weaker

than those of other learners in the class in class. 18(33.3%) of the learners also strongly agreed that

speaking Infront of the whole class is another reason why they do not participate in social studies

class with 7(13.0%) of learners disagreeing to the fact that speaking Infront of the whole class is a

cause to their poor participation. This means that it demands learners to speak in front of the whole

class, have been found to be the most anxiety provoking. To speak in front of the whole class is a

potentially risky business in many learners' eyes. However, learners feel a lot better when they are

not required to face the whole class.

Research Question Two: What instructional strategies can be developed to assist Basic 7

learners improve on their participation during Social Studies lessons at Gbi Central R/C Boys

School Stream B?
Table 2: Nature of Social Studies Class

Nature Frequency Percentage (%)

Interesting and enjoyable 20 37.0

Use of TLMs 7 13.0
Interactive 9 16.7
Practicable with fieldtrip or
excursion 4 7.4
Methodology 8 14.8
No response 6 11.1
Total 54 100
Source: Field Data 2024

From the table above, 20(37.0%) of the respondents(learners) said they prefer the social studies

class to be interesting and enjoyable when asked how they want the social studies class to be like.

7(13.0%) also said that they want the social studies class to adapt to the use of teaching and learning

materials whilst 9(16.7%) responded that, they want the class to be interactive. Also, 4(7.4%)

respondents wanted the class to be practicable with field trip or excursion whereas 8 respondents

constituting 14.8% talked of teacher methodology. 6(11.1%) of the respondents provided no

responds to the question. From their responses, it can be seen that the learners want their social

studies class to be activity oriented and not limited to the classroom only. Teachers should not only

dictate notes but the class should be child-centred.

What strategies does your social studies teacher develop to enhance participation in Social

Studies class?
Table 3: Learners’ response on strategies used by teachers during Social Studies

lessons
Methods Frequency Percentage (%)
Storytelling 24 44.4
Dramatization 7 13.0
Dialogue and Discussion 9 16.7
Use of TLMs 14 25.9
Total 54 100
Source: Field Data 2024

From the table above, 24(44.4%) of the respondents said their teacher made use of

storytelling method to engage learners thinking, emotions, and can even lead to the creation of

mental imagery (Green & Brock, 2009) and also helps in student learning. Students stay awake,

follow along, and wanting to find out what happens next and how the story ends. Dramatization

recorded 11.1% representing 6 learners saying that, the focus on dramatization may divert their

attention from the intended learning objectives, making it challenging for them to grasp the core

concepts and skills. Again, 9(16.7%) said their teacher made use of the dialogue and discussion

method as a primary teaching method stimulates the critical thinking ability of the students. As a

teacher establishes a rapport with the them, the teacher demonstrates that he appreciates the

contributions they have made and at the same time, challenge them to think more deeply and to

articulate their ideas more clearly whereas the last group of respondents which constitute 14(25.9%)

gave responds that, their teacher made use of TLMs like maps and atlas helping learners to develop

geographic and spatial thinking skills by identifying, interpreting, and analyzing spatial

information, such as spatial distribution, relationships, and patterns on a map. This shows that, a

Social Studies teacher has a role to play when it comes to improving the performance of learners

when it comes to Social Studies. Teachers should devise various strategies towards the teaching of
social studies, have mastery over content, involve the learners when teaching Social Studies as a

subject in order to please the learners.

Table 4: Ways of Improving Learners Participation in Social Studies

Ways Frequency Percentage (%)

Reading and demonstration 1 25

Introduction and teaching stage 2 50

Explain concepts and arouse

interest 1 25

Role play and child centred

activities 1 25

Total 5 100
Source: Field Data 2024

From the above table, 2(50%) of the teachers said they use teaching and learning materials at the

introduction and teaching stage to improve learners’ attitude towards Social Studies whilst the rest

of the teachers constituting 1(25%) each were also of the view that they use it at reading and

demonstration, to explain concepts, to explain and serve as guide, allowing children to use it during

teaching process and finally as role play and child-centred activities. So, for the attitude of learners

to be improved towards the subjects, teachers should learn how to use and adopt different teaching

and learning materials in their Social Studies class when teaching.

Research Question Three: What are the effects of the instructional strategies on Basic 7

learners’ participation towards Social Studies lessons at Gbi Central R/C Boys School Stream B?
Table 5: Effects of instructional strategies on learners’ participation in social

Studies

Outcomes Strongly Agree Agree Strongly Disagree Disagree

N % N % N % N %
Encourages social
interaction and
participation 21 38.9 25 46.3 5 9.3 3 5.6

Promotes active
learning 22 40.7 21 38.9 4 7.4 7 13.0

Encourages critical
thinking, problem
solving and
communication 23 42.6 22 40.7 2 3.7 7 13.0

Develops spatial
awareness and
visualizes historical
events and pattern 20 37.0 24 44.4 4 7.4 6 11.1
N = 54 Source: Field Data 2024

Table 5 sought to find out from the learners in JHS 1on how the use of the instructional

strategies affects their participation during social studies lessons. From the above table, there is

clear indication that the use of these strategies by teachers greatly impacted their participation in

social studies class. It shows that 85.2% representing 46 learners strongly agreed/agreed that

through the story telling method, they are able to connect with the content on an emotional level,

making it more memorable and meaningful which also improve their critical thinking, empathy,

and ability to understand different perspectives. Additionally, it also introduces complex topics

and encourage active participation, as they are often eager to share their own stories and

experiences. Only 8 learners strongly disagree/disagree.

 41 learners representing 79.6% strongly agree/agree that through the dialogue and

discussion method, their understanding of social, political, and economic concepts, as well as

their ability to articulate their own ideas and engage in respectful discourse is enhanced and also

promote active learning, as they are encouraged to ask questions, share their opinions, and

engage in collaborative problem-solving. The rest 20.4% strongly disagree/disagree to its impact

on their participation.

44(81.4%) of the learners were of the view that, the use of TLMs by their teacher assists

them develop spatial awareness, understand geographical relationships, and visualize historical

events and patterns and also improve their map reading skills, geographic knowledge, and ability

to interpret and analyze data. Additionally, the integration of TLMs by their teacher makes social

studies content more engaging and accessible, as they can actively interact with these materials

and apply their learning to real-world contexts.10(18.5%) of the learners were against the said

impact.