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Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students' Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies

Year 2019, Volume: 10 Issue: 1, 301 - 322, 01.03.2019

Abstract

Robust teaching strategies are needed in rural learning ecologies to deepen students’ attainment of Information and Communication Technology concepts in social studies due to the demands of the information age. Accordingly, this study utilized a quasi-experimental design to compare the effects of three instructional strategies on the conventional lecture method. 167 students participated in the study for ten weeks. Results affirm that concept-mapping instructional strategy is the most appropriate strategy to teach ICT concepts in rural learning ecologies. It was also observed that the treatment in this study was sensitive to gender and academic abilities.

Year 2019, Volume: 10 Issue: 1, 301 - 322, 01.03.2019

Abstract

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Primary Language English
Journal Section Technology Integrated Social Studies Education
Authors

Olugbenga Adedayo Ige This is me

Publication Date March 1, 2019
Published in Issue Year 2019 Volume: 10 Issue: 1

Cite

APA Ige, O. A. (2019). Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students’ Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies. Journal of Social Studies Education Research, 10(1), 301-322.