Effective Student-Centred Pedagogy: Effect of the Devil’s Advocate Approach and Moderating Influence of School Location on Social Studies Students' Learning Outcomes

Year 2025, Volume: 12 Issue: 6, 123 - 145, 01.11.2025

Edore Clifford Ogheneakoke , Toyin Odofin , Sunday Obro

https://doi.org/10.17275/per.25.82.12.6

Abstract

The study investigated the effectiveness of the Devil’s Advocate (DA) approach and the moderating influence of school location on social studies students’ learning outcomes. The research employed a quasi-experimental approach featuring pretest and posttest assessments, including a control group and a 2x2 factorial framework. The sample comprised one hundred sixty-four (164) upper basic eight Social Studies students selected from four (4) schools. The research utilised the Social Studies Learning Outcomes Test (SSLOT) as the data gathering instrument. The mean was used to examine the study questions, while an Analysis of Covariance (ANCOVA) was performed to evaluate the hypotheses. The results indicated a substantial effect of the Devil’s Advocate technique on the learning outcomes of Social Studies students; however, school location did not substantially affect the learning outcomes of students. Social Studies educators are advised to adopt the DA methodology to promote interactive learning and enhance educational outcomes. Teachers of social studies should receive training from the government on how to use cutting-edge teaching approaches, such as the DA approach, in classroom settings. Furthermore, regardless of the school's location, the government should ensure the availability of enriched learning environments that foster not only academic skills but also social, creative, and emotional growth, thereby supporting the successful implementation of student-centred teaching approaches, such as the DA approach.

Keywords

innovative teaching approach , devil’s advocate approach , school location , social studies students , learning outcomes

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