Geographical Information System as educational technology for teaching social studies

Favour Onamrewho Atubi, Akpezi Okiemute Edewor, Obiajulu-Anyia Esther Uche

Abstract


The nonchalant attitude of social studies teachers in adopting new and innovative educational technology can be attributed to high failure rate among students in the subject. Hence the primary aim of the study was to investigate if Geographical Information Systems can be used as educational technology for teaching social studies. The study adopted a mixed research design, quantitative (non-equivalent quasi-experimental control group) and phenomenological qualitative (open ended interview) design. With a sample of 150 students. Data collection instrument was extracted from standardized questions used for Basic Certificate Examinations. The instrument reported a Pearson Product Moment Correlation (PPMC) coefficient of 0.81 as its reliability index. Mean, standard deviation and Analysis of Variance (ANOVA) were applied in analysing quantitative data. While open ended questions were use as instrument to collect qualitative data. Quantitative results showed a higher post-test mean score for the treatment group. Similarly, results from the qualitative study was in consonance. Signifying that Geographical Information Systems can be adopted as educational technology for teaching social studies

Keywords


Geographical Information Systems; social studies; teaching; academic performance; educational technology and social studies students.

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DOI: https://doi.org/10.11591/edulearn.v20i3.24520

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