Using Questioning Method to Unlock Skills of Critical Thinking, Creative Thinking and Enhanced Performances in Social Studies Classrooms in Nigerian Schools

Abstract

Aim of the study: This study examined the effect of using questions to unlock skills of critical thinking and creative thinking and enhanced performances in social studies classroom in Nigeria schools. The two schools used for this study were located in two different States in Ekiti and Ondo State.

Methodology: The sample included fifty males and fifty female pupils whose ages were between six and eleven years, a total number of one hundred pupils were randomly selected as sample for this study. The parallel or equivalent technique was used to distribute fifty into the experimental and fifty into the control group for each group, a total of 25 males and 25 female pupils constituted the target group. A total number of 100 copies of achievement multiple choice test was administered on the pupils as pretest before commencement of the study, rearranged and used as post-test after six weeks of intensive coaching of the experimental and control groups by the researcher and two research assistants respectively.

Findings: The findings of the study revealed that there was significant difference between the pupils in the experimental group and those in the control group in terms of their performance in the test administered after treatment, but not prior to treatment. Equally, the study revealed that gender has a significant effect on the performance of male and female pupils in social studies.

Conclusion: It is recommended that teachers of social studies at primary school level should be compliant with the modern trend recognizing the pupil’s factor as the starting point for the teaching and implementation of the curriculum. Teachers should modify their methodology to accommodate the role of questioning which despite proven benefits has been remarkably reduced in the classroom.