DOI: 10.36347/sjahss.2018.v06i10.019

Pages: 2031-2040

This study examines the effect of constructivist-based learning strategies on student’s interest in junior secondary social studies concepts in Nsukka education zone. A quasi-experimental research design was used. The population of this study consists of all the junior secondary co-education school students (4182) of Nsukka Education Zone of Enugu State. A sample of 260 students was drawn. The instruments developed for these studies were Social Studies Interest Inventory (SSII). The data obtained were analyzed using means and standard deviation to answer the research questions. The hypotheses were tested at 0.05 level of significance using analysis of covariate (ANCOVA). The reliability of SSII was determined using KR-20 reliability method. The internal consistency of SSII was ascertained using Cronbach alpha procedure. The result of the analyses indicated that the effect of treatment and gender was not a significant factor in students’ interest in Social Studies. Students taught using constructivist-based learning strategies performed significantly better than their counterparts who were taught using lecture method in SSII. Based on the findings above, it can be concluded that Constructivist Approach is an effective strategy to make students interested in studying social studies.