Al-Hikmah University Journal

The study investigated the effect of multiple representation strategy in social studies instruction on students learning outcome in Lagos State junior secondary school. The objective of the study is to determine whether Multiple Representation Teaching Strategy (MRTS) is effective in enhancing students’ learning outcome in Social Studies. Two hundred and seventy students in JSSII intact classes were used as sampled. The participants were drawn from four schools located at Ojo zone in Education District V. One hundred and thirty-one students were taught with MRTS and One hundred and thirty-nine students were taught using conventional method. Gender was the moderating variable and was considered as factor that can influence students’ learning outcome. Two research questions were raised and two null hypotheses were formulated to guide the study. The study employed a quasi-experimental research design. The design employed a 2x1x1 factorial matrix. The Social Studies Achievement test was used to collect data for the study. Data collected were analyzed with mean, standard deviation and t-test using SPSS 23.0 at 0.05 significant level. Findings revealed that students treated with Multiple Representation Teaching strategy performed academically well [ t (142) = 13.917; p<.000], and that gender is a factor in using MRTS in Social Studies class [t (283) = 13.917; p=.000] The study concluded that MRTS was effective in enhancing efficient learning outcome in Social Studies. The study recommended that large scale further application of the therapy should be employed in general at Lagos State junior secondary schools.