EFFECT OF USING MULTIPLE REPRESENTATION STRATEGY IN SOCIAL STUDIES INSTRUCTION ON STUDENTS’ LEARNING OUTCOME IN JUNIOUR SECONDARY SCHOOLS, LAGOSSTATE, NIGERIA

Abstract

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.