Comparative Effects of Visual Instructional Resources on the Learning Achievements of Social Studies Students
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Abstract
Background and Aim: Visual resources may make abstract Social Studies concepts more concrete, yet evidence comparing specific formats remains limited in Nigerian basic education. This study examined the effects of pictures, graphics, and flipcharts on Basic 9 students’ Social Studies achievement in Delta State, Nigeria.
Materials and Methods: A quasi-experimental, post-test-only, non-equivalent-groups design was employed. Participants were 120 students from four intact classes in four public secondary schools in Delta South Senatorial District. Classes received instruction using pictures (n = 33), graphics (n = 27), flipcharts (n = 35), or conventional instruction (control; n = 25). The four-week intervention covered modes of transportation. Achievement was assessed using the 25-item Social Studies Learning Achievement Test, which had a test–retest reliability coefficient of .70. Post-test data were analyzed using descriptive statistics, one-way analysis of variance, and Tukey–Kramer pairwise comparisons.
Results: Mean scores were 66.48 (SD = 9.66) for pictures, 62.34 (SD = 7.77) for graphics, 61.61 (SD = 7.55) for flipcharts, and 46.25 (SD = 5.64) for the control. Differences were statistically significant, F(3, 116) = 33.83, p < .001, η² = .467. All visual-resource groups outperformed the control (p < .001). Pictures also outperformed graphics (p = .026) and flipcharts (p = .003), while graphics and flipcharts did not differ (p = .957).
Conclusion: Visual instructional resources were associated with improved Social Studies achievement, with pictures producing the strongest outcomes across the participating public secondary schools. Interpretation should remain cautious because intact classes, different teachers, a four-week intervention, and one post-test were used.
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