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Author(s): Dr. B. I. Ele, Dr. E. E. Essien, Mrs. B. G. Ele.

Volume/Issue: Volume 6 , Issue 3 (2023)

Abstract:

This study examined the effects of the teaching environment on the academic performance of Social Studies students in tertiary institutions in Cross River State, Nigeria. The researchers adopted a quasi-experimental of pre-test and post-test research design for the study. The population of the study comprised 1200 students and samples of 600 students were selected through a stratified random sampling technique from three tertiary institutions in Cross River State. The researchers collected data with a learners environment structured questionnaire developed based on a five-point Likert scale whose reliability estimate ranged from 0.7 to 0.8 and achievement test scores adopted from Social Studies examinations in the Department of Social Science Education from the Federal College of Education - Obudu, Cross River State College of Education - Akamkpa and Elder Oyama Memorial College of Education, Ofat, Obubra in 2022. Analysis of Covariance (ANCOVA) was used to analyze the data collected. The hypotheses were tested at a 0.05 level of significance and 5% degree of freedom to ascertain the extent to which face-to-face and online teaching environments affect Social Studies students’ academic performance in tertiary institutions in Nigeria. The result showed the negative effects of the traditional teaching environment on students’ academic performance in Social Studies. Also, the result showed the negative effects of the online teaching environment on students’ academic performance in Social Studies. It was recommended that the traditional teaching environment and online teaching environment should be encouraged if students’ academic performance in Social Studies must recuperate.

Keywords:

Teaching Environment, Academic Performance, Social Studies, Students, Face-to-Face Teaching Environment, Online Teaching Environment.

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