Gender Difference among Social Studies Teachers’ Competences in the Use of the Inquiry Method in South-South Nigeria

Abstract

The study assessed social studies teachers’ competences in the use of the inquiry method in secondary schools. The target population for the study consisted of 1,110 social studies teachers from all the public secondary schools in Edo, Delta and Bayelsa states of Nigeria. The sample size was 600 social studies teachers drawn from 300 junior secondary schools through stratified random sampling techniques. The local governments were randomly selected from all the senatorial districts in the three states. The study utilized the survey and observational methods. The instrument for the study was the Social Studies Teachers’ Competences Inquiry Method Rating Scale (SSTC1MRS). The data collected were analyzed with the use of inferential and non-parametric statistics. The research question was answered using mean and standard deviation, while the hypothesis was tested using t-test. The finding revealed that there is no significant difference between male and female social studies teachers’ competences in the use of the inquiry method in upper basic schools. The male and female social studies teachers demonstrated the same level of competence. Based on the finding, it was recommended that both male and female teachers should be exposed to the inquiry teaching skills through workshop and seminars. Regular visits by Ministry of Education supervisors should be encouraged

Keywords: Assessment, teachers competencies, inquiry method, social studies, gender