Effect of argumentation learning strategy on senior secondary school students' academic performance in Government in Ibadan, Oyo State, Nigeria

Abstract

In this investigation, the academic achievement of government pupils in secondary schools in Ibadan, Oyo State, was compared before and after they were exposed to teacher explanatory techniques and argumentation learning. The study looked at how well male and female government students retained material after using the Teacher Expository approach (TES) and Argumentation Learning Strategy (ALS), as well as how well they performed academically after using the argumentation learning approach. An experimental research design with a non-equivalent pretest-posttest control group was used. All 133 pupils from four senior secondary schools in Ibadan made up the study population, and they were chosen at random. While the control group B received instruction utilizing the teacher explanatory technique, the group performing the experiment A was introduced to the argument learning strategy. The gathered data was examined using the Government Performance Test (GPT). Prior to being exposed to the argumentation learning technique, academic performance did not significantly differ, according to the data. The academic achievement of pupils who received argumentation learning and instructor exposition tactics, however, differed significantly. There was a substantial difference in the retention of government concepts by students who were taught utilizing the argumentation technique. As a result, the study came to the conclusion that students who are exposed to argumentative learning strategies are more likely to remember the material than those who are exposed to explanatory.