THE EFFICIENCY OF DIDACTIC METHOD-BASED SOCIAL STUDIES INSTRUCTION IN BOOSTING STUDENTS' ACADEMIC MOTIVATION AND INTEREST

Abstract

In the sphere of education, teaching pedagogies are regarded as essential resources because they provide a suitable framework for active teaching-learning activities and hasten the attainment of learning objectives. This study sets out to evaluate the impact of didactic teaching approaches on students' academic achievement in social studies. Through a quantitative experimental design that prioritizes experience learning and activity-based learning, this study intends to assess the effectiveness of various teaching strategies with conventional instructional approaches. Thirty kids from an experimental group and thirty students from a control group attended different schools. The experimental group was exposed to didactic techniques for a set period. Pre-test and post-test designs were employed in the study to evaluate the academic performance of both groups before and following the intervention. The student's social studies knowledge and comprehension were assessed using the pre-test results as a starting point, and the post-test findings showed the academic gains associated with the didactic teaching methods. The children's academic performance varied significantly, as evidenced by the results, with the experimental group seeing an amazing 49% gain in post-test scores above pre-test findings. This notable increase shows how effective didactic strategies are in raising student understanding, retention, and interest in the subject matter. The benefits of the didactic approach are demonstrated by the fact that the control group, who received instruction via conventional means, did not demonstrate a comparable level of growth.