Authors : Shuaibu Kennedy; Ajah Sumaila; Alao Micheal Oluwashola; Uteino Ayuba

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/ya95a2bt

Scribd : https://tinyurl.com/2z8pmpxj

DOI : https://doi.org/10.38124/ijisrt/26mar1395

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This work addressed the implication of Fieldtrip on problem-solving models on undergraduates’ performance in Social Studies problem-solving skills. The quasi-experimental design of pre-test, post-test, non-randomized control group was adopted for the study. The population and sample was 291 undergraduates students of Social Studies. Two research questions and hypotheses were used for the study. Social Studies Problem-solving Performance Test (SSPAT) was the instrument used to collect data for the study. The SSPAT was validated and a reliability index of 0.83 was obtained using the test-retest technique and Kuder-Rickardson formula 20 (KR20). The collected data was analyzed using the mean and standard deviation for answering the research questions while the t-test was used in answering the hypotheses at 0.05 level of significance. The findings of the study showed that Fieldtrip problem-solving models is capable of enhancing students’ problem-solving skills significantly without gender bias. This study recommended that teachers of Social Studies should use Field trip as a complimentary method to foster understanding of abstract environmental concepts taught in the classroom.

Keywords : Pedagogy; Field Trip; Performance; Social Studies, Problem-Solving, Skills

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