Pictorial integrated technology strategy on academic performance in social studies among lower basic school pupils in Katsina State, Nigeria

Abstract

Early childhood education incorporates Social Studies as a vital subject, instilling pupils’ with fundamental cultural and moral principles essential for holistic development.  Despite its pivotal role in moulding young minds, the quality of Social Studies instruction often falls short, resulting in underwhelming academic outcomes. The research examined the impact of Pictorial Integrated Technology (PIT) on academic performance in Social Studies among lower basic school pupils in Katsina State, Nigeria. The study employed   Quasi experimental design mixed- methods approach, with a sample of 191 basic two pupils. The research utilised both descriptive and inferential statistics. The results showed that the Pictorial integrated technology technique had a more profound influence on pupils’ Social Studies academic performance, outperforming conventional method (lecture). However, no significant gender- based differences were found in the impact of these techniques on academic performance. The study  concluded  by  stating the need for early childhood educators to re- evaluate the utilisation of PIT to enhance social studies instruction and pupils’ academic performance. It was recommended that   incorporating PIT strategy into social studies instruction can foster exploration skills, collaboration, and academic performance among lower basic school pupils. This research enrich  the  existing literature on how  PIT strategy influence  lower basic  pupils’ social studies  academic performance by providing insights into effective instructional strategy for teaching social studies in early childhood education classrooms, ultimately informing evidence- based practices to improve