SYNDICATE STRATEGY AND LEARNING - OUTCOME OF STUDENTS IN CIVIC EDUCATION IN ONDO STATE, NIGERIA

Abstract

This study examined the effects of the syndicate teaching strategy on the academic achievement and attitudes of secondary school students in Civic Education in Ondo State, Nigeria. The research was motivated by persistent poor performance in the subject, attributed largely to conventional, teacher-centered instructional approaches that encourage passive learning. A quasi-experimental design was employed, involving 60 Senior Secondary School Two (SSS2) students from two schools, assigned to either an experimental group (taught using the syndicate strategy) or a control group (taught using the lecture method). The intervention was conducted over a six-week period. Data were collected using a Civic Education Achievement Test (CEAT) and a structured questionnaire assessing learning attitudes. Analysis using descriptive statistics and t-tests (at a 0.05 significance level) showed that students taught with the syndicate strategy demonstrated significantly higher academic achievement (t = 32.40; p < 0.05) and more positive learning attitudes (t = 30.00; p < 0.05) compared to those in the lecture-based group. Additionally, gender was not found to be a significant factor in academic performance (t = 1.942; p < 0.05). The study concludes that the syndicate teaching method significantly improves learning outcomes and student engagement in Civic Education. It is recommended that this strategy be adopted to promote active learning, critical thinking, and problem-solving skills among students.