Effects of Value Clarification and Action Learning Instructional Strategies on School Children’s Attitude to Civic Education Concepts: The Mountain Learning Ecologies Experience

Authors

  • Olugbenga Adedayo Ige University of the Free State Bloemfontein, Republic of South Africa

DOI:

https://doi.org/10.15823/p.2018.35

Keywords:

value clarification, action learning, instructional strategies, school children, attitude to civic education

Abstract

The current study determined the effectiveness of value clarification and action learning teaching modes on school-age children’s attitude to civic education concepts. It also determined the moderating effects of gender and academic ability on school-age children’s attitude to civic education concepts. In a randomized pre-post-design, 29 school-age children were in learning ecology I (experimental group I), 24 were in learning ecology II (experimental group II), while 93 were in learning ecology III (the control group). There was a significant effect of treatment on school-age children’s attitude to civic education concepts. Further research is proposed to study the sustainability of observed effects in mountain learning ecologies.

Author Biography

Olugbenga Adedayo Ige, University of the Free State Bloemfontein, Republic of South Africa

SANRAL Chair in Science and Mathematics Education, Education Faculty, University of the Free State Bloemfontein, Republic of South Africa

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Published

2018-10-25

How to Cite

Ige, O. A. (2018). Effects of Value Clarification and Action Learning Instructional Strategies on School Children’s Attitude to Civic Education Concepts: The Mountain Learning Ecologies Experience. Pedagogika / Pedagogy, 131(3), 83–98. https://doi.org/10.15823/p.2018.35

Issue

Vol. 131 No. 3 (2018)

Section

Articles