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Using Action Learning, Concept-Mapping, and Value Clarification to Improve Students' Attainment in ICT Concepts in Social Studies: The Case of Rural Learning Ecologies
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Ige, Olugbenga – Journal of Social Studies Education Research, 2019
Robust teaching strategies are needed in rural learning ecologies to deepen students' attainment of Information and Communication Technology concepts in social studies due to the demands of the information age. Accordingly, this study utilized a quasi-experimental design to compare the effects of three instructional strategies on conventional…
Descriptors: Experiential Learning, Concept Mapping, Rural Schools, Social Studies