Impact of technological-enhanced collaborative and instructor-led instructional design model on 4th-grade pupils’ attitude in social studies

The purpose of social studies is to help learners inculcate ideas and practices suitable for eliciting acceptable behaviours for national consciousness and global communities. It appears that the traditional method of teaching the subject is deficient in addressing the right attitude needed in 21st-century learners. The study adopted a quasi-experimental design with a 3×2×3 factorial matrix in an intact class of 88 participants. The study was manipulated at three levels involving a Collaborative Instructional Design Model (CIDM), Instructor-led Instructional Design Model (IIDM) and Traditional Instructional Strategy (TIS) with a Storytelling-video package. Cronbach-Alpha was used to establish the reliability coefficient at 0.81 questionnaire items used at pre-post tested with 7 hypotheses at 0.05. Findings showed that treatment had a significant main effect on pupils’ attitudes in Social Studies, effect sized accounted for revealed (ɳ2=0.14). The 2&3-way interaction of treatments, age and gender was not significant. Therefore, it is recommended that teachers adopt the instructional design model as revealed in the study to be effective at the main treatment level to enhance pupils’ attitude towards Social Studies.