The study examined efficacy of visual resources on secondary school students learning outcomes in Social Studies based on school system and type.Quasi-experimental design of pre-test, post-test, control groups design was adopted. The population of the study consisted of all Junior Secondary School III students in Ekiti State. The sample for the study consisted of 155 JSS III students who were selected from four secondary schools in Ekiti State using multi-stage sampling procedure. The two research instruments were used such as lesson notes on Social Studies and Social Studies Performance Test (SSPT). The face and content validity of the instruments were ensured by Social Studies and Test and Measurement experts. The reliability of the instrument was determined through test-retest method. The scores of the sampled students were analyzed using the Pearson Product Moment Correlation Coefficient Analysis. A reliability coefficient of 0.85 was obtained. The research hypotheses were tested at 0.05 level of significance. The study showed that there is no significant effect of school system on the performance of students taught Social Studies with visual resources after treatment. Also, the study revealed that there is no significant effect of school type on the performance of students taught Social Studies with visual resources after treatment. It was concluded that school system and school types has no effect on the performance score of students when they are taught with visual resources. The study recommended that all the Social Studies teachers in day and boarding, single and mixed secondary schools should embrace the use of instructional resources while teaching Social Studies for better understanding and performance of students.
Abdu-Raheem et al. (Wed,) studied this question.