Effectiveness of Teaching Social Studies Through Didactic Method for Enhancing Students’ Academic Performance: A subject-specific perspective

Abstract

Pedagogies of teaching are considered major support in the field of education as they offer a proper background for active teaching-learning practices and accelerate the achievement of educational outcomes. The purpose of this study was to assess how didactic teaching methods affected the academic performance of social studies students. This study aims to evaluate the efficacy of different teaching methodologies with standard instructional approaches through a quantitative experimental design that emphasizes experiential learning and activity-based learning. An experimental group of thirty students, exposed to didactic tactics for a predetermined period, was separated from the control group of thirty pupils from a private school. To assess both groups' academic performance before and during the intervention, the study used a pre-test and post-test design. The pre-test results were used as a starting point to evaluate the students' social studies knowledge and comprehension, and the post-test results revealed the academic improvements linked to the didactic teaching strategies. The results showed a substantial variation in the kids' academic performance, with the experimental group seeing an astounding 49% increase in post-test scores above pre-test results. This significant rise demonstrates how well didactic tactics work to improve student knowledge, retention, and engagement with the material. The fact that the control group, which was instructed using conventional methods, did not show a comparable degree of progress highlights the advantages of the didactic approach.