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Effectiveness of Teaching Social Studies Through Didactic Method for Enhancing

Students’ Academic Performance: A subject-specific perspective

Article in Journal of Social & Organizational Matters · May 2024

DOI: 10.56976/jsom.v3i2.71

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Journal of Social & Organizational Matters
Vol 3 No 2 (2024): 43-59

Effectiveness of Teaching Social Studies Through Didactic Method for

Enhancing Students’ Academic Performance: A subject-specific perspective
Ayesha Iqbal*1, Anjum Bano Kazmi2
1*
Research Scholar, Department of Education Iqra University, Karachi, Pakistan,
2
Professor, Department of Education, Iqra University Karachi, Pakistan
Corresponding author: ummeahmed407@gmail.com
Keywords: Didactic Strategies, Pedagogies of teaching are considered major support in the field of
Academic Achievement, education as they offer a proper background for active teaching-learning
Experiential Learning, Activity practices and accelerate the achievement of educational outcomes. The
Based Learning, Quantitative purpose of this study was to assess how didactic teaching methods affected
Experimental Research, Pre Test the academic performance of social studies students. This study aims to
and Post-Test Design, Innovative evaluate the efficacy of different teaching methodologies with standard
Teaching Methodologies instructional approaches through a quantitative experimental design that
DOI No: emphasizes experiential learning and activity-based learning. An
https://doi.org/10.56976/jsom.v3 experimental group of thirty students, exposed to didactic tactics for a
i2.71 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.

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1. Introduction
The concept of teaching methodology has changed over time, developing a profound
understanding of the educational paradigm. Pedagogy, considered both an art and science of
teaching, encompasses various methods, approaches, and strategies to engage pupils in the
instructional process (Andrin et al., 2024). This discipline extends beyond merely disseminating
knowledge, focusing also on students' cognitive development, their social and emotional needs,
and promoting student-centered learning (Santosa et al., 2024).
Historically, the evolution of pedagogy dates to ancient Greece, aiming to engage students
in critical thinking and develop their problem-solving skills, thereby enhancing their interest and
motivation in the learning process (Hutsalo et al., 2024). In the realm of school organizations,
teaching methodologies are crucial for achieving desired learning goals. Among these, the didactic
method of teaching holds significant value as it offers teachers flexibility in choosing among
multiple teaching methods tailored to the psychological framework and age of students (Contrino
et al., 2024).
This method focuses on the successful planning and organization of the teaching-learning
process, making content interesting and enjoyable for students and motivating them toward
learning. Its foundation lies in addressing learning through all conceivable methods and teaching
styles, suitable for students at any level (Sahu et al., 2024).
The science of methodology emphasizes practical approaches to teaching, enabling
students to achieve their learning objectives more effectively. It prepares students to develop all
the necessary skills to adjust to the social environment, balancing both mental and physical growth
(Hu et al., 2024). The didactic method, as proposed by John Dewey, offers a wide variety of
learning approaches, particularly the learning-oriented and systemic didactics, closely aligning
with Instructional Design in the United States (Bayrhuber & Frederking, 2024).
These methodologies enhance students' learning capacities and problem-solving skills,
further improving their cognitive development and helping them achieve academic goals (Morgan,
2024). The didactic method is not just an instructional strategy; it represents the complete process
of instructional planning and implementation. It sets the values and measures by which
instructional materials, lesson planning, and the entire system of teaching and learning can be
developed reliably (Mithans et al., 2024).
In recent years, a shift towards individualized learning and critical thinking has been
increasingly evident within educational methodologies. Educators have recognized the limitations
of traditional teaching methods that emphasize rote learning and passive reception of information.
Instead, the implementation of diverse teaching strategies encourages active engagement and
fosters independent thinking among students (Basri et al., 2024). Classrooms are now
progressively adopting a variety of learning strategies, including inquiry-based learning,
projectbased learning, and collaborative problem-solving activities, aimed at nurturing student
autonomy and enhancing critical thinking skills (Singha & Singha, 2024).

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This methodological evolution signifies a comprehensive recognition of the need to prepare

students for the complex challenges of the modern world. The role of classroom pedagogy is
undergoing a daily transformation. Historically, the primary role of classroom pedagogy was the
transmission of knowledge from teacher to student. However, with the advent of constructivist and
other student-centered approaches, the focus has shifted towards creating an active and interactive
learning environment (Jarilkasinovna, 2024). This environment encourages deeper engagement
with the content, facilitating a more meaningful learning experience.
Research indicates that for subjects like Social Studies, traditional lesson planning falls
short. There is a compelling need for teachers to devise effective lesson plans and explore various
strategies to achieve targeted academic goals (Khan et al., 2024). For many decades, researchers
have endeavored to introduce innovative pedagogies through various theories, culminating in
significant academic achievements. Engaging students in learning by involving them in
contentrelated activities is shown to be an effective strategy (Hu & Guo, 2024).
The didactic method of teaching provides a versatile platform for teachers. This method
allows the incorporation of various activities within a single class session, optimizing time and not
only engaging students in the learning process but also aiding them in achieving their academic
targets (Jorabek, 2024).
With the use of several pre- and post-tests in the social studies domain, this study aims to
investigate the educational effects of didactic teaching approaches on fifth-grade pupils. This study
was driven by the goal of comprehending how students' learning paths are impacted by didactic
teaching methods, particularly the use of games. The objective of the research was to clarify the
possible advantages for students' academic performance that can be obtained from these teaching
methods, the favorable consequences that come with this style of instruction, how it affects the
processes of student evaluation, and the noticeable shifts in student involvement and engagement
in the classroom.
Students have access to a variety of technical resources that were not available to them in
traditional private educational environments. Access to smart boards, computer labs, audio-visual
aids, online libraries, and multimedia tools are all included in this. With the newfound possibilities
for learning and exploration that these innovations have brought us, the educational environment
has completely changed. Concerning Mithans et al. (2024), the study emphasizes how instructional
practices have been critical in helping educational institutions develop high achievers. One of the
most important aspects of student development that is emphasized is didactic learning, which is
known to increase motivation and change students' perspectives about attending school.
Furthermore, it has been demonstrated that using inquiry-based learning approaches greatly
improves students' capacity for problem-solving and for making decisions. The inquiry
additionally cites a Pan et al. (2023) study that looked at the impact of simulation use in social
studies education. The results of this study demonstrated the effectiveness of interactive and
immersive learning experiences by showing that simulations, when used as a didactic tool, can
considerably improve academic attainment in social studies.

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Social Studies is often regarded as the least preferred subject among primary students due
to various factors, including outdated textbooks and a lack of engaging classroom activities
(Hangoma, 2020). This disengagement is exacerbated by the underutilization of audio-visual aids
and interactive methodologies, making the learning process less appealing (Kyari, 2023).
Especially in regions like Pakistan, the scarcity of such resources further impedes active student
involvement (Hamad, 2023).
Traditional learning methods, reliant on rote memorization and drill practices (Rice &
Wilson, 1999; Berson, 1996), fail to kindle interest or motivation in the subject matter. Recent
studies, such as those by (Frusci, 2019) confirm that memorization dominates Social Studies
learning, with little emphasis on understanding or critical thinking. However, the didactic method
offers a potential solution by allowing teachers to employ various strategies to captivate students'
attention and foster a conducive learning environment (Srinivasa et al., 2022).
Despite the known benefits of such interactive approaches, teachers face significant
challenges, including time constraints and extensive syllabi, which limit their ability to implement
diverse classroom activities (Li, 1998). Didactic games and other constructivist methods, which
promote knowledge construction through active student engagement, offer a promising avenue for
overcoming these hurdles (Vasalou et al., 2017).
To revitalize Social Studies education, it's crucial to integrate recent insights and
innovations that address these systemic issues. Empowering educators with the resources and
training to implement engaging strategies, such as didactic games, can bridge the gap between
teaching objectives and student engagement, ensuring a more interactive and meaningful learning
experience (Polymeropoulou et al., 2024).
The main objective of this study was to discover the importance of didactic games for
teaching social studies and to enhance the motivation of students towards this subject for life-long
skills. The basic objective of the research was to evaluate the impact of teaching social studies
through didactic strategies and how it affects student’s academic achievement.
The significance of this study is underscored by its focus on employing didactic games in
social studies to promote active engagement and academic excellence among students. Beyond
merely disseminating information, it is crucial to enable students to become independent learners
who can construct knowledge through diverse activities (Rochmiyati, 2024). The integration of
technology and didactic teaching pedagogy can significantly enhance the classroom environment,
making learning more enjoyable for both educators and learners in social studies (Ahmed & Khan,
2024).
A notable distinction exists between students who learn through traditional methods and
those who engage with didactic pedagogy, constructing their knowledge (Smith & Roberts, 2024).
Employing didactic strategies improves students' learning abilities and helps them achieve their
academic goals while encouraging active participation in classroom tasks (Contrino et al., 2024).
Despite being a progressive country, Pakistan faces challenges in elevating educational
standards due to resource constraints, hindering the widespread adoption of audio-visual aids and

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other technological teaching tools (Abbas, et al., 2024). This study aims to elucidate the
significance of adopting modern teaching pedagogies, like the didactic method, which fosters an
active connection between students and the world around them, bridging the gap between
classroom learning and real-world applications (Díaz, 2024).
The didactic method is particularly beneficial for teaching social studies to young pupils,
who often lack exposure to complex concepts in geography, history, and government. By providing
structured, teacher-led instruction, didactic methods lay a solid foundation for understanding key
ideas and information (Janík, et al., 2024). Through explanations and guided activities, teachers
can ensure comprehensive comprehension among students, incorporating engaging elements like
stories and visuals to sustain interest in the subject matter vital for maintaining the attention of
primary school students with shorter attention spans (Karabıyık, 2024).
2. Literature review
2.1 Didactic methodology is effective for teaching Social Studies
According to García, 2023, The study aims to compare the effectiveness and transferability
of learning historical thinking between two groups of baccalaureate students, demonstrating a
significant improvement in the experimental group. The introduction also discusses the importance
of training adolescents in new competencies for the 21st century and the emergence of historical
thinking as a methodological theory. The study's methodology comprised a quasi-experimental
design with a non-equivalent control group, data collection via a validated questionnaire, analysis
of 93 Baccalaureate students' pre- and post-evaluation data, and the application of nonparametric
statistics because the data were not distributed normally. Responses from the experimental group
were noticeably better than those from the control group. Compared to the control group, the
experimental group showed higher levels of agreement or acceptance on nearly all of the items.
When compared to the control group, the experimental group's median score was greater.
Hegedls & Hus, 2017 examine how social studies is taught to students in grades 4 and 5,
emphasizing the application of constructivist pedagogical forms and methods. Teachers commonly
employ frontal teaching, and they both concur that independent work is how kids learn best. The
study's descriptive, informal, non-experimental approach to empirical research was employed as
methodology. A questionnaire with validated metric features was used to gather the data, and SPSS
was used to analyze the results. Based on several variables, statistically significant differences
between the participating teachers were checked. With implications for improving teaching
practices, the study looked at how constructivist pedagogic forms and methodologies were used in
social studies classrooms. It gave instructors' opinions regarding constructivist approaches and
their usage of various learning forms.
RQ1: How do didactic games influence students' motivation toward learning social studies?

2.2 Effects for increase in Motivation

Popovska and Kuzmanovska (2020) investigate that the study places a strong emphasis on
the value of motivation for learning, the influence of instructional strategies on student motivation,

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and the advantages of using active teaching techniques. It also emphasizes how important it is to
adapt teaching strategies to the preferred learning styles of the pupils. The study's strategy involves
a mixed-type research design that combines quantitative and qualitative research methods,
systematic lesson observation, a descriptive design, and data analysis with STATISTICS and
EXCEL. The researcher also examined and analyzed data from eighty-three studies that included
teachers. The study's strategy involves a mixed-type research design that combines quantitative
and qualitative research methods, systematic lesson observation, a descriptive design, and data
analysis with SPSS and Excel. The researcher also examined and analyzed data from eighty-three
studies that included teachers.
RQ2: What impact do didactic strategies have on the academic achievement of students in
social studies?

2.3 Positive effect on academic achievement

According to Nadia et al., 2024, the purpose of the study is to conduct a thorough evaluation
and meta-analysis of the effects of project-based learning (PBL) on students' academic
performance in a variety of subject areas. It highlights the benefits of PBL, especially in science
courses, and suggests that more widespread use of PBL in instructional tactics be made. Rehman
et al. (2024) employed an approach that involved performing a meta-analysis of seventy research
publications that quantified PBL educational outcomes that were published between 2010 and
2023. To choose pertinent papers, the researchers used a variety of databases, precise inclusion
criteria, and PRISMA guidelines. The study used statistical metrics including I2 and QB to evaluate
heterogeneity and effect sizes, as well as transaction effects for data analysis, fixed-effect, and
random-effect models. Additionally, the researchers created a codification form for study selection,
used the PRISMA software program Covidence for screening, and confirmed reliability via
separate codifications. The approach concentrated on combining the findings from the chosen
studies to assess how PBL and conventional teaching approaches affected students' academic
performance in science courses. When compared to traditional teaching methods, the meta-analysis
of student performance under Project-Based Learning (PBL) showed a considerable
improvement. With an overall mean weighted effect size (d+) of 0.652, PBL clearly had a positive
and significant impact on academic attainment.
Oyenike et al. (2019) examines the relationship between play activities and preschool
students' academic achievement in Lagos State, highlighting the value of play in fostering holistic
development and its bearing on academic results. The study's methodology included a descriptive
survey research design, data collection via a research questionnaire, data analysis using Chi-square
statistical tools, instrument validation using face and content validity, and test-retest reliability
testing. Chi-square and descriptive statistics were used to analyze the data. Play activities and
students' academic achievement are significantly correlated in public preschools. Play activities
are thought to have a major influence on students' academic performance in public preschools.

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RQ3: How does the use of didactic games compare to traditional teaching methods in terms of
student engagement and knowledge construction in social studies?
2.4 Benefits of gamified learning
According to Jancic and Hus I(2018) Play is the best way for young children to learn new
things. The use of games as a teaching aid and learning technique has gained popularity in recent
years. A few authors that have studied the impact of didactic games on teaching and learning are
Bognar (1987), Roskos and Christie (2000), Ginsburg (2007), Cenčič et al. (2008), Miller and
Almon (2009), and Juriševič (2012). In particular, they have investigated the benefits of games for
various educational staggering the role that games play in the educational process for kids of all
ages. The authors of the current study were especially interested in a few specific areas of how
didactic games are portrayed in social studies classes in elementary schools during the fourth and
fifth grades. An empirical research approach that was both descriptive and non-experimental was
employed in the study. Data was gathered using questionnaires and in-class observations from a
randomly selected sample of teachers and students. The statistical software SPSS was then used to
analyze the results. In social studies, teachers seldom ever employ didactic games. Didactic games
are most frequently utilized at the start of classes to increase student motivation and focus. Students
think that playing games in social studies lectures helps them learn new information.
RQ4: In what ways do technological integrations in didactic teaching influence the classroom
environment and learning outcomes in social studies?

2.5 Learning with Technology

Anim (2024) examines the constructivist research paradigm and how multimedia
technology might improve the way Social Studies subjects are taught, with a particular emphasis
on how teachers view and feel about using multimedia in the classroom. In Cynthia Anim's study,
semi-structured interview guides and observation protocols were utilized to collect data, and data
analysis based on themes was conducted. Constructivist research paradigm, case study research
design, and purposive and convenient sampling strategies were adopted. The use of multimedia
improves the quality of social studies instruction in classroom environments. When it comes to
employing technology in the classroom, teachers often feel inept, which results in a lack of control
and a reluctance to try out new technical tools for lesson planning. Absence of ICT policies,
objectives, or vision that are specifically related to the use of technology in instructional processes;
sharp differences in participants' instructional practices, attitudes, and use of educational media;
participants' perceptions of their own incompetence when using technology and their reluctance to
explore new avenues a discrepancy between teachers' ideas and their actual technology-integration
practices in the classroom - The study suggested more cooperation and in-service training for
educators increase their capacity to use multimedia resources pedagogically in their lessons.
Obro and Akpochafo (2021) emphasize the advantages of the simulation game technique
over conventional lecture methods and examine how well brainstorming and simulation games can
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improve students' learning outcomes. Using three groups and a quasi-experimental research design,
the methodology examined how standard lecture techniques, brainstorming, and simulation games
affected students' learning outcomes. The "Social Studies Learning Outcome Test" was the
assessment tool used to compare learning results before and after the six-week intervention. For
six weeks, students in the experimental group received subject matter or topic training in Social
Studies three days a week for a total of 120 minutes per week, or 40 minutes every class. The
pedagogical approach of using simulation games to teach greatly improved student learning
outcomes. Enhancing students' learning outcomes was a successful teaching method that involved
brainstorming. It was shown that the simulation-game pedagogical approach improved students'
learning results more than both brainstorming and lecture approaches.

Figure No 1: Conceptual Framework/Model

3. Methodology

This study examines the effects of teaching social studies utilizing the Didactic approach.
This section outlines the methods that will explain how employing various didactic games to
reinforce the subject matter can make this subject entertaining for the students. The usage of
didactic pedagogy was the study's dependent variable. In this experimental study design, students'
quantitative data were gathered from pre-and post-test results, and SPSS was used to evaluate the
data using statistical methods to look for improvements in the learning process. The researcher
created both the research instrument and the student accomplishment exam. The study included
Grade V Cambridge students from a private school.
Teachers who implement didactic teaching practices in a private primary school in Karachi
will be the analytical unit. This school has a diverse group of teachers teaching everything from

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pre-primary to secondary subjects. As a teacher, the researcher had complete control over the entire
study process. Only the independent sample t-test was used, and SPSS version 23 was used for the
study. MS Excel Office 365 was used to analyze the student achievement test through graphical
representation.
The process of collecting data to obtain quantifiable information, followed by the use of
statistical methods to test hypotheses and evaluate findings, is recognized as a critical step in
research methodology. As Hasan (2024) notes, data can be sourced from various origins, and the
integrity of this process is pivotal for the validity of research outcomes. This point is further
emphasized by Zaki et al., 2024, who argue that accuracy in data collection is paramount as
inaccuracies can significantly impact the results of a study.
In the context of educational research within a prestigious Cambridge school in Karachi,
the researcher devised a questionnaire that was administered to Grade V students as both a pre-test
and post-test following an intervention. The school's structure comprises three main educational
stages: pre-primary classes (nursery, prep-1, and prep-2), primary courses (grades 1 through 3),
and secondary classes (grades 4 through 7). The vice principal of secondary sections facilitated the
research process by securing permission through an application, underscoring the collaborative
effort required for educational research.
Overseeing the entire research procedure, the researcher ensured that the experiment
commenced and concluded with the administration of a standardized test, thus maintaining
consistency in the evaluation of student performance before and after the intervention. Following
this meticulous research design, a comparative analysis of the pre-and post-test results was
conducted, offering insights into the effectiveness of the educational intervention.
It's crucial to consider some of the study's shortcomings when evaluating the results. First,
this study examined the small number of didactic tactics. However, it is also conceivable to
anticipate more didactic methods and approaches in primary school education that may not have
been known inside the didactical techniques in this study (Stegeager et al., 2024). Therefore, more
research including this collection of didactic techniques is necessary to identify the approaches that
are applied in the practice of teaching in primary schools.
The study's drawbacks included its exclusive focus on Social Studies students and its
inapplicability to other higher education institutions. The primary constraint of the research was
its brief duration, which precluded the attainment of a highly precise evaluation. Such a study ought
to be planned as part of a longitudinal study for improved evaluation results. Because of its
experimental nature, the study was limited to students, and it did not include information on
teachers' opinions of the didactic teaching methodology (Brocca et al., 2024). The study, which
can be used to improve outcomes in additional educational institutions, used a modest sample size
from one school in Karachi.

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4. Results and Discussion

This study was designed to evaluate the impact of didactic pedagogy, specifically by
didactic games, on the academic performance of fifth-grade students in Social Studies. In line with
the objectives, didactic games were developed for the experimental group to facilitate learning
(Pan et al., 2023). Following a pre-test, the experimental group's outcomes were meticulously
analyzed to assess performance improvements. This contrasted with the control group, which
continued to receive traditional instruction via the discussion method. To compare the academic
achievements between the two groups, an objective test was constructed, showcasing the variance
in student scores (Pope et al., 2023).
A graphical representation of the results, processed through MS Excel, elucidated the
comparative academic performance, highlighting the efficacy of didactic pedagogy. The study
encompassed two sections of Grade V, each consisting of thirty students, thereby establishing a
balanced comparison between traditional teaching methods and the innovative didactic game
approach. The balanced participation of thirty male and thirty female students underscored the
study's commitment to inclusivity and diversity (Tsakalerou et al., 2024).
Administering achievement tests, the researcher directly evaluated the influence of didactic
pedagogy on students' academic progression, underlining a hands-on approach to data collection
and analysis (Wichmann & Schmidt, 2023). This rigorous examination aimed to definitively
determine the efficacy of didactic games in enhancing learning outcomes within the realm of Social
Studies.
Graph No 1: Pre-Test

4.1 Pre-test Analysis

The first pre-test results, with an average score of 32%, provide an important starting point
for evaluating students' comprehension of the material prior to the implementation of any
pedagogical improvements. This average, which represents the students' overall performance,
sheds light on their academic position at the beginning of the study and shows a degree of

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comprehension that, while not insignificant, indicates a modest mastery of the subject matter. This
figure is significant not just because it shows the pupils' starting place but also because it subtly
suggests that there is room for progress.
Although indicating a basic understanding, the comparatively low average score reveals a
significant disparity in the students' comprehension and topic mastery. It implies that the students
don't have a deeper, more complex comprehension of the material, even though they are aware of
it on a fundamental level. The disparity offers a distinctive prospect for pedagogical intervention,
implying that learners can greatly benefit from approaches that depart from customary, potentially
less captivating, teaching procedures.
The examination of these pre-test findings highlights the need for creative teaching methods
that can hold students' attention and encourage a deeper understanding of the subject matter. The
idea behind the demand for more interesting and successful teaching strategies is that some
students' learning demands may not be fully addressed by conventional tactics. As a result,
implementing innovative teaching techniques that are meant to enhance the learning environment
and make scholarly material more approachable and relatable, becomes crucial.
These innovative teaching methods could include a variety of approaches, such as problem
based learning, technological integration, interactive exercises, and group projects. These
approaches seek to change education from a passive, information-receiving process to an active,
collaborative one. By doing this, they hope to encourage a livelier dialogue between the students
and the material, which will improve knowledge, retention, and engagement.
All things considered, the pre-test results, which had an average score of 32%, show both
the pupils' early academic performance and a significant need for improvement in the classroom.
This preliminary evaluation serves as a rallying cry for the implementation of more creative,
captivating, and successful teaching methods. It is expected that these approaches will close the
noted knowledge gap, improve students' educational experiences, and significantly improve their
academic achievement.

Graph No 2: Post-Test

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4.2 Post-test Analysis

The experimental group's post-test results, which demonstrate a notable improvement in
student performance after the implementation of creative teaching strategies, represent a turning
point in the study. The goal of using these innovative teaching strategies was to create a more
dynamic and engaging learning environment than was possible in conventional classroom settings.
This pedagogical change had a remarkably good effect, as seen by the experimental group's
exceptional 81% post-test average. This substantial improvement over the first pre-test average
highlights a 49% improvement in learning outcomes, demonstrating the effectiveness of the used
teaching tactics.
The noteworthy rise in post-test scores might be ascribed to multiple crucial elements
included in the inventive teaching techniques utilized. First of all, by encouraging students to
actively engage with the material rather than just passively absorbing it, these tactics probably
promoted a deeper engagement with the subject matter. This increased involvement could have
been greatly attributed to methods like problem-based learning, interactive simulations, and group
projects, which improve learning outcomes while also being more entertaining.
Additionally, the effectiveness of these innovative teaching techniques in raising student
achievement emphasizes how crucial flexibility and responsiveness are in the classroom. Teachers
were able to create a more inclusive and engaging learning environment by customizing the
curriculum to each student's needs and interests. This method encouraged curiosity and critical
thinking in addition to catering to the various learning styles that exist in the classroom.
The post-test findings show a 49% improvement in learning outcomes, which further
emphasizes the potential of innovative pedagogical approaches to greatly improve students'
comprehension and recall of academic material. This implies that pupils are more likely to absorb
and apply new information successfully when they are involved in an active and dynamic learning
process. Furthermore, this development suggests that these creative teaching strategies have the
power to reduce achievement disparities and raise standards of academic performance in general.
Graph No 3: Pre- Test Vs Post Test

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4.3 Comparative Analysis

Students' first pre-test scores, which averaged 32%, demonstrated a reasonable level of
subject matter understanding before the intervention, according to the results. Before being
introduced to cutting-edge teaching techniques, the pupils' overall baseline academic achievement
is reflected in this number. This low proportion shows that there is room for substantial academic
improvement and that more interesting and productive teaching methods are required.
Post-test results were much higher after the experimental group received instruction
utilizing cutting-edge pedagogic tactics intended to promote a more dynamic and engaging
learning environment. On the post-test, the students in the experimental group had an average score
of 81%. This noteworthy gain represents a remarkable 49% improvement in student learning
outcomes, as well as the efficacy of the creative teaching strategies used.
Unquestionably, the comparison of pre-and post-test results shows how much creative
teaching methods can improve students' academic performance. The remarkable 49% enhancement
demonstrates the capacity of activity-based learning and creative teaching approaches to stimulate
students' comprehension and retention of academic material.

4.4 Discussion
Principal investigation (n=60) Using the purposive or convenient sampling approach,
which involves selecting students from two parts for the experimental design, the study sample
was established. Section I, which had thirty students, and Section J, which had thirty students, were
the two sections of grade V that the researcher was teaching for the experiment. The researcher
was instructing social studies in both sections. To keep the instructional content consistent, the
researcher limited the experiment to these two sections. Students in the experimental group were
instructed by the researcher using didactic pedagogy. Of the sixty pupils, thirty from V-J and thirty
from V-I were chosen to teach using the didactic approach, while the remaining thirty from V-I
were chosen to educate using the traditional method. The pre-test and post-test were given to
students in both sections to assess the impact of didactic tactics on the subject after the study.
Table No 1: Control Group Vs Experimental Group
Total
Group Female Male Number

Control Group 15 15 30

Experimental Group 15 15 30

Since the traditional learning approach was the one employed in the school for Social
Studies the most, it served as the setting for the control group. Nonetheless, the researcher created
instructional exercises for the experimental group to satisfy the requirements of the study. Every
student in the experimental group engaged in various learning exercises. The primary goal of the
researcher was to increase students' motivation in addition to giving them resources. Students'

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Vol 3 No 2 (2024): 43-59

engagement in activity-based learning led to their satisfaction with their level of competency. forth
addition to putting forth their best effort to perform well on student achievement assessments,
students benefit from this activity by being more motivated and interested in social studies. Thus,
the application of didactic pedagogy is a helpful endeavor to assist students in achieving high
grades in a subject that was deemed uninteresting when taught using traditional approaches. The
researcher created each of these exercises to help pupils meet their academic objectives.
5. Conclusion
The study's graphical display of the pre-and post-test findings clearly shows a noteworthy
variation in student performance, underscoring the substantial influence of didactic teaching
strategies on raising academic accomplishment. Before the intervention, the pre-test results
initially gave a baseline picture of the student's knowledge levels. These quite low ratings were
indicative of the students' preliminary understanding of the material. However, post-test findings
showed a significant improvement in academic performance following the implementation of
didactic techniques, which are characterized by interactive, engaging, and activity-based learning
approaches.
The sharp difference between the pre-test and post-test results highlights how effective the
didactic approach is at helping students comprehend the material more deeply, increasing retention
rates, and creating a more stimulating and motivated learning environment. The improvement in
academic performance shown by these findings supports the claim that didactic approaches are
helpful for students to meet their learning objectives.
Teachers play a key role in educational programs as mentors and contributors. It is now
necessary for them to familiarize themselves with cutting-edge teaching methods and incorporate
them into the teaching and learning process to satisfy global educational standards. It is advised
that educators at all levels continue their education and show interest in the newest technological
teaching techniques. Instead of giving students boring assignments, they should introduce
themselves and explain how they use online learning portals to engage students in effective
learning and get them actively involved in online learning by giving them interesting homework
that involves watching documentaries or films on related topics. This will increase their interest
and motivation for positive learning.
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