Abstract

The practice of peace related skills among junior secondary school students is not encouraging evidenced by unabated manifestation of several violent acts among them. This outcome may not be disconnected from the teaching strategies used in implementing peace education concepts as indicated in literature. Previous studies focused largely on teacher and student factors influencing student's practice of peace education concepts in social studies, with little emphasis on intervention through active learning strategies. This study therefore determined the effects of buzz-group and future's wheel learning strategies on junior school student's practices of peace education concepts in social studies in Oyo state, Nigeria. The study adopted the pretest-posttest control group quasi-experimental design. Three local governments were selected in Oyo town. Purposive sampling was used to select six secondary schools on the basis that they were noted for frequent students' unrest in Oyo town. Six intact classes of junior secondary school II students were randomly assigned to buzz group (52), future's wheel (66) and control (73). Instruments used were student's practice of peace education concept scale (r - 0.76) and instructional guides. Data were analysed using Analysis of Covariance means and Bonferroni post-hoc test at 0.05 level of significance. The findings of the study revealed that though there is a significant main effect of treatment on junior secondary student's practice of peace education, the buzz group strategy enhanced their peace education concept practices better than the future's wheel strategy. Concerted effort in the adoption of these strategies in social studies classrooms in Nigeria was thus recommended.