Asian Journal of Education and Social Studies

This study examined the relative effectiveness of Conceptual Change Instruction (CCI) and Guided Reading Instruction Technique (GRIT) on the achievement and attitudinal outcomes of Senior Secondary School II Government students in Osun State, Nigeria. A quasi-experimental, non-equivalent pre-test–post-test control group design was adopted, guided by three research questions and three null hypotheses. A total of 120 students were selected through multi-stage sampling and assigned to CCI, GRIT, and control groups over a six-week intervention period. Data were collected using the Government Achievement Test (GAT) and the Questionnaire on Students’ Attitude Towards Government (QSATG), both of which demonstrated acceptable reliability indices. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. Results indicated that students exposed to CCI and GRIT demonstrated significantly higher achievement and more positive attitudinal outcomes than those taught using the conventional method, with CCI showing comparatively greater gains. The effect sizes ranged from medium to large, suggesting meaningful practical differences among the groups. These findings suggest that learner-centred instructional approaches such as CCI and GRIT may enhance both cognitive and affective learning outcomes in Government education. The study provides empirical support for the integration of constructivist-based strategies into teacher professional development and curriculum implementation in secondary school social science education.