Study on learning outcomes of undergraduate students in social studies seminar and their analytical thinking ability through inductive and deductive based instruction

The purpose of this study was to study the learning outcomes of undergraduate students in social studies seminar and their analytical thinking ability through inductive and deductive based Instruction. The samples were purposive sampling of fourth year undergraduate students from social studies program who took Social Studies Seminar course in second semester of 2015. Sample Random Sampling was chosen to divide the samples into two groups with experimental and control groups of 40 each. The experimental group was conducted using inductive based instruction while the control group was conducted using deductive based instruction. The 16 periods were used with each group. The randomized control group pretest and posttest design were also used. T-test independent sample and t-test dependent sample were statistically used to determine different score. The findings were as followed: 1. There were no differences between the undergraduate students taught by inductive with deductive based instruction. 2. The undergraduate students taught by inductive based instruction gained higher posttest achievement on social studies seminar than in pretest criterion at the 0.01 level of significance. 3. The undergraduate students taught by deductive based instruction gained higher posttest achievement on social studies seminar than in pretest criterion at the 0.01 level of significance. 4. There were no differences in analytical thinking ability between the undergraduate students taught by inductive and deductive based instruction. 5. The undergraduate students taught by inductive based instruction gained higher analytical thinking ability in posttest than in pretest criterion at the 0.01 level of significance. 6. The undergraduate students taught by deductive based instruction gained higher analytical thinking ability in posttest than in pretest criterion at the 0.01 level of significance.