Effects of Community Resources on Retention of Social Studies Concept and Students Academic Achievement in Upper Basic Schools in North Central, Nigeria.

This study investigates the effect of community resources on the academic achievement and retention of Social Studies concepts among Upper Basic School students in North Central Nigeria. Utilizing a quasi-experimental design with pre-test, post-test, and retention-test phases, 206 students from urban and rural schools were sampled and divided into experimental and control groups. The experimental group received instruction supplemented with community resources, while the control group was taught through conventional methods. Findings revealed that students taught with community resources exhibited significantly higher post-test achievement scores and better retention of concepts compared to those without such resources. The results underscore the importance of leveraging community assets like cultural artifacts, local sites, and community leaders to enhance Social Studies education. Recommendations include increased government support for resource provision, teacher training, and fostering school-community partnerships to improve educational outcomes.