ABSTRACT
The aim of this project is based on the problems and prospects of teaching social studies in primary school. A case study of selected public primary schools in Odeda Local Government Area of Ogun State. Questionnaire was used to collect data and these data were analyzed using simple percentage. Findings revealed that instructional materials and resources have a significant effect on pupils’ achievement in teaching social studies and lack of school facilities in social studies affects the pupils’ academic performance. The research went further to recommend that, Social Studies teachers should demonstrate a sound degree of professional competence and a working knowledge of epistemology of the subject, Social studies teachers should make learners learn to live a reasonable life by developing rule – governed behaviors and government should provide instructional materials for social studies teachers.
TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Significance of the Study
1.6 Scope of the Study
1.7 Limitations of the Study
1.8 Definition of Terms
CHAPTER TWO
LITERATURE REVIEW
2.1 Concept of Social Studies in Primary Schools
2.2 Social Studies Education
2.3 Effect of Instructional Materials on Teaching Social Studies in
Primary School
2.4 Factors Militating Against the Achievement of the Purpose
Of Social Studies Education in Nigeria
2.5 Problems and Prospects of Social Studies in Primary School
2.6 Challenges of Social Studies Education
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
3.2 Area of Study
3.3 Research Design
3.4 Population and Sampling
3.5 Sample and Sampling Procedures
3.6 Research Instrument
3.7 Administration of Instruments
3.8 Method of Data Analysis
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
4.0 Introduction
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Social Studies was
introduced in the Nigerian School Curriculum as part of the instrument for
achieving national development (National Policy on Education (NPE) 2001). This
was what informed its designation as part of the core curriculum at different levels
of education in Nigeria. Social Studies curriculum development agencies such as
the Nigerian Educational Research and Development Council (NERDC) and experts
further identified and disseminated the curriculum goals or purposes of the
subject in the school curriculum. These include citizenship education,
reflective inquiry and social science education, (Barth-shermis, 2000;
Barth-Norris, 2006; Dubey and Barth, 2000; Olawepo, 2004) among others. These
broadly stated goals must be clare to, and recognized as important as well as
attainable by teachers and other participants connected with the Curriculum if
the intentions or purposes must be realized and the investment of effort is to
be considered worthwhile (Feather, 2002;Meece,
Blumenfeld, & Hoyle, 2008). These intentions or purposes are prima facie
stated with clarity, but their perception or conceptualization by teachers and
scholars is still in doubt as Onyabe (2000) observed that the philosophy,
content and methodology of social studies has remained vague to both scholars
and teachers. The incidence of conflicting conceptions of social studies
curriculum is a cause for concern for three major reasons. First, the anchor or
strategic position of purposes or intentions in the curriculum development
process (Pratt, 2004) as illustrated in Tyler (2009) (Linear) and Wheeler (2000)
(cyclic) curriculum models, among others.
The National Policy on Education (2004) made social studies a core
subject in the junior secondary schools in Nigeria, with the objectives of
inculcating in the learner in integrated forms, basic skills, values, and
attitudes for useful living. In simple terms, the effective implementation of
the UPE in junior secondary school through social studies instruction is
inextricably dependent on quality social studies teachers who are adequately
informed about what to teach, how to teach, attitudes, values, and skills
expected to be injected in the learner for the realization of functional
educational goals. Nworgu (2007) and Ibiam (2007) in their respective studies
established that most social studies teachers are not sufficiently informed
about the demands, implications, and objectives of education reforms in
Nigeria, specifically the UPE. This anomaly is likely to affect the potency,
worth, and relevance of instruction delivered to the learner.
Adamechi and Romaine (2000) and Ukeje (2000) agreed that the focus of
the UBE in junior secondary schools is to equip the learner with practical,
creative skills, values, and ingenuity to become a functional member of the
society. Nwazuoke (2007) thought that this is realizable when the social
studies teacher integrates creativity process in the classroom instruction, as
a means of energizing the thought processes of the learners in thinking
reflectively about their personal and national problems. It is therefore
instructive that social studies teachers should be adequately trained by
teacher preparing institutes of education, the universities and colleges of
education by enriching their social studies teacher education programmes with
current educational reforms and policies, as well as emerging contemporary
issues.
Secondly, curriculum goals
or purposes, are indispensable elements in instructions as far as effective implementation
of an already developed curriculum is concerned. Thirdly, the correct
conception, investment of efforts and ultimate realization of the purposes of
the curriculum will facilitate the realization of the overall aims of the
Nigerian educational enterprise.
1.2 STATEMENT
OF THE PROBLEM
Presently, junior secondary
school student interest and academic achievement in social studies is
declining. Lemchi (2001) noted that some students are losing interest in the subject.
Attitudes associated with Social Studies appear to affect students ‘performance
in the subject. Also, many Social Studies teachers teach Social Studies without
instructional materials and facilities (Mberengwa 2004). The quality of
teachers, and class room facilities are grossly inadequate and obsolete.
Owolabi et al. (2001) also indicated that a serious disconnection exists
between Social Studies training in junior secondary schools and the needs of
the labor market, as students that do not proceed to higher education have been
found to be incompetent in the field of work. Where students consistently
perform poorly, the implication is that adequate teaching and learning has not
taken place in schools. Therefore, the problem of this study is to examine the
prospect and problem of teaching and learning of Social Studies in junior
secondary schools in some selected public junior secondary school in Odeda
Local Government, Ogun State.
1.3 OBJECTIVES
OF THE STUDY
The main purpose of this
study is to examine the prospect and problems of teaching of Social Studies in Junior
secondary Schools in some selected public junior secondary school in Odeda
Local Government, Ogun State, Nigeria. Specifically, this study sought to:
1.
Find out the extent to which students’
attitudes constitute problems to the teaching and learning of Social Studies.
2.
Assess the extent to which teacher quality
and quantity constitute problems to the teaching and learning of Social
Studies.
3.
Find out the extent to which instructional
materials constitute problems to the teaching and learning of Social Studies.
4.
Determine the extent to which curriculum
issues pose problems to the teaching/learning of Social Studies.
5.
Find out the problems and prospects of
teaching social studies in junior secondary school.
1.4 RESEARCH
QUESTIONS
The following research
questions were formulated to guide the study:
1.
To what extent do attitudes of Junior
secondary School Students constitute problems to the teaching of Social
Studies?
2.
To what extent do teacher quality and
quantity cause problems to the teaching of Social Studies?
3.
To what extent do instructional materials
pose problems to the teaching and learning of Social Studies?
4.
To what extent do curriculum issues pose
problems to the teaching and learning of Social Studies?
5.
What are the problems facing teachers
teaching social studies in junior secondary school students?
1.5 SIGNIFICANCE
OF THE STUDY
The study gives various
insights into the challenges of teaching social studies in junior secondary
schools in Nigeria. These highlighted challenges will enable stakeholders in
the education sector to take adequate measures in tackling these challenges,
and make learning of social studies a lot easier for both teachers and pupils in
junior secondary school levels.
1.6 SCOPE
OF THE STUDY
This study covers the
challenges and prospects of teaching social studies at junior secondary schools
in Nigeria using some selected public junior secondary schools in Odeda Local
Government as a case study. Findings and recommendations for the study may not
reflect the true view of the challenges of teaching social studies in Nigeria,
as the researcher could not cover a wider area in Nigeria due to time and
financial constraints.
1.7 LIMITATIONS
OF THE STUDY
There are some limiting
factors which influence the researcher’s effort towards developing this work
(project). The most prevailing being time factor as other school extra
curricula activities that had to be met with.
1.8 DEFINITION
OF TERMS
Problem: something
that is difficult to deal with: something that is a source of trouble, worry,
etc.
Prospect: the
possibility or likelihood of some future event occurring or person regarded as
likely to succeed to as a potential customer, client, etc.
Teaching: the
act, practice, occupation, or profession of a teacher.
Teacher:
is a person who helps others to acquire knowledge, competences or values.
Social studies: is
the “integrated study of the social sciences and humanities to
promote civic competence.
Social studies is most commonly recognized as the name of a course or set of
courses taught in junior
secondary and secondary schools or
elementary, middle, and secondary schools, but may also refer to the study of
aspects of human society at
certain post-secondary and tertiary schools around the globe. Many such courses
are interdisciplinary and draw upon various fields, including sociology but
also political
science, history, economics, religious studies, geography, psychology, anthropology,
and civics.
Challenge: A challenge is a general term
referring to things that are imbued with a sense of difficulty and victory.
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