CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The introduction of social studies
into the Nigeria school system was based on certain philosophical
considerations. One of them is to address social issues and man’s problem of
life in their interrelatedness, as they appear in real life situations instead
of addressing them in an uninterrelated manner as those learnt through separate
disciplined like Geography, Religion, Sociology and Anthropology. Social
studies according to Ezegbe (2011), was therefore introduced as an integrated
discipline to make education real to life.
Social studies was also introduced
into the Nigeria school system to achieve one of the philosopher of Nigeria
education as indicated in the National policy on education (2009) which is the
development of the individual into a sound and effectives through social
studies is possible since the subject is an integrated programme which is
taught and learnt.
Social studies looks at all aspects
of the life of the child in the society. It is further stated in the National
policy on Education (2004) that the essence of education is to achieve the
inculcation of National consciousness and national unity. The inculcation of the
individual and the Nigerian society.
All these, according to Ezegbe
(2013) involves the development of modern democratic values which are taught
and learnt in societal studies because of its broad based scope.
The accomplishment of the purpose
for which social studies was introduced in schools would depend to a large
extent not only on the availability of the right caliber of professionally
trained social studies teaching personnel but also of the material resources
available in schools for its teaching is the most important. Bram (2007)
pointed out the vital role of the teacher in the curriculum process when he
notes that.
The curriculum can be great success
or a dismal failure depending on the teachers. They are the key persons who
alone make the curriculum design achiever whatever it was designed to achieve.
No matter how strongly motivation a nation may be in desiring to provide
education for its citizens irrespective of the financial resources and the good
will. The effectiveness of the system ultimately depends on the quality of the
teacher that operate it. It is the teacher who translate societal value and
aspiration to practical lessons in the class several educators amongst who are
combs.
Fafunwa (2008), Fayemi (2009) have
written on the vital role of the teachers as implementer of the curriculum.
According to them, whatever abilities are available, whatever content is
presented for teaching, which ever kind of environment that school is situated
and whatever kind of pupils are given to teach, the important and vital role of
the teacher cannot be over emphasized.
Teacher represent a larger
proportion of the input of an educational system.
Instructional materials are also educational
inputs and they are of vital importance in the successful implementation of any
curriculum.Relevant and appropriate textbooks, visual and audio visual
materials like globes, charts, slides, maps, tapes, e.t.c are of paramount necessities
in the teaching and learning process. Audio visual material supplement and
consolidate what is read in textbooks and journal.
An important but often neglected
source of instructional material for effective teaching and learning of social
educational inputs and they are of vital importance in the successful
implementation of any curriculum. Relevant and appropriate textbooks, visual
and audio-visual material.
Social studies as broad discipline
deals with study of the activities of man in his physical and social
environment (i.e how man influence the environmentin which he lives and in turn
and examines the environment effect on man) consequently. The community becomes
the laboratory for social studies teachers. A careful examination of the
Nigerian primary and junior secondary school social studies curriculum would
show that they are common in our communities these could be historical,
geographical economic, social and cultural issues.
There is no better place than the
local community for effective teaching and learning of social bearing of social
studies bearing unmind the nature and scope of the subject.
The subject can see at first hand
the social process and interactions. Social studiesis about home, school,
community functioning, work and government at the local and about the
explanation of these things at the national levels.
Members of the students families can often be used as a
resources. A parent may be able to describe his or her job when the class is
studying community workers or the job market. There may be artifacts from
different nations in the homes of the students that would be of interest to the
class. Many teachers have found that these add sparkles to the class. Student
are to be prepared to think constructively to makejudgement add decision to
analyze and criticize what they have learned and to affiliate themselves with
these things when they become citizens of the community.
The acceptance of the above
assertion will lead one to ask whether secondary school student of social
studies are expected to sit down in the classroom and listen to the teacher
definition of lake or hill or go out to observe these features and how man’s
activities, shapes and re-shape them. Effective utilization of community
resources in the teaching and learning of social studies is one of the ways
through which the objectives of social studies can be achieved.
According to Meziobi(2012)
social studies teacher should move away
from reliance on text book and other reading materials and as an alternative to
the textbooks disease from attention to participative approaches in social
studies instruction which are inductive and problem solving oriented and
encourage discovery creatively and reflective inquiry which cannot be
inculcated through sheer reading of social studies textbook and other reading
materials to be employed inteaching and learning the ultimate goal of any
teaching and learning activities is to bring about desirable behavioural
changes in the learner. Effective interactive
process demands appropriate utilization or commitment of instructional
materials and resources.
According to Fadeye(2009), resources
could be a stimulus, an object, a person etc which helps the learner in their
pursuit of knowledge in social studies.
The community is the neighbourhood
beyond just family, community resources are materials both natural or rural
communities. A reference person is an expert or acknowledgeable person in an
area of specialization who is invited to or is invited for explanations and
dissemination of information human resources include the following community
leader, farmers, hunters, priests, libarians and postman, police officers,
doctors, legislatures, and others. The non human resources are most appropriate
for effective social studies instruction in Nigerian given the social relevance
of social studies, copied with low level of technology development of the
Nigerian society. The growing emphasis on community based on education and the
dwindling economic circumstances which has occasional the adequate supply of
instructional materials and facilities to our schools, community resources
therefore serve as panacea for the inadequate supply of instructional materials.
According to Meziobi(2007), they
help to expose the student to the realities of their environment or community
and make them have direct experiences which will help to concretize the social
studies content that have been tight. It breaks the monotony of the teacher as
it adds variety to learning during visit to interest acquaint learners with
their social and physical environment as well as strengthen the school
community relationship.
In addition, student can serve the community
in projects ranging from helping senior citizens to cleaning up local parks,
community services provide on bridge between students and the community and can
be important resources in building towards the goal citizenship. The students
are made to appreciate the fact that the community plays vital roles in their
lives and education.
1.2 Statement of the Problem
The child is the product of the
community, consequently the issue of community resources in the teaching and
learning of social studies becomes a means promoting socio-ecological
equilibrium and learners understanding of their environment. Researches in community
resources like the dependence on high level technology materials such as radio
and television for social studies instructional materials effectiveness in
Nigeria at this level of our development is not only unrealistic, it will
impede the proper institutionalization of social studies education.
The scarcity and at time non
availability of the imported high level technology materials such as cine
projector, slide projector, accreted projector for impaled effective teaching
in school.
Furthermore, the inability of most
social studies teachers to effectively operate the instructional materials poses
problems.
Unfortunately where some of the
materials are available the schools lack electricity to energize them. These
problems have being manifested in the manner in which student find difficulty
in concertizing abstract concepts taught.
1.3 Research
Questions
To
give the study a direction, the following research question are raised.
1.
Are social studies teachers in school
aware of available community resources for the teaching of social studies?
2.
Are social studies teacher aware of all
the value of community resources in the teaching of social studies?
3.
Is there any differences between
profession al social studies teacher in their perception of the value of
community resource?
4.
Do social studies teacher differ
significantly in their perception of the constraints in the use of community
resources?
1.4 Significance of the Study
The study is of significant to the
following group of people which include.
It is of significant to all social
studies.
Teacher to cultivate the habit of
using community resources in teaching social studies. It is a significant to
all school management to encourage the use of community resources in the
planning of school curriculum.
The research work will also be of
great significant to further researchers and educationalist who would like to
embark on research topic like this.
1.5 Scope of the Study
This study focuses on social studies
teacher perception of the constraints to the use of community resources for
teaching and it is limited to social studies teacher in in some selected junior
secondary schools.
1.6 Definition of Terms
1.
Community:
people who live in a particular area, country e.t.c
2.
Artifacts:
An object made by a human being typically one of cultural or historical
interest.
3.
Resources:
A stock or supply of money materials, staff and other assets that an be drawn by
a person or organization in order to function effectively.
4.
Society:
People in general, living together in communities.
5.
Economic:
Connected with the trade industry and development of wealth of a country.
6.
Facilities:
Services, equipment e.t.c that are provided for a particular purpose.
7.
Teacher:
a person whose job is teaching especially in a school.