CHAPTER ONE
1.0 INTRODUCTION
Social
studies can be defined as the study of man and all that affect his existence in
the society. It is generally accepted that word social itself has its origin
from Greek word meaning Living as a group or living in a society. We all know
that human beings like to live with others in the village, town or city. The
reason for this is because man is a social being and he wants to interact with
others.
Social
studies as a subject, therefore refers to the study of how man lives in the
society, what he does and how his life is affected by things. People as well as
social practice around him. The things around man are generally referred to as
man’s physical environment. The people and social practices around man are
referred to as social environment.
Man is a
social animal who lives among fellow human beings. They live together in
groups, villages, towns and cities; such living together in groups is known as
society. Such living together to form a large or world society.
People within
a society often share the same cultural background. They also tend to have the
same characteristics. They live closely together in a recognized locality and
as a result interact among one another. In this way, they come to know of any
problems of the society needing solutions.
It is usual
for all members of the society to see that as a collective responsibility.
Every member works for the common good and well being of the society. The norms
of the society are therefore, expected to be kept by all.
1.1 BACKGROUND OF THE STUDY
Social
studies as a subject was introduced into Nigerian Secondary Schools after
independence in 1960.
At the early
stage of its introduction, very few schools taught the subject, Today, social
studies is a compulsory subject at the Junior Secondary school level in all
Nigerian Secondary Schools. This is to implement the national policy on
education, which came into being in 1981. This policy stipulates the teaching
of social studies in primary, Junior Secondary schools and all conventional
colleges of Education. While a few universities in Nigeria offer social studies
programmes.
Social
studies offer the learners abilities which could be adequately used to find out
facts about man’s problems and reaction within the environment in which he
lives. This means that every society might take note of the problems which are
identified with it. For example, Nigeria as a society is facing
problem of disunity resulting from too many ethnic groups and diverse cultures.
As a result, there is need for bringing all the people together, unity in
diversity. Nigeria
also has many vices such as bribery and corruption, selfishness, religious
fanatism tribalism.
1.2 STUDY AREA
The study was
carried out in Yola south Local Government area of Adamawa state. Yola south is
the ancient seat of the defunct Adamawa province and has boundary with Fufore
from the east to west, Mayo- Belwa in the west, Demsa from west to North and
Yola North and Gerei in the North. The name “Yola” was derived from a Fulfulde
word “Yolde” meaning a Knoll. It is located on latitude 9014 N and
120 38 E with an altitude of
about 185.9m. It has a total land mass of about 194,607m2 and a
projected population of about 194,607 with male and female totaling 100,282 and
94, 325 respectively (NPC)2006.
Yola-South is
characterized by a triplicate wet and climate. The rainy season starts in
November to March. The major crops grown are maize, millet, sorghum, cowpea,
groundnut etc. Majority of the people are farmers, civil servants, cattle rearers,
traders etc. The social amenities in the area include schools, electricity,
pipeborn/bole whole water, postal/telephone services (Adebayo and Tukur, 1991).
1.3 STATEMENT OF PROBLEM
Though, the
inclusion of social studies in the school curriculum yielded some good fruits
with regard to the above background, there are some confronting in the teaching
of the subject.
There is an
acute shortage of social studies teacher in Nigeria. This is because there was
no adequate preparation of the government before the introduction of social
studies in terms of qualified teachers.
In the words
of Ajayi (1969) the shortage of teachers in post- primary schools are felt in
varying degrees, as regarding qualified
trained teachers to handle the discipline (Social studies)./
Most of the
teachers that taught social studies were burrowed from other discipline such as
geography, political science etc. In some case, the subject is not taught at
all because of lack of teachers. Classes are also in most cases too large for
effective in teaching the subject especially in government schools.
1.4 OBJECTIVES OF THE STUDY
Some of the objectives of the study
are listed below:
-
To find out whether there are qualified
teachers teaching Social studies
-
To verify whether there are adequate instructional
materials for teaching social studies
-
To determine whether the broad nature of
the discipline affects comprehension of it
1.5 RESEARCH QUESTIONS
In the light
of the above observations some research questions are raised
I.
Is social studies difficult to
understand as a result of its broadness?
II.
Does the shortage of qualified teachers
to teach social studies affect students understanding of the discipline?
III.
Are there sufficient instructional
material for teaching social studies in Junior Secondary schools?
IV.
Can social studies curriculum of Junior Secondary
school be covered within three years?
1.6 SIGNIFICANCE OF THE STUDY
The main
significance of this study is to bring to the public the major problems
limiting the teaching of social studies in selected secondary schools in Yola
South Local Government area.
The study
will also help social studied teacher’s t problems limiting the teaching of the
discipline and how to overcome them. The government also will share from the
study for it will enable them to understand the need for social studies to be
taught in our schools
Social
studies will also help the youth to develop good values that will make them
productive members of the society. The study will also be beneficial to parents
in terms of making them see the need of training their children at a very young
age.
1.7 LIMITATIONS TO THE STUDY
In finding
out the problems of teaching social studies some constrains were encountered by
the researcher which went a long way in limiting factor, because the time was a
major limiting the depth of this research work. Time was a limiting factor
because the time used for the research has been giving a death line by the
National Teachers Institute, which is relatively short; this is in regard to
much data required for a broader and comprehensive study.
1.8 PURPOSE OF THE STUDY
Why I picked
interest in the topic is simply because there are many problems in our country Nigeria today.
Problems in terms of religious, political etc. A lot of the people used are the
youth partly because many of them are ignorant. If they are taught morals and
values which social studies provided they will not be involved in negative
vices and thus will become more productive to themselves and the society at
large?
1.9 OPERATIONAL DEFINITION OF
TERMS
a) Social
studies: Social studies is a study of man in the society with all the interplay
or interaction between him and his environment
b) Curriculum:
It is the total or whole educative process that is the total environment in
which Education takes place. That is the child, the teacher, the subject, the
content, the method, the physical and psychological environment.
c) Cognitive
domain: Has to do with the thinking process
d) Teaching:
Is the process of influencing a change in behavior of the learner.
CHAPTER TWO
LITERATURE REVIEW
2.0
INTRODUCTION
Human beings
line in groups. Some of the groups are small, and some are large. Hence we can
talk of the family unit, the village, town, clan, ethnic and national groups.
It
is not the size of the location of the group that makes it a community or not.
For any human group to be regarded as a community it must possess what is
called community feeling or community sentiment. This means that the members of
such a group must be aware of one another’s existence, and also share some
basic values and expectations in common. They must live in co-operation with
one another so as to achieve harmony in their social relationship and
activities.
2.1 CONCEPT AND PURPOSES OF
SOCIAL STUDIES
The
introduction of social studies in Nigeria was as a result of general
worldwide awakening in curriculum reforms. Its introduction was a positive
response to the search of a kind of education that would advance human progress
in line with the new awakenings at the time. Social studies was also introduced
into the Nigerian Schools because it offer the greatest opportunity for the
citizens proper adjustment in the society.
Social
studies programme adopts problem solving approach hence it aimed at eradicating
the ills of our society such as materialism, indiscipline, corruption, moral
decadence and lack of sense of patriotism. It aimed at promoting in a child
self realization, better education, and better human relationship. Man is
therefore the central focus in social studies.
As already
said social studies dealt with society, human group and their interaction with
themselves, group and their interaction with themselves and their environment.
This goes to say that the scope or extent or overage of social study program is
broad, extensive and widespread. The content is not only on the past and
present but also embraces the future as the child is taught to have a broad
understanding of his total environment as it really is. Also it is to prepare
him to think about the social problems and issues that he will face as an adult
citizen in modern Nigeria.
Social
studies education drew from a variety of subject areas and they included
sociology, economies, political science, geography, history, psychology,
anthropology and the rest. Most of these subjects make up the social science
and humanities. Social studies programme also included resources in form of
personnel’s and places, mass media, current affairs, experiences from teachers,
parents and students. This is so because as long as man lives on the surface of
the earth these will always be added dimensions to his problem, prospects,
achievements and all of which extended to the scope of social studies.
2.2
HISTORICAL BACKGROUND OF SOCIAL
STUDIES
The United State
is the birth place of social studies. It came into existence in the United
States of America (U.S.A) after many centuries of wars, racial conflicts and
sexual revolutions arising from historical and cultural differences. This was
because of her multi-racial composition being a melting point of nations. All
that America needed then,
and which she developed was social training for effective citizenship in America. From
the U.S.A the gospel spread to Britain
and then to Nigeria.
In
Nigeria
social studies as a subject started superficially in the sixties, following the
realization of the need to create a new curriculum that will reflect more
clearly national needs and aspirations. A curriculum that would be geared
towards Nigerian needs and aspirations and which will eliminate the
unacceptable residues of colonial polices was needed.
The
history of social studies in Nigeria
is traceable to curriculum changes in the United States and Britian. This
general awakening of curriculum reference tailored towards the need of the
society, led to the introduction of social studies at an advanced teachers
college in the former Western region in 1958.
This
was in collaboration with the University
of Ohio U.S.A under the
Ohio Project (Makinde 1979).
Prior
to the introduction of social studies in Nigeria, history, geography,
economics, government were already being taught in our secondary schools. It
was after the 1969 curriculum conference that social studies which started in
the western region was introduced in national basis. Prior to the 1969
conference another conference was held in 1967 in Oxford
to discuss the issue of social studies in Africa.
This conference paved way for the Mombassa conference of 1968 were issues on
social studies were fully discussed and seen fit to be introduced in all
schools in Africa under the African social studies programme (ASSP) of which
Nigeria is a member.
One
therefore may not be mistaken to say that social studies as a school subject in
Nigeria started at the
Comprehensive High School Ayetoro in 1963, a department of social studies was
established a text book on social studies and outlined its objectives within
the Nigeria
context.
Oguniyi
(1978) maintained that the success of the textbooks and social studies as a
discipline as judged on the products of Ayetoro Comprehensive
High School, warrants its
introduction into the curriculum of primary secondary and teacher training
institutions in the country.
In
1965, the western region ministry of education sponsored a conference on the
teaching of social studies. At the end of the conference Ayetoro project
textbooks and books produced at the conference were adopted for use in junior
secondary one and two.
Later in 1969, comparative education
study and adaptation centre (C.E.S.A.C) organized a review conference by the Lagos university
lecturers and staff of Ayetoro comprehensive high school. The aftermath of this
conference was that the textbooks for these lower forms of secondary schools
received the acceptability of Nigeria
educators (Aina 1982)
Still
in January 1969 the social studies Association of
Nigeria (SOSAN) was formed at Ibadan
to promote the development of new curriculum in social studies in Nigerian
schools. In 1969 also a curriculum conference was held at Lagos
university to examine the issue of ideology, purpose and objectives of Nigeria
education. One result of this conference was the birth of the Nigerian
educational Research Council (NERC).
The
Nigerian educational research council, through series of workshops in 1971 and
1972 designed social studies curriculum for primary, secondary and teachers
college. Today these curriculums include well defined objectives, contents and
suggested strategies for achieving the objectives. It is worth nothing that
social studies as a discipline has come to stay in Nigeria.
Besides
being taught at our teacher training colleges, it is also being taught at our
teacher training colleges, it is also being taught at all levels of various
Nigerian universities. Such universities Ahmadu Bello university Zaria,
university of Ibadan, Obafemi Awolowo university Ile-Lfe, university of
Calabar, university of Port Harcourt and Abia State university.
2.3
SOCIAL STUDIES AND THE NIGERIAN
NATIONAL PURPOSE
Social
studies as a discipline was introduced into the Nigerian educational curriculum
for a reason, some of the reasons are listed below:-
i.
To
serve as a means of accomplishing the national educational aims and objectives
and invariably Nigeria’s
national philosophy.
ii.
To
produce an effective citizenry that would in the spirit of unity harmonies
relationships and co-existence and in demonstration of the live feeling
contribute to national development.
iii.
To
examine the relationship of social studies to national educational goals
itself.
2.4
PROBLEMS LIMITING THE TEACHING OF
SOCIAL STUDIES
In spite of the good intentions
social studies has to offer it is still faced with many challenges, some of the
problems are discussed below:-
(i)
The
problem of the subject itself
Social studies, as a
subject is a new innovation. Its native, scope and methodology are not yet
fully defined. In Nigeria.
Social studies is simply an integration of different social science subjects.
Integrating them constitute a problem, moreover Akaka (1980) argued that the
newness of subject in the Nigerian schools is one that presented initial
problems to the teaching of social studies
(ii)
The
problem of materials
According to Onwuka
(1985) the problem associated with social studies is lack of resource
materials. He added that resource materials illustrate the value of teaching
learning materials. As a new school subject, the instructional materials are
not easily available, and they do not have much in common with Nigeria
background.
(iii)
The
problem of teachers
There is an acute
shortage of social studies teachers in Nigeria. This was because these
were no adequate preparation of the government before the introduction of
social studies. As a result of this, teachers are borrowed from other
discipline to teach social studies.
In the light
of this, Ajayi (1969) maintained, “the shortage of teachers in post-primary
schools are felt in varying degree. In some institutions he said, the subject
is not taught at all because of lack of teachers. In others, the classes are so
large that the effectiveness of the teaching is drowned by the large number of
students”.
Onwuka (1985)
Confirmed, “shortage of trained manpower is a problem in the teaching of any
subject; According to him if teachers are properly trained and educated, they
asset their professional right and assume their obligations as far as
curriculum development and planning are concerned.
There are
such decisions which involve development of curriculum and which include
decision on the content learning. Experience and means by which teachers help
student attain specific objectives require the knowledge of a trained personnel
which are lacking in social studies.
Moreover,
Farat (1977) Opined that unless one has a subject at his fingertips to be able
to recall all important points, it would be difficult to impart the desired
knowledge to the learners. Shortage of trained manpower constitutes a big
problem in the teaching of social studies.
iv.
The Problem Of Evaluation
The amount of knowledge
gained in social studies cannot be easily evaluated by paper, pencil method.
Social studies is expected among other things to have positive effect on human
behaviour and human relations. This affective aspect of social studies is
difficult to evaluate through a system of evaluation, which concentrates on the
cognitive domain. Social studies is an open subject. Since it is open ended it
may be difficult to standardize answers, responses and achievements. Certain
answers in social studies cannot be regarded as comprehensive and extensive.
This makes it difficult to assess social studies performance by a particular
criterion.
v.
The Problem of Textbooks
Apart from the problem of
the subject, materials and evaluation one of the problems facing social studies
is lack of adequate textbooks.
There are only few text
books which cannot satisfy the need of many students and teachers. Some of the
textbooks available are written not purely on social studies background.
2.5
POSSIBLE SOLUTIONS TO PROBLEMS OF
SOCIAL STUDIES
The
government and private owned institutions of learning should endeavor to train
teachers in the discipline (social studies) in order to curtail the problem of
borrowing teachers from other discipline.
Secondly, the government should make sure
that materials and textbooks are made available to learners at all levels,
teachers should also be given the opportunity to attend workshops that will
enable them learn how to use these instructional materials.
2.6
THE REASONS FOR INCORPORATING SOCIAL
STUDIES IN NIGERIA’S
SCHOOL CURRICULUM
The introduction of social studies in
Nigerian schools is as a result of reflection of changing circumstances of
social and political life within the country. There was a need to switch from
education for manpower development to education for functional literacy and
self-redisation. It is through that today’s youths have to cope with social
changes changing values and other social problems which social studies can
provide the answers to.
The
world is increasingly becoming automated; people are parts and parcel of this
changing world. In Nigeria social studies aimed at improving living standards
in the classroom, the school community and the world at large. The school is
mandated to provide opportunities for children to develop intelligence,
responsible, self reliance and realization as well as being the laboratory for
social living. Thus teaching social studies provides tools for these skills.
2.7
SUMMARY
The balanced
knowledge of events provided by social studies will minimize the harm done by
harmful propaganda, brain washing, ethnic hatred and enhance interdependence of
individual’s nations and bring changes in human relationship at home and
abroad.
Finally, social studies create
a new social order in Nigeria
by revealing the internal and external contradictions in our society, these by
creating awareness of the real nature of the Nigerian society. From the above
rationale of teaching social studies therefore, the prospect of the subject is
very bright, what is left is to determine its effectiveness after classroom
activities.
CHAPTER THREE
METHODOLOGY
3.0
INTRODUCTION
This chapter
dealt with the methods of the researcher used in carrying out this research. It
includes the following procedures: Research s\design, population of study,
sample and sampling techniques, research instrument, administration of research
collection and analysis.
3.1 Research Design
This research
is designed to find out the limitation to teaching social studies in selected
junior secondary schools in Yola South Local Government Area. In order to obtain a reliable and
valid result, the researcher used questionnaires for gathering of information.
These questionnaires in the selected junior secondary schools.
3.2
Population Of Study
The targeted population was all
secondary in the junior section in Yola South Local Government Area of Adamawa
state which include:
Table 3.1
|
S/No
|
NAME OF SCHOOLS
|
|
1.
|
Government day secondary school, Ngurore
|
|
2.
|
Government day secondary school,
Namtari
|
|
3.
|
Federal Government Girls College Yola
|
|
4.
|
Bible Heritage Life College, Sengere-Bode
|
|
5.
|
Junior secondary school, Wurujabbe
|
|
6.
|
Government day secondary school,
Wuro Yanka
|
|
7.
|
Junior secondary school, Maini
|
|
8.
|
Government day secondary school,
Mbamba
|
3.3
Sample And Sampling Techniques
Work of this nature cannot over the
entire population, therefore a sample representation of the population is
taken. Random sampling was used for gathering of information from the sampled
junior secondary schools selected in the study area five (5) schools were
randomly selected, students and teachers were also selected as respondents to
the questionnaire. The sampling for the study was made up of five (5) junior
secondary schools listed below:
Table 3.2
|
S/NO
|
NAME OF SCHOOLS
|
NUMBER OF RESPONDENTS
|
|
1.
|
Bible Heritage Life College, Sengere-Bode
|
20
|
|
2.
|
Federal Government Girls
College, Yola
|
20
|
|
3.
|
Junior Secondary School, Wurujabbe
|
20
|
|
4.
|
Government Day Secondary School Namtari
|
20
|
|
5.
|
Junior Secondary School, Maini
|
20
|
3.4
Research Instrument
An instrument
is a tool or method used by a researcher in order to get data obtain result. It
could be a system of obtaining information or data which is processed to obtain
a desired result.
The
instrument used in obtaining information in this research was questionnaire
which was administered on or designed for teachers and students to answer.
Twenty (20 questionnaires were used for the purpose of obtaining information
from the respondents in the above selected schools. The questionnaire contains
twelve (12) questions followed by responses like: strongly agreed, agreed,
strongly disagreed, disagreed and undecided.
3.5
Administration of Research
The
administration of research instrument was by the researcher in which he visited
the selected schools and distributed the questionnaire to the respondents. All
the questionnaire given out were collected back by the researcher himself.
3.6
Method of Data Collection
The data collected was on the spot
method was used. The questionnaire was personally distributed to the respondent
by the researcher and the responses were collected back after sometime.
3.7
Method of Data Analysis
This is the process of analyzing any
given data or information mathematically to obtain a desired result which is
used in decision making in any research work. The responses which were obtained
from the questionnaire were analyzed statistically using simple percentage and
frequency distribution table.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0
INTRODUCTION
As stated in
chapter three, the main instrument used in data collection is questionnaire. In
this chapter, analysis of data collected for this research work has been
presented by use of percentage frequency distribution
4.1 ANALYSIS AND PRESENTATION OF
DATA COLLECTED
Item 1: Social studies in Nigeria
is a combination of so many discipline
Table 4.1
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
60
|
60
|
|
A
|
30
|
30
|
|
SD
|
4
|
4
|
|
D
|
5
|
5
|
|
Ud
|
1
|
1
|
|
Total
|
100
|
100
|
The table above showed that, 60% of
the respondents strongly agreed that social studies is a combination of so many
disciples, 30% of the respondents agreed while 4% of the respondents strongly
disagreed. Also 5% of them disagreed and 1% undecided. This showed therefore
that social studies is a combination of many discipline.
Item ii: Social studies as a subject
has many interpretations
Table 4.2
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
55
|
55
|
|
A
|
30
|
30
|
|
SD
|
4
|
4
|
|
D
|
5
|
5
|
|
UD
|
10
|
10
|
|
TOTAL
|
100
|
100
|
The response in table ii showed that
55% of the respondents strongly agreed that social studied as a subject has
many interpretations, while 30 percent agreed too. Meanwhile 5% of the
respondent strongly disagreed, 10% disagreed and 1% undecided.
Item iii social studies is broad
which makes it difficult to understand.
Table 4.3
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
10
|
10
|
|
A
|
25
|
25
|
|
SD
|
12
|
12
|
|
D
|
48
|
48
|
|
UD
|
5
|
5
|
|
TOTAL
|
100
|
100
|
From the above, the response showed
that 10 respondents representing 10% of the respondents strongly agreed, 25
respondents representing 25 percent agreed, 48% disagreed. Nevertheless, 5
percent were undecided. From the table we can see that more respondents
disagreed that it is not because social studies broad that makes it difficult
to be understood by students.
Item
iv: Many social studies teachers are borrowed and so some do not teach well.
Table 4.4
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
20
|
20
|
|
A
|
59
|
59
|
|
SD
|
5
|
5
|
|
D
|
12
|
12
|
|
UD
|
4
|
4
|
|
Total
|
100
|
100
|
The response in the table shows that
20 respondents representing 20% strongly agreed that social studies teachers
are borrowed, while 59 respondents representing 59%, mean while 5 respondents
representing 5 percent of the respondents strongly disagreed, 12 respondents
representing 12 percent and 4 representing 4 percent disagreed and undecided
respectively. Finally, the table indicates many social studies teachers are
borrowed from other discipline and so some do not teach well.
Item v: Most higher institutions do
not offer social studies as a course.
Table 4.5
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
39
|
39
|
|
A
|
52
|
52
|
|
SD
|
1
|
1
|
|
D
|
7
|
7
|
|
UD
|
1
|
1
|
|
Total
|
100
|
100
|
From
the table above, the response showed that 39 respondents and 52 respondents
representing 39 and 52 percent strongly agreed and agreed respectively that
most higher institutions do not offer social studies as a course. Nevertheless,
1 respondent representing 1 percent, 7 respondents representing 7 percent and 1
respondent representing 1 percent strongly disagreed, disagreed and undecided
respectively. Therefore the table shows that most higher institutions do not
offer social studies as a course.
Item vi: Number of teachers to
students population is very low.
Table 4.6
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
60
|
60
|
|
A
|
32
|
32
|
|
SD
|
5
|
5
|
|
D
|
2
|
2
|
|
UD
|
1
|
1
|
|
Total
|
100
|
100
|
The table above showed that 60
respondents strongly agreed, 32 agreed, while 5 respondents representing 5
percent strongly disagreed, 2 percent disagreed and 1 percentage undecided.
This shows therefore that number of teachers to studies population is low.
Item vii: Most teachers cannot use
all instructional materials that involve the teaching of social studies because
of its non availability.
Table 4.7
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
12
|
12
|
|
A
|
30
|
30
|
|
SD
|
10
|
10
|
|
D
|
40
|
40
|
|
UD
|
8
|
8
|
|
Total
|
100
|
100
|
From
the above the responses showed that, 12 respondents representing 12 percent
strongly agreed, while 30 respondents representing 30 percent agreed, meanwhile
10 respondents strongly disagreed, 40 disagreed and 8 respondents remain
undecided. The table showed that most teachers cannot use all instructional
materials involve in teaching social studies.
Item
viii: There is insufficient suppliers of instructional materials to all fields
of social studies.
Table 4.8
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
10
|
10
|
|
A
|
45
|
45
|
|
SD
|
13
|
13
|
|
D
|
25
|
25
|
|
UD
|
7
|
7
|
|
Total
|
100
|
100
|
The data collected from the
respondents revealed that 10 respondents strongly agreed and 45 respondents
agreed while 13 respondents strongly disagreed, 25 respondents disagreed and 7
respondents undecided respectively. This therefore showed that there is insufficient
supply of instructional materials to all fields of social studies.
Item ix: Most of the teachers cannot
make use of instructional materials for social studies lesson because of poor
knowledge of them
Table 4.9
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
10
|
10
|
|
A
|
55
|
55
|
|
SD
|
4
|
4
|
|
D
|
19
|
19
|
|
UD
|
12
|
12
|
|
Total
|
100
|
100
|
The responses revealed that 10
respondents representing 10 percent strongly agreed, 55 representing 55
percent, agreed, meanwhile 4 respondents strongly disagreed, 19 disagreed and
12 remained undecided. Therefore, the results collected from the table above
showed that most social studies teachers cannot use instructional materials
because of poor knowledge of them.
Table 4.10
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
10
|
10
|
|
A
|
35
|
35
|
|
SD
|
45
|
45
|
|
D
|
3
|
3
|
|
UD
|
7
|
7
|
|
TOTAL
|
100
|
100
|
In table x above, the responses
showed that, 10 respondents strongly agreed, while 35 respondents agreed.
Nevertheless, 54 respondents strongly disagreed and 3 respondents disagreed.
Meanwhile, 7 respondents undecided. Finally the table showed that a large
percentage of the respondent strongly disagreed that large number of student in
a class done not hinder covering of the syllabus.
Item xi: Social studies has up to
four lesson periods in a week so as to cover the syllabus.
Table 4.11
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
8
|
8
|
|
A
|
4
|
4
|
|
SD
|
20
|
20
|
|
D
|
59
|
59
|
|
Ud
|
9
|
9
|
|
Total
|
100
|
100
|
The responses showed that 8
respondents representing 8 percent and 4 respondents representing 4 percent
both strongly agreed and agreed respectively. However, 20 respondents strongly
disagreed, 59 disagreed and 9 respondents undecided. The result revealed that
social studies does not need to have four lesson periods in a week to cover the
syllabus.
Item xii: Certain concepts taught in
social studies cannot be easily evaluated on paper because of its broadness
Table 4.12
|
DETAILS
|
NO. OF RESPONDENTS
|
PERCENTAGE
|
|
SA
|
8
|
8
|
|
A
|
49
|
49
|
|
SD
|
7
|
7
|
|
D
|
33
|
33
|
|
UD
|
3
|
3
|
|
Total
|
100
|
100
|
From the table xii above, the
responses showed that, 8 respondents representing 8 percent strongly agreed,
while 49 respondents representing 49 percent agreed, meanwhile, 7 respondents
representing 7 percent strongly disagreed, 33 respondents disagreed and 3
respondents remained undecided.
This therefore showed that most of
the respondents agreed that certain concepts taught in social studies cannot be
easily evaluated on paper because of its broadness.
4.2 Summary/Conclusion
In the light of the above analysis,
the introduction of social studies into the Nigerian education curriculum was a
welcomed development especially with the increase in population which has
brought about increase in school enrolment. Our youths are facing a lot of
social problems such as disunity resulting from too many ethnic groups and
diverse cultures. Others include bribery, selfishness, religions fanatism,
tribalism etc.
As a result is need for our children
and youth to be taught social studies which will help educate them bringing
about unity in diversity. The concern for proper education of our teachers in
the discipline (social studies) should be taken seriously because this was
identified as one of the problems limiting the teaching of social studies.
Another issue that was identified was the insufficient supply of instructional
materials.
Finally, many respondents agreed that
the student’s population to that of teacher is too high this also serves a
limitation to teaching of social studies in our schools.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS
5.0
INTRODUCTION
The subject (social studies) offer
the learners abilities which could be adequately used to find out facts about
man’s problems and reaction within the environment in which he lives in. every
society should take note of the problems, which are not necessarily identified
with the problems of societies and look for ways of handling them.
5.1 Summary of The Study
Social
studies has a relatively wide scope due to its eclectic nature. Infact, it
deals with man in his physical, social, economic, political, historical and
cultural environments. Through the wide scope nature of social studies, its
accompanying concepts and teachings, it has been possible to learn about the problems
of man’s survival within his immediate surroundings.
Some of the
general objectives of social studies is, the ability to adapt to their changing
environment the right type and willing to contribute to the development of the
society etc.
This research
was conducted in Yola South Local Government Area a sample of five schools was
taken using random sampling techniques; questionnaires were used to collect
information from the respondents. Some of the problems that were identified as limiting
the teaching of social studies, the subject itself, low number of teachers, in
sufficient supplies of instructional material, most institutions do not offer
social studies etc.
Finally,
percentages and tables were used to analysis the data gathered from the
respondents in the five selected junior secondary schools.
5.2
Finding
During the
course of this research some findings were made, some of which include:
1.
The
study revealed that social studies in Nigeria is combination of so many
disciplines
2.
The
study also revealed that social studies has many interpretations.
3.
It
was discovered also from the research that many social studies teachers are
borrowed from other disciplines.
4.
The
study revealed that number of teachers to student’s population is very low.
5.
There
is insufficient supply of instructional materials
6.
The
study also revealed that certain concepts taught in social studies cannot be
easily evaluated.
7.
The
study had revealed that most institutions do not offer social studies as a
course.
5.3
Recommendations
In light of
the above finding, I make the following recommendations.
1.
There
is need for the government to increasing more effort towards curriculum
planning of social studies so as to narrow down its scope and also reduce
multiple interpretations to concepts in the discipline.
2.
As
regards teachers been borrowed from other disciplines, the federal and state
government can open up more departments of social studies in our institutions
of higher learning.
3.
The
government and individuals alike should establish more institutions offering
social studies, students can also be encourage by award of scholarship this
will increase the number of teachers.
4.
There
is also need for government to fund more production of instructional materials.
The teachers should also learn to produce instructional materials locally.
5.4
Conclusion
The school is
mandated to provide opportunities for children to develop intelligence,
responsible, self reliance and realization as well as being for social living,
then it has to teach social studies which provides tools for these skills. In
this study limitation to teaching of social studies, many factors were
identified.
Against this
backdrop, the following conclusion are drawn. There is need for more teachers
to be trained in the discipline of social studies, many teachers are not
trained and this affects learning.
Similarly,
there is need for establishments of more department of social studies in our
institutions, as this will help produce teachers that are knowledgeable about
the discipline. On a final note, instructional materials should be made easily
available and affordable so as to aid students understanding of social studies.
REFERENCE
Ayodele S.O (Ed) (2002) Teaching
Strategies for Nigerian Secondary Schools: Power House Press, Ibadan
Ladipo, S.O and Ogunsanya M. (eds.)
(2000) Application and Practice in Education Andrain Publications Series. Oyo
Ogunsanya M. (ed.) (1999) Basic
Processes in Education Andrian Publication Series, Oyo
Chukwueloka (1998) Teaching Issues,
Insights ad Problems in the Social Studies Education in Nigeria. Jos,
Deka Publishers
Mezieobi K.A (1992) Understanding
Social Studies Education in Nigerian.
Warri, Gented Publishing Company.
Mezieobi K.A (1994) Concerns and
Insights in Social Studies Education in Nigeria
Mezieobi K.A (1996) Social Studies
Education in Nigeria,
A Realistic Approach. Owerri Nigeria,
Whyite and Whyite Publishers
Odiadi G.O. (1980) Essentials of
Social Studies for Schools and Colleges, in Nigeria. Lenjon Printers.
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