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FACTORS
MILITATING AGAINST THE TEACHING AND LEARNING OF SOCIAL STUDIES IN SECONDARY
SCHOOLS
CHAPTER ONE:
INTRODUCTION
1.1. Background to the study
The choosing
of social studies as a subject in both junior and senior secondary school
curriculum has been seen as a choice to be made by the prospective student just
to complete the required number of subjects one is expected to choose to meet
the minimum standard requirement by the school board. This is because most
persons do not choose social studies subject as a course because they desire to
make a profession out of it, but just to complete the required number of
subjects permitted. In most cases, it is very difficult to see students
registering social studies as a course in the final senior secondary school
certificate examinations. This trend does not seem to be very healthy for
social studies as a course especially as it has been seen as a subject that
inculcate the right type of value and social norms in the learners who become
committed to the subject.
The need for the examination of
factors militating against the teaching and learning of social studies as a
subject is justified by the demand for social education principles whose
product makes a more responsible citizenship in the communities. Inyang-Abia
(1995) in examining the problems of teaching and learning social studies
posited that the subject social studies is very important since it helps to
prepare young people of our time to be committed to social responsibilities
that expands in number and some cases, those positions are suffering from
inadequacies and incompetent of reliable citizens to fill such vacancies. The
national policy on education (1981) states the objectives of social studies in
respect to social life as follows:
1. Enable students to imbibe the basic
existence of factual information about society with emphasis on where and how
it may be discovered, classified, arranged and presentation rather than
haphazard memorization.
2. To develop respect for the ideals,
heritage and institution of the nation and a feeling of brotherhood towards
fellow human being everywhere.
3. To acquire and develop a capacity to
learn certain skills such as listening, speaking, ability to observe, analyze
and influence economic and political judgment.
4. To learn about the problems and challenge
that confront people today in the realm of social living and human relation at
different levels, local, state, national and international.
Little or no
effort was made in propagating or integrating social studies subject until
recently that Social Studies began gaining ground in the various level of
education system, this has made it possible as a result of increase in the
training of social studies teachers and
other were also trained in other related field. The teaching of social studies
in our school system has been taught by both trained and quack teachers, making
the teaching of the subject is done in a disjointed and uncoordinated manner
which makes little sense and meaning to the student. Example History,
geography, economic are taught separately by professionals especially in our
secondary schools, but social studies has never been taught like that. The new
social studies program is integrated in the sense that it is interdisciplinary
in form as it draws its content from other social sciences.
Makinde (1979) observed that social
studies tries to direct the attention of student to their immediate environment
before showing them more of the other world. It begins with the family as the
first unit of the community, then school, community, state, nation and the
international community. The advantage of this system is that, it promotes
greater integration of learning experience by unifying subject matter as it
employs systematic correlation of subject around them drawn from the function
of living things and their interactions with their environment. Social studies is also organized around the
problems and needs of adolescent especially those that demand persona-social
understanding as reflected in the social studies syllabus in secondary schools.
The content and subject matter revolves around them like members of the family,
responsibilities, obligation, citizenship etc. social studies by its mandate is
a course that should introduce the students to make a more responsible and
responsive citizenry capable of properly socializing and being a functional
member of his immediate environment and the worlds around us. This is the onus
of social studies as designed by the designers of the syllabus and curriculum
content. If this then is what the subject social studies is designed to
achieve, to what extent has this been achieved and how responsive are students
in our public and private secondary schools willing to learn and subscribe to
the making of social studies a life-long career?
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