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ASSESSMENT
OF SOCIAL STUDIES CURRICULUM IMPLEMENTATION IN JUNIOR SECONDARY SCHOOLS
ABSTRACT
This
research work assessed the social studies curriculum implementation in Junior
Secondary Schools in Yobe State, Nigeria. The study was conducted using five
objectives which were translated in to research questions and hypotheses.
Descriptive survey design was adopted with 5660 population using the sample
size of 200, respondents were randomly selected across the 10 junior secondary
schools out of 18 junior secondary schools in Nguru Inspectorate Educational
Zone. The instruments used for data collection were questionnaire titled
Assessment of Social Studies Curriculum Implementation Questionnaire (ASSCIQ)
and interview. Mean, standard deviation and bar chart were used for descriptive
analysis and chi-squire was used for inferential analysis. The research
findings from this analysis reveals that: there is no significant difference in
the extent to which social studies curriculum content is being implemented in
Junior Secondary Schools in Yobe State and the respondents‘ view shows that,
social studies curriculum content is not being properly implemented in junior
secondary schools in Yobe State, there is no significant difference in the
pedagogical methods used by social studies teachers in implementation of social
studies curriculum in Junior Secondary Schools in Yobe State, and most of the
social studies teachers are using conventional method of teaching, there is no
significant difference in the teachers‘ used of instructional materials in the
implementation of social studies curriculum in Junior Secondary Schools in Yobe
State, and in most of the schools lacked instructional materials, there is no
significant difference in the problems identified with the implementation of
social studies curriculum in Junior Secondary Schools in Yobe State. This
revealed the existence of problems which include; inadequate instructional
materials, lack of teacher motivation, inadequate classrooms for social studies
lessons, lack of student‘s interest in social studies lesson and negative
attitude by community members towards social studies education and there is no
significant difference in the supervisory roles of quality assurance officers
in social studies curriculum implementation in Junior Secondary Schools in Yobe
State. Based on these findings five recommendations were proffered which
include; all people concerned with the implementation of social studies
curriculum content should be actively involved and committed to ensure the
effective implementation of social studies curriculum in Nigeria, social
studies teachers need to be conversant with the appropriate and newly
discovered teaching methods and ASSESSMENT OF SOCIAL STUDIES CURRICULUM
IMPLEMENTATION IN JUNIOR SECONDARY SCHOOLS
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ABSTRACT
This
research work assessed the social studies curriculum implementation in Junior
Secondary Schools in Yobe State, Nigeria. The study was conducted using five
objectives which were translated in to research questions and hypotheses.
Descriptive survey design was adopted with 5660 population using the sample
size of 200, respondents were randomly selected across the 10 junior secondary
schools out of 18 junior secondary schools in Nguru Inspectorate Educational
Zone. The instruments used for data collection were questionnaire titled
Assessment of Social Studies Curriculum Implementation Questionnaire (ASSCIQ)
and interview. Mean, standard deviation and bar chart were used for descriptive
analysis and chi-squire was used for inferential analysis. The research
findings from this analysis reveals that: there is no significant difference in
the extent to which social studies curriculum content is being implemented in
Junior Secondary Schools in Yobe State and the respondents‘ view shows that,
social studies curriculum content is not being properly implemented in junior
secondary schools in Yobe State, there is no significant difference in the
pedagogical methods used by social studies teachers in implementation of social
studies curriculum in Junior Secondary Schools in Yobe State, and most of the
social studies teachers are using conventional method of teaching, there is no
significant difference in the teachers‘ used of instructional materials in the
implementation of social studies curriculum in Junior Secondary Schools in Yobe
State, and in most of the schools lacked instructional materials, there is no
significant difference in the problems identified with the implementation of
social studies curriculum in Junior Secondary Schools in Yobe State. This
revealed the existence of problems which include; inadequate instructional
materials, lack of teacher motivation, inadequate classrooms for social studies
lessons, lack of student‘s interest in social studies lesson and negative
attitude by community members towards social studies education and there is no
significant difference in the supervisory roles of quality assurance officers
in social studies curriculum implementation in Junior Secondary Schools in Yobe
State. Based on these findings five recommendations were proffered which
include; all people concerned with the implementation of social studies
curriculum content should be actively involved and committed to ensure the
effective implementation of social studies curriculum in Nigeria, social
studies teachers need to be conversant with the appropriate and newly
discovered teaching methods and strategies and as well employ them while teaching
social studies, social studies instructional materials and resources should be
made available to the schools, there is need to consider teacher motivation,
and provide adequate classrooms for social studies lessons and Quality
assurance officials should put more effort and perform their duties
accordingly.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Social
Studies was introduced into the official school curriculum following its
success in solving societal problems not only in Britain but also in America as
well as Nigeria in the late 1960s. This programme of study was first introduced
in Britain after the 1st and 2nd world wars in order to appease the conscience
of the citizens to respect constituted authority, submissive to their parents,
show regards to the elders of the society, help to protect public property,
value the lives of fellow citizens and contribute positively towards the
development of the society. (Edinyang, Mezieobi and Ubi 2013).
The national
curriculum conference held in 1969 at Lagos was a major turning point in the
history of curriculum development in Nigeria and a historical landmark in the
history of education in Africa. Fafunwa, (2004:239), observes that it was the
first national attempt to change the colonial orientation of the Nigerian
educational system and promote national consciousness and self- reliance
through the educational process.
The
recommendation of the national conference according to Fafunwa, emphasizes
national unity, citizenship education, national consciousness, nationalism and
national reconstruction. These recommendations became the bedrock on which the
Nigerian Educational goals were realized. The National Policy on Education (FRN
2009), spelt out the goals of Nigerian education which include; the inculcation
of national consciousness and national unity; the inculcation of the right
types of values and attitudes for the survival of individuals and the Nigerian
society; the training of the mind in the understanding of the world around; and
the acquisition of appropriate skills.trategies and as well employ them while
teaching social studies, social studies instructional materials and resources
should be made available to the schools, there is need to consider teacher
motivation, and provide adequate classrooms for social studies lessons and
Quality assurance officials should put more effort and perform their duties
accordingly.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
Social
Studies was introduced into the official school curriculum following its
success in solving societal problems not only in Britain but also in America as
well as Nigeria in the late 1960s. This programme of study was first introduced
in Britain after the 1st and 2nd world wars in order to appease the conscience
of the citizens to respect constituted authority, submissive to their parents,
show regards to the elders of the society, help to protect public property,
value the lives of fellow citizens and contribute positively towards the
development of the society. (Edinyang, Mezieobi and Ubi 2013).
The national
curriculum conference held in 1969 at Lagos was a major turning point in the
history of curriculum development in Nigeria and a historical landmark in the
history of education in Africa. Fafunwa, (2004:239), observes that it was the
first national attempt to change the colonial orientation of the Nigerian
educational system and promote national consciousness and self- reliance
through the educational process.
The
recommendation of the national conference according to Fafunwa, emphasizes
national unity, citizenship education, national consciousness, nationalism and
national reconstruction. These recommendations became the bedrock on which the
Nigerian Educational goals were realized. The National Policy on Education (FRN
2009), spelt out the goals of Nigerian education which include; the inculcation
of national consciousness and national unity; the inculcation of the right
types of values and attitudes for the survival of individuals and the Nigerian
society; the training of the mind in the understanding of the world around; and
the acquisition of appropriate skills.
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