Problems of Teaching Social Studies in Secondary School
CHAPTER ONE
PURPOSE OF THE STUDY
The main purpose of this study is to study the problems of teaching social studies in secondary schools in Awgu Local Government Area. Specifically, there are:
- To find how could instructional material can be including in the teaching of social studies in secondary schools.
- To find the problems involved in teaching of social studies in secondary schools.
- To suggest appropriate solutions to any of the problems in teaching social studies in secondary schools.
- To find out the prospect of teaching and learning social studies in secondary schools.
CHAPTER TWO
LITERATURE REVIEW
Introduction
Nigeria is a pluralist society comprising over two hundred and fifty different ethnic groups (Crowder, 1978; Fadeiye, 2005; Falola & Heaton, 2008; Irukwu, 2007; Kukah, 1999; Kukuru, 1996; Maier, 2002; Mbeke-Ekanem, 2000; Odusina & Tella, 1993; Ofoeze, 2009; Ogunniyi, 1979; Omolade, 2002; Omolade, 2006; Williams, 2008). There are approximately two hundred and fifty different languages and over four hundred dialects (Akamere, 2001; Fadeiye, 2005; Falola & Heaton, 2008; Kukah, 1999; Mbeke-Ekanem, 2000). Nigeria seeks to be one unified nation, with a single purpose and with a people who share common goals. Since Nigeria achieved independence in 1960, successive governments have sought to foster this single identity through education, and specifically social studies. The efforts of educators from Ohio University who sought to introduce the teaching of Social Studies into Teachers’ Colleges in the former Western Region of Nigeria in 1958 served as a catalyst for the introduction of Social Studies into the school curriculum immediately after independence. Its entry into the curriculum at this time was short-lived because there were no schools in which the subject could be taught but it was re-introduced in 1963 to enable learners to learn about themselves, societal problems and about the wider communities in which they live. Social Studies, with its integrated approach to learning, was seen as being capable of cutting across artificial subject divisions and presenting knowledge as an integrated whole. In view of the fact that Social Studies in the Nigerian context deals with an interplay of various factors – political, economic, cultural, physical, technological – the learner develops an integrated view of reality that enables him or her to make well thought-out and rational suggestions geared towards national development. Nigeria as a nation emerged from diverse socio-cultural entities (Akamere,
2001; Falola & Heaton, 2008; Mbeke-Ekanem, 2000; Williams, 2008) with an estimated population of about 170,000,000 (Nigeria – CIA – the world factbook.2012). As a result of our differences, it has not been possible to build a sense of common unity, national pride and single purpose because the spirit of cohesiveness at national level is very weak when compared with the ethnic sense of belonging. Hence, to achieve the goal of building a united, viable and prosperous
Nigeria, the school curriculum became the bedrock on which national unity was to be established.
Social Studies is a core subject in Nigeria’s educational system. It is compulsory for all students in primary school and junior secondary school. It is an elective subject at the senior secondary school level. Since1963 when the subject was re-introduced into the school curriculum, its impact has been limited. For example, ethnic loyalty rather than national loyalty continues to be promoted: the spirit of cohesiveness at national level is very weak when compared with the ethnic sense of belonging. Social imbalance (wealth/poverty) is due to the early exposure of the southern part of the country to western education and influence. Consequently, after independence, the level of social development in the southern part of the country was significantly higher than in the northern part. The effect of this is constant social friction between the people in the North and those in the South. In addition, national boundaries imposed by colonial masters have resulted in political tensions with separate nations being forced to work together within administrative units. People who had never previously been politically or socially bound to each other, with different histories, cultures, languages, beliefs and social structures must find a way of living and working together. Such historical differences sometimes lead to violent and bloody political disputes.
Our focus in this chapter is to critically examine relevant literatures that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
CHAPTER THREE
RESEARCH METHODOLOGY
Area of Study
Awgu Local Government Area of Enugu State, Nigeria. Its headquarters are in the Awgu town. It has an area of 383 km2 and a population of 279,089 at the 2006 census.
Research Design
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
Discussion of Findings
Analysis conducted in chapter four of this study indicated in table 4.2 on the question “Are there enough social studies materials like, textbook, maps, globes in secondary schools in Awgu Local Government Area? Since all the 220 respondents constituting 100% said no to the question and there was no record of no and undecided, this is an indication that inadequate social studies material poses problems in teaching social studies in Awgu local Government Area.
In table 4.3 analysis, all the 220 respondents constituting 100% said yes to the options given and it shows that Lack of training in process skills, Avoidance of controversial issues, Limited shallow textbook content and Incompetence of teachers are the problems of teaching social studies in Awgu local Government Area.
In table 4.4 analysis, all the 220 respondents constituting 100% said yes to the options given and it shows that Professional training, None Avoidance of controversial issues Provision of instructional materials and textbook content are the solutions towards the problems of teaching social studies in Awgu local Government Area.
Also, the analysis in table 4.5, From the responses obtained, 60 respondents constituting 30% said very high. 160 respondents constituting 70% said high. There was no record for undecided. and it shows that there a profound prospect of teaching and learning social studies in Awgu Local Government Area.
Summary of findings
In this study, our focus was to examine the problems of teaching social studies in secondary schools in Awgu Local Government Area of Enugu State. The study specifically was aimed at ascertaining if there are enough social studies materials like, textbook, maps, globes in secondary schools in Awgu Local Government Area, also to identify other factors (or problems) of teaching Social Studies and the possible solutions. More also, the examine the prospect of teaching and learning social studies in Awgu Local Government Area.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 220 responses were validated from the enrolled participants where all respondent are active workers in the 3 selected Schools in Awgu LGA.
The findings revealed that infrastructural facilities and instructional materials need to be further developed to meet the needs of the curriculum in fostering easy teaching and learning of social studies.
For effective teaching of Social Studies, it would be beneficial if it is taught by Social Studies specialist teachers and that non-specialist teachers from other disciplines (geography, history, sociology, economics, political science, anthropology etc.) receive professional development and training in the subject However, there is need for regular in-service training for Social Studies teachers (specialist teachers and non-specialist teachers), which must be designed to address new developments in current social issues and recommend ways of integrating those issues into the curriculum.
Teachers of Social Studies should adopt a scaffold approach to learning where learning is made relevant to the lived experience of students
Conclusion
it could be inferred from the discussion that the scope of Social Studies is unlimited. It is in this light that Leming & Ellington describe the scope of Social Studies as “boundless, eschewing substantive content and lacking focus for effective practice” [16]. This confirms that the concepts, principles, generalizations are organised and taught as an integrated knowledge. The integration nature of the subject helps individuals to solve their personal problems as well as problems of the society they live in.
it was revealed from the literature that the factors that affects teaching and learning of social studies concepts are the competence of teachers, lack of meaning of concepts, lack of training in process skills, avoidance of controversial issues and limited shallow textbook content. This confirms what Mensah & Frimpong claimed in their research work. It was further revealed that one thing students looked for is assistance from their teachers in developing their skills of learning. Tutorials and group discussions contribute to a sense of achievement and increase motivation.
For effective teaching of Social Studies, it would be beneficial if it is taught by Social Studies specialist teachers and that non-specialist teachers from other disciplines (geography, history, sociology, economics, political science, anthropology etc.) receive professional development and training in the subject.
However, there is need for regular in-service training for Social Studies teachers (specialist teachers and non-specialist teachers), which must be designed to address new developments in current social issues and recommend ways of integrating those issues into the curriculum, and also how to deliver it. Infrastructural facilities and instructional materials need to be further developed to meet the needs of the curriculum in fostering national unity without necessarily impacting upon diversity. Resources are needed that don’t seek to make tribal, linguistic, cultural diversity vanish.
Teachers of Social Studies should adopt a scaffold approach to learning where learning is made relevant to the lived experience of students
Recommendations
From the key reviews made and conclusions drawn, the following recommendations are made by the researcher;
Students’ attitude towards Social Studies can be improved by providing competent teachers for the subject, teachers being interested in teaching controversial issues, teachers employing different teaching methodologies, teachers being readily available to give students the needed assistance in Social Studies, adequate provision of teaching and learning materials and teachers engaging the services of resource persons in areas of difficulty.
Teachers of Social Studies should employ different methodologies in in teaching the subject.
Lastly, the researcher recommends that the various pedagogical methods listed in this paper should be well-combined and use to improve the attitude of students towards the learning of Social Studies.
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