Effects of Culture on Teaching of Social Studies in Secondary Schools
CHAPTER ONE
OBJECTIVES OF THE STUDY
The following are the objectives of this study:
- To examine the impact of culture on effective teaching social studies in senior secondary schools.
- To identify other factors affecting effective teaching social studies in senior secondary school.
- To examine the impact of culture on effective teaching social studies in senior secondary schools.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
This chapter gives an insight into various studies conducted by outstanding researchers, as well as explained terminologies with regards to the impact of culture on effective teaching in senior secondary schools in Nigeria. The chapter also gives a resume of the history and present status of the problem delineated by a concise review of previous studies into closely related problems.
THEORETICAL FRAMEWORK
Constructivism Theory
Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
There are several guiding principles of constructivism:
- Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.
- Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.
- In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.
- The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning. Since education is inherently interdisciplinary, the only valuable way to measure learning is to make the assessment part of the learning process, ensuring it provides students with information on the quality of their learning.
How Constructivism Impacts Learning Curriculum
Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students’ prior knowledge. Also, it emphasizes hands-on problem solving. Instruction–Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students. Assessment–Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter describes the research design, the target population and random sampling procedure, the instrument used, method of data collection and method of data analysis.
Research design
This is a descriptive study which seeks to ascertain the impact of culture on teaching social studies in senior secondary schools. A sample population will be used to collect primary data using the structured questionnaire and interview as research instrument.
Population of the study
The target population for this study consists of Students in selected senior secondary schools in Bwari Local Government Area of Abuja.
Sample size and sampling technique
Random sampling technique was used in this study. The sample size determined for this study was three hundred (300) students selected from five senior secondary schools in Abuja. Sixty (60) students were selected from each secondary school.
Method of data collection
Questionnaire method was used as instrument for collecting data in this study.
Research instrument
The instrument used for the collection of data for the purpose of this research was questionnaire. The five point Likert scale was used in structuring the questionnaire. The questionnaire also had sections: A and B. Section A contained the personal data of the students and section B contained relevant questions that will assist in understanding the the variable factors in the hypothesis and in the eventual analysis.
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
Introduction
This chapter presents the analysis and interpretation of data obtained from the survey. The aim of the research is to examine the impact of culture on teaching social studies in senior secondary schools. The research uses a primary survey method in gathering data through questionnaires for the research. Hence, a sample size of 300 students was selected among five senior secondary schools in Gwari Local Government Area of Abuja. Amongst these schools are; International School Abuja(ISA), Gwari Secondary School(GSS), Our Ladies of Apostles Secondary School(OLA), Wesley Girls Senior Secondary School(WGS) and Reagan Memorial Baptist Girls Secondary School(RMB). A total of 300 instruments were issued but only 297 were collected back, achieving a response rate of 99.0%.
The method of analysis involved frequency distribution tables and tests of correlation. The Frequency distribution tables also indicate percentages to show comparative differences between categories within the variables or items measured. The chapter is thus divided into three sections; Section A presents the frequency distribution tables of respondents’ demography; Section B presents respondents’ perception on the impact of culture on teaching social studies in senior secondary schools; Section C presents the tests of hypothesis. Hypotheses were tested using Correlation at 0.05 levels of significance.
SECTION A:
DEMOGRAPHY CHARACTERISTICS OF RESPONDENTS
This section presents respondents demography data using frequency distribution tables.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
An Overview
This research work sets out to study the impact of culture on teaching social studies in senior secondary schools in Nigeria using senior secondary schools in Abuja as a premise.
The purpose of this study is to investigate whether there is a significant impact of culture on effective teaching social studies in senior secondary schools.
Efforts were made to shed lights on the theoretical and conceptual framework of the importance of using social activities in teaching social studies in senior secondary schools, the impact on students and the the introduction of social activities in teaching and possible improvement of students’ interest in class were also discussed.
Chapter three concentrated on the methodology of the research. Analysis of data, the interpretation of data results as well as the testing of the relevant hypotheses were presented and discussed in chapter four.
Summary of findings
In the test of relevant hypotheses, it was found out that a positive relationship exist between impact of culture on effective teaching social studies in senior secondary schools. The Pearson Correlation depicts that this relationship is 0.268. Thus this relationship is significant.
Discussion of findings
Impact of culture in schools will improve teaching social studies positively, students will be very much interested in learning social studies with the use of social activities in classrooms, teachers will teach with ease and convenience when the students’ interest are captured through social activities. Schools should not just provide social facilities alone but should also employ competent maintenance who will be able to use the facilities appropriately in teaching.
Suggestions for further studies
Social activities in schools are ever evolving and as a result, further studies should be carried out to improve the use of social facilities in every aspect of school curriculum in senior secondary schools in Nigeria. This would further ensure the effectiveness and efficiency of schools.
Conclusions
Adequate teaching of any subject is the foremost aim of any school after which learning social studies and understanding can be assured. Schools need to provide good teaching aids and competent teachers and only then can teaching social studies take place effectively.
The provision of social facilities would also ensure students’ interest, students understanding will invariably improve and boost the students interest in their environment hence the introduction of social facilities has effect on students interest and performance in schools.
Recommendations
In order to alleviate the earlier identified problems the following are hereby recommended:
- Schools should implement the use of social facilities such as out door games, in teaching in secondary schools in order to ensure proper understanding and interest of students.
- The provision of social facilities in schools should be followed by competent teachers as the facilities will be useless without teachers who can use them effectively.
- Teachers should be sanitised on the importance of the use of social facilities in the effective teaching social studies in order to ensure acceptance from them.
- Government should look into the issues of funding of education in general.
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