The Relevance of Social Studies as a Core Subject in Junior Secondary School
CHAPTER ONE
Objectives of the Study
The objectives of the study are to:
- determine the relevance of social studies as a core subject in junior secondary schools in Yobe State;
- ascertain the pedagogical methods used by social studies teachers in the implementation of the social studies curriculum in Junior Secondary Schools in Yobe State;
- assess the roles of social studies teachers in the used of instructional materials in the implementation of social studies curriculum in Junior Secondary Schools in Yobe State;
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter covered Conceptual framework, concept of assessment, aspects to evaluate in social studies education, concept of social studies, historical development of social studies in Nigeria, general objectives of social studies, social studies objectives for junior secondary schools programme, National Policy on Education and social studies objectives, concept and types of curriculum, pattern of curriculum organization.
Conceptual Framework
The researcher here tried to explain key concepts that help in proper understanding and conduct of the study at hand. This is done to guide the reader to properly understand what the research is all about.
Concept of Assessment
Assessment and evaluation are two words that are used interchangeably by some experts in the field evaluation. But to others, the term evaluation is broader and involves making judgments about the merit or worth of something (Yusuf, 2012:123). According to Wheeler (1983), the terms assessment and evaluation are often used indiscriminately and interchangeably. But for clarity, evaluation is broader term which includes not only the process of determining what the actual educational outcomes are, it involves judgments about the nature and desirability of any demonstrated changes. And judgment cannot be made until some assessment has been carried out. This means assessment is a pre-requisite to evaluation. In light of the above, both the assessment and evaluation will be discussed differently under this framework.
Assessment
An assessment is a systematic process of determining merits in which processed educational objectives are obtained by pupils (Khanzode, 2004). Wheeler (1983), opined that, assessment will be used as a term for the process of investigating the status of an individual or group, usually with reference to expected outcomes. It is some sort of scale upon which individuals can be ranked with respect to what they can do or what they know. Assessment was also described as assigning marks, selecting individuals for special opportunities or the quality of instructional materials, assessing the effectiveness of various approaches to instruction and many other kinds of activities (Herzberg, 1975). Assessment may be defined as any method used to better understand the current knowledge that a student possesses. According to Dietel, Herman and Knuth (1991) this implies that assessment can be as simple as a teacher’s subjective judgment based on a single observation of student performance, or as complex as a five-hour standardized test. The idea of current knowledge implies that what a student knows is always changing and that we can make judgments about student achievement through comparisons over a period of time. Assessment may affect decisions about grades, advancement, placement, instructional needs, and curriculum. The Herzberg‘s, Dietel, Herman and Knuth‘s views on assessment has direct bearing with the direction of this study because, they are with the opinion that, an assessment may affect decisions about grades, advancement, placement, instructional needs, and curriculum.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter deals with the procedure and method used in the conduct of this research. It include; the design of the research, population of the study, sample and sampling techniques, instrument for data collection, validity of the instrument, pilot study and Reliability test, administration of the instrument and method of data analysis.
Research Design
A survey research was adopted to assess the relevance of social studies as a core subject in junior secondary schools in Yobe State. A survey design is descriptive in nature. According to Ary, Lucy and Razavieh (2002), a survey design is used to obtain information concerning the current position of a phenomena. A survey research design according to Welberge and Bowen (1977) is appropriate for any study that involves a large population of respondents.
CHAPTER FOUR
DATA ANALYSIS AND PRESENTATION
Introduction
This chapter can be considered as the heart of this research work. This is because, it presents the result of the data collected and analyzed using the statistical package for social science version 22 (SPSS). Bar chart, mean and standard deviation were used at descriptive level to answer the research questions and chi-squire was used at inferential level to test the hypotheses, so as to allow the researcher to make judgment.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
This work necessitated by the relevance of social studies as core subject which led to the occurrence of social problems like corruption, crime, delinquency, prostitution, examination mal-practice, disobedience, disregard to elders and so on, as stated by social studies experts like Okam. The study was to assess the relevance of social studies as a core subject in junior secondary schools in Yobe State. Five objectives were stated to: determine the relevance of social studies as a core subject in junior secondary schools in Yobe State; ascertain the pedagogical methods used by social studies teachers in the implementation of the social studies curriculum in Junior Secondary Schools in Yobe State among others. Five research questions and two hypotheses were formulated in line with the objectives. Relevant literatures were reviewed in chapter two which include; conceptual framework where different concepts were discussed, empirical studies as well as summary. A survey design was used, the instruments used were questionnaire and interview, 200 sample size selected using simple random sampling. Finally, descriptive and inferential statistics were used which answered the research questions and tested the research hypotheses and all the five null hypotheses were accepted. However, the findings revealed that, the social studies curriculum content is not being properly implemented; most of the social studies teachers are using traditional method of teaching among others. Based on the research findings, it was recommended that, all people concerned with the implementation of social studies curriculum content, Social studies teachers should make use of innovative strategies and while teaching social studies and so on.
Conclusion
Based on the research finings, the researcher concluded that:
- there is no significant difference in the relevance of social studies as a core subject 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. This finding revealed that new pedagogical methods can be used to make the implementation of social studies curriculum possible and effective. Hence, most of the social studies teachers are using traditional method of teaching
Recommendations
Based on the research findings and what have been concluded, the following recommendations were made to help in effective implementation of social studies curriculum in Nigeria:
- 1.All people concerned with the implementation of social studies curriculum content to start from teachers, students, principals, parents, and supervisors 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 innovative 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, and social studies teachers also need to be knowledgeable on how to make use of modern instructional materials;
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