DOWNLOAD THE COMPLETE PROJECT

787 Users found this project useful

REDUCING THE PROBLEMS ENCOUNTERED BY STUDENTS IN LEARNING SOCIAL STUDIES IN SECONDARY SCHOOLS IN IDEMILI SOUTH LGA

CHAPTER ONE

INTRODUCTION

1.1  BACKGROUND OF THE STUDY

Students do not see the social studies course as an important field of study. They see the social studies course as less important than the courses such as mathematics and English (Fernandez et al., 1976). Similarly, Schug et al. (1982) revealed that English, mathematics and reading courses rank higher than social studies courses because students see the subjects of these courses as preparing them for careers and teaching important skills they will need in the future. When we look at what has changed in the 40 years since these determinations, (Zhao & Hoge, 2005) researches show that not much has changed in terms of social studies education.

Social Studies is an important course and an important part of the school curriculum, aiming at a return that will enable individuals to participate in society as active citizens (Garcia, 2021). Because it provides students with the ability to understand the values associated with being a good citizen (Khaled, 2013). Students learn the rules and responsibilities of being a good citizen in their classrooms and school communities (Payne, 2018). Unlike many other school courses, social studies is located at the intersection of more than one discipline (Hansen & Puustinen, 2021). Therefore, allocating time to social studies instruction is crucial as it forms the foundation for students to understand and make sense of the world in which they live, as it is an integral part of their daily lives (Clark & Hooser, 2018).

Education is the acquisition of knowledge and skills or attitude. It can be defined as the process by which an individual acquired skills, attitude and competence; education is a right of every child. Whether traditional or modern it has always been a major concern of man. Every human being needs basic necessities such as food, water, clothing/ shelter, education and health care for his or her daily life. Many authors have written on the causes of student’s poor academic performance in teaching social studies in junior secondary school, a case study of in Amagunze Nkanu East local government area of Enugu state. These authors thought social studies as a catalyst for engineering desire social change. However there has been an enormous gap which continues to exist between intended changes and actual classroom practice in social studies education in Nigeria adaptation of the subject teaching to integrate from teacher centered to child centered pedagogy; form expository to inquiry teaching, yet researches shows that there is little or no change in the classroom.

According to Charles (2009) in his definitions also called attention to the sources of social studies content and made reference to needed outcomes. According to him, social studies embraces materials rated to human relationships drawn from history, geography, science and the arts. They include content and activities that may be used to develop insight into human relationships in such a way that children build competence in basic social processes and skills essential in democratic living.

The special emphasis in Charles' definition on the use of relevant social science to create competence on basic social processes and skills needed in democratic living is not worthy.

Winners (2008), Social studies is a study of man in his totality where he lives, his activities in the past and present, his culture, his frame of mind and how he relates to others, it focuses on developing the right values, attitudes and abilities which will help the child to get on well with others as he grows up to become a responsible citizens.

Branner Etal (2009), who wrote a year earlier had placed an equal stress on knowledge, skill, attitudes and actions in his definitions. According to him, social studies is a programme of study which a society uses to instill in students the knowledge, skills, attitudes and actions considered important concerning the relationships human beings have with each other, their world and themselves.

Social studies is the study of how man lives in society, Nulls (2007) expressed this definition in a more academic form, noting that social studies is an interdisciplinary field in which man learns about problems and survival in his environment. He added that it is a study of how man influences and he is in turn influenced by his physical, social, political, religious, economic, psychological, cultural, scientific and technological environments.

The introduction of social studies was generally recommended for implementation in Nigerian Schools at the 1969 National curriculum conference. It was rightly pointed out by Joof (1989) that the inadequacy of other social sciences to prepare the youth for effective living in an increasingly complex world has been one of the circumstances that induced the introduction of social studies in the school curriculum. The important role of social studies education in molding the youth cannot be over emphasized especially in a multicultural society such as Nigeria. However, the prevalence of social ills in the society continues to be unabated, necessitating the need to assess the impact of social studies education in the control of social ills among secondary school students. An assessment of the impact of social studies education in control of society will make it more relevant to the needs of the learners and the society.

Okon (1984) posits that one of the developments associated with the National Policy on Education is the pride or place it has given to social studies. The policy regarded social studies as a core subject area which all pupils in the secondary schools cannot be dispensed with in their learning activities. It deals with man in his various perspectives as Scientist, Technologist, Culture maker, Historian, the politician and man as he is being influenced by his culture and condition of contemporary world.

Succinctly put, Hisrich and Peters (1998), and Abdulganiy (2012) opine that an effective classroom teaching-learning activities couple with adequate syllabus coverage of social studies in context, when efficiently discharged is meant to assist learners cultivate virtue that would transform them into citizens with skills, competencies, attitudes, moral value and reasoned judgment to effectively live, interact, interrelate and contribute positively to the economic, social, political and cultural development of the Nigerian society. There is also consensus in these findings associated with these studies that the teaching and learning of social studies can contribute to an acquisition and sustenance of desirable characteristics of effective citizenry within a given framework.

Balyejusa in National Education Research Council (NERC, 2000) said that social studies has to be seen as a child born during the independence struggles of the indigenous patriotic Africans who fought to rid themselves of colonial hegemony. It is a result of Africa‘s contact with Europe and America. It tries to make a bridge between the pre-colonial, colonial, post-colonial and the present era in its effort to forge an acceptable system from which a relevant curriculum can be drawn. He argued that it is founded on stated goals and objectives (such as creating awareness of and sensitivity to man‘s environment, influencing man‘s attitude positively to social, cultural, economic, political values and the total environment, ensuring the acquisition of skills for solving societal and environmental problems, and equipping man with the basic understanding of the knowledge of the total environment).Its content are drawn from subject disciplines (such as social, natural science and humanities) thus revealing the nature of social studies as placing man in the center of the universe.

1.2 STATEMENT OF THE PROBLEM

Secondary school students often encounter difficulties in effectively learning social studies. One significant problem is the lack of engagement and interest in the subject matter, leading to disinterest and disconnection from the curriculum. This disengagement may stem from various factors such as the abstract nature of historical concepts, the perception of social studies as irrelevant to their lives, or inadequate teaching methodologies. These challenges hinder students' ability to comprehend and retain key concepts, thereby affecting their overall academic performance and appreciation of the subject. Therefore, there is a pressing need to identify and address these barriers to enhance the learning experience and academic achievement of secondary school students in social studies.

Quite unfortunately, there are many mediocres in the various levels of administrative cadres of our education system. In The classrooms, there are teachers who are not qualified to teach in the first place but they are for one reason or the other. Because they do not understand the nature of impact any meaningful learning to the learner.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the problems encountered by students in learning social studies in secondary schools

Specific objectives include;

1. To identify the primary challenges faced by secondary school students in learning social studies.

2. To investigate the underlying factors contributing to the difficulties encountered by students in social studies education.

3. To propose effective strategies and interventions aimed at mitigating the identified problems and enhancing students' learning experiences in social studies.

1.4 RESEARCH QUESTIONS

1. What are the main obstacles hindering secondary school students' proficiency in learning social studies?

2. How do various factors, such as teaching methods, curriculum design, and classroom dynamics, contribute to the challenges faced by students in social studies education?

3. What interventions and approaches can be implemented to address the identified issues and improve students' engagement and comprehension in social studies?

1.5 RESEARCH HYPOTHESES

1. Students' difficulties in learning social studies in secondary schools are influenced by factors such as inadequate teaching methodologies, complex curriculum content, and disengaging classroom environments.

2. There is a significant correlation between students' academic performance in social studies and their perception of the subject's relevance, teacher-student interaction, and instructional methods employed.

3. Implementing student-centered learning approaches, interactive teaching techniques, and supplementary resources will lead to a measurable improvement in students' understanding and appreciation of social studies concepts in secondary school settings.

1.6 SIGNIFICANCE OF THE STUDY

This study will help to make our educational administrators see the need to have qualified social studies teachers and also available to handle the subject effectively for the benefits of the students and society at large. It will also help to sensitize the educational administrators to appreciate the need to make available the necessary materials, examples chalkboard, graph, audio-visual materials, etc. that will enhance effective learning of social studies. This will be useful for learners to identify the factors affecting the teaching method and learning of social studies. It will help to identify the factors affecting the teaching and learning of social studies. It will help to produce sound social studies students that will function well in the society. This work will serve as a source of encouragement to students and teachers that will come across it. It is hope that the findings of this study would also from the basis for further research work by future researchers on this issues. This work adds great knowledge to already existing literature in social studies education and education in large.

1.7 SCOPE OF THE STUDY

This study focuses on addressing the challenges faced by secondary school students in learning social studies within the Karu Local Government Area of Nasarawa State, Nigeria. The research will target secondary schools within this geographical area, considering factors such as curriculum design, teaching methodologies, student engagement strategies, and the overall learning environment. It will involve students, teachers, and school administrators to gain comprehensive insights into the specific issues affecting social studies education in this context. The study aims to provide recommendations and interventions tailored to the needs and challenges identified within secondary schools in Karu Local Government Area, thereby contributing to the improvement of social studies learning outcomes in the region.

1.8 LIMITATIONS OF THE STUDY

Due to the focus on Karu, Nasarawa State, this study's findings may lack generalizability to other regions or educational contexts. Limited resources and time constraints may restrict the sample size and depth of data collection, potentially impacting the representativeness and comprehensiveness of the study. Access to schools, cooperation from teachers, and participation from students may pose challenges, affecting the validity and reliability of the findings. Additionally, external factors such as socio-economic conditions and political dynamics specific to Karu, Nasarawa State, could influence the implementation and outcomes of the study, limiting its applicability to broader contexts.

1.9 DEFINITION OF TERMS

1. Social Studies: An academic discipline that encompasses various aspects of human society, including history, geography, economics, politics, and culture, aiming to promote understanding of societal issues and global perspectives.

2. Secondary Schools: Educational institutions that provide education to students typically aged between 11 to 18 years, following primary education and preceding tertiary education, focusing on preparing students for higher education or vocational pursuits.

3. Learning: The process of acquiring knowledge, skills, attitudes, or behaviors through study, experience, or instruction, resulting in a relatively permanent change in behavior or potential for behavior.

4. Curriculum: A structured framework comprising planned educational experiences and activities designed to achieve specific learning goals and objectives within a particular subject or academic discipline.

5. Engagement: The level of interest, involvement, and active participation exhibited by students in the learning process, often influenced by teaching methods, curriculum content, and classroom environment.

6. Teaching Methodologies: Various approaches, strategies, and techniques employed by educators to facilitate learning, including lectures, discussions, group activities, demonstrations, multimedia presentations, and hands-on experiences.

7. Academic Performance: The extent to which students demonstrate mastery of academic content and skills, typically assessed through examinations, assignments, projects, and other evaluative measures.

8. Educational Intervention: Strategies, programs, or initiatives implemented to address specific educational challenges, improve learning outcomes, or enhance the overall educational experience of students. 

9. Learning Environment: The physical, social, emotional, and psychological conditions and surroundings in which learning takes place, including classrooms, school facilities, teacher-student interactions, peer relationships, and school culture.

10. Nasarawa State: A state located in north-central Nigeria, with Karu Local Government Area being one of its administrative divisions, characterized by its diverse population, cultural heritage, and educational landscape.

  DOWNLOAD THE COMPLETE PROJECT