CHAPTER 1: Introduction
Attempts have been made by many writers to define or rather
describe Social Studies. However, there is no particular agreed definition as
every attempt is based on
individual beliefs about the role of Social Studies in society. For example, Adaralegbe (1975) argued that Social Studies is the study of
how people live, what they
do and how their life is affected by various things and social practices around them. Adaralegbe
(1980) stated that Social Studies is the totality of experience a student goes through having been exposed to a course
explaining the problems men and
women encounter in chosen environments (historical, geographical, traditional, political, religious, economic, psychological, cultural,
scientific and technological). Meanwhile,
Makinde (1979) claimed that Social Studies is a subject that attempts to study human beings in all their manifestations. However,
Awoyemi & Ndagunnu (2005) claimed that Social Studies embraces those studies
which are concerned with how people build a better life for themselves and
their fellow human beings; how people deal with the problems of living together,
how people change and are changed by their environment.
The Comparative Education Study and Adaptation Centre
(CESAC, 1982) defined Social Studies as a subject that is concerned with the
way people live and interact with their social and physical environments and
how science and technology help them to live well in those environments. CESAC
went further to state the usefulness of Social Studies is enhanced when it is
seen as a way of looking at society in order to understand social problems and
thereby helps to seek a solution to them. In contrast, Akinlaye (1980) defined
Social Studies as the study of people and their environments which has an
influence on them in one way or the other
Background of the Study
There are challenges
facing teachers in delivering the Social Studies curriculum appropriately, and
there are both experiential and gender differences in teachers’ ability to
deliver the Social Studies curriculum. It also revealed that not all the
teachers are Social Studies specialists; there are some non-specialist teachers
teaching Social Studies because their subject embraces disciplines that have to
do with human existence (e.g. human geography)
and this was perceived by the authorities as appropriate to
deliver the curriculum. This may have accounted for a diversity of teaching
methods and opportunities. Teachers reported that the curriculum content in
Social Studies is not adequate for addressing the social issues and problems
that face Nigeria today; the importance of peace and consequences of conflicts,
the importance of culture, and the need for national unity and progress. They
were of the opinion that illustrated talks, visiting speakers, drawing and
painting, posters, creative writing, cartoons, brainstorming, costume making,
plays, puppetry and quizzes are not always suitable teaching
techniques. Additionally instructional material such as
charts, relevant and current Social Studies textbooks are not readily available
in schools. They also indicated that the matching or pairing of item tests and
multiple choice tests is not suitable evaluation techniques.
1.1
Statement
of the Problem
Social Studies provide a way of looking at society in order
to understand its structure and its problems and to look for ways of solving
those problems. Social Studies therefore seek to integrate knowledge from the
various traditional disciplines. Although the National Policy on Education accepted social studies
education as a curriculum design for inculcating norms and values of active
citizenship amongst young learners in our schools, most of the studies (Lat,
1999; Akims, 2003; Shingumi, 2003 and Kazi 2004) and data available in this
direction have demonstrated that we are yet to achieve the virtues and assets
intrinsic in the subject area Social
studies as a subject has several attractive characteristics. Unfortunately, there are factors militating
against the successful teaching of social studies in the secondary schools.
Teachers need to be aware of the factors militating against the effective
teaching in order to create positive learning environment for all students to learn.
Therefore the problem confronting this research is to investigate the
challenges of effective teaching of social studies in senior secondary school.
1.2
Objective
of the Study
1 To determine
the nature of social studies as a subject in secondary school
2 To determine
the challenges of the effective teaching of social studies in senior secondary
school
1.3
Research
Questions
1 What is the
nature of social studies as a subject in senior secondary school?
2 What is the nature of the challenges in the effective teaching of
social studies in senior secondary school
2.1
significance
of the Study
The study shall
proffer a structural appraisal of the nature of social studies in senior
secondary school
It shall
highlight the challenges confronted in the effective teaching of social studies
in senior secondary school.
The study shall
provide significant information on issues regarding the effective teaching of
social studies in senior secondary school.
2.2
Statement
of Hypothesis
1 Ho The level of
understanding of social studies in senior secondary school is Low
Hi
The level of understanding of social studies in senior secondary school
is high
2 Ho The
Challenges in the teaching of social studies in senior secondary school is low
Hi
The challenges in the teaching of social studies in senior secondary
school is high
3 Ho
The teaching of social studies in
senior secondary school is not effective
Hi The teaching of social studies in senior
secondary school is effective
3.1
Scope of the Study
The study focuses
on the appraisal of the challenges in the effective teaching of social studies
in senior secondary school.
3.2
Definition
of Terms
SOCIAL STUDY DEFINED
The Comparative Education Study and Adaptation Centre (CESAC,
1982)
Defined Social Studies as a subject that is concerned with
the way people live and interact with their social and physical environments
and how science and technology help them to live well in those environments
Traditional Education
Before the introduction of western education in Nigeria,
there had been a traditional form of education which was not rigidly structured.
The purpose of traditional education was clear because functionalism was the
main guiding principle i.e. the curriculum was relevant to the needs of the society.
Traditional education was generally a means for immediate induction into
society and a preparation for adulthood. It emphasized social responsibility,
job orientation, political participation and spiritual and moral values.
Realistic Approach
‘Realistic’ approach to education underpins science,
technical and vocational subjects. The teaching and learning of these subjects
involves the carrying out of practical exercises and experiments that provide students
with the ability to observe the natural world and understand cause and effect.
Idealistic Approach
Idealistic approaches to education expose students to
subjects that allow them to enter discourses and evaluate evidence or meaning:
such subjects include History, Political Science, Geography, Literature, the
Creative Arts, and Music.
An existential approach
Is used quite often
in Religious Studies, where students apply principles and ideas to their own
existence, taking biblical lessons and applying them to their own lives
(O'Grady, 2003). Finally, the
‘Pragmatic’ approach
(attributed to John Dewey) and closely allied to the constructivist
approach exposes students to subjects such as Social Studies which equip them
with the understanding and skills to explore the world in which they live
(Kivinen & Ristela, 2003).