Abstract
The main purpose of this study was to determine the
effectiveness of the teachers in the teaching of social studies at junior
secondary school level in Kogi state. Specifically, the study was guided by eight
purposes, eight research questions and eight null hypotheses. The design of the
study wasa descriptive survey research design. The study was carried out in
Kogi State, Nigeria. The population of the study wascomprised of 11,657 JSSII
students in Kogi. The sample for the study was 370 respondents. The instrument
for data collection was a questionnaire developed by the researcher titled;
“Teacher Effectiveness Scale (TES)”. The TES was made up of two parts – A and
B. Part A was concerned with demographic data of the respondents which
comprised of location (Urban or Rural), Gender (male or female) and Experience.
Part B consisted of five (5) clusters. In order to ascertain the validity of
instrument (TES), it was validated by three experts: two from Department of
Arts Education and one in Measurement and Evaluation, science education
department, all from the University of Nigeria, Nsukka. The experts were
requested to ascertain the adequacy and appropriateness of the instrument in
eliciting responses from the respondents in answering the research questions
and in testing the hypotheses. Their comments and suggestions were used to
modify and restructure the instrument. The reliability of the instrument was
ascertained through trial- testing to determine the internal consistency of the
items and anoverall reliability coefficient of 0.85 was obtained using
Cronbach’s Alpha. This shows that the instrument was reliable and was used for
the study. The researcher adopted the direct approach in administering the questionnaire
to the respondents. This face-to-face and on the spot administration and
collection of the instrument was adopted inorder to avoid wastage or loss of
the instrument as much as possible. Data collected from the respondents was
analyzed using Mean and standard deviation to answer the research questions
while the null hypotheses were tested using t-test statistic. All the
hypotheses were tested at 0.05 level of significance. The finding of the study
among others showed that to a high extent, social studies teachers’ master
social studies content. It was also found that to a high extent, use of
appropriate learning resources by social studies teachers contribute to their
effectiveness in the teaching of social studies. Result also showed that to a
high extent, teachers’ instructional method influenced their effectiveness in
the teaching of social studies at junior secondary schools. The implications of
the above findings were examined and it was recommended among other things that
teachers should try to understand better the factors that influenced their
effectiveness as this will make them better teachers of the subject and will
inturn influence students’ performance in the subject. The assumption is that
greater effectiveness will have concomitant positive influence on students’
achievement in social studies.The limitations of this study were highlighted
and suggestions were made for further studies.
CHAPTER ONE
INTRODUCTION
Background of the Study
The future growth of any nation, even the most advanced nations
of the world depends quite considerably on the quality of education it provides
for its citizens. The quality of education depends upon inspired, satisfied and
truly dedicated teachers. This in turn can only be achieved through an
effective teacher. Education is the gateway to national development in Nigeria.
If it is to be developed to meet her social, political, economic and
technological needs, there must exist effective social studies teachers to
teach their respective subjects. Therefore, the quest for an effective teacher
in teaching social studies is borne out of the desired need to attain the
laudable goals of high educational standards coupled with the much needed moral
rectitude in our society today (Korve, 2008).
The attainment of the Education Millennium Development Goals
(MDGs) and Education for All Goals (EFA) which is geared towards ensuring that
by the year 2015 all children particularly girls, children in difficult
circumstances and those belonging to ethnic minorities have access to, and
complete, free and compulsory primary education of good quality depend to a
large extent on teachers’ effectiveness and other students or learners related
factors. Education is an instrument for national development but if it is to
achieve that objective, emphasis must be placed on the quality of educational
programmes undertaken as well as the quality of teachers who implement them.
This is because a quality or effective social studies teacher produces
qualitative education which in turn leads to rapid national development (Barth,
2013).
The process of evaluating the effectiveness of teachers has
changed over time along with the definition of what effective teaching is, due
in part to increasing state and federal attention to school-level and classroom-level
accountability for student learning. Effective teaching has been defined in
many ways throughout the years (Muijs, 2006; Cruickshank andHaefele, 2011;
Cheng andTsui, 2012), and methods for measuring teachers’ effectiveness have
changed as definitions and beliefs about what is important to measure have
evolved. Although there is a general consensus that good teaching matters and
that it may be the single most important school-based factor in improving
student achievement (Darling-Hammond, 2012; Wright, Horn, and Sanders, 2010),
measuring teacher effectiveness has remained elusive in part because of ongoing
debate about what an effective teacher is and does. In a discussion of
research-based indicators of effective teaching, Cruickshank and Haefele (2011)
stated that “an enormous underlying problem with teacher evaluation relates to
lack of agreement about what constitutes good or effective teaching”.Besides a
lack of clear consensus on what an effective teacher is and does—or perhaps
because of it—there is not a generally agreed-upon method for evaluating
teacher effectiveness. Muijs (2006) further stated that commonly used methods
of evaluating teachers’ effectiveness include classroom observations designed
to measure teacher practices against some standard of effective teaching and
value-added models that set out to measure the contribution of individual
teachers to their students’ achievement gains.
Teachers have been shown to have an important influence on
students’ academic achievement and they also play a crucial role in educational
attainment because the teacher is ultimately responsible for translating policy
into action and principles based on practice during interaction with the
students (Afe, 2012). Both teaching and learning of social studies depends on
teachers: no wonder an effective teacher has been conceptualized as one who
produces desired results in the course of his duty as a teacher (Uchefuna,
2012). Considering governments’ huge investment in public education, its output
in terms of quality of students have been observed to be unequal with
government expenditure. Consequent upon the observed deterioration in the
academic achievement, attitude and values of secondary school students in
public secondary schools, one wonders if the high failure rates and the poor
quality of the students is not a reflection of the instructional quality in the
schools. In other words the ineffectiveness of teachers in classroom
interaction with the students could be responsible for the observed poor performance
of students and the widely acclaimed fallen standard of education in Nigeria
(Afe, 2012).
Teaching effectiveness has been accepted as a multidimensional
construct since it measures a variety of different aspects of teaching such as;
subject mastery, effective communication, lesson preparation and presentation
(Onyeachu,2013). The influence of teachers’ teaching effectiveness on the
learning outcome of students as measured by students’ academic performance
especially in social studies has been the subject of several studies
(AdediwuraandTayo, 2011; AduandOlatundun, 2010; SchacterandThum, 2014; Starr,
2012). The above studies suggest that effective teaching is a significant
predictor of students’ academic achievement. Therefore effective teachers
should produce students of higher academic performance. Poor academic
performance of students in Nigeria has been linked to poor teachers’
performance in terms of accomplishing the teaching task, negative attitude to
work and poor teaching habits which have been attributed to poor motivation
(Ofoegbu, 2004). It has also been observed that conditions that would make for
effective teaching such as resources available to teachers, general conditions
of infrastructure as well as instructional materials in public secondary
schools in Nigeria are poor (Oredein, 2000). These prevailing conditions would
definitely show a negative influence on the instructional quality in public
schools, which may translate to poor academic performance, attitude and values
of secondary school students.
Although social studies teachers’ instructional effectiveness
would significantly influence students’ academic achievement, other factors
such as socio-economic background, family support, intellectual aptitude of
student, personality of student, self-confidence, and previous instructional
quality have been found to also influence students’ examination score either
positively or negatively (Starr, 2012). Recent examinations of the factors that
influence students’ scores have identified variables associated with teachers’
effectiveness. The existence of this factor is not surprising since a major
function of schools is to put in place contexts in which students can learn,
and the more successfully they manage these interactions, the more effective
the teacher is likely to be. To this end, Blankstein (2012) had stated that
students’ grades and test scores are not good indicators of the quality of
teachers’ instruction.
In support of the above view, a study carried out by Joshua
(2011) showed that Nigerian teachers condemn the use of student achievement
scores as indicators of teachers’ competence, performance or effectiveness.
Since students’ academic scores are not the only predictors of teachers’
effectiveness, researchers have sought other fairer ways of evaluating
teachers’ effectiveness. Students, administrators, colleagues and the teachers’
self-evaluation have been used to evaluate teachers’ effectiveness. Students’
competence in the evaluation of the effectiveness of their teachers has been of
great concern to researchers in education. However, studies have shown that
students’ ratings are valuable indicators of teachers’ effectiveness
(ImhanlahiniandAguele, 2006; Pozo-Munzo, 2009). Despite the fact that there are
research reports in support of students’ rating of their teachers’
effectiveness, Nuhfer (2004) and Pozo-munzo(2009) warned that students rating
should be one of a comprehensiveevaluation system and should never be the only
measure of teachers’ effectiveness. The school administrators’ evaluation has
also been used to evaluate teachers’ effectiveness.
The teaching of social studies has been accepted in many
societies as one of the most critical pivot of educational practices which is
essentially charged with the responsibility of aiding thechild in his
interpretation of the social frameworks including the associated problems in
which he operates as a human individual, (Akintola, 2011). Akintola also
defined social studies as the integrated study of man as he battles for
survival in the environment both physical and social. It promotes awareness,
appreciation, and understanding of the reciprocal relationship between man and
the environment. The nature and objectives of social studies in Nigerian
secondary schools emphasizes students’ familiarity with their physical and
social environment; improved social relationships and interactions, skills and
ability to think relatively, critically, creatively and independently all of
which are relevant to problem solving as a totality of man’s experiences in the
society and a problem-approach discipline. It becomes imperatives for student’s
active participation in the learning process (Akintola, 2011). Various
authorities in social studies shared similar view of what social studies is. In
2011, the board of Directors of National Council for social studies held that
social studies is the integrated study of social science and humanities to
promote civic competence within the school program. Social studies provides
coordinated and systematic study, drawing disciplines such as Economics,
Geography, History, Philosophy, Law, Political Science, Psychology, Religion,
Sociology as well as appreciate content from humanities and natural science.
In line with the above, Mkpa (1998), explained that social
studies consist of knowledge, skills, process and values to which learners are
exposed to, in order for them to successfully achieve stated educational
purpose. Furthermore, Kissock (2012), maintained that social studies content is
primarily made up of facts and statements which can be proved true.Gurney
(2007) held that apart from social science, other subjects like Literature,
Art, Music can contribute valuable insight for children in their study of human
groups. The students themselves are still another source of content for social
studies.Akintola, (2011) at the Nigeria Educational Research council conference
held at Jos spelt out the definition of social studies as the learning of man’s
interactions with his social and physical environment, that it is not only study,
but the way of life, since man is influenced by his physical, social,
political, economic, psychological and cultural environments.
It is important that social studies teachers understand the role
social studies is expected to play in the society in order to achieve the
desired result of exposing students to social studies learning and teaching.
The teacher should have sense of direction; this implies that there is need for
goals and objectives of social studies.The most important thing is that, social
studies is a ready tool used to sharpen the society. Social studies was found
to be very effective means of bringing together all the diverse and
heterogeneous groups that made up Nigeria. Teachers’ effectiveness in the
teaching of this subject therefore cannot be overemphasized.Also, studies have
shown that gender has implication on instructional effectiveness. For example,
Kissock (2012)stated that males teachers are more effective in teaching social
studies than their female counterparts. This means that gender may also affect
teachers’ instructional effectiveness in teaching social studies. Similarly,
the school location or environment may have impact on the effectiveness of
teachers in teaching social studies. For example, studies have shown that teachers
in urban areas are more effective than their counterparts in rural areas (Eze
and Nnennaya, 2013). It is therefore important that this study is carried out
in Kogi state where the performance of students in social studies has been very
poor which in part may be caused by teachers’ ineffectiveness in teaching the
subject. It is against this background that the researcher is interested in
finding out how effective the secondary school teachers are in the teaching of
social studies at the junior secondary schools in Kogi State, Nigeria.
Statement of the Problem
The issue of poor academic performance of students in social
studies has been of much concern to all and sundry. This poor performance to
some extent is attributed to students’ factors and sometimes teachers’
effectiveness in teaching the subject. The quality of education on the other
hand depends on the teachers as reflected in the performance of their duties.
Over time,students’ academic performance in both internal and external
examinations had been used to determine excellence in teachers and teaching.
Result from earlier researches revealed deficiency in the effective teaching of
social studies at junior secondary school in Kogi State. The factors
responsible for such ineffectiveness include; inadequate and unqualified social
studies teachers, inadequate teaching aids, poor infrastructures, and
inappropriate use of methodology.Despite the importance of social studies such
as students’ familiarity with their physical and social environment; improved
social relationships and interactions, skills and ability to think relatively,
critically, among others, most students exhibit nonchalant attitude towards the
subject which may be as a result of teachers’ ineffectiveness in teaching the
subject. It is based on the above problems that the researcher is interested in
carrying out this study to determine the effectiveness of social studies
teachers in teaching of the subject in junior secondary school in Kogi State.
Purpose of the Study
This study is intended to determinethe effectiveness of the
teachers in the teaching of social studies at junior secondary school level in
Kogi state. Specifically, the purposes of the study is to;
1. Determine
the extent to which teachers mastery of the social studies content contributes
to his effectiveness
2. Determine
the extent to which the use appropriate learning resources by social studies
teachers contribute to their effectiveness.
3. Determine
the influence of teachers’ instructional method on their effectiveness.
4. Determine
the extent which the use of appropriate classroom management style by social
studies teachers contributes to their effectiveness.
5. Determine
the influence of communication skill on social studies teachers’ effectiveness.
6. Determine
the extent to which gender difference among social studies teachers contributes
to their effectiveness.
7. Determine
the influence of location on social studies teachers’ effectiveness.
8. Determine
the influence of teachers experience on their effectiveness.
Significance of the Study
The findings of the study have both theoretical and practical significance.
Theoretically, several suppositions and suggestions have been made on how
teachers’ effectiveness in teaching his subject influenced students’ academic
achievement. For the purpose of this study therefore, Expectancy theory by
Victor Vroom, theory of social learning by Albert Bandura and Extrinsic theory
of motivation by Abraham Maslow are significant, because the theories provided
insight on how cognitive motivation increases ones effectiveness. The findings
of this study will therefore add credence to the tenets of these theories.
Practically, the parents, students, teachers, researchers and
policy makerswould benefit from the findings of the study. The joy of parents
is to see their children excelling in academics. This wish has eluded most
parents. However the finding of this study if implemented would help the parent
to enroll their wards into the right school where only effective teachers are
employed to teach social studies.
The finding of this study would also be of benefit to the
students. This is because the students are functional members of the society.
The outcome or product of effective teaching is consumed by the society. The
values inculcated by an effective social studies teacher would help to build
the society socially, economically and politically. Social studies curriculum
among other things emphasized honesty, leadership, followership, nationhood,
etc. these values if translated into the students will go along way to building
a healthy society.
The finding of this study would help the teachers to understand better the
factors that influenced their effectiveness, thus making them better teachers
of the subject. These will inturn influence students’ performance in the
subject. The assumption is that greater effectiveness would have concomitant
positive influence on students’ achievement in social studies.
The outcome of this study would also help school administrators to identify
what to emphasize in the course of supervising teaching and learning in the
school system.Supervision is an integral part of the school system which
ensures proper curriculum implementation. This study is particularly important
because it will help school administrators to quickly identify those factors
such as punctuality, mastery of content, the issue of appropriate learning
resources or teaching aids, the use of appropriate class management style that
contribute to teachers effectiveness.
The
findings of this study will provide additional literature for subsequent
researchers to draw from the course of conducting researches, and also reveal
problems which could be the basis for further research, thus contributing to
the existing knowledge of teacher effectiveness in the teaching of social
studies in junior secondary schools. The finding of the study will also help
researchers to identify the various ways of measuring teacher
effectiveness.
Scope of the Study
This study focused on teachers’ effectiveness in the teaching of
social studies at junior secondary schools in Kogi State. The study was limited
to junior secondary school students of both public and private secondary
schools Kogi State. The indices of teacher effectiveness that were investigated
include; teachers’ instructional method, the use appropriate learning
resources, the use of appropriate classroom management style, teachers’ mastery
of the social studies content, qualification, gender and teachers’ experience.
Research Questions
The following research questions guided the study
1. To what
extent do social studies teachers master social studies content?
2. To what
extent does the use of appropriate learning resources by social studies
teachers contribute to their effectiveness in the teaching of social studies at
junior secondary schools?
3. To what
extent do teachers’ instructional method influence their effectiveness in the
teaching of social studies at junior secondary schools?
4. To what
extent do the use of appropriate classroom management style by social studies
teachers contributes to their effectiveness in teaching of social studies at
junior secondary schools?
5. To what
extent does teachers’Communication Skillinfluence his effectiveness in teaching
social studies at junior secondary schools?
6. To what
extent does gender influence teachers’ effectiveness in teaching social studies
at junior secondary schools?
7. To what
extent does location influence teachers’ effectiveness in teaching social
studies at junior secondary schools?
8. To what
extent does teachers’ experience influence effectiveness in teaching social
studies at junior secondary schools?
Hypotheses
The following null hypotheses were formulated to guide the study and were
tested at 0.05 level of significance.
H01: There is no significant
difference between the mean rating of students in public and private secondary
schools on how teachers mastery of social studies content contributes to their
effectivenessin the teaching of social studies at junior secondary schools.
H02: There is no significant
difference between the mean rating of students in public and private secondary
schools on how appropriate learning resources contribute to teachers’
effectiveness in the teaching of social studies at junior secondary schools.
H03: There is no significant
difference between the mean rating of students in public and private secondary
schools on how the use of appropriate instructional method by teachers
contribute to their effectiveness in the teaching of social studies at junior
secondary schools.
H04: There is no significant
difference between the mean rating of students in public and private secondary
schools on how the use of appropriate classroom management style by social
studies teachers contribute to their effectiveness in the teaching of social
studies at junior secondary schools.
H05:There is no significant
difference between the mean rating of students in public and private secondary
schools on the influence of teachers’ communication skills on their
effectiveness in the teaching of social studies at junior secondary schools.
H06: There is no significant
difference between the mean rating of male and female students on teachers’
effectiveness in teaching of social studies at junior secondary schools.
H07: There is no significant
difference between the mean rating of students from rural and urban areas on
teachers’ effectiveness in teaching of social studies at junior secondary
schools.
H08: There is no significant
difference between the mean ratings of respondents on teachers’ effectiveness
in teaching of social studies at junior secondary schools based on experience.