ABSTRACT
This
research work focused on the extent of achievement of Social Studies objectives
in junior secondary schools in Anambra State. Seven research questions and
seven null hypotheses were formulated to guide the study. Descriptive survey
research design was adopted for the study. The study was carried out basically
in Onitsha and Nnewi Education Zones of Anambra State. The population of the
study consisted of four thousand, nine hundred and ninety-four (4,994) public
junior secondary school teachers comprising Social Studies teachers and
non-Social Studies teachers. Two hundred and fifty (250) public junior
secondary school teachers comprising ninety (90) Social Studies teachers and
one hundred and sixty (160) non-Social Studies teachers who were selected from
eight (8) public junior secondary schools in Onitsha and Nnewi Education zones
were selected as sample for the study. The sample size was selected through
multi stage sampling procedure which was done through simple random sampling
technique. A questionnaire instrument titled “Extent of Achievement of Social
Studies Objectives Questionnaire (EASSOQ)” was used for data collection. The
instrument was face validated by three experts; two Social Studies experts and
one Measurement and Evaluation expert. The instrument was trial tested on
twenty (20) research subjects and Cronbach Alpha was used to test its
reliability and an overall reliability co-efficient of 0.95 was obtained. The
data obtained were statistically analyzed using mean and standard deviation to
answer the research questions. Z-test statistical tool was employed in testing
the formulated null hypotheses. The results indicated that Social Studies objectives
of creating the awareness and understanding of social and physical
environments, acquiring basic skills, acquiring relevant body of knowledge and
information, appreciating the diversity and interdependency of members of local
and national communities, creating awareness of interdependency of national and
international communities, developing positive attitudes of togetherness,
comradeship and cooperation towards a healthy nation and inculcating good
citizenship behaviours in JSS students had been achieved to a high extent in
Anambra State and not to a very high extent as expected. Based on these
findings, the study recommended amongst others that professional Social Studies
teachers should be recruited to teach Social Studies in junior secondary schools
for effective teaching and learning of Social Studies and for achievement of
Social Studies objectives to a very high extent as expected in junior secondary
schools for peace, unity and national development in Nigeria. Finally, the
study concluded that if Social Studies objectives are achieved to a very high
extent as expected in junior secondary schools, students would be made to be
functional, creative and patriotic citizens who would be capable to shun social
evils and by that, enhance tolerance, unity and peace among the entire ethnic
groups thereby encouraging national development in Nigeria.
CHAPTER ONE
INTRODUCTION
Background of the Study
Children when adequately trained in the
societal norms and values make for effective future development and advancement
of the society. Education is an indispensable tool for training children in the
societal norms and values. It is the corner stone for individual development
and societal advancement. That is why Nwaubani (2008) maintained that education
is universally perceived and acknowledged as an effective tool for meaningful
development in every society, be it social, economic, technological and
political. Education is for the development of individuals into sound and
effective citizens for social advancement. Indeed, the Nigerian philosophy of
education is based on the need to “develop individuals into sound and effective
citizens” (Federal Republic of Nigeria, 2004:7). Accomplishment of this
philosophy led to the adoption of the Nigerian national educational goals among
which are the inculcation of national consciousness and national unity and the
inculcation of right types of values and attitudes for the survival of the individual
and the Nigerian society (Mezieobi & Edinyang, 2013).
The
quest for actualization of the afore stated national goals of education
precipitated the introduction of some new school subjects and curricular offerings
in Nigerian education system among which was Social Studies education
programme. Emphasizing on the importance of Social Studies as one of the
curricular offerings that help to achieve national educational objectives, Okam
and Bozimo (2002) maintained that Social Studies is capable of promoting
effective citizenship education. Similarly, Obebe (2005) observed that Social
Studies is widely recognized as one of the subjects designed to promote effective
citizenship education as designed in the national educational philosophy. In
the same vein, Udo (2000) succinctly stated that Social Studies is one of the
innovative elements of the new Nigerian education system. It was incorporated
into junior secondary school curriculum as a core subject of study for overall
development of a sense of responsibility, patriotism and effective citizenship
in the learners. According to Mezieobi, Ossai, Onyeanusi and Egharevba (2012),
it is a course of study that is highly relevant to social, political, cultural,
economic and technological development of a nation. Social Studies according to
Nwaubani (2010) is value-ladened. However, in the words of Mezieobi, Akpochafo
and Mezieobi (2010), the contents of Social Studies are organized around social
and environmental issues affecting man’s existence and his capacity to manage
and preserve the environment for sustainable development.
Social Studies more so studies man in a
holistic view in an integrated manner as it draws its contents from other
social sciences and humanistic disciplines. Hence, Obasi (2000:38) defined
Social Studies as “citizenship education which deals with the study of people
in specific places (History), in various groups (Sociology); how they organize
themselves (politics) and earn a living (Economics).” Social Studies however
looks at man’s interrelationship with his fellow beings and his environments as
he struggles to survive in these environments. In corroboration, Okon
(2014:178) emphasized that “Social Studies is an integrated discipline which
focuses on man and his relationship with his social environment…borrows
concepts from a wide range of social sciences including Sociology, Economics,
Human Geography and Government.” In the same vein, Mezieobi (2014:226) asserted
that “Social Studies imbues in man the critical cognition, affective
wherewithal and social-civic competencies for conquering all disabilities and problems
and for making his environment worth living.” In essence, the ultimate role of
Social Studies is the development of the character of man, inculcating in him
worthy attitudes which will be habituated in actuality. This attitudinal development
of man as Mezieobi further maintained is the fulcrum on which real qualitative
and transformation of Nigeria will anchor.
Social Studies objectives focus on the
preparation of the learners to be patriotic and effective citizens, conscious
of the benefit of collaborative national development and global interdependence.
Esu and Enu (2010) maintained that Social Studies objectives are focused on the
production of responsible citizens who are determined to achieve national
development including the provision of multi disciplinary education that equips
them with diverse knowledge, information and data that are crucial to achieving
effective integrated national development. Against this background, Nwaubani
(2010:86) posited that “Social Studies plays vital transformational roles in
influencing the values and attitudinal needs of the learners when appropriately
taught.” Hence, the overall objective of Social Studies basically at junior
secondary school level in Nigeria is character development and reformation.
This is in line with Nigeria’s philosophy of education which emphasizes the
integration of the individual into sound and effective citizen.
The Nigerian philosophy of education formed
basis for her educational objectives which as noted by Nnachi (2009) are those
desirable changes that the learners will experience in behaviour as a result of
being exposed to the programme of study. These Nigerian educational objectives
consequently provided the framework on which the general objectives of Social
Studies were based. However, the general objectives of Social Studies as
reported by Bozimo and Ikwumelu (2009) are
1) To help the learner fit into the society to which
he belongs;
2) To create an understanding of the environment-its
man- made, natural, cultural and spiritual resources and the conservation of
these resources for development;
3) To develop an awareness and appreciation for the
inter-relatedness of human knowledge and human life;
4) To develop capacity to learn and acquire skills
essential to the formulation of satisfactory professional life and further
studies;
5) To develop capacity for logical thinking and
sound rational judgment;
6) To develop in the learners, positive attitudes of
citizenship and desire to make positive personal contribution to creation of
prosperous, united Nigeria;
7) To make the students be aware of the problems in
his society and the world in general and a sympathetic appreciation of the
diversity and inter-dependence of the local community and of the wider national
and international communities.
These
general objectives of Social Studies formed basis for the specific objectives
of Social Studies in Nigerian junior secondary schools. Specifically, Nwaboku
in Mezieobi and Edinyang (2013) highlighted the specific objectives of Social
Studies in Nigerian junior secondary schools as follows:
i) To create awareness and understanding of our evolving
social and physical
environment;
ii) To develop a capacity to learn basic skills of
reflective thinking, problem-solving, amongst others;
iii) To ensure the acquisition of relevant body of
knowledge and information;
iv) To develop a sympathetic appreciation of the
diversity and inter-dependence of members of local community and wide national
and international community;
v) To develop in students positive attitudes of
togetherness, comradeship and cooperation towards a healthy nation.
However, this work is interested in ascertaining the extent the
objectives of Social Studies in Nigerian junior secondary schools have been
achieved. Thus, the above stated Social Studies objectives at the JSS were
designed to inculcate into the learners, the positive attitudes to socio-civic
competence or citizenship and ability to reason of solutions to societal
problems for national development.
Consequently,
Social Studies at the JSS is expected to create in the learners the awareness
and understanding of their evolving social and physical environments. It seeks
to make the learners be acquainted with the diverse cultures and cultural
groups that make up Nigeria as to enable the learners develop a sympathetic
appreciation of the diversity and inter-dependence of the members of the local,
national and international communities and as well develop positive attitudes
of togetherness, comradeship, tolerance and cooperation towards a healthy
Nigeria and global community. That is why National Council for Social Studies
(NCSS) (2011) maintained that Social Studies programmes include experiences
that promote the study of cultures and cultural diversity. In consonance, Ekpo and Osam (2009) remarked
that Social Studies seeks to expose learners to positive attitudes and values
that promote harmonious social relationships and interdependence focused at
achieving group cooperation, human relationship, harmonious co-existence and
cohesive spirit for national development.
It is
believed that Social Studies will enable learners to be acquainted with the
knowledge of the physical systems such as climate, weather and seasons as well
as the natural resources (water, land, trees, etc) that make up their local and
wider physical environments in Nigeria. This imbues in the learners the
knowledge of the influence of physical and social environments on human
population and activities in their local, national and international
communities as well as the influence of man’s activities on his environments.
Hence, the learners are made to acquire the useful basic knowledge for informed
decision making on issues arising from human-environmental relationships (NCSS,
2011). Ugwu (2012) reiterated that Social Studies enables students to have firm
knowledge about Nigerian environment and in diaspora.
Social Studies is further expected to inculcate into Nigerian junior
secondary school students the relevant skills of reflective thinking, sound
value judgment, leadership, conflict management, conflict resolution and
problem-solving for solving the existing social problems in the country and
beyond. Acquisition of these skills will consequently make for effective and
functional Nigerians capable of solving the existing social problems in Nigeria
and beyond. This could be why Sheidu and
Abdullahi (2012) defined Social Studies as a process of education that enhances
the study of human life for the purpose of solving problems of crucial
importance for both individual and the society.
Nevertheless,
Social Studies was introduced into Nigerian secondary school education system
to see to the achievement of the objectives for sound economic, political,
cultural and social life in Nigeria. Achievement according to Sinclair
(1993:11) is “something which somebody did or caused to happen especially after
a lot of effort.” It is the actualization or \attainment of set aims or
objectives. It is believed that the achievement of JSS Social Studies
objectives will enhance peaceful and harmonious social living among the diverse
cultural and ethnic groups in Nigeria.
On
the contrary, the recent upsurge of social ills in Nigeria leaves traces of
doubt in the minds of the citizenry as to whether the JSS Social Studies
objectives are being achieved in Nigeria. People doubt whether Social Studies
is actually inculcating the right types of values and attitudes in the
citizenry especially in the learners as stipulated in its JSS stated
objectives. This is due to the recent upsurge of social ills in the country
which have been seen to have eroded completely the cherished values of the
nation. These social vices as Federal Republic of Nigeria (2000), Bolarin
(2005), Nwagu (2007) and Mezieobi (2013) pointed out include: cheating, disregard
for rules and regulations, disregard for constituted authority, excessive
pursuit of material things, corruption, cultism, false declaration, extortion,
ethnicity, religious and social intolerance, poor value orientation, bribery,
examination malpractices, armed robbery, rape, prostitution, fraud, youth
militancy, kidnapping/abduction and boko haram saga. Nevertheless, having made
Social Studies a core subject of study in secondary schools in Nigeria, it is
quite evident that most of the perpetuators of these social evils in the
country have learnt or are still learning Social Studies as a core subject in
their schools which is supposed to have reshaped them for good citizenship
behaviours as designed in its JSS specific objectives.
Consequently, the prevalence of all these social ills has imposed fear
of insecurity amidst the populace and has equally thwarted the spirit of
oneness, cooperation, love and tolerance among Nigerians. Hence, the quest for
nation-building and national development is threatened in Nigeria. More so, due
to the upsurge of some of the social vices, Nigeria is rated by Transparency
International in its corruption perception index in 2002 as one of the most
corrupt nations in the world (Awoyele, 2007). However, the extent of the
achievement of the stated objectives of Social Studies at the junior secondary
schools is questioned as one may affirm that Social Studies education at the
junior secondary schools is failing in the actualization of its objectives.
Otherwise, why are the social ills on the increase among young learners
(youths) in the society? Have they not studied Social Studies as a core subject
at the junior secondary schools? Against this, Mezieobi (2002: 6) opined that
“the desired positive attitudes and values for socio-civic competence or
citizenship seemed to be lacking in this category of school clients.” Hence,
effective achievement of Social Studies objectives in JSS appears to be
hampered. However, research study by Usulor (2008) proved that Social Studies
objectives at secondary school level have been achieved to a great extent in
Ebonyi State but not to the greatest expectation.
Nevertheless, every Nigerian citizen in all the states of Nigeria is
expected to live without any fear of insecurity as may be caused by social
ills. It appears that Anambra State is one of the states in Nigeria where
people live in serious fear of insecurity as a result of social ills from some
bad elements in the state. Describing the state of the act in Anambra State, Onwumere
(2012) succinctly stated, it is a known fact that criminals and kidnappers had
held Anambra State to a standstill that had crippled its activities and economy
with notable rich men and women leaving the State for more secured places.
Hence, in spite of the potentials of the State for rapid socio-economic
advancement, economic development in the State has been slow as a result of
insecurity and high crime rate (Iwuamadi, 2013). Thus, one wonders whether
Social Studies objectives are ever being achieved in the State as the State has
several secondary schools where Social Studies is taught by teachers as a core
subject for good citizenship behaviours.
However, teachers are the implementers of Social Studies curriculum and
the observers of students’ behaviours in schools. According to Mkpa (2009),
teacher is a professional who consciously and deliberately uses his/her wealth
of experience, training, skills, competencies, attitudes, interests, knowledge
of content with the help of instructional materials, methods/techniques to
impart to a less experienced person. Teachers have the pedagogical knowledge of
the contents, materials and methods of teaching in a particular field of study
for the attainment of expected objectives. Teachers as the implementers of
Social Studies objectives can evaluate the extent of achievement of these
objectives base on the behavioural manifestations of the learners. This
suggests that Social Studies teachers can say whether junior secondary school
students are behaving in conformity with the specific objectives which are
expected to be inculcated in them. On the other hand, non-Social Studies
teachers (teachers in other fields) monitor as well the behaviours of the
learners that receive Social Studies instructions in junior secondary schools.
Having been informed members of the society who share the same neighbourhood
and the same school environments with the students; seeing and observing the
behaviours of the students; non-Social Studies teachers can as well ascertain
actually the behaviours of the recipients of Social Studies instructions with
regard to the extent of achievement of the objectives in junior secondary
schools.
However, certain studies have been carried
out by Abdu-Raheed (2012) on junior secondary school students’ achievement in
Social Studies in Ekiti State, Yusuf (2003) on junior secondary school
students’ achievement in Social Studies in Ilorin, Kwara State, Oyalowo (2013)
on junior secondary school students’ achievement in Social Studies in Lagos
State, Anoma (1997) on extent of achievement of objectives of Environmental
education component designed for year six to year eleven classes in the school
of Sri Lanka and Usulor (2008) on the extent of achievement of Social Studies
objectives in junior secondary schools in Ebonyi State of Nigeria but from the
literature reviewed so far, it appears that no study has been carried out on
the extent of achievement of Social Studies objectives in Junior secondary
schools in Anambra State despite the existence of many social ills that
threaten the peaceful co-existence of the people in the State. This therefore
arouses the interest of the researcher to find out the extent to which Social
Studies objectives have been achieved in junior secondary schools in Anambra State.
Statement of the
Problem
Social Studies by its objectives in junior secondary schools is expected
to inculcate into the citizens desirable knowledge of their environments; the
right forms of citizenship training, the basic skills of reflective thinking,
conflict management, problem-solving amongst others for solving the societal
problems; the spirit of cooperation, tolerance, comradeship and togetherness
for unity in Nigeria. However, in recent times in Nigeria, numerous social
vices such as kidnapping, militancy, ethnicity, intolerance, Boko Haram saga
and so on erupted and threatened social security, social life and national
development in Nigeria. Most of the perpetuators of these social ills are
youths who have studied, learnt or are still studying Social Studies as a core
subject of study at their junior secondary schools which is expected should
reform and reshape their behaviours for good citizenship behaviours in Nigeria.
Anambra
State however, is among the States that are seriously faced with these
challenges. Many people of the diverse ethnic and cultural groups who usually
visit the State either for business transaction or other economic reasons no
longer do so due to high rate of social ills which mounts serious fear of
insecurity on them. This very phenomenon
has posed a lot of worries on the stakeholders amongst which are Social Studies
and non-Social Studies teachers. In the face of these social ills, one wonders
whether Social Studies objectives at JSS are ever being achieved in Anambra
State. Therefore, the problem of this study posed as a question is: To what
extent have Social Studies objectives been achieved in junior secondary schools
in Anambra State?
Purpose of the Study
The
main purpose of this study was to determine the extent of achievement of Social
Studies objectives in junior secondary schools in Anambra State. Specifically,
the study sought to determine the extent to which Social Studies has
1) created the awareness and understanding of social
and physical environments in JSS students;
2) helped JSS students to acquire basic skills;
3) enabled JSS students to acquire relevant body of
knowledge and information;
4) encouraged JSS students to appreciate the
diversity and inter-dependence of members of local and national communities;
5) created the awareness of interdependency of
national and international communities in JSS students;
6) developed positive attitudes of togetherness,
comradeship and cooperation towards a healthy nation in JSS students and
7) inculcated good citizenship behaviours in JSS
students;
Significance of
the Study
The
findings of this study would be of theoretical and practical significance. The
study would be deemed theoretically significant because it would give insight
into the present existing theories of curriculum implementation and evaluation
which could influence teachers’ mode of implementing JSS Social Studies
curriculum for effective achievement of the stated Social Studies objectives.
Theory of Constraints (TOC) which was propounded by Eli Goldratt in 1984; and
which formed the basis for this study had the tenet that every organization no
matter how well it performs, has at least one constraint that limits its
performance; and for the organization to work more efficiently and accomplish
its goals, it should try to identify the constraint and cure the problem to
enable it perform efficiently and achieve effectively the organizational goals.
The tenet of this theory would be of high significance to Social Studies
teachers as it would give them insight into identifying any constraint that
tries to limit their effective teaching of Social Studies in schools for
adequate achievement of the stated objectives. The results of this study would
also strengthen or refute the tenets of the theory; contribute to future
additional theories on Social Studies objectives achievement and also widen the
body of knowledge in the area of Social Studies curriculum implementation and
evaluation.
Practically, the findings of this study would be of great importance to
students, school management, curriculum planners, governments and parents.
To
students, the findings of this study would make them to be fully aware of
Social Studies objectives in schools especially at the junior secondary school
level. It would also help to inculcate in them the desirable knowledge,
attitudes, values, skills and other citizenship behaviours which are the tenets
of junior secondary school Social Studies objectives.
To
school management, the findings of this study would enable them to know the
areas of needs or the instructional facilities needed in schools for
enhancement of teaching and learning of Social Studies and for effective
achievement of Social Studies objectives in the learners’ behaviours.
To
curriculum planners, the findings of this study would give them insight into
the weak areas of the curriculum that need to be reviewed and updated for
adequate achievement of Social Studies objectives in schools.
To
federal, state and local governments, the results of this study would help them
to identify areas of responsibility of various governments in terms of
recruitment, retraining, adequate funding and motivation of teachers which are
needed for effective curriculum implementation for the achievement of Social
Studies objectives.
To the
parents, the results of this study would enable them to be acquainted with the
impact of Social Studies in the behaviours of their children in terms of
achievement of moral life, skill acquisition, socialization, respect for people’s
culture and the nation at large.
Scope of the
Study
This
study had both content and geographical scope. This study was on the extent of
achievement of Social Studies objectives in junior secondary schools in Anambra
State. The geographical scope comprised Nnewi and Onitsha Education Zones of
Anambra State. Social Studies and Non-Social Studies teachers in junior secondary schools in Onitsha
and Nnewi Education Zones were used as respondents for data collection in this
study. Social Studies teachers were considered appropriate for this study
because they implement JSS Social Studies curriculum which addresses the stated
Social Studies objectives in schools. They also see, evaluate and observe the
students’ behaviours while in schools, hence they are in better position to
justify the extent to which the stated JSS Social Studies objectives have been
achieved by students in the schools. Non-Social Studies teachers were also used
for the study because they also see, relate and observe the behaviours of these
students in the schools. Apart from this, most of them are parents to these
students as well as informed members of the society hence they monitor the children’s
behaviours in the larger community. By this, they are equally in good position
to justify the extent to which Social Studies objectives have been achieved as
being manifested in the behaviours of the students. However, the use of non-Social
Studies teachers would help to avoid faking from some Social Studies teachers
who may like to fake their opinions for their own favour.
Research
Questions
The
following research questions guided this study:
1) To what extent has Social Studies created
awareness and understanding of social and physical environments in JSS
students?
2) To what extent has Social Studies helped JSS
students to acquire basic skills?
3) What is the extent to which Social Studies has
enabled JSS students to acquire relevant body of knowledge and information?
4) To what extent has Social Studies encouraged JSS
students to appreciate the diversity and inter-dependence of members of local
and national communities?
5) To what extent has Social Studies created the
awareness of the interdependency of national and international communities in
JSS students?
6) What is the extent to which Social Studies
developed positive attitudes of togetherness, comradeship and cooperation
towards a healthy nation in JSS students?
7) To what extent has Social Studies inculcated good
citizenship behaviours in JSS students?
Hypotheses
The
following null hypotheses that were tested at 0.05 level of significance guided
this study.
Ho1: There is no significant difference in the mean
responses of Social Studies teachers and non-Social Studies teachers on the
extent Social Studies has created the awareness and understanding of social and
physical environments in JSS students.
Ho2: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has helped JSS students to acquire basic skills.
Ho3: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has enabled JSS students to acquire relevant body of knowledge and information.
Ho4: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has enabled JSS students to appreciate the diversity and interdependency of members of local and national communities.
Ho5: There is no significant difference in the mean
responses of Social Studies teachers and non-Social Studies teachers on the
extent Social Studies has created the awareness of the interdependency of
national and international communities in JSS students.
Ho6: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has developed positive attitudes of togetherness, comradeship and cooperation towards a healthy nation in Nigeria. Ho7: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has inculcat
