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CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
An instructional or teaching method comprises the principles and methods used for instruction. Commonly
used instructional methods include class participation, demonstration, recitation, memorization, etc or
combination of two or more of these methods. The choice of instructional method or methods to be used
depends largely on the information or skill that is being taught and may also be influenced by the aptitude
and enthusiasm of the students. (labspace.open.ac.uk/mod/resource/vi).
No one single method of instruction will work well with every learning objective or for every student in the
same classroom. However, recent research in education has demonstrated that some methods are more
effective than others for bringing about student learning. Good teaching method(s) bring about the desired
students learning; the majority of students in a classroom will respond positively and demonstrate academic
growth when instruction is appropriately designed to meet their learning needs. (Dr. Barbara J. Tewksbury
and Dr. R. Heather Macdonald, 2005).
Olalekan (2002) noted that the following are expected to be taught in social studies:
1. The facts and theories i.e. basic principles
2. The doing i.e. basic skills
3. Competency, problem solving i.e. application
4. Attitudes, values and ideas.
Not all teaching methods work equally well with all students and not all students learn at the same rate or
struggle with the same learning issues. When a teacher works with any group of heterogeneous learners,
managing the diverse needs of the group can be challenging but also rewarding. If the teacher’s roles as
producers, seekers and disseminators of knowledge are to be validated, then students have to be educated
using different approaches, methods and options depending on the subject being taught.
Barth (1993) defines social studies as the interdisciplinary integration of the concepts of social science and
humanities for the purpose of practicing problem solving and decision-making for developing citizenship
skills on critical social issues.
Therefore, primary purpose of social studies is to help young people develop the ability to make informed
and reasoned decisions for public good, as citizens of a culturally diverse, democratic society in an
interdependent world. A teacher of social studies must carefully and purposefully select his/her instructional
method(s) to achieve this primary objective in the students.
The world ‘social’ indicates that the subject deals with the ways humans act together in a social situation to
solve the problems inherent in being alive, group-oriented and able to affect the environment.
Students need to learn to put social studies to use in their own lives, by developing strategies for becoming
good citizens, globally aware individuals and productive adults. This is a lifelong process that requires not a
knowledge of facts but also an understanding of how to find necessary information and how to process it.
Teaching is communication, and communication is dependent largely on the way the message in presented.
The choice of teaching method determines the meaning and impact of the message being conveyed.
Instructional methods that:
1. isolate students from actual exercise of responsible citizenship, that lay emphasis only on reading
about citizenship or future participation in the larger social and political world
2. lecture classes in which students sit passively: classes in which students of lower ability levels are
deprived of the knowledge and learning opportunity that other students receive
3. methods that assume that students are ignorant or uninterested in issues raised in social studies all the
above should be greatly decreased in teaching social studies (Best Practice: New standards for
Teaching and Learning in America’s Schools by Steven Zemelman 1993).
Methods that emphasize the following should be increased:
1. in-depth study of topics in each social studies field which help students discover the complexities of
human interaction.
2. activities that engage students in inquiry and problem solving about significant human issues.
3. participation in interactive and co-operative classroom study processes that bring together students of
all ability levels (Steven Zemelman 1993).
In this study the method considered most appropriate and suitable to achieve effective learning in social
studies, which should be emphasized above other methods is probing questions as against lecture method.
1.2 Statement of the Problem
Teaching social studies in Nigeria is linked to the Philosophy of Nigeria Education which is to inculcate
National Consciousness, National Unity, the right type of values and attitude for the survival of the
individual and the Nigerian society; to train the minds in the understanding of the world around, to train the
minds to acquire appropriate values, ethnic beliefs, skills, abilities and competences both method and
physical as equipment for individual to live in and contribute to the development of the society (National
Policy on Education-NPE 2004).
Teachers in secondary schools are aware of the various teaching methodologies for teaching social studies as
a subject in Junior Secondary School; however, most teachers do not use the appropriate teaching methods
applicable to the different contents. Teachers find it easy to use the lecture method which does not encourage
active learning and is mostly unsuitable for effective teaching in social studies.
Social studies courses are regarded as relatively unimportant subject matter whether in primary or junior
secondary school level. This perception leads to diminished attention paid to social studies as a serious
subject area, yet in the overall development of the intellect of students, no other subject matter content holds
as much promise. The consequences of poor understanding and appreciation of social studies are everywhere
e.g. surveys have shown that not all registered voters actually vote in national elections, many secondary
schools and tertiary institutions students continue to cheat in assignments tests and exams i.e. examination
malpractices continue to increase (Bob Kizlik, 2013). Many Nigerians are not conversant with the duties of
citizens stated in Section 24 of the 1999 Constitution of Nigeria nor the fundamental rights of citizens stated
in Section 33 – 44 of the same Constitution i.e. pervasive ignorance of the citizenry. There is also a clear
disconnect between intentions and outcomes of our schools curriculum in social studies e.g. the topic of
Citizenship, the learning outcome is good citizenship, it is a big question whether this outcome has been/is
being achieved among our pupils / students. (Bob Kizlik, A Purpose for Social Studies; ADPRIMA;org,
updated December 26, 2013).
Over the years, the very unimpressive performances of students in social studies in the Junior Secondary
School Certificate Examinations in Nigeria have been concern of all stakeholders in education (Ede O.S
Iyamu, 2005).
Further studies have attributed poor achievement of students in social studies largely to the use of poor
instructional strategies (Unachukwu, 1990), inappropriate medium of instruction (STAN, 1992: Adeyegbe,
1993); and faulty methods by teachers (Igba, 2005). Overdependence on conventional teaching method by
teachers appears to be the main culprit in this preponderance of ineffective instructional strategies used in
teaching social studies (Igba, 2005).
There is therefore the need to look for an effective instructional strategy to teach social studies concepts
which should fbe innovative and learner based in order to combat the high failure rate of students in social
studies (Dr. Usulor, Benjamin, E. 2012).
This study is aimed at finding out the relationship between the teachers’ teaching method in the classroom
and the achievement of students in social studies during examinations.
1.3 Objective of the Study
The study is designed:
1. To investigate the extent and degree of use of questioning method by teachers of social studies.
2. To ascertain the effectiveness or non-effectiveness of lecture method by teachers in relation to the
performance of students.
3. To ascertain the difference in the performance of students when questioning method is emphasized by
teachers.
4. To evaluate the degree of the influence of teaching method of teachers on the students’ performance.
1.4 Research Questions
The following questions are designed to guide the study:
i. How far does the use of lecture method by teachers affect the academic performance of students?
ii. How far does use of questioning method by teachers affect the academic performance of students?
iii. What is the degree of difference in performance of students when the two methods are emphasized
respectively by teachers?
iv. What is the relationship between the emphasis on either the lecture or questioning method by teachers
and students’ performance in social studies?
1.5 Research Hypotheses
The following null hypotheses are tested using 0.05 level of significance as the pre-requisite for accepting or
rejecting:
1. There is no significant relationship between the use of lecture method by teachers and the academic
performance of students.
2. There is no significant relationship between the use of probing questions method by teachers and the
academic performance of students.
3. There is no significant difference in the performance of students when either the lecture or probing
questions method are adopted by teachers.
4. Teachers’ skill in the use of either lecture or probing questions method does not significantly affect the
performance of students in social studies.
1.6 Significance of the Study
This study will be of immense benefit to the following:
Teachers: Teachers will benefit from this study because it will help them to carefully adopt or apply
the right instructional method(s) in teaching the different topics in social studies.
Students: With the findings and recommendations of this study, students will be helped to develop an
enquiring mind and problem solving skills which they will need in the larger society.
School Authorities: The schools authorities will be enlightened on effective teaching method(s) to be
adopted by their teachers which will eventually enhance the performance of their students in social
studies and help them produce responsible young citizens of Nigeria.
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