THE EFFECTS OF INTEGRATED GROUP BASED MASTERY LEARNING MODEL ON SOCIAL STUDIES STUDENTS’ ACHIEVEMENT IN BENIN CITY

CHAPTER ONE

INTRODUCTION

Background to the Study

The recent socio- political and economic changes in the world and within nations have brought about changes in educational goals and greater challenges for social studies. The schools are called not only to equip the learner with basic knowledge of social studies content but also with higher cognitive skills, such as problem solving and thinking skills that allow for self-development and continuous learning. To meet up with these challenges, there is a movement away from the behaviorist method of direct teaching such as in the lecture method, note copying and dictations, where the learner is given contents to memorize and regurgitate. Social Studies as a discipline continues to enjoy changes in educational objectives. In the 20th century, History, Economics, Government and Geography were taught as separate subjects with a listed series of facts to be memorized. With changes in educational outcomes students’ learning had to be reconsidered and taught as integrated discipline. Emphasis is now shied from learning as acquisition of facts to learning as utilization of facts; from learning as memorization (from Geography and History texts), to learning as a process of discovering important relationships and principles inductively; from learning for learning sake to learning as a way of inquiring and thinking according to the processes of the Social Sciences.

This can only be achieved through the process of mastery learning strategy (Onibokun, 1999). Social studies as a subject is of a fairly recent origin throughout the world. The concept of social studies was first developed in USA in 1916 by the committee on social studies of the commission on the reorganization of secondary education of the National Education Association (Jarolimek 1977). Later in I930s social studies was introduced into Europe especially in Great Britain due to unprecedented enthusiasm to reform the conventional curriculum to meet up with the demands of the society. From 1950 to 1956, the subject had spread to many African Countries. The new independent nations of Africa were faced with how to re-order their national policies to enable them perform their expected roles as independent nations within the world community of nations. The development of social studies in secondary schools in Nigeria gained momentum from the year 1977 after the introduction of National Policy on Education popularly known as the 6-3-3-4 system. This rapid progress was caused by two major factors. The first was that the Universal Primary Education (UPE) introduced in 1976 made social studies the only social science subject to be taught in the primary schools.

The second factor was that social studies was made a core subject for the junior secondary school. This has brought a lot of awareness to the students and the teachers on the significant roles of social studies especially as it affects the implementation of 6-3-3-4 system of education. In order to implement the national policy on education, government at all levels became more interested in the schooling process in terms of educational outcomes, learning activities, instructional resources, instructional strategies and evaluation procedures. In view of this, emphasis has been on the need to: make educational activities centre on the learner for maximum self-development and self-fulfillment. structure the educational system to develop the practice of self -learning (FRN, 2004). The implication of these for classroom teachers is that, they should develop a teaching approach which encourages the learners to participate in the learning processes. Despite the eorts of Government in restructuring the educational system to develop the practice of self-learning, the dominant approach to instruction in schools has been the expository type especially since the inception of western education in Nigeria in 1843. Other methods of instruction were later introduced into the learning processes. For instance, since 1960, curriculum planners have emphasized the inquiry approach by claiming that carrying out investigations is the most promising method by which students will master inquiry skills and become literate in social studies (Schwab, 1963; Yager & Lutz, 1994). Even at that, it cannot be said that schools have done well in developing such skills in the learners. Quite a number of studies have been conducted to investigate the causes of students’ under achievement in Junior Secondary Social Studies (Onasanya, 1985; Ogbu, 1993; Iroegbu, 1998; Adegbite, 1999; Adepoju, 1999) and the most reoccurring factor in all is the inadequate teaching method used by Social Studies teachers. Consequently, learners’ individual needs, preferences and interest cannot be met by most strategies utilized in the traditional, expository method of teaching. This is one of the reasons the researcher is interested in trying out other method such as mastery learning strategy. If the objectives of Social Studies education are to be met, then the need to look for an alternative teaching paradigm in the form of an improved and effective teaching strategy that is result oriented becomes necessary.

Social Studies as a school subject introduced by the Federal Government was to help students acquire basic social knowledge, positive attitudes, values and social skills needed to make the students functional and responsible citizens and contributing members of the society. It provides knowledge, skills and attitude that enable learners understand their physical and social environment in order to act or behave as responsible citizens. It prepares students to live in a global and culturally diverse world, as well as keep pace with rapid development in electronically and technologically changing world, (Martorella, 1996). It involves person with group and group with group. It is a study of man’s relationship with his environment, how environment affects man and how man in turn influences his environment. The teaching of social studies is therefore an activity that involves both the teacher and the learner. The purpose of teaching is to ensure that learning takes place. While learning involves a behavioural change in the learner, social studies teaching involves the transmission of the relevant body of knowledge, attitudes, manner, dispositions, skills and values that enable the individual to survive in a growing and dynamic society.