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ASSESSMENT OF THE IMPLEMENTATION OF SOCIAL STUDIES CURRICULUM IN JUNIOR SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA
ABSTRACT
This study is aimed at the Assessment of the Implementation of Social Studies Curriculum in Junior Secondary Schools in Enugu State. The researcher made use of the survey research design with two hundred and twenty (220) social studies teachers respondents as sample size and questionnaire was used as research instrument. In the data analysis, percentage scores was used in analyzing personal data, while mean and standard deviation was used to answer the research questions. Pearson Product Moment correlation co-efficient (r) was used to test the null hypotheses (1, 2, 3, 4 and 5) at 0.05 level of significant. The research findings show that the implementation of social studies curriculum in junior secondary schools is significantly affected by the adequacy of content of social studies curriculum and awareness of teachers. In addition, there is a significant relationship that exists between qualification and experience of teachers involved in the implementation of social studies curriculum in junior secondary schools. Furthermore, it was revealed that significant relationship exists between strategies/methods used and the implementation of social studies curriculum in Junior Secondary Schools. Also, the findings reveal that the implementation of social studies curriculum in junior secondary schools level is significantly affected by availability of instructional materials adequacy. The study also reveals that significant relationship exists between learning environment and its adequacy in social studies and its implementation in junior secondary school level. Also, teachers with high working experience are larger in number compared to teachers with low working experience. Finally, the research work recommended among others that there should be general awareness on the importance of social studies as an agent of positive change in the society; employ qualified and trained social studies teachers to implement the curriculum;send social studies teachers to in-service courses and sponsor them for workshops and seminars. Also, social studies teachers should endeavor to give frequent assignment or homework that will encourage critical and reflective thinking for selfdiscovery of knowledge and also teachers should be encouraged to engage in comparative learning to improve the implementation of social studies curriculum in junior secondary school level.
TABLE OF CONTENTS
Cover Page i
Title Page ii
Declaration iii
Certification iv
Dedication v
Acknowledgements vi
Abstract vii
Table of Contents viii
List of Tables xi
Operational Definitions of Terms xiii
List of Abbreviations xiv
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 5
1.3 Objectives of the Study 7
1.4 Research Questions 7
1.5 Hypotheses 8
1.6 Basic Assumptions 9
1.7 Significance of the Study 9
1.8 Scope of the Study 11 CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction 12
2.2 Theoretical Framework 12
2.2.1 Models of Curriculum Implementation 14
2.3 Secondary Education in Nigeria 20
2.4 Concept of Social Studies Education 21
2.4.1 Social Studies Curriculum 22
2.4.2 Outline of Secondary School Social Studies Curriculum 27
2.4.3 Planning Social Studies Curriculum 30
2.4.4 Objectives of Social Studies in Nigeria 31
2.4.5 Content and Scope of Social Studies 33
2.4.6 Methods of Teaching Social Studies 34
2.4.7 Teaching Resources in Social Studies 37
2.4.8 Evaluation Process in Social Studies 39
2.4.9 Problems of Social Studies in Nigeria 41
2.5 Concept of Quality Education 43
2.6 Strategies for Curriculum Change in Nigeria 51
2.7 Empirical Studies 54
2.8 Summary 57
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 59
3.2 Research Design 59
3.3 Population of the Study 59
3.4 Sample and Sampling Techniques 61
3.5 Instrumentation 62
3.5.1 Validity of the Instrument 62
3.5.2 Pilot Study 63
3.5.3 Reliability of the Instrument 63
3.6 Procedure for Data Collection 64
3.7 Procedure for Data Analysis 64
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 65
4.2 Analysis of Demographic Variables 66
4.3 Response to Research Questions 69
4.4 Testing of Research Hypotheses 79
4.5 Summary of Findings 84
4.6 Discussion of Findings 85
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction 91
5.2 Summary 91
5.3 Conclusion 92
5.4 Recommendations 92
5.5 Suggestions for Further Research 93
5.6 Contributions to Knowledge 93
References 94
Appendices 100
| LIST OF TABLES | ||
| Page | ||
| Table 3.1 | Population of the Study | 60 |
| Table 3.2 | Selection of Sample for the Study | 61 |
| Table 4.1.1 | Distribution of the Respondents by Sex | 66 |
| Table 4.1.2 | Distribution of the Respondents by Location of School | 66 |
| Table 4.1.3 | Distribution of the Respondents by Age | 67 |
| Table 4.1.4 | Distribution of the Respondents by Qualification | 67 |
| Table 4.1.5 | Distribution of the Respondents by Teaching Experience | 68 |
| Table 4.2.1 | Responses on Perception of Respondents on Adequacy of the Content of Social Studies Curriculum and Awareness of the Teachers in the Implementation as it affects Objectives of the | |
| Programme in Junior Secondary Schools | 69 | |
| Table 4.2.2 | Responses of Respondents on Adequacy of the Qualification of Teachers involved in the Implementation of Social Studies | |
| Curriculum in Junior Secondary Schools | 71 | |
| Table 4.2.3 | Responses on Perception of Respondents on Adequacy of theStrategies/Methods used in the Implementation of Social | |
| Studies Curriculum in Junior Secondary Schools | 73 | |
| Table 4.2.4 | Responses of Respondents on Availability of Instructional |
Materials Adequacy for the Implementation of Social Studies
Curriculum in Junior Secondary Schools 75
| Table 4.2.5 | Responses on Perception of Respondents on the Adequacy in Learning Environment for the Implementation of Social | |
| Studies Curriculum in Junior Secondary Schools | 77 | |
| Table 4.3.1 | Responses of Teachers on Correlation Relationship between Adequacy of Content of Social Studies Curriculum and Awareness of Teachers and the Implementation of | |
| Social Studies Curriculum in JSS Level | 79 | |
| Table 4.3.2 | Responses of Teachers onCorrelation Relationship between Qualification and Experience of Teachers of Social Studies and the Implementation of Social Studies Curriculum in | |
| JSS Level | 80 | |
| Table 4.3.3 | Responses of Teachers on Correlation Relationship between | |
| Strategies/Methods Used in the Implementation of | ||
| Social Studies Curriculum in JSS Level | 81 | |
| Table 4.3.4 | Responses of Teachers on the Correlation Relationship between | |
| Availability of Instructional Materials Adequacy in Social Studies and the Implementation of Social Studies Curriculum in JSS Level 82 | ||
| Table 4.3.5 | Responses of Teachers on the Correlation Relationship between |
Learning Environment and its Adequacy in Social and the
Implementation of the Social Studies Curriculum in JSS Level 83 OPERATIONAL DEFINITION OF TERMS
The following terms have been operationally defined in the context of their usage
in this study.
Curriculum: This is a planned educational programme that the learner undergoes in the school in order to attain a certain goal (certificate).
Resources: These are items such as pictures, newspapers, magazine, textbooks, charts, board etc. used by teachers to accomplish the method of teaching.
Social Studies Curriculum:Packages offered to the learners in an effort to promote positive learning and acquisition of useful skills.
LIST OF ABBREVIATIONS
| CESAC: | Comparative Education Study and Adaptation Centre |
| CP: | Centre Periphery |
| JSS: | Junior Secondary School |
| PCM : | Proliferation of Centre Models |
| PS: | Problem Solving |
| RDD: | Research, Development and Diffusion |
| SCM: | Shifting Centre Models |
| SI: | Social Interaction |
| SSTIS: | Social Studies Teachers Instructional Strategies. |
| UNESCO: | United Nations Educational Scientific and Cultural Organization |
| UNICEF: | United Nations International Children Education Fund |
| UPE: | Universal Primary Education |
| WAEC: | West African Examination Council |
| N.C.E: | Nigeria Certificate in Education |
| B.ED: | Bachelor of Education Degree. |
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