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ATTITUDE OF JUNIOR SECONDARY SCHOOL STUDENTS TOWARDS DEMOCRATIC VALUES IN SOCIAL STUDIES
CHAPTER ONE
INTRODUCTION
Background to the Study
Citizens are the hearts and soul of democracy and hence there must be active and informed involvement of the people at all levels of governance as willing participants in defining and maintaining their democracy. The students of any society are a potential force to reckon with in that society, Nigeria not exempted. They constitute a large chunks of the decision making groups in the society. The Nigerian students form the bulk of the citizens which is the decision making groups in our democracy. Students must not be unlookers but the driving force behind democracy and their participation must not be limited to elections only, but a continuing engagement with the process of democratic governance. In line with this assertion, NERDC (2005) agreed that, The role of the students as electorates does not just stop at voting. The students must constantly engage in the political process in order to strengthen democracy. Thus, the students must ensure that government policies truly represent people’s best interest and not those of a handful of rulers. Secondary school student students
Corroborating the above assertion, NOA (2006) posited that, For democracy to succeed, citizens must be active, not passive, because the success or failure of the government is their collective responsibility. The citizens must ensure that they shape the government of their choosing. The students can individually, collectively and through various civil society groups get mobilized and involved in citizenship and governance by joining political parties and contesting elective offices wherein they can influence government policies and programmes. To participate well in democratic activities, the students must possess a good grapse of democratic values which will aid, guide and direct their conducts in the discharge of their civic responsibilities. In line with this, NOA(2006) asserts that: “For democracy to be sustained, it is essential that citizenry possess the requisite skills, demonstrate the values, and display the behaviours that accord democracy”. That is democracy is nurtured and sustained only when democratic values are rooted in the minds and actions of citizens (NOA, 2006). Secondary school student students
Ojo in Iyoha, Aghayere and Oviasuyi (2003) advanced that “it is required at the level of both elites and the students that attitude and behaviour supportive of democratic consolidation be appropriately developed”. Thus, it is crystally clear that the possession of democratic values is not only essential for students to participate in democracy but are essential for them to participate well and positively. CIVITAS (1991) and Avaro (2001) defined democratic values “as the fundamental beliefs and constitutional principles which guide the democratic government put in place in a particular society”. They are ethos that regulate the extend, level and involvement of participants in a democracy. CIVITAS and Avaro went ahead to identify and itemize life, liberty, pursuit of happiness, the common good, justice, equality, diversity, truth, popular sovereignty and patriotism as fundamental beliefs. And rule of law, separation of powers, representative government, check and balances, individual rights, freedom of religion, federalism and civil control of military as constitutional principles, both making up the American core democratic values. Most of these core democratic values identified by CIVTAS and Avaro were derived from the speeches of American presidents, chiefly by Thomas Jefferson.
Here in Nigeria, it need to be pointed out that there is no unanimous agreement as to what constitute our democratic values or that there is no single document that contain such values as in the case of the U.S and other older democracies. What we can distill as our democratic values are excerpts from our constitution, speeches of past leaders and governments and writings contained in some available literature. A thorough search and comparison of findings with that of the U.S core democratic values. The researcher concludes that the following values of happy life, freedom, equality(one-man-one vote), justice, toleration of diversity, unity(national integration), national loyalty(as against sectional loyalty), rule of law, separation of powers, checks and balances, transparency, patriotism, dignity of human person, representative government, self-reliance, due process, electoral credibility(citizens vote must count), common good(acting in the best interest), popular consent, supremacy of the people, toleration of opposition and legitimacy are Nigeria’s core democratic values. While the underlisted values of honesty, discipline, integrity, dignity of labour, humaneness, mutual respect, orderliness etc. should remain simply as democratic values or civic values or traits that make democracy possible (FGN, 1999; Ojo in Iyoha et al, 2003; NERDC, 2005 & Nnamdi, 2009).
So the decision of the students to participate or not to participate depends on their awareness adherence and internationalization of these democratic values and this has serious consequences on democracy and the general polity. And it is in turn determined by the factors of or the interplay of political culture, civic or citizenship education and the political experiences of the society in question. Ojo in Iyoha, et al (2003) advanced that “the lack of development of democratic attitude (values) is one major obstacle that has mar democratic consolidation in Nigeria. Thus, it is the obstacle to students positive participation in our democracy”. However, Nigerian students have contributed immensely to the growth and development of their various communities and the country in general. Their struggle and move have always been a sacrificial one which outcomes are not only their selfish interest alone but for the generality of the people (Aghayere in Iyoha, et al, 2003). Aghayere (2007) further asserts that,
Nigerian students, particularly Nigerian students, have been known for their active participation in nation building. Their sustained struggles and agitation against colonial exploitation and domination of the political system, amongst others, paved the way for the termination of colonial rule and attainment of independence.
The students also played important roles of facilitating the democratization of Nigeria (demilitarization of Nigeria). Their selfless activities largely contributed to the enthronement of democratic rule that culminated in the 1979 and 1983 civilian rule in Nigeria. The students protest that greeted the annulment of the June 12, 1993 presidential election cannot go unmentioned.
Contributing to this, NOA (2006) also identified other areas of students positive participation in democratic governance. These it outlined to include the following activities, Meeting with political officials to express their concerns and desires, petitioning and demonstrating peacefully, voting, registering, contesting elective offices, demanding accountability from elected representatives, scrutinizing and criticizing government policies, writing articles in newspapers, boycotts and labour unions strikes. In addition to these, the students also served as Independent National Electoral Commission (INEC) staff, provided services or items (electoral materials) to INEC as self employed students and defended their vote casted when results were hijacked by political warlords. On the other hand, most of the actions and involvement of Nigerian students have portrayed negative influence on our democracy and the polity in general. In line with this view, Ojo in Iyoha, et al (2003) pointed out that, Much of the deviance in political behaviour can be traced to the students and are correctly attributed to lack of a democratic attitude of mind. The ultimate manifestation of the absence of a democratic attitude of mind is electoral rigging, intolerance of political dissent, alternative or opposing view points.
He asserts further that “both the elites and students have surprisingly shown weak commitment to basic symbols and values of democracy”. Hence, there is serious manifestation of greed, inordinate ambition to win power, thuggery, dishonesty, personalization of political/public offices, insincerity, disrespect for others, intolerance etc in our national polity. The disposition that forms democratic ethos are not inherited or passed down through the genetic mode; it is required that each generation of society learn civic facts, explore democratic ideas and values and connect such concepts to the responsibility of citizenship. Such disposition must be fostered and internalized by word, study and by power of example. It is in this regard social studies as a school subject is highly imperative in fostering these learnings and to sustain our nascent democracy. The many years of military rule in Nigeria have been marred by uncivil political behaviours that ranged from political apathy to electoral fraud. The attendant effect has been lack of popular participation, and disengagement of many Nigerians, particularly students, from political processes. These development suggest weak civil support for democratic values and institutions.
The focus of this study is to ascertain the extent to which students are aware/unaware, have positively/negatively internalized these democratic values in the discharge of their civic duties and more importantly, the extent to which social studies education can help to learn or unlearn these values in students.
As pointed out earlier that democracy is nurtured and sustained only when democratic values are rooted in the minds and actions of citizens. Civic and citizenship education, which are vital aspects of social studies is essential in the inculcation and entrenchment of these vital knowledge, values and actions in citizenry. This brings to mind the definition of social studies given by Kissock (1981) when he defined social studies as a programme of study which a society use to instill in students the knowledge, skills, values, and actions it considers important according to the relationship human beings have with each other, their world and themselves (Iyamu and Onyeson, 1991). To Kissock, social studies can be used to instill in learners those desirable attitudes and actions (i.e. democratic attitudes and values) that a society feels desirable to its survival as a people. Secondary school student students
Students acquire the status of citizenship in any particular society after undergoing certain psychological awareness and social training as well as some specific skills (Aghayere in Iyoha, et al, 2003). The age at which such is reached varies from society to society. But subscribing to the argument of Agbebaku and Agbebaku(2007) that, “students in Nigeria are people normally between the ages of 18 to 45 years”. Their reasons for the choices of 18 as the lower age was derived from the fact that the 1999 constitution of Nigeria sets that mark as the minimum acceptable voting age for Nigerians. And that of 45; it is the peak where people still demonstrate studentfulness and energy for civic activities. Therefore, for the purpose of this study, Nigerian secondary school student students will mean persons between the ages of 18 and 45 years who are currently undergoing their first degree programmes in any Nigerian universities.
Statement of the Problem
This study was undertaken to investigate the perception of Nigerian students of democratic values. From experience with students during elections and civic activities, the extent to which students are aware of, understand and/or have internalized these values is not certain. This has serious implication for social studies education, our democracy and the Nigerian nation as a whole. Thus, there is apprehension when one takes a cursory look at the undemocratic attitudes, level of incivility prevalence among our students and the ultimate manifestation of negative behaviours such as electoral rigging; kidnapping/killing of political opponents; writing or sponsoring the publications of damaging articles in our media; tearing, removal or defacing of posters belonging to political opponents/parties; students enlisting into various cult groups to be used as party kingpins/political thugs; the general apathy/indifference of many students to elections and democratic process; students mortgaging their conscience after being induced with meagre amount of money or materials like face-caps, T-shirts, umbrellas etc to support the wrong candidates/parties knowing fully well they have no political will and the reputation to deliver on electoral promises and thereafter put their future in jeopardy and perpetual wants. The end result is bad leadership/government, high number of electoral cases in court, lack of basic infrastructure, unemployment, and underdevelopment. Recently, the National Orientation Agencies, has embarked on mass mobilization to raise people’s awareness of democratic values in the country. Even at that, what can we say about the present perception of Nigerian students of democratic values? How much does social studies have to offer in promoting these values in the students?
Purpose of the Study
This study was carried out to assess the attitude and conduct of Nigerian students so as to ascertain the extent to which they are aware, understand, and have imbibed the democratic values that guide Nigerian democratic process; the extent to which democratic values regulate our students as participants in the various democratic processes.
Specifically, it is to find out the attitude of students toward:
the virtues of respect and tolerance while indulging in/carrying out political activities;
the virtues of honesty and patriotism while discharging their civic duties;
transparency and following due process in their civic practices;
the provision of justice for every citizens in our democracy;
equality of every citizens in our democracy;
the principle of one-man-one vote in the political process;
freedom of action in the democratic process.
Research Questions
The following underlisted research questions were raised to investigate the study:
What is the attitude of students to the virtues of respect and tolerance in the political process?
What is the attitude of students to the virtues of honesty and patriotism in the democratic process?
What is the attitude of students to the virtues of transparency and due process in the democratic process?
What is the attitude of students to the provision of justice in our democratic process?
What is the attitude of students to the provision of freedom of action in our democratic process?
What is the attitude of the students to the virtues of equality and the rule of law in the political process?
What is the attitude of the students to the principle of one-man-one vote in the political process?
Does the attitude of the students in public universities toward democratic values differ from those of the private universities?
Does the attitude of full-Time students of democratic values differ from those of the Part-Time students?
Hypotheses
The Attitude of students in public universities of democratic values do not differ significantly from those of the private universities.
The attitude of full-time students of democratic values do not differ significantly from those of part-time students.
Significance of the Study
This study was undertaken at the time the Nigerian state is passing through a trying moment in its democratization process. Secondary school student students
The study will specifically expose what social studies as a school subject has done so far in terms of citizenship transmission – producing citizens (students) that are civically conscious, responsible and competent. And the lapses in the school subject why it is not living up to expectation. Secondary school student students
The work will also be useful to curriculum developers when deciding which subjects should feature as core; and at which level should they feature and when should they not. That social studies education terminating in JSS III in our school system before now has done great disservice to good citizenship transmission. And thanks to the newly introduced civic education that will be offered at senior secondary school (SSS) in our schools.
The study will also be useful in identifying the democratic values that would be taught to the students in our school system. It will also be useful in the informal settings or gatherings organized by MAMSER, INEC, political parties such as rallies venues, campaign grounds, sensitization programmes etc as there is acute limited work or literature on the concept, democratic values. Secondary school student students
It will also help to identify the undemocratic attitudes and behaviour Nigerian students are associated with/indulged in our democratic process so as to provide INEC, security agents and political parties with the adequate information and possible ways of forestalling such ugly menace. Secondary school student students
Finally, it will help to correct the attitude of indifference and general apathy of many Nigerian students to electoral process and democracy in general. That is to sensitize the students to be a part and parcel of the mechanism that makes and shapes the decisions and policies that determine their future rather than living it in the hands of few elites who are selfish and parochial in their judgments. And why acting in this capacity to imbibe the democratic ethos that ensure electoral credibility and democratic consolidation. Secondary school student students
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720,
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp/Telegram, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
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Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
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WHATSAPP US ON: 08137701720
PROBLEMS AND SOLUTIONS FACING ECONOMICS/ ECONOMICS/SOCIAL STUDIES IN SCHOOLS
CHAPTER ONE
INTRODUCTION
BACKGROUND OF STUDY
Education is a process of acquiring desirable changes in ones behaviour or character. The school is a formal institution set up primarily to inculcate the desirable character in children and improve their knowledge in order to be useful to themselves and the society at large.
Economics/social studies is one of the subject in the curriculum that help in achieving the aims and goals of education. The comparative educational study and adaptation centres (CESAC) 1968, defined economics/social studies as “the study of man and his society with his interplay between him, his environment and effect of science and technology. He went on to state that the usefulness of economics/social studies is enhanced when it is seen as a way of looking at the society in order to understand social problems and thereby help to seek solution to them.
Aderalegbe (1975) also described economics/social studies as “a study of how man influence and has in turn influenced by his environment, in terms of physical, social, political religious, economic, psychological, cultural, scientific and technological environment. He went on to refer to economics/social studies as a way of life”. Economics/social studies is relatively a new subject through out the world. The idea of economics/social studies first sprang up ion the United State of America and later in Europe. By the early 1960 the teaching of economics/social studies has spread to all parts of the United State of America and Europe and later the subject started having impact in developing countries.
Economics/social studies offer us important opportunities to know what is happen in, where, when and how, making our understanding positive value, economics/social studies help in promoting, travelling experience and clearly show the inter-relationship and interdependence between man and places above all, it is clearly shown the world is dynamic rather than a static, economics/social studies as a subject seek to solve the problems of the society and give clear insight into the problems of man and his environment. Economics/social studies was introduced to Nigeria schools in 1963 in view of satisfying the urge of children who are always curious and want to know where, when of various events takes place in their environment, since the introduction of the economics/social studies into Nigeria education system several questions has been raised about the teaching and learning of economics/social studies. They ask such questions as what a learner who is exposed to economics/social studies sought to find out.
This project sought to find out the problems associated with the teaching of economics/social studies in secondary schools using Iguobazuwa Grammar School , Udo Mixed School, Siluko Grammar School, Gbelebu Secondary School, and also Ofienamas School all in Ovia South West Local Government Area.
STATEMENT OF THE PROBLEMS
The teaching of economics/social studies in selected secondary schools in Ovia South West Local Government Area of Edo State is associated with some of the following problems:
1. Lack of instructional materials affects the teaching of economics/social studies
2. Lack of conducive environment affect the teaching of economics/social studies.
3. Lack of appropriate method of teaching affect the teaching of economics/social studies
4. Lack of incentive/regular payment of salary to teachers affects the teaching of economics/social studies.
5. Lack of sufficient lesson periods allotted economics/social studies affect the teaching of economics/social studies.
PURPOSE OF STUDY
The purpose of this study is to investigate the problems facing the teaching of economics/social studies in selected secondary schools in Benin City. Teachers, parents and community and how well economics/social studies programme could be designed to meet the expectation of these bodies. It is also hoped that the study will reduce the negative attitude of each of the above mentioned problems.
SIGNIFICANCE OF THE STUDY
This study will enlighten parents and the general public, and also help the government to recognize the problems affecting the effective teaching of economics/social studies in Junior Secondary Schools. It will also help in the identification of those problems, and in no small measure help both the teacher and education planners to rejuvenate the present standard of schools in these areas.
This will also guide policy makers on how to tackle problems facing the teaching of economics/social studies in Junior Secondary Schools. And it will help enhance students understanding of economics/social studies and thereby improve their performances in economics/social studies examinations.
RESEARCH QUESTIONS
1. Does the shortage of manpower (economics/social studies teachers) in Ovia South West Local Government Area adversely affect student’s performance?
2. Does shortage of teaching resources and other equipment affect the performance of students?
3. Is the wide scope of economics/social studies responsible for students lack of interest in the subject?
SCOPE OF THE STUDY
The study is limited to five secondary schools namely:
Iguobazuwa Grammar School , Udo Mixed School, Siluko Grammar School, Gbelebu Secondary School, and also Uhaza Secondary School all in Ovia South West Local Government Area.
DEFINITION OF TERMS
Problems – Something difficult to deal with or understand. Some thing to be solves or dealt with.
Effective – Achieving the intended result
Teaching – Giving instruction by a teacher to a lecturer.
Curriculum – This is the sum total of what the learner learn at school and what the teacher do to make the learners learn from their first day in school to when they graduate.
Society – An ordered community, a particular system of ordering the community.
Influence – Exercise power over something, people have effect upon person or something.
Interdependence – To depend on each other.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720, 09070569307, 08154275408
WHATSAPP US ON: 08137701720
INSTITUTIONAL FACTORS FACTORS ASSOCIATED WITH TEACHING AND LEARNING SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS IN WARRI NORTH LGA
Abstract
This study investigates the institutional factors associated with the teaching and learning of Social Studies in junior secondary schools in Warri North Local Government Area (LGA). Social Studies, a subject integral to the development of civic responsibility and social awareness among students, faces various challenges in the educational system. The study seeks to identify and analyze the institutional factors that influence the effectiveness of Social Studies education, including school infrastructure, teacher qualifications, availability of teaching materials, and administrative support.
Data were collected from a sample of junior secondary schools in Warri North LGA through surveys, interviews, and classroom observations. The study revealed that inadequate infrastructure, such as poorly equipped classrooms and insufficient teaching aids, significantly hampers the teaching and learning process. Additionally, the qualifications and experience of Social Studies teachers were found to be critical in delivering effective instruction, with many schools lacking adequately trained personnel. Administrative factors, including the support provided by school management and the availability of professional development opportunities for teachers, also play a crucial role in shaping the educational outcomes in Social Studies.
The research concludes that improving institutional factors, such as enhancing school infrastructure, investing in teacher training, and ensuring the availability of appropriate teaching materials, is essential for the effective teaching and learning of Social Studies in junior secondary schools in Warri North LGA. The study offers recommendations for policymakers, school administrators, and educators to address these challenges and improve the quality of Social Studies education.
This study contributes to the broader understanding of the impact of institutional factors on educational outcomes, providing insights that can inform strategies to enhance the teaching and learning of Social Studies in similar contexts.
Chapter One:
Introduction
1.1 Background to the Study
The effectiveness of education in any subject area largely depends on the availability and competence of professional teachers. In Social Studies, which encompasses history, geography, civics, and other social sciences, the role of qualified teachers is particularly vital. They are responsible for imparting essential knowledge and skills that help students understand societal structures, cultural diversity, and civic responsibilities. However, many public secondary schools are experiencing a significant shortage of professional Social Studies teachers, which adversely affects the quality of education.
This shortage is a multifaceted issue that has been influenced by various factors over the years. Inadequate teacher training programs, insufficient professional development opportunities, unattractive working conditions, and systemic inefficiencies in teacher recruitment and retention are among the key contributors. These factors not only deter prospective teachers from entering the profession but also lead to high turnover rates among existing teachers.
The implications of this shortage are far-reaching. Students are deprived of quality education in Social Studies, which hampers their academic performance and understanding of critical societal issues. Furthermore, the burden on the existing teachers increases, leading to burnout and reduced teaching effectiveness. Addressing these challenges requires a comprehensive understanding of the underlying factors and the development of strategic interventions.
The quality of education in public secondary schools is significantly influenced by the availability and competence of professional teachers. In Social Studies, a subject that integrates various disciplines such as history, geography, civics, and economics, the role of adequately trained and professional teachers is crucial for delivering comprehensive and engaging education. Social Studies teachers are responsible for fostering students’ understanding of societal structures, cultural diversity, and civic responsibilities, which are essential for developing informed and active citizens.
However, many public secondary schools are facing a critical shortage of professional Social Studies teachers. This shortage undermines the quality of instruction and negatively impacts student learning outcomes. Several factors contribute to this problem, including inadequate teacher training programs, insufficient professional development opportunities, unattractive working conditions, and systemic inefficiencies in teacher recruitment and retention. These factors not only deter prospective teachers from entering the profession but also lead to high turnover rates among existing teachers.
The implications of this shortage are far-reaching. Students are deprived of quality education in Social Studies, which hampers their academic performance and understanding of critical societal issues. Additionally, the burden on the existing teachers increases, leading to burnout and reduced teaching effectiveness. Addressing these challenges requires a comprehensive understanding of the underlying factors and the development of strategic interventions to improve the recruitment, training, and retention of Social Studies teachers.
1.2 Statement of the Problem
The shortage of professional Social Studies teachers in public secondary schools is a persistent problem that has significant educational implications. Despite the recognized importance of Social Studies in fostering informed and engaged citizens, the subject is often undermined by the lack of qualified teachers. This shortage results in larger class sizes, reduced instructional time, and a reliance on underqualified or out-of-field teachers, all of which negatively impact student learning outcomes.
The problem is exacerbated by several factors, including inadequate pre-service training, limited ongoing professional development, and unattractive working conditions. Furthermore, systemic issues such as inefficient teacher recruitment processes and poor retention strategies contribute to the ongoing shortage. This study seeks to identify and analyze these factors in order to provide insights and recommendations for addressing the problem.
1.3 Purpose of the Study
The primary purpose of this study is to investigate the factors responsible for the inadequate supply of professional Social Studies teachers in public secondary schools. Specifically, the study aims to:
Examine the current state of teacher training programs for Social Studies educators.
Assess the availability and quality of professional development opportunities for Social Studies teachers.
Identify the challenges related to teacher recruitment and retention in the field of Social Studies.
Explore the perceptions of Social Studies teachers regarding their working conditions and job satisfaction.
Provide recommendations for improving the supply and retention of professional Social Studies teachers in public secondary schools.
1.4 Research Questions
To guide this study, the following research questions are formulated:
What is the current state of pre-service training programs for Social Studies teachers?
How accessible and effective are professional development opportunities for Social Studies teachers?
What are the main challenges in recruiting and retaining Social Studies teachers in public secondary schools?
How do Social Studies teachers perceive their working conditions and job satisfaction?
What strategies can be implemented to improve the supply and retention of professional Social Studies teachers?
1.5 Significance of the Study
This study holds significant value for a variety of stakeholders, including educators, policymakers, and educational administrators. By identifying the factors contributing to the shortage of professional Social Studies teachers, the findings can inform the development of targeted interventions to address these challenges. Enhanced teacher training programs, improved professional development opportunities, and effective recruitment and retention strategies can collectively ensure a sufficient supply of qualified Social Studies teachers.
For educators and administrators, the study provides insights into the systemic issues that need to be addressed to improve teacher quality and retention. For policymakers, the research highlights the areas where strategic investments and policy reforms are needed to strengthen Social Studies education. Ultimately, the study aims to contribute to the broader goal of improving educational quality and student outcomes in public secondary schools.
1.6 Scope and Delimitations
This study focuses on public secondary schools and the factors affecting the supply of professional Social Studies teachers. The scope includes an examination of pre-service training programs, professional development opportunities, and the working conditions of Social Studies teachers. The research is geographically limited to a specific region to provide a detailed and contextual analysis, with the potential for findings to be relevant to similar settings.
The study does not cover private schools or other subject areas, as the focus is specifically on Social Studies education in public secondary schools. Additionally, while the study aims to provide comprehensive insights, it does not delve into broader educational policies or socio-economic factors that may indirectly influence teacher supply.
1.7 Definition of Terms
To clarify the key concepts used in this study, the following terms are defined:
Professional Social Studies Teachers: Educators who have received formal training and certification to teach Social Studies at the secondary school level.
Instructional Materials: Resources used by teachers to facilitate learning, including textbooks, visual aids, digital content, and interactive tools.
Teacher Retention: The ability of a school or educational system to retain its teaching staff over time.
Pre-Service Training: Education and training provided to individuals before they begin their careers as teachers.
Professional Development: Ongoing training and education for teachers to improve their skills and knowledge.
1.8 Organization of the Study
The study is organized into five chapters:
Chapter One: Introduction, which provides the background, problem statement, purpose, research questions, significance, scope, and definitions.
Chapter Two: Literature Review, which examines relevant theories, previous studies, and conceptual frameworks related to the shortage of Social Studies teachers.
Chapter Three: Research Methodology, which outlines the research design, sample selection, data collection methods, and data analysis procedures.
Chapter Four: Findings and Analysis, which presents the results of the study and interprets the data in relation to the research questions.
Chapter Five: Summary, Conclusions, and Recommendations, which summarizes the findings, discusses their implications, and offers practical recommendations for addressing the shortage of professional Social Studies teachers in public secondary schools.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720, 09070569307, 08154275408 (1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 09070569307, 08154275408
]]>BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720
WHATSAPP US ON: 08137701720
AUDIO-VISUAL CHALLENGES AND SOLUTIONS IN THE UTILIZATION OF AUDIO- VISUAL MATERIALS IN TEACHING SOCIAL STUDIES IN UPPER BASIC SCHOOLS IN UDI EDUCATION ZONE, ENUGU STATE, NIGERIA
Abstract:
This study examined the challenges and possible solution to the utilization of audio-visual materials in teaching social studies in upper basic schools in Udi education zone, Enugu state, Nigeria. The specific of objectives were to identify the challenges in utilizing audio- visual materials in teaching Social Studies and ascertain the possible solutions to the challenges of utilizing audio- visual materials in teaching social studies. The researcher adopted descriptive survey research design for the study, while the study area was Udi Education Zone, Enugu State. The population for this study comprises all teachers of Social Studies in the fifty-four (54) public secondary schools in Udi Education Zone of Enugu State. The population of teachers of Social Studies is ninety-four (94); 28 male teachers and 66 female teachers. The entire population was utilized as the sample for the study. Data obtained were collated and subjected to descriptive statistics (for research questions) and inferential statistics (for hypotheses). The research questions were analyzed using frequency, percentages, mean and standard deviation. The hypotheses were also analyzed using independent sample ttest. Data were presented in tables. The results of the study revealed that there is a significant difference in the mean response of male and female teachers on the degree of challenges encountered in the utilization of audio-visual materials in the teaching of social studies and that there is a significant difference between the mean ratings with respect to the possible solutions. The researchers among other things recommended that adequate Funds should be provided by the state and federal Ministries of Education for the purchase of more audio-visual materials. The teachers should also be supervised for proper and effective use of audio-visual materials and that creative and resourceful teachers should improvise equipment and materials to improve learning. Students should also be involved in the improvisation and use of audio-visual materials as they learn more from what they do.
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Can Computer-Assisted Instruction Improve Students’ Motivation and Academic Performance in Social Studies?
ABSTRACT
Teaching social studies requires more engaging and more student-centered strategies. The use of technology as
Accepted: 28 Sep. 2021 pedagogy in this digital era is a typical picture in teaching social studies courses. Technology-integrated teaching is also a trend now due to educational disruption brought about by the COVID-19 pandemic. This one-group prepost-test action research investigated the effects of Computer-Assisted Instruction (CAI) on motivation and academic performance in social studies among students in a public secondary school in Zambales, Philippines. Findings revealed that the students had a fair level of motivation (M=3.20) towards the subject before the intervention and had a high motivation (M=3.59) after their exposure to CAI. The class had an average (M=23.18) academic performance in social studies before the intervention and had improved to above average (M=37.82) after the treatment. There was a significant difference in the motivation and academic performance of students after the application of the CAI. The study recommends the use of CAI in teaching select concepts in social studies to improve students’ motivation and academic performance. Contextualization of CAI is also recommended specifically in this era of disruptive technologies and era of educational disruption.
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AWARENESS OF THE HEALTH RISKS ASSOCIATED WITH BODY PIERCING AND TATTOOING AMONG UNDERGRADUATE STUDENTS OF NIGER DELTA UNIVERSITY, AMASSOMA
Abstract
This study was carried out to determine the awareness of health risks associated with body piercing and tattooing among undergraduate students in awareness of the health risks associated with body piercing and tattooing among undergraduate students of niger delta university, amassoma. Five objectives were set (to ascertain the students awareness of health risks associated with body piercing and tattooing, to determine the students practice of body piercing and tattooing, to determine students reason for body piercing and tattooing, to determine students attitude towards body piercing and tattooing, to determine influence of knowledge on their practice). 342 students were used, 379 questionnaires were developed and shared by the researcher according to the stated objectives. The study showed that 258 (75.4%) of students are aware that tattoo/body piercing can constitute a health risk while 84 (24.6%) are not aware. 142 (55.0%) of the respondent endorsed HIV/AIDS as the health risk, 72 (27.9%) tetanus, 10 (3.9%) hepatitis, 33 (12.8%) pruritus (itching) while 86 (33.3%) skin injury as the health injury that can result from body piercing/tattooing. 69 (20.2%) have tattoo/body pierced while 273 (79:8%) neither tattooed/pierced. The major reason for students body piercing and tattooing were for self identity. 235 (68.7) of the respondent consider tattoo/body piercing indecent. However, knowledge greatly affect their practice, on this not health education, workshops seminar on health risk associated with body piercing and tattooing were the recommendations made by the researcher.
Table of Content
Title Page
Certification Page
Acknowledgement
Table of Contents
List of Tables
Abstract
CHAPTER ONE:
INTRODUCTION
1.1 Background of the Study
1.2 Statement of Problem
1.3 Purpose of the Study
1.4 Objectives of the Study
1.5 Research Questions
1.6 Significance of Study
1.7 Scope of Study
1.8 Operational Definition of Terms
CHAPTER TWO:
LITERATURE REVIEW
2.1 Historical Perspective of Body Piercing Tattooing
2.2 Common Complications arising from Body Piercing and Tattooing
2.3 Prevention of Complication arising from Body Piercing and Tattooing
2.4 Theoretical Framework
2.5 Empirical Studies
2.6 Summary of the Literature Review
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1 Research Design
3.2 Area of Study
3.3 Target Population
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of Instrument
3.7 Reliability of Instrument
3.8 Sample size
3.9 Ethical Consideration
3.10 Method of Data Collection
3.11 Method of Data Analysis
CHAPTER FOUR:
PRESENTATION AND ANALYSIS OF DATA
4.1 Result
4.2 Analysis of Research Questions
CHAPTER FIVE
5.1 Discussion of Major findings
5.2 Implications of findings
5.3 Summary
5.4 Conclusion
5.5 Recommendations
5.6 Limitation of Study
5.7 Suggestions for Further Study
References
Appendix 1
Questionnaire
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THE SOCIAL WORK POLICIES AND IMPLEMENTATION IN MINNA METROPOLIS. ACHIEVEMENT, CHALLENGES AND WAY FORWARD
ABSTRACT
This work discusses the social work policies and implementation in minna metropolis, achievement, challenges and way forward
.A hundred and twenty questionnaires were distributed among people from selected states in Nigeria. Interviews and surveys were also conducted.
Primary and secondary data will be used in the analysis. Tables and percentages will also be used as the instrument of analysis
It will be observed therefore that there is a relationship between social work policies and implementation.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Research Problem
1.3 Objectives of the Study
1.4 Significance of the Study
1.5 Research Questions
1.6 Research Hypothesis
1.7 Conceptual and Operational Definition
1.8 Assumptions
1.9 Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources of Literature
2.2 The Review
2.3 Summary of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Method
3.2 Research Design
3.3 Research Sample
3.4 Measuring Instrument
3.5 Data Collection
3.6 Data Analysis
3.7 Expected Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data Analysis
4.2 Results
4.3 Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2 Recommendations for Further Study
Bibliography
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INVESTIGATION INTO THE ROLE AND LEARNING OF INSTRUCTIONAL MATERIALS IN THE TEACHING OF SOCIAL STUDIES
ABSTRACT
This study was carried out to find out the effects of instructional resources on the academic achievement of secondary school students in SOCIAL STUDIES. For the purpose of the study, data were collected from five hundred and five (505) form IV SOCIAL STUDIES students, eleven (11) SOCIAL STUDIES teachers and seven (7) principals in eleven (11) selected
Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo State. Teachers and students in the sampled schools were administered, an investigator – constructed questionnaire. SOCIAL STUDIES Achievement Test was also administered on the students in the selected schools. Results of the study indicated that adequate supply of instructional resources have significant effects on students’ performance in SOCIAL STUDIES. Furthermore, the results revealed that schools with adequate teacher quality and material resources in SOCIAL STUDIES showed superiority in achievements on the SOCIAL STUDIES test than schools without adequate teacher quality and material resources.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
A number of studies have shown that many school systems, particularly those in urban and high-poverty areas, are plagued by decaying buildings that threaten the health, safety, and learning opportunities of students. Good facilities appear to be an important precondition for student learning, provided that other conditions are present that support a strong academic program in the school. A growing body of research has linked student achievement and behavior to the physical building conditions and overcrowding. A study of the District of Columbia school system found, after controlling for other variables such as a student’s socioeconomic status, that students’ standardized achievement scores were lower in schools with poor building conditions. Students in school buildings in poor condition had achievement that was 6% below schools in fair condition and 11% below schools in excellent condition. (Edwards, 1991)
Cash (1993) examined the relationship between building condition and student achievement in small, rural Virginia high schools. Student scores on achievement tests, adjusted for socioeconomic status, was found to be up to 5 percentile points lower in buildings with lower quality ratings. Achievement also appeared to be more directly related to cosmetic factors than to structural ones. Poorer achievement was associated with specific building condition factors such as substandard science facilities, air conditioning, locker conditions, classroom furniture, more graffiti, and noisy external environments.
Similarly, Hines’ (1996) study of large, urban high schools in Virginia also found a relationship between building condition and student achievement. Indeed, Hines found that student achievement was as much as 11 percentile points lower in substandard buildings as compared to above-standard buildings.
A study of North Dakota high schools, a state selected in part because of its relatively homogeneous, rural population, also found a positive relationship between school condition (as measured by principals’ survey responses) and both student achievement and student behavior. (Earthman, 1995)
McGuffey (1982) concluded that heating and air conditioning systems appeared to be very important, along with special instructional facilities (i.e., science laboratories or equipment) and color and interior painting, in contributing to student achievement. Proper building maintenance was also found to be related to better attitudes and fewer disciplinary problems in one cited study.
Research indicates that the quality of air inside public school facilities may significantly affect students’ ability to concentrate. The evidence suggests that youth, especially those under ten years of age, are more vulnerable than adults to the types of contaminants (asbestos, radon, and formaldehyde) found in some school facilities (Andrews and Neuroth, 1988). Lowe (1988) interviewed State Teachers of the Year to determine which aspects of the physical environment affected their teaching the most, and these teachers pointed to the availability and quality of classroom equipment and furnishings, as well as ambient features such as climate control and acoustics as the most important environmental factors. In particular, the teachers emphasized that the ability to control classroom temperature is crucial to the effective performance of both students and teachers.
A study of working conditions in urban schools concluded that “physical conditions have direct positive and negative effects on teacher morale, sense of personal safety, feelings of effectiveness in the classroom, and on the general learning environment.” Building renovations in one district led teachers to feel “a renewed sense of hope, of commitment, a belief that the district cared about what went on that building.” In dilapidated buildings in another district, the atmosphere was punctuated more by despair and frustration, with teachers reporting that leaking roofs, burned out lights, and broken toilets were the typical backdrop for teaching and learning.” (Corcoran et al., 1988)
Corcoran et al. (1988) also found that “where the problems with working conditions are serious enough to impinge on the work of teachers, they result in higher absenteeism, reduced levels of effort, lower effectiveness in the classroom, low morale, and reduced job satisfaction. Where working conditions are good, they result in enthusiasm, high morale, cooperation, and acceptance of responsibility.” A Carnegie Foundation (1988) report on urban schools concluded that “the tacit message of the physical indignities in many urban schools is not lost on students. It bespeaks neglect, and students’ conduct seems simply an extension of the physical environment that surrounds them.” Similarly, Poplin and Weeres (1992) reported that, based on an intensive study of teachers, administrators, and students in four schools, “the depressed physical environment of many schools… is believed to reflect society’s lack of priority for these children and their education.” With reference to the importance of learning resources, the Education for All programme stresses that attention to certain areas leads to substantial increase in school effectiveness: (a) relevance of curricula and their regular overhaul to ensure coherence . . . ; (b) adequacy of learning resources, such as textbooks for SOCIAL STUDIES, learning aids and teachers’ guides; (c) better use of instructional time; (d) improvements in the quality of teaching, mainly through in-service teacher training; and (e) making primary education child-centred. [. . .] Education programmes today must be of high quality and relevant if they are to meet the complex needs of individuals, employers and society as a whole. Improving quality in education requires adequate resources, competent teachers, appropriate facilities, and modern textbooks for SOCIAL STUDIES, resources and methods. Efficient planning and management, both at system and local-site levels, and a commitment to the idea of quality are needed if quality education is to be achieved and maintained (4).
The learning resources required to help the teacher are not just textbooks for SOCIAL STUDIES. The availability of textbooks for SOCIAL STUDIES has long been recognized as an important factor in educational attainment and governments and agencies have, to the exclusion of other aspects of the problem, focused on projects and programmes for textbook provision. However, books other than textbooks for SOCIAL STUDIES and instructional resources that are not books (such as boards and chalk, maps and flip charts, scissors, pencils, notebooks and writing pads, equipment and tools needed for science instruction, radio and television, computers and so on), are equally important for improving educational achievement.
The choice of cost-effective resources varies and depends on many factors.
Educational achievement is determined by the teacher’s knowledge of the subject and pedagogical skills, the availability of textbooks for SOCIAL STUDIES and other learning resources, and the time spent by pupils in learning. The levels and range of instructional resources available to teachers and students determine what goes on in a classroom. Where there is money for books and other learning resources, teachers are, in general, better qualified and the tuition provided is more diversified and more efficient than it is when there are few textbooks for SOCIAL STUDIES and when the teachers have no greater access to supplementary reading resources than do their students.
But when textbooks for SOCIAL STUDIES are available, the importance of training teachers in the use of new curriculum resources must not be ignored. The effectiveness of whatever learning resources are available depends on the ability of the teacher to use them as intended. Any efficient curriculum and textbook development programme should include the development of teachers’ manuals and additional teaching resources, and these resources should be introduced to the teachers by means of in-service training courses.
The scarcity of educational resources is a problem because of a shortage of copies of textbooks for SOCIAL STUDIES and the small range of those available. Students do not learn at the same pace. The poor quality and uneven development of instructional resources for different levels of learning increase the teachers’ difficulties in teaching. Different approaches require different learning resources. Double-shift and multigrade classrooms, for example, require more instructional resources than single-grade classrooms do.
In poor countries where books are scarce and teachers are often untrained, textbooks for SOCIAL STUDIES assume wider importance than they do in more developed countries. Then the textbook becomes the most important, if not the only means of teaching. Without the textbook, the skills, concepts and content required by the curriculum cannot be taught. In the absence of other sources of information, the textbook becomes the most important and often the only source of content for the teacher and the sole basis for testing and assessment. The importance of textbooks for SOCIAL STUDIES when teachers are untrained is illustrated in a study (5) made in north-eastern Brazil, in which the teachers were asked to sit a general, multidisciplinary examination with their students. The students did better than the teachers, which is explained by the fact that the students had learned more from their textbooks for SOCIAL STUDIES than from what the teachers had taught them. The role played by textbooks for SOCIAL STUDIES in the education process needs to be evaluated with regard to financial, social and cultural conditions. If textbook provision schemes originally developed to suit formal education programmes do not correspond to the economic, social and cultural realities of a developing country, then it may be more realistic to revise the concept of the textbook, not just the text itself. More research is needed into the relevance and effectiveness of learning resources in a particular context and into the effectiveness of simple guides, lesson plans and workbooks. The integration of examination requirements and other aspects of the learning process need to be given more attention. In many classrooms, the examination requirements, not the syllabus, determine what is taught.
Where textbooks for SOCIAL STUDIES are scarce or available only when the student is at school, alternative forms of instructional resources may be both more important and more effective. In cases where there are few books in schools and where the financial realities are such that only limited funds are available for learning resources, the most cost-effective teaching aid may be teachers’ workbooks based on the curriculum. Textbook content and the educational approach also need to be considered. In spite of the gains made in the development of curriculum resources, much more needs to be done. The content of instructional material needs to be seen as an ongoing activity. In general, curriculum resources are oriented towards people who live in cities, with a bias towards the norms and values of the often conservative upper classes of society. Educational resources, in more ways than one, often speak a language different from that of the students.
Readability and presentation are important. Poor presentation and inappropriate levels of reading difficulty can mean that an otherwise good textbook fails in its purpose. Education is still dominated by rote learning. The emphasis of the Education for All programme on the objects of education – the horizons of learning, the humanizing effect of education, learning to learn and learning to care – needs to be reflected in programmes designed to improve the provision of learning resources. Education, according to Coombs (1970) consists of two components. He classified these two components into inputs and outputs. According to him, inputs consist of human and material resources and outputs are the goals and outcomes of the educational process. Both the inputs and outputs form a dynamic organic whole and if one wants to investigate and assess the educational system in order to improve its performance, effects of one component on the other must be examined.
Instructional resources which are educational inputs are of vital importance to the teaching of any subject in the school curriculum. Wales (1975) was of the opinion that the use of instructional resources would make discovered facts glued firmly to the memory of students. Savoury (1958) also added that, a well planned and imaginative use of visual aids in lessons should do much to banish aparthy, supplement inadequacy of books as well as arouse students interest by giving them something practical to see and do, and at the same time helping to train them to think things out themselves. Savoury (1958) suggested a catalogue of useful visual aids that are good for teaching SOCIAL STUDIES i.e pictures, post cards, diagrams, maps, filmstrips and models.
He said that selection of resources which are related to the basic contents of a course or a lesson, helps indepth understanding of such a lesson by the students in that they make the lesson attractive to them, thereby arresting their attention and thus, motivating them to learn. He suggested a catalogue of aids which could be used to teach SOCIAL STUDIES. He advocated the use of pictures which will help children in grounding their thoughts and feelings. He said that pictures are used as alternatives to real objects where it is impossible to show students the real objects, and they do serve effectively in tan imagined activities.
It is also very vital to have sufficient and adequate human resources in terms of teacher quality for the teaching of all subjects in the school curriculum. Without the teachers as implementing factors, the goals of education can never be achieved. In order to achieve a just and egalitarian society as spelt out in the Nigerian National Policy of Education (1981), schools should be properly and uniformly equipped to promote sound and effective teaching. Suitable textbooks for SOCIAL STUDIES, qualified teachers, libraries which are adequate should also be provided for schools. Scarcity of these, according to Coombs (1970), will constraint educational system from responding more fully to new demands. In order to raise the quality of education, its efficiency and productivity, better learning resources are needed. Knezewich (1975) also stressed the importance of having appropriate personnel plan and adequate physical facilities to support educational effort.
1.3 OBJECTIVE OF THE STUDY
1. To introduce functions and types of learning and teaching resources for SOCIAL STUDIES.
2. To introduce strategies for effective resources development especially in field of SOCIAL STUDIES.
3. To provide guidance on how resources like textbook can be effectively used with examples of good practice.
4. Also, the purpose of learning and teaching resources is to provide a source of learning experiences for students.
5. To find out if there can be differences in the scores, on the test of SOCIAL STUDIES, of students in schools with adequate supply of qualified SOCIAL STUDIES teachers and the scores of students in schools with inadequate supply of qualified teachers.
6. To find out if there can be differences in the scores, on the test of SOCIAL STUDIES, of students in schools with adequate material resources in SOCIAL STUDIES and scores of student in schools with inadequate material resources in SOCIAL STUDIES.
1.4 RESEARCH QUESTION
1. Is possible to introduce functions and types of learning and teaching resources for SOCIAL STUDIES?
2. What are the strategies introduced for effective resources development especially in field of SOCIAL STUDIES?
3. How can this study provide guidance on how resources like textbook can be effectively used with examples of good practice?
4. Is the purpose of learning and teaching resources is to provide a source of learning experiences for students?
5. How can one find out if there can be differences in the scores, on the test of SOCIAL STUDIES, of students in schools with adequate supply of qualified SOCIAL STUDIES teachers and the scores of students in schools with inadequate supply of qualified teachers?
1.5 RESEARCH HYPOTHESES
In order to identify the variables and to accomplish the purpose of this study, the following hypotheses were tested.
H0: There is no significant difference in the scores, on the test of SOCIAL STUDIES, of students in schools with adequate supply of qualified SOCIAL STUDIES teachers and the scores of students in schools with inadequate supply of qualified teachers.
H1: There is a significant difference in the scores, on the test of SOCIAL STUDIES of students in schools with adequate resources and the scores of students in schools with inadequate material resources.
1.6 SIGNIFICANCE OF THE STUDY
The major concern of the study is teaching resources and effective teaching
and learning of SOCIAL STUDIES in the Junior secondary school usingselected Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo as a case study. This study should lend to awareness of studying problems of student of the school and prefer corrective measures. It is hoped that the students would be made to realize that learning involves skills perhaps better understanding of what learning is, may shape a learning attitude towards his fellow friends, schools, parents also provide knowledge and general interest for further studies in this area to the need to examine the learning comprehension skills of students with a view to identify the factors responsible for their academic performance. The study is also aimed at making the government realize that their efforts to improve the standard of education will continue to be a mirage if the teaching of learning among other learning skill is neglected in the school course outline. The study is delimited to the cause of poor study habits of high school student and its implication to teaching effectiveness. The investigation include the specific problem such as the profile of respondents the poor study habits of high school student: The effect of their poor study in teaching and learning process. What is the teaching could do to change or improve the student
poor study habits and any suggestion of teacher to improve the students poor study habits There are reason to consider that makes this study important to some groups of people like the teacher, school administrator the parents and education. Student this is because this investigation
may give them in sight concerning the cause and effect of the poor study habits of the student to the teaching and learning process to the result of this study may be very important to teaching
not only in the public school but even those in private sector the result may give these teacher some significant ideas on what they must in case they find some student having poor study habits What teachers should do is to find out the cause of such poor study habits of the pupils and then find for the mass necessary solution to the problems. The teacher after knowing they must talked to the parents about it so their parents could suppressive their weakness on their lessons at home
similarly the result of the study may have be significant to parents because through this they may known what to do to help improve or correct the poor study habits of their student to study their lesson in the night after supper instead of watching television or playing video games. The researchers believes that students, particularly Community primary school Nkwerre will be benefited from the findings of this study since the study provides basis for awareness and better understanding of how their current study habits affected their academic performance. Likewise gives them a more focused and clear perspective on how the specific behaviours related to their studies influenced study habits. Consequently, this awareness also gives a much deeper understanding of their selves as students considering that the college life is typically beset of developmental adjustment demands. School administrators like subject area coordinators, may also be guided in the formulation of future modification of educational policies, curriculum and strategies toward a more effective delivery of learning.
Teachers will also be help in understanding better the diversity of learning of their students. As such, it is hoped that they could develop more effective methodologies in teaching their subject matter.
Guidance and Counseling Centre will also be help by this study through providing a more focused and factual knowledge on the factors affecting students study habits. This increased the understanding of the Guidance Counselors on the interplay of the variables studied in this research. Such knowledge is hoped to help the Guidance and Counseling practitioners towards the development and implementation of more effective programs in consideration of these variables. Students will be given information on how study affects their academic performance. The result of the study will make them aware of the common study habits among their co- education students.
This study is centered on teaching resources and effective teaching and learning of business
studies in the Junior secondary school usingselected Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo as a case study.
1.8 LIMITATION OF STUDY
Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. selected Junior secondary schools in Ogbomoso North and Central Local Government areas of Oyo as acase study. finds it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Main idea: The is the key or point that dominates the passage.
Word to word: Reading of every word of the passage one by one without any transition skill from one phrase to another.
Diagnosis: This is the investigation of the nature of the course and extent of the nature of the students’ strength and weakness.
Literal meaning: This involves ordinary meaning of words basic or usual meaning of a word or phrase.
Evaluation: This is the ability to read beyond the line. It involves critical assessment of the reader what he is reading.
Cognitive: Ability of knowing how to, knowing what and the ability of the reader to use experience.
Affective reading: Good reading and caring for materials.
Languages: A systematic means of conventionalized signs, sounds, gestures, or marks having understood meaning.
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• Factors- one that actively contributes to an accomplishments,results, or process
• Develop- to bring out the capabilities or possibilities of
• Study Habits- manner which you consistently use to study for school or college or even for the next day lesson.
• Students- describe as one who directs zeal at a subject. Student isused for anyone who is learning.
Operational Definition:
• Factors- these refers to anything that affects study habits
• Develop- refers to fast or gradual changes in a range of time
• Study Habits- refers to the ways of studying on a particular subject
• XU Students- referring to all officially enrolled students of Community primary school Nkwerre.
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INFLUENCE OF PSYCHO-SOCIAL BEHAVIOUR ON ACADEMIC PERFORMANCE OF STUDENTS
ABSTRACT
The desire to undertake this study arose from the alarming rate at which delinquency as a social menace has affected secondary schools in Imo State in general, and Owerri Municipal in particular. This therefore has called for a need to find out the main causes of delinquent behaviour among secondary school students and recommended ways by which delinquency can be reduced in the schools.
The data for this study were collected from a sample population of one hundred and fifty respondents, forty students from four different secondary schools comprising of both males and females. The instrument used was questionnaire and it contained twenty four questions which are on the causes of delinquent behaviour among secondary school students. Four research questions were asked. The result of the study revealed that delinquent behaviour among secondary schools students are caused by several factors. These include the parental socio-economic status, the influence of mass-media, home-related factors and the influence of parental occupational background. Likely solutions were proffered to ameliorate this social menace.
The study focused on identifying the influence of family types on juvenile delinquency among secondary school students in Nigeria. Based on empirical findings, three research questions were raised along with three hypotheses to guide the study. Using the multistage random sampling technique, 200 students were selected for the study from five public secondary schools in Uyo metropolis. The self-report Family Delinquency Questionnaire (FADEQ) was used for data collection. Frequencies and simple percentages were used to answer the research questions while the hypotheses
were tested statistically using the chi square statistic. The results indicate that three family variables namely: family stability, family cohesiveness, and family adaptability impact strongly on juvenile delinquency among secondary school students in Uyo metropolis. The discussion was also put in the context of previous findings. Based on these
findings, the counseling implications were proffered.
Families are the strongest socializing forces of life. They teach children to eschew unacceptable behaviour, to delay gratification and to respect the right of others. Conversely, families can teach children aggressive, anti-social, and violent behaviours. Also, children who are rejected by their parents, who grow up in homes with considerable conflicts, or who are inadequately supervised are at the greatest risk of becoming delinquent. Adolescence is a time of expanding vulnerabilities and opportunities that accompany the widening social and geographical exposure to life beyond the school or family, but it starts with the family.
During the past century, significant changes in family arrangements have occurred, modern family structures vary widely. Its form is diversifying with, for example, the increase in one parent families and non-marital unions as well as extended family arrangements. Differing family structures may directly impact on the stability of the family, home and the functioning of children and adolescents. Family type refers to the way family members interact with each other, that is, levels of adaptability, cohesiveness and communication demon-
Adolescent problem behavior, including substance use, school misconduct and delinquency, is a national concern. Implicit in the concept of middle school is the recognition that students who develop positive social bonds with their school are more likely to perform well academically, and refrain from misconduct and other antisocial behavior. However, little scientific attention has been given to the complex interactions between middle school students and the school environment. Prior to implementing a middle school problem behavior prevention program we conducted a survey in the seven middle schools in one US school district. Out of 4668 grade 6–8 students enrolled, 4263 (91.3%) completed the survey. Student–school bonding was positively correlated with school adjustment (r = 0.49) and perceived school climate (r = 0.77), but inversely correlated with problem behavior (r = –0.39 to –0.43). Problem behavior was significantly higher (P < 0.001) among males than females and among students in higher grades. Conversely, school bonding, climate and adjustment were significantly higher (P < 0.001) among females than males, but declined significantly from one grade to the next. The data support the conclusion that school bonding is associated with problem behavior. We describe the development of a multiple-component intervention in middle schools designed to increase student–school bonding and prevent problem behavior.
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF STUDY
There have several reports and comments by the parents, school authorities and government, about delinquent behaviours being exhibited by adolescents in secondary schools all over the world. The word delinquent according to Oxford Advanced Learners Dictionary see it as not a serious crime which is usually committed by young people (i.e. teenagers). These delinquent acts include; stealing, lying, truancy, fighting, absenteeism from school etc. It is therefore no doubt that these delinquent acts have affected the nation as a whole. According to the philosophy of Nigeria Education which is derived from main national objectives plan that there are.
objectives in the building of the national development which are;
i. A free and democratic society
ii. A just and egalitarian society
iii. United, strong and self-reliant nation.
iv. A great and dynamic economy
v. A land full of bright opportunities for all citizens.
Osokoya (1987) remarked that a nation that has her adolescent as delinquent cannot achieve all the above national objectives. The relationship between the parents’ socio-economic status and delinquency cannot be over-emphasized. This relationship really exists among the adolescents of various academic institutions. Following the idea of Manweber, which states that the socio-economic status is usually measured by the wealth a man possesses. For instance, assets like cars, buildings, investments etc. All these including the job or business which a man does are used to assess a person’s level of socio-economic standard, level or status.
In studying the socio-economic status of any given individual, sociologists have therefore often relied on socio-economic indices, such as occupation, level of education and income. Based on all or one of these indications, the various socio-classes are usually organized into hierarchal structure.
Students from high socio-economic status enjoy better living conditions. That is, they are provided with the necessary things of life such as good food, proper clothing, library, decent and comfortable accommodations and other facilities that can aid academic achievements. Also students from middle class are fairly provided with the above facilities that can also promote academic performance. But on the contrary, students from the low socio-economic class are provided with little or none of these facilities or materials mentioned above, of which will lead to the students performing below expectation and thereby generates into delinquent behaviours in order to survive.
Similarly, parental socio-economic status could embrace the following like the income of the parents, the educational background, the number of wives being acquired by the father, the type of home the parents live in, inherited properly such as land, buildings, etc. Also possession of electrical gadgets such as television, stero video, refrigerator, air conditioner etc. All these consist of what could be regarded as the parental socio-economic status.
Other factor influencing delinquent behaviour includes broken homes, peer group, the mass media, the school related factor, parent’s type of occupation and so on. It is due to these summed up factors and its negative effect on our society as a whole that raised our interest on this topic. The rate at which our adolescents take to delinquent acts in an alarming rate has to be checked. The solution has to be suggested in order to erase or reduce to a reasonable rate in our secondary schools.
The dramatic increase in the prevalence of problem behaviors during adolescence is a national concern (Dryfoos, 1990; Feldman and Elliot, 1990; USDHHS, 1991). By grade 8, 31.5% use alcohol and 26.2% smoke cigarettes monthly, 44.2% have been in a physical fight in the past year, and truancy, bullying, theft and vandalism are common (USDHHS, 1989; CDC, 1990; Dryfoos, 1990; Johnston et al., 1994). While low-income, minority youth (Lorion et al., 1991) and those who experience family dissolution and transience (Furstenburg, 1991) are at greatest risk, a large proportion of adolescents eventually engage in some form of problem behavior, placing them at increased risk for school failure, involvement in the criminal justice system and health problems (Dryfoos, 1990; McCord, 1990).
Problem behaviors are of particular concern in middle school, where a contagious youth culture of academic negativism and misconduct can thwart learning and disrupt the school routine. Many early adolescents, engaged in an intense period of development known as the adolescent transition, are poorly prepared for secondary school and highly susceptible to antisocial influences (2Carnegie Council on Adolescent Development, 1989). However, there is theoretical and empirical evidence that changes in the way middle grade schooling is conducted can promote academic achievement, improve school conduct and mediate the initiation of problem behavior (Hawkins and Weis, 1985; Kumpfer and Turner, 1991).
Middle school was conceived of as an innovative means of easing the transition of early adolescents to secondary education by providing a social and academic environment that is appropriate to the developmental level of early adolescents. Middle schools so developed compete for students’ affiliation. Theoretically, well adjusted students who develop a positive affiliation, or social bond, with their school are more likely to remain academically engaged, and less likely to become involved in school misconduct and other antisocial behaviors, than students who develop a negative affiliation with school (Hawkins and Weis, 1985). While social bonding is not the only mediator of problem behavior, student–school bonding can protect students from the loss of academic ambition and the propensity for misconduct.
In this paper we discuss student–school bonding as it applies to middle school and problem behavior prevention, present the findings from a survey of middle school students on school bonding, school adjustment and problem behavior, and describe the development of Going Places, a primary prevention program designed to prevent problem behavior by increasing school bonding among middle school students.
The prevalence of violence and antisocial behaviour among campus students has constituted a great worry to the campus community, parents, governments and society at large. As a matter of fact, the rate at which youths vandalize both school and public properties during protests coupled with incidences of stealing, resisting authority, impulsiveness, rape, cultism, introduction of arms both to themselves and others, bullying, fighting and the use of fire arms among other acts of violence constitutes a threat to peaceful co-existence and societal serenity. Indeed, both fatal and non-fatal assaults, which involve young people, contribute greatly to the burden of premature death, injury and disability. Unfortunately, the consequences of campus violence do not rest only on the victims and perpetrators but also their families, friends and communities. This therefore attracts the attention of researchers to analyze and understand factors which determine this antisocial act as a way of finding solutions to the problem.
The construct „violent behaviour‟ is defined as behaviour that includes physical injurious attacks and life-threatening use of drugs, murder or suicide and the intent to cause physical injury, damage or intimidation (Elliot, Hamburg and WIlliance 1998; Divyer, Osher and Hoffman, 2000). Relating the construct to academic setting, Estevez, Jimenez and Musitu (2008) described a violent student at school as the one who fails to comply with the school‟s regulation and monitor the interactions in the classroom and the social setting through the European Journal of Educational Studies 5(1), 2013 20 punitive behaviours towards the others that imply manifest, relational, reactive or proactive aggressions, which, based on the estimation of Fagan and Wilkinson (1998), are due to different reasons such as achievement and maintenance of a high social status; to have power and control over other students; being “avenging” imposing their own law and social norms since they consider the existing ones unacceptable or unfair; challenging the authority and opposing the established social controls that they feel oppressive and to experiment new risky behaviours.
The aim of this research work is on the influences of family and environment on our children in Awka South Local government Area in Ebonyi State. Much has been said on the influence of family and environment on the juvenile delinquent in most places. There is also another belief that children of nowadays challenge the authority of their parent. Some family still keep some moral norms and ethic while others have thrown them to the wind with the belief the social changes. Computer age and technology have made them of no effect; this is as a result of their pursuit for modernization and immoral wave that is sweeping across our nation today.
These problems arise and cause questions that need to be answered.
(i)Is there any influence between the family and environment on the behaviour of children?
(ii) Are there some forms of relationship between the two variables?
(iii) In what aspect do families and environment contribute to juvenile delinquency?
The interest of this work is to ascertain the extent to which the parental socio-economic status affects the delinquent behaviour in Secondary School.
This work will also investigate some causes of delinquency in the secondary school.
This work will also seek to investigate the role of mass-media as a factor of delinquent behaviour among secondary school students.
It will also determine the extent to which home related factor and influence of parental occupation affect the delinquent behaviour of secondary school students
Finally, this research work will help to find out how the problems of delinquent behaviour among secondary school can be minimized.
Adolescent problem behaviors are associated with a host of negative health and social outcomes, including school failure, arrest, addiction, sexually transmitted diseases, pregnancy, injury and death (Jessor and Jessor, 1977; Feldman and Elliott, 1990; Dryfoos, 1990). The prevalence of problem behaviors is relatively rare prior to middle school, but increases dramatically during adolescence. For example, less than 10% of sixth graders have used tobacco, but about 30% of eighth graders and 60% of 11th graders have. While only 5% of sixth graders have used alcohol, nearly 70% of eighth graders have (Johnston et al., 1994). Further, delinquency increases 10-fold from age 10 to 14 (Dryfoos, 1990) and experience with sexual intercourse increases from almost zero among preadolescents to 61.6% of ninth graders (CDC, 1995). These increases in prevalence occur among both males and females in all socioeconomic groups (Dryfoos, 1990; Johnston et al., 1994).
Problem behaviors tend to cluster (Jessor 1984; Lorion et al., 1991), the presence of one increasing the likelihood of another. Also, problem behaviors tend to have common psychosocial mediators (Jessor and Jessor, 1977; Jessor, 1984; Perry and Jessor, 1984). Poor social skills, perceptions of low social competence, academic underachievement, negative attitudes toward school and lack of parental guidance have been identified as modifiable risk factors for problem behavior (Hawkins and Weis, 1985; Dryfoos, 1990; Steinberg, 1990; Schinke et al., 1991). Elevated and unrealistic expectations about the benefits, prevalence and social acceptance of problem behaviors also place youth at risk for engaging in these behaviors (Hansen and Graham, 1991). Conversely, a perceived social norm that is conservative, in the sense that it is consistent with the actual, relatively low level of prevalence among adolescents, is protective against problem behavior. Peer affiliation can be a risk or protective factor because adolescents tend to behave in ways that are consistent with the behavior of their friends (Jessor and Jessor, 1977; Kandel et al., 1986). Adolescents whose parents are demanding, involved and supportive are at lower risk of engaging in problem behavior than adolescents whose parents are uninvolved and unsupportive (Baumrind, 1991; Steinberg, 1990).
The transitions to middle school and then to high school are particularly difficult for students who are academically or socially deficient (Entwisle, 1990; Seidman et al., 1994). The transition to middle school is notably difficult for students who fail to make friends with well-behaved children, lack the organizational and study skills required to keep up with assignments, and do not become involved in academic and co-curricular school activities. To protect themselves from feelings of failure and incompetence, students may become apathetic or develop anti-social attitudes and behavior. Often the school is the target of discontented students, who rebel against school rules, ignore academics, treat teachers and other students with disrespect, and vandalize school property and facilities.
The adolescent transition and middle school
Adolescence is typified by dramatic physical, cognitive and psychosocial maturation that varies widely in timing and tempo (Brooks-Gunn et al., 1985; Feldman and Elliott, 1990). Cognitively, adolescents’ abilities to deal with relative, abstract and social concepts gradually advances. Socially, the quality of relationships between early adolescents and their peers and adults becomes increasingly important in middle school. Psychosocially, adolescents continue to deal with the life-long issues of achievement and competence, while identity, autonomy, intimacy, sexuality and social status emerge as other dominant concerns (Steinberg, 1990; Steinberg, 1993). Clearly, educating early adolescents is a complex task, which can be all the more difficult when students dislike school.
Aside from school, few institutions and social programs are substantially devoted to adolescents. Participation in youth sports and recreation programs, for example, declines dramatically after elementary school (Smith, 1991; Seefeldt et al., 1993), and few supervised after-school programs are available for this age group (Carnegie Council on Adolescent Development, 1992). Hence, the school is the primary institution outside the family within which the development of adolescents can be directed and shaped. Within this context, adolescent problem behavior can be seen in part as the failure of schools to capture students’ sense of social affiliation and provide educational experiences and a social context within which adolescents can develop social competence (Harter, 1982) and experience success (Bandura, 1986). Youth who get off to a bad start in middle school are at risk for subsequent academic underachievement and problem behavior (Hawkins and Weis, 1985; Carnegie Council on Adolescent Development, 1989).
Middle school usually includes grades 6, 7 and 8, when most students are early adolescents, 10–14 years old. A product of the progressive education movement of the 1960s, middle schools were conceptualized to serve the unique academic and social needs of early adolescents, providing a transition between the relatively safe and academically flexible environment of elementary school and the relatively competitive, rigid and impersonal environment of high school (]Carnegie Council on Adolescent Development, 1989).
In practice many middle schools differ little from the junior high schools they replaced (Carnegie Council on Adolescent Development, 1989; Magendollar; 1993; Wigfield and Eccles, 1994a). Relative to junior high schools, middle schools ideally have fewer students and are smaller overall. The curriculum is less hierarchical (e.g. grade 6, 7 and 8 math) and less departmentalized (e.g. math, English, science, social studies). Each grade is treated as a separate group or team. Student and staff team members have frequent opportunities to interact with and get to know each other in class and participate in co-curricular activities. Students in each grade are mostly separated from the students in the other grades to prevent bullying and to insulate grade-level norms. Tracking by academic ability is discouraged, while grading is flexible and individualized. The pedagogy favors problem solving, critical thinking, and interactive teaching methods within integrated and interdisciplinary curricula.
Theoretically, these middle school innovations would facilitate students’ adjustment to school, enabling them to become involved in academic and co-curricular school activities, increasing motivation for learning, and decreasing motivation for misconduct and other anti-social behavior. Because underachievement and misconduct are two of the most important concerns of teachers and administrators, there is great interest in the concept and methods of increasing student–school bonding.
School bonding and problem behavior
Adolescents who form a positive affiliation or social bond with their school are more likely than adolescents who fail to establish this social bond to engage in a variety of prosocial behaviors and achieve up to their potential academically, and less likely to engage in problem behaviors such as fighting, bullying, truancy, vandalism and substance use.
The concept of social bonding arose from social control theory, which suggests that attachment to family and school, commitment to conventional pathways of achievement and beliefs in the legitimacy of societal order are primary elements of establishing a social bond (Hirschi, 1969). The theory and some empirical data suggest that social bonding is protective against anti-social behavior (Hawkins and Weis, 1985; Kumpfer and Turner, 1991; McBride et al., 1995). Similarly, bonding to the school, conceptualized by Hawkins and Weis (1985), includes attachment to prosocial peers, commitment to conventional academic and social activities at school, and belief in the established norms for school behavior.
Student–school bonding can be advanced by developing social skills and social competence, improving school climate, and encouraging authoritative parenting practices (Perry and Jessor, 1984; Hawkins and Catalano, 1990; Schaps and Battistich, 1991).
Social skills training
Middle school students have an acute need to demonstrate competence and be recognized for achievement (Steinberg, 1993; Wigfield and Eccles, 1994b). Those who feel blocked from academic achievement may be tempted to quit trying, misbehave or seek other anti-social avenues of achievement and recognition. If students do not develop the social skills they need to compete academically and do not have other opportunities for demonstrating achievement and competence within the school setting, they may develop antisocial attitudes and behavior (Hawkins and Weis, 1985; Steinberg, 1990). Conversely, students who are committed to school are less likely to engage in anti-social behavior than students who are uninvolved, alienated or hostile toward school (Elliot et al., 1985; Gottfredson, 1986; Schaps and Battistich, 1991; Kumpfer and Turner, 1991). Social skills curricula can improve self management and self control skills, thereby improving school adjustment and performance (Hawkins and Weis, 1985; Schaps and Battistich, 1991).
School climate
School climate has an important influence on school bonding (Pyper et al., 1987). Students are motivated by an authoritative teaching style that is demanding, supportive and fair (Hawkins et al., 1988; Schaps and Battistich, 1991; Olweus, 1993). Students who like their classes, believe their teachers are supportive and fair, have good peer relations, and accept their school’s mission, values and standards are more likely to bond to the school. Student–school bonding may be improved by defining in positive ways the culture and personality of the school, establishing school policies and practices that are relevant and fair, and increasing opportunities for students to participate in school activities (Gottfredson, 1986). Participation in academic and co-curricular activities increases bonding because students are reinforced by their own success experiences and enjoy the opportunity to affiliate with peers and teachers who share their interests (Hawkins and Weis, 1985).
Parent education
Children are likely to place a value on their academic and behavioral performance at school that is equal to the interest and concern demonstrated by their parents (Steinberg, 1993; Paulson, 1994). Parents can be encouraged to establish high expectations, become highly involved in their children’s school life, and support academic achievement and school participation (Baumrind, 1991; Dornbusch, 1994).
1.3 OBJECTIVE OF THE STUDY
1. To find out some causes of delinquent behaviour among secondary school students in Anambra state..
2. To evaluate the efficient and effective contribution of parents towards reducing delinquent behavioour among secondary school students in Nigeria especially, Anambra state..
3. To establish a relationship between socio-economic status and delinquent behaviour among secondary school students in Anambra state
4. To investigate if home-related factors and influence of parental occupations leads to delinquent behaviour of secondary school students.
5. To identify the problems which the family and environment impose on the behaviour of the children, which influences them most in the school environment in Awka South Local Government Area.
1.4 RESEARCH QUESTIONS
The following research questions have been formulated to guide the study;
1. What are the causes of delinquent behaviour among secondary school students in Anambra state?
2. Can parents contribute towards efficient and effective reducing delinquent behavioour among secondary school students in Nigeria especially, Anambra state?
3. How can one establish a relationship between socio-economic status and delinquent behaviour among secondary school students in Anambra state?
4. Can home-related factors and influence of parental occupations leads to delinquent behaviour of secondary school students?
5. What are the problems which the family and environment impose on the behaviour of the children, which influences them most in the school environment in Awka South Local Government Area?
1.5 RESEARCH HYPOTHESES
H0: There are no causes of delinquent behaviour among secondary school students in Anambra state.
H1: There are causes of delinquent behaviour among secondary school students in Anambra state.
H0: Parents cannot contribute towards efficient and effective reducing delinquent behavioour among secondary school students in Nigeria especially, Anambra state.
H1: Parents can contribute towards efficient and effective reducing delinquent behavioour among secondary school students in Nigeria especially, Anambra state.
H0: There is no significant relationship between socio-economic status and delinquent behaviour among secondary school students in Anambra state.
H1: There is a significant relationship between socio-economic status and delinquent behaviour among secondary school students in Anambra state.
H0: Home-related factors and influence of parental occupations leads cannot to delinquent behaviour of secondary school students.
H1: Home-related factors and influence of parental occupations leads to delinquent behaviour of secondary school students.
1.6 SIGNIFICANCE OF STUDY
This study will be based on the effect of socio-economic status of parents on the behaviour of students in secondary schools. It will help the teachers, parents, educational psychologist and administrators to understand better, why some students engage in delinquent acts.
It will also give suggestions on how parents and teachers could improve their social relationship with the students so as to provide more effective and realistic direction on the cultivation of accepted code of conduct and behaviour which are more appropriate and conforming within the society in question.
It will also help the government to as well know the causes and effect of delinquent behaviours among adolescent students with specific reference to parental socio-economic status and hence plan adequately for educational improvement.
The research intends to make practical investigation to find out whether there is actually a significant influence which the family poses on the children in our school environment. As it affect school children in Awka South Local Government Area.
(i) To help parents and teachers to be well informed of life pattern of their children in the society and as well in the school environment.
(ii) The parents will be helped to know how they will help in bringing up their children in normal way.
(iii) To help parents to curb deviant behaviour of their children in the society.
(iv) To find out the extend this problems affect our children in Awka South Government Area.
1.7 SCOPE /LIMITATION OF THE STUDY
This study is primarily effectiveness of parental contribution to reducing delinquent behaviour among secondary school students in Anambra state . The study is carried out in Anambra state. The study covers the causes, effect of mass-media, broken homes and socio-economic status of parent. The study covers four selected secondary schools within Anambra state. The scope of the study covers within Awka South Local Government Area in Ebonyi State. The present research wishes to find out the influence of family and environment on the behoviour of our children which the teacher confronts in the teaching and learning process. As a result of this, the researcher has to consider these as factors that affect our children:-
(i) Problems of Parents Teachers Dialogue (PTA).
(ii) Problem of parent living good exemplary life and leaving the training of children in the hands of teachers completely.
(iii) Poor communication between parent and children.
DEFINITION OF TERMS
Juvenile delinquency: Juvenile delinquency refers to delinquent and criminal behaviour among young people as they negotiate the transition from childhood to adulthood in an increasingly complex and
confusing world. Although the issue of juvenile delinquency is an age long problem, it seems that the juvenile delinquency of the past cannot be compared with that of the present era. The antisocial behaviours often associated with the juvenile delinquents’ include vandalism, drug abuse, weapon carrying, alcohol abuse, rape, examination malpractices, school violence, bullying, cultism, truancy, school drop-outs, to mention but a few.
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THE EXTENT OF USE OF INSTRUCTIONAL MATERIALS FOR EFFECTIVE TEACHING AND LEARNING OF SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
Background to the Study
Instructional materials are the wide variety of equipment and materials
used for teaching and learning. Some are real objects, others are pictures, charts, television, radio, filmstrips, and slide projectors which bring about effectiveness and efficiency in teaching learning process and thereby enhance the achievement of instructional objectives (Okwor and Ike (1995).
The major objectives of social studies education include the inculcation of the desired knowledge, attitudes, interests, values, behaviour pattern, thinking processes and some basic skills such as reading, language study and participation. As a problem solving discipline, social studies is designed to assist man proffer solutions to his problems whether, cultural, geographical, sociological, historical, political and psychological, Igbo and Nweke (2004). Other important skills are map reading, and interpretation. It was pointed out that the teaching of social studies requires the use of various materials and activities that represent the various facts of human behaviour, activities and relationship with others (Famwang, 1998). This is necessary so as to reflect the inter disciplinary nature of social studies.
Instructional resources play important roles in teaching Social Studies. The National Council for Social Studies (NCSS) in U.S.A. stated that social studies education needs not only teachers, textbooks, and blackboards but also
The Nigerian Journal of Research and Production Volume 17 No 1, November, 2010 requires the use of maps, reference books, periodicals, audio and visual materials, field trips and great lectures (NCSS 1979). The council pointed out that a variety of media should be available for learning through seeing, touching and acting. The social studies classroom should be a learning laboratory.
Clark (1973) and Ogunsanya (1984) listed tools and materials of instruction in social studies. These are film slides, pictures, resource people, diagrams, sketches, cartoons, stamps, mass media, newspapers, television and radio, maps, globes, and textbooks. In most secondary schools in Nigeria most of the instructional materials required for teaching social studies are scarce. Even where they are available, they are under utilized. Famwang (1989) gave a report of a study conducted by Adewoye (1987) about the status of instructional aids for teaching social studies in Nigeria. The study revealed that teaching materials are grossly lacking in Nigerian schools. It was reported that 89 percent of the respondents claimed that they had no improvise, while 57 percent indicated that they had no access to resource materials at all. Ismaila (1989) reported that out of 144 subjects involved in a study, 124 (86.1%) indicated that their schools were in short supply of teaching materials. In another related study by Pwajok reported by Famwang (1989), it was found that a large percentage of students (61.3%) and (77.5%) of the teachers believe that lack of suitable and relevant textbooks made students develop a nonchalant attitude to social studies. Social studies education may not be successfully accomplished and its objectives attained without the availability and use of adequate teaching materials. The rapid changes in technology and pattern of communication meant for education have exposed teachers to more challenges in the teaching and learning process.
Statement of the problem
Some activities are recommended in the social studies curriculum standard for teaching social studies. These include simulation, excursion, role playing and dramatization. Excursion is a very important and essential part of social studies education. Through excursion, students see things for themselves, and that makes learning more interesting and effective. By the use of role playing, dramatization and simulation students will develop skills in oral presentations. The issue really is on how to prepare students for a world marked by accelerating global interdependence.
Purpose of the Study
The main purpose of this study are to find out
1. the instructional materials that are available in junior secondary schools for teaching social studies.
2. the extent the teachers use them for teaching social studies.
3. the activities used by social studies teachers to facilitate teaching and learning.
Research Questions
1. What instructional materials are available in the junior secondary schools in Nsukka Local Government Area for teaching social studies?
2. To what extent do teachers use instructional materials in teaching social studies in these schools?
3. What activities do social studies teachers use to facilitate teaching and learning?
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(2) Email Address
(3) Payment Name
(4) Teller Number
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Account Number: 0046579864
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OR
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Bank: FIRST BANK
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