Effects of Individualized Instructional Method on Secondary School Students’ Achievement in Social Studies (Published)
The study investigated effects of individualized instructional method on secondary school students’ achievement in Social Studies. Two research questions and null hypotheses. The design of the study was quasi-experimental research design and the area of the study was Onueke education zone of Ebonyi State. The population of the study comprised two thousand seven hundred and ninety-three (2,793) junior secondary school two (JSS II) students drawn from public secondary schools in Onueke education zone of Ebonyi State. The instrument used for data collection was Social Studies Achievement Test (SOSAT), data were analyzed using mean and standard deviation for all research questions, and analysis of co-variance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that the mean achievement scores of secondary school students taught Social Studies using individualized instructional method was higher than the mean achievement scores of those taught Social Studies using conventional methods, female secondary school students taught Social Studies using individualized instructional method obtained higher mean scores than male students taught Social studies using conventional method. The findings of the study also revealed that there were significant effects of individualized instructional method on mean achievement of students in Social Studies in urban and rural secondary schools in Onueke education zone. Based on these findings, the researcher recommended that Social studies teachers should re-assess their classroom instructional practice because there is a need for them to shift from instructional practice, which makes learners passive listeners to the practice that engages learners actively in the instructional processes.
Teachers Perception on Ways of Improving the Teaching of Social Studies in Onueke Education Zone (Published)
This study investigated Teachers perception on ways of improving the teaching of Social Studies in Onueke Education Zone. The purpose of the study was to specifically ascertain teaching techniques that could improve the teaching of Social Studies in Onueke Education Zone, find out if some evaluation techniques could improve the teaching of Social Studies. The design of the study was a descriptive survey research. The population of the study comprised 100 Social Studies teachers in Onueke Education Zone. Two research questions and two hypotheses were designed and tested to guide the study. The instrument for data collection was a structured questionnaire titled “teachers perception on ways of improving the teaching of Social Studies (TPWITSS) in Onueke Education Zone. Data were analyzed using mean, standard deviation and chi-square (X2). Findings from the investigation revealed that respondents accepted all items on the questionnaire significantly improve the teaching of Social Studies, evaluation techniques significantly improve the teaching of Social Studies.
Values throughout the world are a universal concept. Nigeria as a pluralistic society is characterized by many goals and sets of values. The social, political, economic and religious institutions associated with this society are made up of many diverse groups. Each of these groups has its individual rules and values. The rules and values of these institutions very often conflict, yet many people continue to see the society as having a set of values. However, the conflict between the rules and values which characterize the various institutions in a given social framework collectively substantiate and constitute enough evidence as to the pluralistic nature of many modern societies ‘Nigeria’. Value-based education in Nigeria has been identified as the main condition for the growth and sustainable development of any nation of the world. With particular reference to these conflicting values in pluralistic society like ours Social Studies education has a critical role to play to actualize this dream. The paper therefore is beamed at exploring: the changing role of education and implication for values and versa, objectives of value-based education in the modern context, types of values, the role of Social Studies in inculcating value-based education, Social Studies education and spatial dimension of value-based education, Social Studies education and cognitive, and affective dimension of value-based education, Social Studies education and character based-education, Social Studies teacher’s function as a model for value development, the Nigerian core values and some recommendations were made.
The Role of Social Studies in the Promotion of Inter-Ethnic Understanding Among the People of Nigeria (Published)
Social studies education is a field of study that inculcates in the individual the ability to cope with various life problems. The paper therefore examines social studies education in the context of its importance to Nigeria’s philosophical goals as a nation, the objectives of social studies education in the school system and how they can be used to achieve inter-ethnic understanding among the people of Nigeria. Promotion of value awareness, teaching of basic level of social studies for good citizenship education, tolerance, peaceful co-existence for a proper inter-ethnic understanding among the people of Nigeria are proffered in the study.
The Effect of Using Metacognitive Strategies for Achievement and the Trend toward Social Studies for Intermediate Schools Students in Saudi Arabia (Published)
This study aims at determining the effect of metacognitive strategies in achievement and trend towards social studies for students of intermediate schools in Hafer Al Batin City in Saudi Arabia. In order to achieve the objectives of the study, the study uses sample consisting of (40) One-Grade male students selected by purposeful sampling In” tahfiidh al Quran School.” The sample of the study was divided into two groups such that the experimental group consisted of (20) students who studied using the traditional method. The results of the study showed statistically significant differences in the achievement and trend towards social studies. From the research findings, the study gives recommended actions that Hafer Al Batin City stakeholders should apply in order to achieve the best in their educational system
STUDENTS’ INTEREST IN SOCIAL STUDIES AND ACADEMIC ACHIEVEMENT IN TERTIARY INSTITUTIONS IN CROSS RIVER STATE, NIGERIA (Published)
This research examined students’ interest in social studies and academic achievement in tertiary institutions in Cross River State, Nigeria. To achieve the purpose of this study, one hypothesis was formulated to direct the study. Ex-post facto research design was adopted for the study. A sample of seven hundred and fifty-three (753) students was randomly selected for the study. The instruments for data collection were the Students’ Interest in social Studies Questionnaire (SISSQ) and Social Studies Achievement Test (SOSAT) developed by the researchers were subjected to validation by experts in measurement and evaluation. The reliability estimate of the instruments was established through the split-half reliability method and it associate Spearman Brown prophecy formula. Pearson product moment correlation analysis was adopted to test the hypothesis at.05 level of significance. The result of the analysis revealed that students’ interest in social studies significantly relate to their academic achievement in the subject. Based on the finding of the study, it was recommended that teachers/facilitators should explain all subject matter in away that each student can comprehend in order to arouse their interest in the subject among others.
SECONDARY SCHOOL TEACHERS’ PERCEPTION ON SOME DETERMINANTS OF STUDENTS’ PERFORMANCE IN SOCIAL STUDIES (Published)
The focus of this study was on secondary school teachers’ perception on some determinants of students’performance in Social studies. Three research questions and two null hypotheses were formulated by the researchers that guided the study. The design of this study was descriptive survey research design aimed at eliciting information from the respondents on factors that determine students performance in secondary schools and the population of the study comprised 115 secondary school teachers teach Social studies in Abakaliki education zone. The instrument used for data collection was questionnaire and data were analzed using mean and standard deviation for all reseach questions and t-test statistical tool was used for testing the null hypotheses. The findings of the study revealed that government related factors, teachers’ related factors and students’ factors are some determinants of students’ performance in Social studies. The researchers reommended based on the findings that only competent and qualified Social studies teachers should be employ to teach the subject in secondary schools
EVALUATION OF COLLEGES OF EDUCATION (COE) SOCIAL STUDIES CURRICULUM VIS-À-VIS THE JUNIOR HIGH SCHOOL (JHS) SOCIAL STUDIES CURRICULUM IN GHANA (Published)
: Social Studies as a subject in the Junior High School (JHS) curriculum in Ghana is taught mostly by teachers trained in the country’s thirty-eight Colleges of Education. Analysis of the Colleges Social Studies curriculum vis-à-vis the JHS syllabus reveals differences in how the subject is structured to prepare teachers to teach it at the JHS level. An interpretative design was used for the study. The study revealed that: Colleges of Education subscribe to and use a cross-disciplinary perspective whereby facts, concepts and generalisations are bootlegged from the social science subjects which is dominated with geographical concepts, whilst the JHS subscribes to and uses trans-disciplinary approach which is holistic, theme based and problem solving. It was recommended that there must be a national curriculum policy on Social Studies that all pathways to teaching of the subject should undergo review according to such national standards to merits the needs of society.
Teacher-Trainees’ Varying Curriculum Conceptions of Social Studies in the Colleges of Education in Ghana (Review Completed - Accepted)
Researching on teacher-trainees’ varying curriculum conceptions of Social Studies in the Colleges of Education in Ghana has become necessary since the subject perceived as problem-oriented in the Junior High School (JHS) curriculum is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education.
The research methods chosen for this study are; both qualitative and quantitative (mixed method). The study revealed that the varying conceptions through time and space indicated that Social Studies is seen as a subject introduced solely to right the wrong in society, and its teaching and learning must be centred on issues and how problems are solved to unearth youth with positive attitude building skills and behavioural change. It was recommended that Citizenship, political, moral and peace education should be taught under the framework of Social Studies programme, and these perspectives must be well framed and properly imparted by teachers
Evaluation of Colleges of Education (CoE) Social Studies Curriculum Vis-à-vis the Junior High School (JHS) Social Studies Curriculum Design and Implementation in Ghana (Review Completed - Accepted)
Social Studies as a subject in the Junior High School (JHS) curriculum in Ghana is taught mostly by diploma teachers from the country’s thirty-eight Colleges of Education. Analysis of the Colleges Social Studies curriculum vis-à-vis the JHS syllabus reveal differences in how the subject is structured to prepare teachers to teach it at the JHS level.
An interpretative design was used for the study. The study revealed that: Colleges of Education subscribe to and use a cross-disciplinary perspective whereby facts, concepts and generalisations are bootlegged from the social science subjects which is dominated with geographical concepts, whilst the JHS subscribes to and uses trans-disciplinary approach which is holistic, theme based and problem solving. It was recommended that there must be a national curriculum policy on Social Studies that all pathways to teaching of the subject should undergo review according to such national standards to merits the needs of society.
EVALUATION OF SOCIAL STUDIES STUDENTS’ LEARNING USING FORMATIVE ASSESSMENT IN SELECTED COLLEGES OF EDUCATION IN GHANA (Published)
Evaluation of students is an integral part of teaching and learning in Social Studies in the Colleges of Education in Ghana and is beneficial to both students and tutors if use formatively. This could be achieved if, tutors follow the laid down procedures in administering formative assessment in their colleges.This study adopted a case study research design. The study was carried out in three Colleges of Education in the Central Region of Ghana. The data were used together to form one case. Both the Tutors and the Colleges were purposively and conveniently selected for the study. Interviews and classroom observation were used. The semi-structured interview guide and the structured classroom observation setting checklists were administered to nine (9) Social Studies tutors. It was found that evaluation in the classroom motivates tutor-student relationship in formative assessment but it was observed that most of the tutors were not using concrete evaluation feedbacks. Clarifying and sharing learning intentions and criteria for success foster effective classroom discussions and learning tasks in formative assessment. Tutors agreed that the use of Formative Assessment Classroom Techniques (FACTs) is an integral part of teaching and learning
TEACHERS’ MOTIVATIONAL SKILLS AS A STRATEGY FOR ENHANCING EFFECTIVENESS IN METHODS OF TEACHING SOCIAL STUDIES EDUCATION TOWARDS NATIONAL DEVELOPMENT IN NIGERIA (Published)
Within the background of most graduates of Social Studies Education not being entrepreneurial enough to contribute to national development after school, The research on Teachers’ Motivational Skills In Social Studies Education And Comprehensive Education Towards National Development in Nigeria aimed at determining if motivational skills of the teacher important for a comprehensive learning of Social Studies Education is a factor for comprehensive education towards the development of our nation. The ex-post facto research design was adopted for the study. A null hypothesis was formulated to guide the study. The data for the work were collected with the help of a PTMSIC questionnaire as the working instrument. The stratified random sampling technique and the simple random sampling technique were adopted for the choice of samples from the population which was made up of Social Studies Education Students from Akwa Ibom State. The face and content validity were established and the alpha Cronbach coefficient was used to establish the reliability of the instrument. The collected data were coded and analysed using the one way analysis of variance (ANOVA). The hypothesis was calculated at F-value of 31.89 and was significant at 0.05 levels with a critical value of 3.00. The Fishers’LSD Multiple Comparison Analysis was used to determine the group means that brought the significance. All showed that students with moderate and high level perception of teachers’ motivational skills experienced more competence in Social Studies Education towards national development than students with low level perception. Based on the above result conclusions were drawn and some recommendations made