FACTORS ASSOCIATED WITH MASS FAILURE OF STUDENTS OF SOCIAL STUDIES
ABSTRACT
This study was on the factors associated with mass failure of students in the social studies in secondary schools in Nsukka L.G.A of Enugu State. Using simple random sampling procedures, the researchers drew 128 students and 50 teachers from nine state owned secondary school of Enugu State.
Questionnaires were used to elicit information from the respondents- Teachers and students on the problems associated with mass failure of secondary school student in social studies in WAEC Examinations. The questionnaire items included qualification and experience of the social studies teachers, the methods they adopt in teaching the subject, the materials available to them foe use in teaching the subject, the influence of the vernacular language in student learning of the subject and home environment.
In analyzing the data collected, means scores were used to answer the research questions. The results showed among other things, that the teachers knowledge of teaching the subject is not updated often times and that there is absence of teaching facilities in most of the schools while vernacular language and home environment have negative impacts, towards the students’ the findings, recommendations were made and implications were highlighted. This was followed by suggestion for further studies, summary of the study and conclusion.
CHAPTER ONE
INTRODUCTION
1.1 Â Â Â Background to the Study
Over the years, there have been growing concerns about the attitude of students towards the study of social studies in secondary schools. The need to adapt our education to the needs of the Nigerian society started before and after independence. Many educational elites began to recognize that the functional inadequacies of the educational system inherited from the colonial education failed to develop positive values, attitudes and habits in our society because the social studies they taught was British oriented and has nothing to offer to the Nigerian child.
Fafunwa (1974) observed that the present educational system instead of developing positive values in the society which the African child lives, tends to alienate him from his cultural environment. This was the reason behind the re-evaluation of the educational system and the curriculum of the school and objectives that are relevant to the society.
The major ideas and philosophies behind the curriculum innovation in the 1969 National Curriculum Conference according to Akinlaye (2001) were:
- The need to make education more relevant to the needs of the individuals and the society.
- The need to use education for national integration and socio-economic development.
- The need to develop the right societal value and;
- The need to make an individual responsible to the society in which he lives.
