ABSTRACT
This research work focused on the extent of achievement of Social Studies objectives in junior secondary schools in Anambra State. Seven research questions and seven null hypotheses were formulated to guide the study. Descriptive survey research design was adopted for the study. The study was carried out basically in Onitsha and Nnewi Education Zones of Anambra State. The population of the study consisted of four thousand, nine hundred and ninety-four (4,994) public junior secondary school teachers comprising Social Studies teachers and non-Social Studies teachers. Two hundred and fifty (250) public junior secondary school teachers comprising ninety (90) Social Studies teachers and one hundred and sixty (160) non-Social Studies teachers who were selected from eight (8) public junior secondary schools in Onitsha and Nnewi Education zones were selected as sample for the study. The sample size was selected through multi stage sampling procedure which was done through simple random sampling technique. A questionnaire instrument titled “Extent of Achievement of Social Studies Objectives Questionnaire (EASSOQ)” was used for data collection. The instrument was face validated by three experts; two Social Studies experts and one Measurement and Evaluation expert. The instrument was trial tested on twenty (20) research subjects and Cronbach Alpha was used to test its reliability and an overall reliability co-efficient of 0.95 was obtained. The data obtained were statistically analyzed using mean and standard deviation to answer the research questions. Z-test statistical tool was employed in testing the formulated null hypotheses. The results indicated that Social Studies objectives of creating the awareness and understanding of social and physical environments, acquiring basic skills, acquiring relevant body of knowledge and information, appreciating the diversity and interdependency of members of local and national communities, creating awareness of interdependency of national and international communities, developing positive attitudes of togetherness, comradeship and cooperation towards a healthy nation and inculcating good citizenship behaviours in JSS students had been achieved to a high extent in Anambra State and not to a very high extent as expected. Based on these findings, the study recommended amongst others that professional Social Studies teachers should be recruited to teach Social Studies in junior secondary schools for effective teaching and learning of Social Studies and for achievement of Social Studies objectives to a very high extent as expected in junior secondary schools for peace, unity and national development in Nigeria. Finally, the study concluded that if Social Studies objectives are achieved to a very high extent as expected in junior secondary schools, students would be made to be functional, creative and patriotic citizens who would be capable to shun social evils and by that, enhance tolerance, unity and peace among the entire ethnic groups thereby encouraging national development in Nigeria.
CHAPTER ONE
INTRODUCTION
Background of the Study
Children when adequately trained in the societal norms and values make for effective future development and advancement of the society. Education is an indispensable tool for training children in the societal norms and values. It is the corner stone for individual development and societal advancement. That is why Nwaubani (2008) maintained that education is universally perceived and acknowledged as an effective tool for meaningful development in every society, be it social, economic, technological and political. Education is for the development of individuals into sound and effective citizens for social advancement. Indeed, the Nigerian philosophy of education is based on the need to “develop individuals into sound and effective citizens” (Federal Republic of Nigeria, 2004:7). Accomplishment of this philosophy led to the adoption of the Nigerian national educational goals among which are the inculcation of national consciousness and national unity and the inculcation of right types of values and attitudes for the survival of the individual and the Nigerian society (Mezieobi & Edinyang, 2013).
The quest for actualization of the afore stated national goals of education precipitated the introduction of some new school subjects and curricular offerings in Nigerian education system among which was Social Studies education programme. Emphasizing on the importance of Social Studies as one of the curricular offerings that help to achieve national educational objectives, Okam and Bozimo (2002) maintained that Social Studies is capable of promoting effective citizenship education. Similarly, Obebe (2005) observed that Social Studies is widely recognized as one of the subjects designed to promote effective citizenship education as designed in the national educational philosophy. In the same vein, Udo (2000) succinctly stated that Social Studies is one of the innovative elements of the new Nigerian education system. It was incorporated into junior secondary school curriculum as a core subject of study for overall development of a sense of responsibility, patriotism and effective citizenship in the learners. According to Mezieobi, Ossai, Onyeanusi and Egharevba (2012), it is a course of study that is highly relevant to social, political, cultural, economic and technological development of a nation. Social Studies according to Nwaubani (2010) is value-ladened. However, in the words of Mezieobi, Akpochafo and Mezieobi (2010), the contents of Social Studies are organized around social and environmental issues affecting man’s existence and his capacity to manage and preserve the environment for sustainable development.
Social Studies more so studies man in a holistic view in an integrated manner as it draws its contents from other social sciences and humanistic disciplines. Hence, Obasi (2000:38) defined Social Studies as “citizenship education which deals with the study of people in specific places (History), in various groups (Sociology); how they organize themselves (politics) and earn a living (Economics).” Social Studies however looks at man’s interrelationship with his fellow beings and his environments as he struggles to survive in these environments. In corroboration, Okon (2014:178) emphasized that “Social Studies is an integrated discipline which focuses on man and his relationship with his social environment…borrows concepts from a wide range of social sciences including Sociology, Economics, Human Geography and Government.” In the same vein, Mezieobi (2014:226) asserted that “Social Studies imbues in man the critical cognition, affective wherewithal and social-civic competencies for conquering all disabilities and problems and for making his environment worth living.” In essence, the ultimate role of Social Studies is the development of the character of man, inculcating in him worthy attitudes which will be habituated in actuality. This attitudinal development of man as Mezieobi further maintained is the fulcrum on which real qualitative and transformation of Nigeria will anchor.
Social Studies objectives focus on the preparation of the learners to be patriotic and effective citizens, conscious of the benefit of collaborative national development and global interdependence. Esu and Enu (2010) maintained that Social Studies objectives are focused on the production of responsible citizens who are determined to achieve national development including the provision of multi disciplinary education that equips them with diverse knowledge, information and data that are crucial to achieving effective integrated national development. Against this background, Nwaubani (2010:86) posited that “Social Studies plays vital transformational roles in influencing the values and attitudinal needs of the learners when appropriately taught.” Hence, the overall objective of Social Studies basically at junior secondary school level in Nigeria is character development and reformation. This is in line with Nigeria’s philosophy of education which emphasizes the integration of the individual into sound and effective citizen.
The Nigerian philosophy of education formed basis for her educational objectives which as noted by Nnachi (2009) are those desirable changes that the learners will experience in behaviour as a result of being exposed to the programme of study. These Nigerian educational objectives consequently provided the framework on which the general objectives of Social Studies were based. However, the general objectives of Social Studies as reported by Bozimo and Ikwumelu (2009) are
1) To help the learner fit into the society to which he belongs;
2) To create an understanding of the environment-its man- made, natural, cultural and spiritual resources and the conservation of these resources for development;
3) To develop an awareness and appreciation for the inter-relatedness of human knowledge and human life;
4) To develop capacity to learn and acquire skills essential to the formulation of satisfactory professional life and further studies;
5) To develop capacity for logical thinking and sound rational judgment;
6) To develop in the learners, positive attitudes of citizenship and desire to make positive personal contribution to creation of prosperous, united Nigeria;
7) To make the students be aware of the problems in his society and the world in general and a sympathetic appreciation of the diversity and inter-dependence of the local community and of the wider national and international communities.
These general objectives of Social Studies formed basis for the specific objectives of Social Studies in Nigerian junior secondary schools. Specifically, Nwaboku in Mezieobi and Edinyang (2013) highlighted the specific objectives of Social Studies in Nigerian junior secondary schools as follows:
i) To create awareness and understanding of our evolving social and physical
environment;
ii) To develop a capacity to learn basic skills of reflective thinking, problem-solving, amongst others;
iii) To ensure the acquisition of relevant body of knowledge and information;
iv) To develop a sympathetic appreciation of the diversity and inter-dependence of members of local community and wide national and international community;
v) To develop in students positive attitudes of togetherness, comradeship and cooperation towards a healthy nation.
However, this work is interested in ascertaining the extent the objectives of Social Studies in Nigerian junior secondary schools have been achieved. Thus, the above stated Social Studies objectives at the JSS were designed to inculcate into the learners, the positive attitudes to socio-civic competence or citizenship and ability to reason of solutions to societal problems for national development.
Consequently, Social Studies at the JSS is expected to create in the learners the awareness and understanding of their evolving social and physical environments. It seeks to make the learners be acquainted with the diverse cultures and cultural groups that make up Nigeria as to enable the learners develop a sympathetic appreciation of the diversity and inter-dependence of the members of the local, national and international communities and as well develop positive attitudes of togetherness, comradeship, tolerance and cooperation towards a healthy Nigeria and global community. That is why National Council for Social Studies (NCSS) (2011) maintained that Social Studies programmes include experiences that promote the study of cultures and cultural diversity. In consonance, Ekpo and Osam (2009) remarked that Social Studies seeks to expose learners to positive attitudes and values that promote harmonious social relationships and interdependence focused at achieving group cooperation, human relationship, harmonious co-existence and cohesive spirit for national development.
It is believed that Social Studies will enable learners to be acquainted with the knowledge of the physical systems such as climate, weather and seasons as well as the natural resources (water, land, trees, etc) that make up their local and wider physical environments in Nigeria. This imbues in the learners the knowledge of the influence of physical and social environments on human population and activities in their local, national and international communities as well as the influence of man’s activities on his environments. Hence, the learners are made to acquire the useful basic knowledge for informed decision making on issues arising from human-environmental relationships (NCSS, 2011). Ugwu (2012) reiterated that Social Studies enables students to have firm knowledge about Nigerian environment and in diaspora.
Social Studies is further expected to inculcate into Nigerian junior secondary school students the relevant skills of reflective thinking, sound value judgment, leadership, conflict management, conflict resolution and problem-solving for solving the existing social problems in the country and beyond. Acquisition of these skills will consequently make for effective and functional Nigerians capable of solving the existing social problems in Nigeria and beyond. This could be why Sheidu and Abdullahi (2012) defined Social Studies as a process of education that enhances the study of human life for the purpose of solving problems of crucial importance for both individual and the society.
Nevertheless, Social Studies was introduced into Nigerian secondary school education system to see to the achievement of the objectives for sound economic, political, cultural and social life in Nigeria. Achievement according to Sinclair (1993:11) is “something which somebody did or caused to happen especially after a lot of effort.” It is the actualization or \attainment of set aims or objectives. It is believed that the achievement of JSS Social Studies objectives will enhance peaceful and harmonious social living among the diverse cultural and ethnic groups in Nigeria.
On the contrary, the recent upsurge of social ills in Nigeria leaves traces of doubt in the minds of the citizenry as to whether the JSS Social Studies objectives are being achieved in Nigeria. People doubt whether Social Studies is actually inculcating the right types of values and attitudes in the citizenry especially in the learners as stipulated in its JSS stated objectives. This is due to the recent upsurge of social ills in the country which have been seen to have eroded completely the cherished values of the nation. These social vices as Federal Republic of Nigeria (2000), Bolarin (2005), Nwagu (2007) and Mezieobi (2013) pointed out include: cheating, disregard for rules and regulations, disregard for constituted authority, excessive pursuit of material things, corruption, cultism, false declaration, extortion, ethnicity, religious and social intolerance, poor value orientation, bribery, examination malpractices, armed robbery, rape, prostitution, fraud, youth militancy, kidnapping/abduction and boko haram saga. Nevertheless, having made Social Studies a core subject of study in secondary schools in Nigeria, it is quite evident that most of the perpetuators of these social evils in the country have learnt or are still learning Social Studies as a core subject in their schools which is supposed to have reshaped them for good citizenship behaviours as designed in its JSS specific objectives.
Consequently, the prevalence of all these social ills has imposed fear of insecurity amidst the populace and has equally thwarted the spirit of oneness, cooperation, love and tolerance among Nigerians. Hence, the quest for nation-building and national development is threatened in Nigeria. More so, due to the upsurge of some of the social vices, Nigeria is rated by Transparency International in its corruption perception index in 2002 as one of the most corrupt nations in the world (Awoyele, 2007). However, the extent of the achievement of the stated objectives of Social Studies at the junior secondary schools is questioned as one may affirm that Social Studies education at the junior secondary schools is failing in the actualization of its objectives. Otherwise, why are the social ills on the increase among young learners (youths) in the society? Have they not studied Social Studies as a core subject at the junior secondary schools? Against this, Mezieobi (2002: 6) opined that “the desired positive attitudes and values for socio-civic competence or citizenship seemed to be lacking in this category of school clients.” Hence, effective achievement of Social Studies objectives in JSS appears to be hampered. However, research study by Usulor (2008) proved that Social Studies objectives at secondary school level have been achieved to a great extent in Ebonyi State but not to the greatest expectation.
Nevertheless, every Nigerian citizen in all the states of Nigeria is expected to live without any fear of insecurity as may be caused by social ills. It appears that Anambra State is one of the states in Nigeria where people live in serious fear of insecurity as a result of social ills from some bad elements in the state. Describing the state of the act in Anambra State, Onwumere (2012) succinctly stated, it is a known fact that criminals and kidnappers had held Anambra State to a standstill that had crippled its activities and economy with notable rich men and women leaving the State for more secured places. Hence, in spite of the potentials of the State for rapid socio-economic advancement, economic development in the State has been slow as a result of insecurity and high crime rate (Iwuamadi, 2013). Thus, one wonders whether Social Studies objectives are ever being achieved in the State as the State has several secondary schools where Social Studies is taught by teachers as a core subject for good citizenship behaviours.
However, teachers are the implementers of Social Studies curriculum and the observers of students’ behaviours in schools. According to Mkpa (2009), teacher is a professional who consciously and deliberately uses his/her wealth of experience, training, skills, competencies, attitudes, interests, knowledge of content with the help of instructional materials, methods/techniques to impart to a less experienced person. Teachers have the pedagogical knowledge of the contents, materials and methods of teaching in a particular field of study for the attainment of expected objectives. Teachers as the implementers of Social Studies objectives can evaluate the extent of achievement of these objectives base on the behavioural manifestations of the learners. This suggests that Social Studies teachers can say whether junior secondary school students are behaving in conformity with the specific objectives which are expected to be inculcated in them. On the other hand, non-Social Studies teachers (teachers in other fields) monitor as well the behaviours of the learners that receive Social Studies instructions in junior secondary schools. Having been informed members of the society who share the same neighbourhood and the same school environments with the students; seeing and observing the behaviours of the students; non-Social Studies teachers can as well ascertain actually the behaviours of the recipients of Social Studies instructions with regard to the extent of achievement of the objectives in junior secondary schools.
However, certain studies have been carried out by Abdu-Raheed (2012) on junior secondary school students’ achievement in Social Studies in Ekiti State, Yusuf (2003) on junior secondary school students’ achievement in Social Studies in Ilorin, Kwara State, Oyalowo (2013) on junior secondary school students’ achievement in Social Studies in Lagos State, Anoma (1997) on extent of achievement of objectives of Environmental education component designed for year six to year eleven classes in the school of Sri Lanka and Usulor (2008) on the extent of achievement of Social Studies objectives in junior secondary schools in Ebonyi State of Nigeria but from the literature reviewed so far, it appears that no study has been carried out on the extent of achievement of Social Studies objectives in Junior secondary schools in Anambra State despite the existence of many social ills that threaten the peaceful co-existence of the people in the State. This therefore arouses the interest of the researcher to find out the extent to which Social Studies objectives have been achieved in junior secondary schools in Anambra State.
Statement of the Problem
Social Studies by its objectives in junior secondary schools is expected to inculcate into the citizens desirable knowledge of their environments; the right forms of citizenship training, the basic skills of reflective thinking, conflict management, problem-solving amongst others for solving the societal problems; the spirit of cooperation, tolerance, comradeship and togetherness for unity in Nigeria. However, in recent times in Nigeria, numerous social vices such as kidnapping, militancy, ethnicity, intolerance, Boko Haram saga and so on erupted and threatened social security, social life and national development in Nigeria. Most of the perpetuators of these social ills are youths who have studied, learnt or are still studying Social Studies as a core subject of study at their junior secondary schools which is expected should reform and reshape their behaviours for good citizenship behaviours in Nigeria.
Anambra State however, is among the States that are seriously faced with these challenges. Many people of the diverse ethnic and cultural groups who usually visit the State either for business transaction or other economic reasons no longer do so due to high rate of social ills which mounts serious fear of insecurity on them. This very phenomenon has posed a lot of worries on the stakeholders amongst which are Social Studies and non-Social Studies teachers. In the face of these social ills, one wonders whether Social Studies objectives at JSS are ever being achieved in Anambra State. Therefore, the problem of this study posed as a question is: To what extent have Social Studies objectives been achieved in junior secondary schools in Anambra State?
Purpose of the Study
The main purpose of this study was to determine the extent of achievement of Social Studies objectives in junior secondary schools in Anambra State. Specifically, the study sought to determine the extent to which Social Studies has
1) created the awareness and understanding of social and physical environments in JSS students;
2) helped JSS students to acquire basic skills;
3) enabled JSS students to acquire relevant body of knowledge and information;
4) encouraged JSS students to appreciate the diversity and inter-dependence of members of local and national communities;
5) created the awareness of interdependency of national and international communities in JSS students;
6) developed positive attitudes of togetherness, comradeship and cooperation towards a healthy nation in JSS students and
7) inculcated good citizenship behaviours in JSS students;
Significance of the Study
The findings of this study would be of theoretical and practical significance. The study would be deemed theoretically significant because it would give insight into the present existing theories of curriculum implementation and evaluation which could influence teachers’ mode of implementing JSS Social Studies curriculum for effective achievement of the stated Social Studies objectives. Theory of Constraints (TOC) which was propounded by Eli Goldratt in 1984; and which formed the basis for this study had the tenet that every organization no matter how well it performs, has at least one constraint that limits its performance; and for the organization to work more efficiently and accomplish its goals, it should try to identify the constraint and cure the problem to enable it perform efficiently and achieve effectively the organizational goals. The tenet of this theory would be of high significance to Social Studies teachers as it would give them insight into identifying any constraint that tries to limit their effective teaching of Social Studies in schools for adequate achievement of the stated objectives. The results of this study would also strengthen or refute the tenets of the theory; contribute to future additional theories on Social Studies objectives achievement and also widen the body of knowledge in the area of Social Studies curriculum implementation and evaluation.
Practically, the findings of this study would be of great importance to students, school management, curriculum planners, governments and parents.
To students, the findings of this study would make them to be fully aware of Social Studies objectives in schools especially at the junior secondary school level. It would also help to inculcate in them the desirable knowledge, attitudes, values, skills and other citizenship behaviours which are the tenets of junior secondary school Social Studies objectives.
To school management, the findings of this study would enable them to know the areas of needs or the instructional facilities needed in schools for enhancement of teaching and learning of Social Studies and for effective achievement of Social Studies objectives in the learners’ behaviours.
To curriculum planners, the findings of this study would give them insight into the weak areas of the curriculum that need to be reviewed and updated for adequate achievement of Social Studies objectives in schools.
To federal, state and local governments, the results of this study would help them to identify areas of responsibility of various governments in terms of recruitment, retraining, adequate funding and motivation of teachers which are needed for effective curriculum implementation for the achievement of Social Studies objectives.
To the parents, the results of this study would enable them to be acquainted with the impact of Social Studies in the behaviours of their children in terms of achievement of moral life, skill acquisition, socialization, respect for people’s culture and the nation at large.
Scope of the Study
This study had both content and geographical scope. This study was on the extent of achievement of Social Studies objectives in junior secondary schools in Anambra State. The geographical scope comprised Nnewi and Onitsha Education Zones of Anambra State. Social Studies and Non-Social Studies teachers in junior secondary schools in Onitsha and Nnewi Education Zones were used as respondents for data collection in this study. Social Studies teachers were considered appropriate for this study because they implement JSS Social Studies curriculum which addresses the stated Social Studies objectives in schools. They also see, evaluate and observe the students’ behaviours while in schools, hence they are in better position to justify the extent to which the stated JSS Social Studies objectives have been achieved by students in the schools. Non-Social Studies teachers were also used for the study because they also see, relate and observe the behaviours of these students in the schools. Apart from this, most of them are parents to these students as well as informed members of the society hence they monitor the children’s behaviours in the larger community. By this, they are equally in good position to justify the extent to which Social Studies objectives have been achieved as being manifested in the behaviours of the students. However, the use of non-Social Studies teachers would help to avoid faking from some Social Studies teachers who may like to fake their opinions for their own favour.
Research Questions
The following research questions guided this study:
1) To what extent has Social Studies created awareness and understanding of social and physical environments in JSS students?
2) To what extent has Social Studies helped JSS students to acquire basic skills?
3) What is the extent to which Social Studies has enabled JSS students to acquire relevant body of knowledge and information?
4) To what extent has Social Studies encouraged JSS students to appreciate the diversity and inter-dependence of members of local and national communities?
5) To what extent has Social Studies created the awareness of the interdependency of national and international communities in JSS students?
6) What is the extent to which Social Studies developed positive attitudes of togetherness, comradeship and cooperation towards a healthy nation in JSS students?
7) To what extent has Social Studies inculcated good citizenship behaviours in JSS students?
Hypotheses
The following null hypotheses that were tested at 0.05 level of significance guided this study.
Ho1: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has created the awareness and understanding of social and physical environments in JSS students.
Ho2: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has helped JSS students to acquire basic skills.
Ho3: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has enabled JSS students to acquire relevant body of knowledge and information.
Ho4: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has enabled JSS students to appreciate the diversity and interdependency of members of local and national communities.
Ho5: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has created the awareness of the interdependency of national and international communities in JSS students.
Ho6: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has developed positive attitudes of togetherness, comradeship and cooperation towards a healthy nation in Nigeria. Ho7: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has inculcated good citizenship behaviours in JSS students.
