IMPACTS OF GENDER ON THE ACADEMIC ACHIEVEMENT OF SOCIAL STUDIES JSS II STUDENTS IN PUBLIC SECONDARY SCHOOLS IN JOS NORTH LOCAL GOVERNMENT OF PLATEAU STATE

IMPACTS OF GENDER ON THE ACADEMIC ACHIEVEMENT OF SOCIAL STUDIES JSS II STUDENTS IN PUBLIC SECONDARY SCHOOLS IN JOS NORTH LOCAL GOVERNMENT OF PLATEAU STATE

 

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education is a life-long process. And for the purpose of this study, education can be broadly classified into informal and formal education. Therefore, the informal education is the kind of education that goes on in the society everywhere, every time, with every member of the society as a student and learner. There is no specifically defined curriculum, no syllabus, no subject teachers, no classrooms, no examinations, no certification or graduation. Still, society achieved their aims, this was what Fafunwa (2001) called “functionalism”. The formal system of education came with the coming of the white men to Nigeria and other parts of Africa. Formal education is based on a particular curriculum and clearly defined content or subject syllabuses, a teaching-learning process with a classroom or school as a base. An education that is based on the principle of examinations and-certification lasted till the late 60s. It is generally recognized that one of the major if not the most important functions of the school system is to produce the pool of skilled manpower which a nation needs to grow. To this effect countries all over the world depend on their educational systems for the development of their future workforce (Ekeh, 2003). Thus education is an important instrument through which human resources development is achieved.

Social Studies is one of the compulsory subjects studied in junior secondary schools in Nigeria. Udoh (2003) and Mansaray (2006) point out that “the subject is a discipline that can be used in solving problems of relationship and interaction in man’s dynamic environment”. For Bergesom (2003), Social Studies must be centred on innovative methods that aim at seeking the truth which include problem detecting, problem solving, and learning by experimenting and discovery.

The importance of Social Studies in the Nigerian Educational System cannot be overemphasized. The objectives of Social Studies education which are in line with the philosophy and aims of Nigerian Education are hinged on the development of high competencies required for solving man’s diverse environmental problems for better and effective social living. Specifically, the focus of Social Studies is to extricate the Nigerian child from the apron strings of colonial education which merely propagated foreign values and therefore acquaint him with his own cultural values and traditions. The teaching of Social Studies is directed towards building a virile Nigeria Nation, irrespective of ethnic diversity. It is also directed towards promoting citizenship and values education in addition to skills development (Adeyemi & Ajibade, 2011). As noted by Akpochafo, (2001), in spite of the immense benefits to be derived from the introduction of Social Studies in our school curriculum there seems to be a poor handling of the subject in the secondary schools.

 

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