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ASSESSMENT OF TEACHERS’ IMPLEMENTATION OF SOCIAL STUDIES CURRICULUM FOR EFFECTIVE CITIZENSHIP IN PRIMARY SCHOOLS IN NIGERIA

EDUCATION RESEARCH PROJECT TOPICS AND MATERIALS

ASSESSMENT OF TEACHERS’ IMPLEMENTATION OF SOCIAL STUDIES CURRICULUM FOR EFFECTIVE CITIZENSHIP IN PRIMARY SCHOOLS IN NIGERIA

  TABLE OF CONTENTS  
Cover Page i
Title Page ii
Declaration iii
Certification iv
Dedication v
Acknowledgements vi
Abstract vii
Table of Contents viii
List of Tables xi
List of Appendices xii
List of Abbreviations xiii
Operational Definition of Terms xiv
CHAPTER ONE: INTRODUCTION  
1.1 Background to the Study 1
1.2 Statement of the Problem 3
1.3 Objectives of the Study 4
1.4 Research Questions 4
1.5 Research Hypotheses 5
1.6 Basic Assumptions 6
1.7 Significance of the Study 6
1.8 Scope of the Study 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE  
2.1 Introduction 9
2.2 Concept of Curriculum 9
2.2.1 Concept of Social Studies 11
2.2.2 Concept of Citizenship 13
2.3 Theoretical Framework 15
2.3.1 Curriculum Assessment Models (AM) 18
2.4 Models of Curriculum Implementation 22
2.5 Meaning and Nature of Social Studies 27
2.5.1 Objectives of Social Studies 30
2.6 Social Studies in Nigeria 33
2.6.1 Social Studies Objectives for Primary Schools 37
2.6.2 The Current Social Studies Curriculum for Primary schools 38
2.7 Social Studies Curriculum 40
2.7.1 Contents of Social Studies 44
2.7.2 Planning of Social Studies Curriculum 46
2.7.3 Determinants of Curriculum 46
2.8 Curriculum Implementation 48
2.8.1 The role of Teachers in Curriculum Implementation 51
2.8.2 The Role of Students in Curriculum Implementation 54
2.8.3 The Role of the Teacher in Planning and Organization of  
  Pupils Progression 55
2.9 Methods of Teaching Social Studies 56
2.9.1 Teaching Resources in Social Studies 63
2.9.2 Social Studies and the Teachers Motivation in School 64
2.10 Evaluation Process in Social Studies 66
2.10.1 Problems of Social Studies in Nigeria 69
2.11 Effective Citizenship 70
2.11.1 Social Studies for Effective Citizenship 71
2.12 Empirical Studies 73
2.13 Summary 81
CHAPTER THREE: RESEARCH METHODOLOGY  
3.1 Introduction 82
3.2 Research Design 82
3.3 Population 82
3.4 Sample and Sampling Technique 83
3.5 Instrumentation 84
3.5.1 Validity of the Instrument 85
3.5.2 Pilot Study 85
3.5.3 Reliability of the Instrument 85
3.6 Procedure for Data Collection 86
3.7 Procedure for Data Analysis 86
CHAPTER FOUR: RESULTS AND DISCUSSION  
4.1 Introduction 87
4.2 Description of Study Variables 87
4.3 Response to Research Questions 89
4.4 Hypotheses Testing 93
4.5 Summary of Findings 96
4.6 Discussion of Findings 97

 

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

 

5.1 Summary 101
5.2 Conclusion 102
5.3 Recommendations 102
5.4 Contribution to Knowledge 103
5.5 Suggestions for Further Study 103
  References 105
  Appendices 110

CHAPTER ONE

 

INTRODUCTION

 

1.1         Background to the Study

 

Social Studies Curriculum is an educational programme which embraces knowledge, values, skills, method, resources, evaluation and societal experiences offered to learners, in an effort to promote positive learning and acquisition of useful skills. The focus of Social Studies Curriculum is essentially man and the society with knowledge, values attitudes and skills for effective relationship, good citizenship and living Social Studies Curriculum offers the individual learner a rich preparation for life. This is because it incorporates all aspects of reforms and innovations in knowledge and skills expected of a people concerned with social, economic, political, scientific and technological progress.

 

As stated by Okam (2000), Social Studies Curriculum is keen about developing desirable socio-civic and personal behaviour of an individual. That is why it has its central task, the quest to help the young manage the physical and social forces of the world in which they live. It is such competencies that make it possible for learner to shape their lives accordingly. Considering the fact that, man is a complex organism, Social Studies deem it fit to develop suitable curriculum to take charge of all forms of behavioural act in man. Hence Social Studies is a vehicle for effective citizenship for the learner and the society.

 

Social Studies Curriculum is that aspect of education meant to help people learn how to get along with others in Nigeria and perhaps like other places, it has to do with the development of socio-civil and personal behaviour (Iyamu, 1998). These are expressive of the affective orientation of Social Studies in Nigeria Schools.

According to Danladi (1993), “the Social Studies has it, as a primary function, the treatment of the entire range of man‟s activities in relation to his social environment, self-realization, human relationship, economic efficiency and civic responsibility”. Conceptualization of Social Studies Curriculum as a solution to human problems in various societies and as a tool for national development cannot be over-emphasized. For instance, in Western Germany, Social Studies Curriculum was initiated as a means for healing the wounds of the Second World War, and development of a new political order. In Britain, Social Studies was introduced as a means to legitimize the teaching of Social Science while at the same time preparing learners for their roles in the society. In Sierra Leone, it was to provide ways of improving the economy after military rule, while in the United State and Canada, Social Studies Curriculum primary function is the preparation of citizens for effective citizenship in a democratic society. In Nigeria, Social Studies was introduced to inculcate the concept of nationalism, unity, good citizenship and interdependence among citizenry of the nation with diverse population (Danladi, 1993).

Thus, the implementation of Social Studies Curriculum in Nigeria schools has not been encouraging for a number of years but it is important to be given more attention because of the transmission and importance the subject has made on the school curriculum. The extents to which Social Studies programmes are improved depend to large extent on how they are evaluated. A teacher who does not evaluate his work most likely cannot hope to improve on his teaching (Danladi, 1993). In view of the foregoing, this study is aimed at assessing the implementation of social studies curriculum for effective citizenship in primary schools.

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