Selection And Utilization Of Social Studies Instructional Methods By Secondary School Teachers In Nigeria is a complete project materials from chapter one to five with references and abstract.
CLICK HERE TO DOWNLOAD THE COMPLETE MATERIAL (CHAPTER 1 -5)
PASS 2024 UTME WITHOUT STRESS:- đ DOWNLOAD and PRACTICE with 2023 UTME CBT APP đ±đ
CLICK to DOWNLOAD NOW.:- đ PASS Your POST UTME by Downloading Your School's Post UTME Past Questions and Answers đ±đ
ABSTRACT
The study focused on selection and utilization of Social studies instructional methods by secondary schools teachers in Ebonyi State. Five purposes of study were formulated to guide the study. Five research questions rooted in the purpose were also formulated and three null hypotheses were also made to guide the study.
The design of the study was descriptive survey research design aimed at eliciting information from the respondents based on the research questions that guided the study.
The population of the study comprises 250 Social studies teachers in three education zones of Ebonyi State. The instrument used for data collection was checklist and data were analyzed using frequency tables, mean and standard deviation, while t-test was used in analyzing the three null hypotheses.
The findings of the study revealed that, there was wide spectrum of instructional methods available for use in teaching Social studies, that most of the instructional methods available were selected and utilized by Social studies teaches in teaching the subject.
The findings also revealed that poor qualifications of teachers, unclear objectives of the subject, inadequate instructional aids, poor funding, among others were the factors that adversely affect selection and utilization of Social studies instructional methods by secondary school teachers in Ebonyi State.
Based on these findings, some recommendations were made, VIZ: that government and Ministry of Education should employ qualified and competent teachers to teach Social studies, government and Ministry of Education should also as a matter of urgency provide instructional aids and organize workshops on improvisation of instructional materials for Social studies teachers.
TABLE OF CONTENT
Approval
Certification
Dedication
Acknowledgements
Abstract
Table of content
List of table
CHAPTER ONE: INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Question
Hypotheses
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework of Social Studies
Theoretical Framework of the Study
Review of Empirical Studies
Summary of Literature Reviewed
CHAPTER THREE: RESEARCH METHODOLOGY
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: RESULTS
Summary of Findings
CHAPTER FIVE:Â DISCUSSION OF FINDINGS
Social studies instructional methods available
CHAPTER SIX: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary of the Study
Conclusion
Educational Implications of the Study
Recommendations
Limitations of the Study
Suggestions for Further Studies
References
Appendice
CHAPTER ONE
INTRODUCTION
Background to the Study
Social studies refers to the subject matter, possessing skills, attitudes and activities that focus on society and on individuals as members of a social group. National Teachersâ Institute (N.T.I,2000), opines that Social studies is an area of school curriculum specifically designed for the study of man and how he fits into the society by utilizing the necessary attitudes, values and skills at his reach.
Bozimo and Ikwumelu (2009), maintain that Social studies aims at helping people develop the ability to make decisions so that they can resolve personal problems and shape policy by participating in intelligent social action. They also state that Social studies is concerned not only with knowledge but also with attitudes, skills and values. Ikwumelu (2002) holds that it gives an opportunity for important social and moral issues such as attitudes to the destitute, poverty, racialism and different types of government, cruelty to animals and children, brutality and injustice to be introduced into curriculum.
Social studies does not focus on purely individual problems or problems that are peculiar to a given individual, and it is not synonymous with indoctrination nor with uncritical acceptance of beliefs (Bozimo and Ikwumelu, 2008). Kissock (1981) thus holds that Social studies is a programme of study which a society uses to instill in the students the knowledge, skills, attitudes and actions it considers important concerning the relationship human beings have with each other, the world and themselves.
In Social studies therefore, man is viewed as being at the centre while his physical, political, cultural, psychological and socio-economic environments encircle him. This probably explains why Nigeria Education Research Council (NERC) in Fadeiye (2005) opines that Social studies is the relationship between man, and his physical and social environments as well as his relationship with science and technology.
Social studies can thus help the Nigerian citizens generally to develop the ability to respect the worth and dignity of individuals, it will help in the inculcation of national consciousness and national unity, instill in man a disposition for acceptance of attitudinal change or rebranding in order to tame the tide of corruption which has enveloped all sectors of life in Nigeria.
Agreeing with the above assertion, Jarolimek (1977:3), maintains that Social studies is expected  to contribute immeasurably to the development of confidence, hope and positive self image in our children in conflicting ideologies, values and attitudes since it aims at:
To achieve these objectives, Adeniji (2004), suggests that all the teachers of Social studies in all affected levels of education need to be familiar with the content and methods of teaching the subject in order to interpret the content of Social studies correctly and encourage its learning. In addition, they need to acquire skills on selection and utilization of Social studies methods.
Okoro (2001:19), supporting this view, states that when Social studies instructional methods are related to the content, learning will cease to be fragmentary and memorization of unrelated facts and concepts will end. He maintains that the ultimate result of relating Social studies instructional methods and content is for a successful inculcation of such Social studies content as:
– Independent thinking and the desire to think on more individual level.
– Group cooperation or developing more favourable attitudes towards working more effectively and efficiently with others.
– Social responsibilities or respect for obligations to obey the rules of the home, schools and community.
– Empathy or developing the ability to relate and identify more closely with other peoplesâ situations.
– Democratic living or the growth of improved attitudes towards increasing respect for other peopleâs rights.
Downey and Kelly in Ikwumelu (2002:3), observe that âsocial awareness and social understanding are still not being developed, students still consider either to take for granted what their teachers offer or to reject it out of handâ, probably as a result of lack of relevance between Social studies content and its instructional methods.
It is only when such relevance is achieved that Social studies programme can help students think critically about their own assumptions and about the world in which they live, so that they will no longer be contented to accept their lot blindly but can learn ways of contributing towards changes.
Wheeler in Fadeiye (2005:06) equally maintains that âwhether a subject is effective or not depends on the nature and quality of the learning experiences that are associated with itâ. This implies that it is not only the content that determines effectiveness but also the quality of learning experiences which in some cases are dependent upon proper selection and appropriate utilization of instructional methods by the teachers.
Mkpa in Mkpa (2005:10), thus suggests that âcontent must be related to selected instructional methods for effective and quality learning experiences to be achievedâ. He maintains that in reality content and process are so interrelated that an outright distinction may not be desirable except for analytical purpose; content and process should therefore be seen as an integral part of each other and so should both be accorded sufficient emphasis as one cannot exist in isolation of the other.
Mbakwem (2005) is also of the view that proper selection and appropriate utilization of instructional methods could encourage skills acquisition and development of values. From the foregoing, it appears that the ability of Social studies to realize the lofty goals expected of it rests on the instructional methods selected and used by the teachers.
With regard to the selection and use of instructional methods in teaching of Social studies, Bozimo and Ikwumelu (2009:138), opine that there is wide spectrum of instructional methods available for use in Social studies education. While some of the methods can only be used to achieve some specified objectives, others can achieve multiple objectives simultaneously.
Fadeiye (2005) asserts also that methods of teaching Social studies are many and that some are more effective than the others; to him Social studies teachers need to examine all the methods critically and experiment with them with a view to selecting most appropriate methods for classroom interaction. This thus leads to such questions as:
– What are the instructional methods available for use in teaching Social   studies?
– Is there any difference between rural and urban Social studies teachers in the use of instructional methods?
–Â Do Social studies teachers utilize these methods properly?
– What are the possible factors affecting selection and utilization of these  methods?
Different methods can be used in teaching a unit of work so that students will have the opportunity of using all their senses with a view to making learning permanent. Some of these instructional methods used in teaching Social studies are: lecture method, panel method, debate method, dramatization method, inquiring method, concept mapping, discussion, field trip method, creative activity, games and simulation methods.
Fadeiye (2005) opines that Social studies teacher needs to familiarize himself with several methods of teaching Social studies so as to make classroom more interesting and participatory. He also suggests the use of integrated methods in the teaching since Social studies is an inter-disciplinary subject.
Unfortunately, some Social studies teachers fall back to a particular method as the only method of passing information to the students, and this does no good to the teaching and learning of Social studies, furthermore selection and utilization of inappropriate methods by Social studies teachers may impede the learning of Social studies (Bozimo and Ikwumelu, 2009).
Novak and Musonda (1991) maintain that gender bias from the society has permeated the school environment, curriculum, pedagogy, instructional materials, among others to influence the attitudes of the teachers in favour of the boys. Again, though boys and girls have similar abilities and capabilities, learn in the same school, taught by the same teacher using the same syllabus, girls in the end still perform very poorly in Social studies classroom (Novak & Musonda, 1991).
Hornby (2000) defines selection as the process of choosing something carefully from a large group of things that may either by identical or having a common future. Utilization according to him is defined as the process of using something, especially for a particular purpose. Consequently, there is a need for a study on the selection and utilization of Social studies instructional methods by secondary school teachers especially in Ebonyi State.
Statement of the Problem
Social studies is often seen as all comersâ course and a dumping ground for those denied admission in other disciplines by the school management (Igba, 2005). According to Igba (2005), school management and ministry of education often appoint teachers that read courses like Geography, Economics, History, Government, English language and even Fine Arts to teach the subject in secondary schools in Ebonyi State. Â This does not enhance the teaching and learning of Social studies.
This is why most Social studies students fail Social studies in external examination. Lamenting on the poor performance, the chief examinerâs report on the performance of students in Social studies examination in the July 2009 says âthe performance is generally poor.  It was disheartening to see the degree of ignorance among candidates of Social studies in their home countryâ, (Ebonyi State Secondary Education Board, 2009:12).
In addition, Onasanya (2008:) opines that Social studies education in Nigeria for long had been criticized for not quite preparing students for effective living in the society as result of inappropriate utilization of instructional methods in Social studies classroom.
In support of the above, Okpalama (2008: 65) maintains that the âinability of Social studies education to actualize its expected goals of preparing students for worthy living is proved beyond reasonable doubt by the low level of achievement of Social studies students in external examinationâ.
To Okpalama, the low level of achievement had been attributed to a number of factors by Social studies educators. For instance Mkpa (2001) attributed it to improper selection and poor uses of Social studies instructional methods, others pointed accusing finger to poor teaching methods involving selection and application of orthodox or traditional methods in Social studies classroom (Mezieobi, 1991). This probably results in poor performances in junior secondary schools Social studies examinations in the study area.
Since Social studies records poor results in the area of study, there is the need to revisit the teaching and learning of the discipline, including the methods applied by the teachers in classroom interaction. While considering the methods in use in Social studies teaching, the factors influencing the selection of such methods have to be in focus.
Research has shown that successful teaching and learning are dependent upon the selection and use of appropriate teaching method(s) for classroom use, (Mbakwem, 2005). This study therefore investigated on the method(s) to be selected and used by secondary school teachers for Social studies education in Ebonyi State?
Purpose of the Study
 The research focuses on the study of selection and utilization of Social studies instructional methods by Social studies teachers in Secondary schools in Ebonyi State. Specifically, it aims at;
–Â Identifying the available instructional methods for teaching Social studies in Secondary schools.
–Â Ascertaining the most widely selected Social studies instructional methods by male and female secondary school teacher in Ebonyi State.
– Finding out the most widely utilized Social studies instructional methods by male and female teachers in   secondary schools teachers in Ebonyi State.
–Â Examining the possible factors that adversely affect selection of Social studies instructional methods by Secondary school teachers in Ebonyi State.
– Determining the factors that affect utilization of Social studies instructional methods by secondary school     teachers in Ebonyi State.
Significance of the Study
The study is significant because it would help in the understanding of the pedagogical problems of Social studies and the best methods of teaching the subject in secondary schools in Ebonyi State. The findings of this study will guide Social studies teachers to appreciate the importance of instructional methods in the teaching of Social studies in our schools.
Social studies textbook authors will benefit from the findings of this study by updating their knowledge on the selection and use of Social studies instructional methods. School administrators and supervisors will no doubt fall back on the findings of this study as a guide to supervising Social studies teachers for effective performance.
The study is relevant because data collected will provide the interested scholars with information on the selection and utilization of Social studies instructional methods in teaching the subject in secondary schools in Ebonyi State. Â The society at large will benefit from the findings of the study as the problems related to Social studies instructional methods are critically examined.
Scope of the Study
The study focuses on selection and utilization of Social studies instructional methods by secondary school teachers in Ebonyi State. The main area of the study is Ebonyi State which has three Education Zones, namely Abakaliki, Onueke and Afikpo Education Zones.
CLICK HERE TO DOWNLOAD THE COMPLETE MATERIAL (CHAPTER 1 -5)
>GUARANTTEE|:| Score 280 Above in 2024 UTMEđ DOWNLOAD FREE JAMB CBT APP HERE:.: GURRANTTEE Score 280 Above in 2022 UTMEđ DOWNLOAD FREE JAMB CBT APP HERE đ±đWISH TO STUDY & LIVE in UK?:- STUDY, WORK AND LIVE IN the UK Application Form NOW OUT. Call 08030447894
