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CHAPTER ONE
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INTRODUCTION
BACKGROUND OF THE STUDY
Secondary education in Nigeria is of six years duration, divided into Junior Secondary School (3 years) and Senior Secondary School (3years). The two stages are both vocational and academic in nature. The broad goal of secondary education according to Federal Republic of Nigeria (FRN) (2004) is to prepare the individual citizens for useful living within the society and preparation for higher education.
One of the core subjects afforded a the Junior Secondary School level which takes into consideration societal needs within education system at all levels of basic education and at junior secondary education which incorporated many of the contemporary issues of local and global concern such as youth unemployment and youth restiveness, environmental issues, drug abuse, child/woman trafficking and family life education, HIV/AIDS preventive education, gender issues, peace and conflict issues, Nigerian peoples and their cultures, the mass media, globalization, Millennium Development Goals (MDBS) including NEEDS curriculum is social studies.
One of the major reasons that has prompted many educational authorities, planners and experts regarding the inclusion of social studies in the curriculum of school derives essentially from the subjects concern for propagating and instilling the tenets and objectives of the Affective Domain (attitudes, interest, beliefs, feelings and values in the minds of Youngsters to it.
Obemeata (1983), observed that the main attraction of social studies as a popular school subject centres on the view that it deals with human behaviour and the belief it can play a major role in influencing the attitude of the young and the up-growing generation.
The present social studies curriculum may be simply explained as the outcome of realignment and restructuring of the revised curriculum for primary and junior secondary school studies. In keeping with contemporary developments worldwide, relevant contents were taken from the following areas; people and their environment, socialization, culture, social issues and problems, family life education, national unity and integration, information and communication technology, science, technology and society, national economy, community, health issues, peace and conflict and world issues.
The above themes of the curriculum run from 7 – 9 upper basic (Junior Secondary Schools) education in Nigeria. With these emphases, therefore, adequate attention should be given to the kind of teaching methods employed for teaching social studies in Junior Secondary School by the teachers. The multiple roles of social studies in the society now necessitates a shift from conventional methods of teaching to modern teaching methods of which Computer Assisted Instruction is one of th
The objectives of studying social studies in junior secondary schools in Nigeria according to Federal Ministry of Education (FME, 2007: VI) are to:
- Develop the ability of the individual to adopt to his or her changing environment.
- Become responsible and disciplined individuals capable and willing to contribute to the development of their societies
- Inculcate the right types of values;
- Develop a sense of comprehension towards other people, their diverse cultures, history and those fundamental things that make them human.
- Develop the capacity to recognize the many dimensions of being human in different cultural and social contexts and
- Develop a sense of solidarity and sharing based on a sense of security in one’s own identity.
The teaching of social studies in schools therefore, is expected to contribute to an acquisition and sustenance of desirable attitudes, characteristics of effective citizenry within a democratic society. In meeting with the above challenges, the teaching methods recommended for implementation of the social studies curriculum are integrated approach to social studies teaching, guided enquiry of teaching and information, communication and technology (ICT) assisted instructions which promote learning by doing skill development (FME, 2007).
Teachers of social studies are increasingly facing instructional challenges a the diversity of students within each classroom continues to widen, Paterson, (2002), observed that within each classroom, students of a wide academic range with different labels such as gifted, fast learners and below average learners face their teachers daily with hope that their needs will be met.
The conventional teaching methods like lecture method among others seem not to have adequately equipped teachers with contemporary views of students’ intelligence and their vast learning capabilities (Compbell, 1999), hence, the instructional techniques adopted do not adequately cater for the students’ diverse dispositions.
One possible solution to these challenges is the use of computer assisted instructional teaching approach which is one of the ICT facilities as recommended by the Federal Ministry of Education (2007) for the implementation of 9-years Basic Education curriculum for Junior Secondary School social studies. The above, according to the same document will promote the academic performance of students in social studies.
Performance is the ability of students to carryout tasks whose outcome is the accomplishment in a specified programme of instruction in a subject area or occupation which students had undertaken in the past.
Academic performance is the translation of the student’s achievement in examinations or tests into scores obtained in a cognitive test (Anene, 2015). Academic performance refers to achievement in a school subject as designated by a score or mark obtained in a test or examination.
A test is an instrument administered to an individual as a stimuli to elicit certain desired and expected responses, as demanded in the instrument, performance on which the individual is assigned a score representing achievement. (Olailan, Ekong, Igho and Nwachukwu, (2002).
In other words, academic performance is always denoted by a score which represents the amount of learning acquired. Knowledge gained o skills and competencies developed in the school subject. Academic performance may refer to some methods of expressing a students scholastic standing. This can be regarded as subject grate, average for a group of subject in a programme such as social studies.
Artherton (2003), maintained that academic performance is dependent on several factors like teaching methods, intelligence, background, organization, opportunity and motivation. Paroye (1981) however had postulated that the above factors could be grouped into three categories as the learners, the school and the environmental factors.
Performance in this context refers to academic achievement of the students that can be measured in terms of scores obtained in social studies tests administered by social studies teachers or examination bodies such as National Examination Council (NECO), which conducts Junior School Certificate Examination and the Examination Development Centres, a department of the State Ministry of Education which conducts Junior Secondary School Certificate Examination for the various state.
Obodo (1990), had stated that when an instruction has been finished, the students should be tested to determine how the stated objectives have been achieved. He NECORepors of 2005 and 2008 showed that the performances of students in social studies were poor and persistent.
The council advised among others that students should be taught with appropriate teaching methods to achieve better results. The advice notwithstanding, the performance of the students in social studies in the Junior Secondary School Certificate Examination conducted by Examination Development Centre of States like Enugu in the years 2005 to 2008 showed very poor performance. The JSSCE results in social studies in Enugu State are shown in table below:
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