ATTENTION:
BEFORE YOU READ THE CHAPTER ONE OF THE
PROJECT TOPIC BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE
TOPIC BELOW. THE FULL PROJECT COSTS N5,000 ONLY. THE FULL INFORMATION ON HOW TO
PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR YOU CAN
CALL: 08068231953, 08168759420
EXTENT OF
THE USE OF INSTRUCTIONAL MATERIALS IN THE TEACHING OF SOCIAL STUDIES
ABSTRACT
This
research work was aimed at identifying the extent of the use of instructional
materials in teaching Social Studies in Nsukka Educational Zone. This work was
necessary because the success of any classroom teaching depends more on the
extent of the use of teacher resources than verbalization. Three research
questions were posited to guide the researcher in the study. These questions
are: (1) What instructional media are available for Social Studies Instruction
in Nsukka Education Zone? (2) To what extent are instructional materials used
in Social Studies Instruction? (3) To what extent are different methods used in
Social Studies lesson? Twenty-nine schools were sampled for this study.
Instruments for data collection were questionnaire distribution schedule and
checklist designed to elicit information from teachers. The data collected were
analyzed based on mean scores and percentages. The information collected
indicated that most of the resource materials are not available in schools,
while some were available in some schools. The available materials were not
adequately used. Based on these findings, recommendations were made which
include that, teachers should be resourceful and use available teaching
materials to make their lessons interesting thereby providing some motivation
to the learners. Government should provide some money to schools to purchase
the resources that the teachers cannot improvise. The researcher believes that
if these recommendations are followed strictly, there would be much improvement
in the teaching and learning of Social Studies in Nsukka Education Zone.
CHAPTER ONE
INTRODUCTION
Background
of the Study
There is no
single universal definition of Social Studies because the subject is defined
according to the need of each society, which adopts it as a programme of study
in schools and colleges. However, the Committee on Primary School Social Studies
programme in Nigeria defines Social Studies as those common learning of man’s
interaction with his social and physical environment, adding that it is not
only a study, but a way of life, of how man influences, and is influenced by
his physical, social, political, economic, psychological and cultural
environment (Aina, Adeyoyin, Obilo. and Ahmadu, 1982)
Similarly
Olaniyan (1998) emphasized that Social Studies is a programme which a society
uses to instill in students the knowledge, skills, attitudes and actions it
considers important concerning the relationship which human beings have with
each other, their world and themselves. Bearing in mind the concept of Social
Studies as an integrated discipline, the objectives are clearly stated in the
National Policy on Education (FRN, 2004).
The primary
concerns of the subject are encouragement of the awareness of the world in the
child, inculcation and development of appropriate knowledge, skills, attitudes,
values and social activities concerning relationships in people; to enable them
find solutions to social problems in their surroundings and to develop positive
attitudes towards our fellow men in society.
Social
science as the teaching and learning of individual subjects such as History,
Geography, Government, etc. has finally given way to the conception in Social
Studies as an integrated subject This came about in fact with the adoption in
1975 of the Integrated Social Studies Syllabuses developed by the National
Educational Research Council fortheprimary schools and Teacher Training
Colleges throughout the country at the on-set of the Federal Government
University Free Primary Education (UPE). Similarly, the Integrated Social
Studies Syllabus currently being used in the lower forms of secondary schools
in the country as well as the one for the 3-3 Secondary School system of the
New Education Policy was prepared by the Comparative Education Study and
Adaptation Centre (CESAC), University of Lagos (Ogunsanya, 1984). Social
Studies is a subject which deals principally with how human beings interact
with one another and with the environment. The Committee on Social Studies
singled it out as one major area of study through which national objectives on
education in Nigeria can be achieved. Specifically, the Committee spelled out
the underlisted objectives for teaching Social Studies in the primary and
secondary school levels of the Nigerian education system:
1. To
encourage the development of social responsibility towards other children,
adult and the world.
2. To encourage
the development of values, attitudes, skills and understanding necessary to
live and function in society.
3. To create
an awareness and an understanding of the evolving social and physical
environment as a whole, its natural, man-made, cultural and spiritual resources
together with national use and conservation of these resources for development
4. To ensure
the acquisition of that relevant knowledge which is an essential prerequisite
for personal development, as well as a positive personal contribution to the
betterment of mankind.
5. To
develop in children a positive attitude to citizenship and a desire to make a
personal positive contribution to the creation of a progressive and united
Nigeria.
6. To
develop in the children the ability to think critically and reflectively and
come to an independent conclusion.
7. To
promise an understanding of the social problems facing the Nigerian society and
a desire to find solutions to them (Ogunsanya, 1984; Obeta, 1996; and Enem,
2002).
The
objectives of Social Studies Education in Nigeria, as stated above, show that
the subj ect was introduced into the school curriculum to, among other things,
get rid of certain social vices plaguing the Nigerian society. Such vices
include tribalism, ethnicity, nepotism, political instability, mass poverty,
immorality, drug abuse, disrespect for elders and so on. Social Studies also
meet the needs of the society in the areas of social and intellectual skills as
well as attitudes and values. The subject
is also
concerned with acquiring the desirable information in order to be able to
achieve meaningful development in all sectors of the economy (Ogunsanya, 1984).
The summary of our discussion clearly indicates that Social Studies education
is central to nation building. Our leaders and policy-makers need to acquire
desirable social and intellectual skills, as well as positive attitudes and
values that will enable them to make positive contributions to the process of
nation building. They need to appreciate the economic and socio-political
diversities of Nigeria, and the need for unity, tolerance and inter-dependence
among the various component units of Nigeria.
To achieve
the above objectives, the subject must be properly taught in our schools. One
major characteristic of good teaching of Social Studies is the ability to
inculcate in students a spirit of curiosity and self-instruction (Enem, 2002).
A great deal has been discovered about what attracts the interest of children,
holds their attention and fosters that natural curiosity. Enem (2002) opined
that nothing attracts learners’ attention faster than the use of relevant
resource materials. For example, bright, contrasting colours seem to stimulate
them as well as seize their attention. Similarly, interesting shapes and
objects are also very important, especially at the lower levels of our
education system.
The use of
adequate and relevant resource materials has numerous advantages. For example,
it facilitates teaching and learning, and makes learning faster and more
permanent. Teachers do not need to expend a great deal of energy or time in
giving out much information or much guidance. Rather, he guides the pupils to
find out or
discover
things on their own. For instance, if a picture of a boy eating a banana is
shown to the class and the caption of the picture is: “This boy is eating his
banana”, the teacher could ask his class “Where do you think the banana came
from?”. A question such as this forces the pupils to look at the picture
critically and study it for contextual clues. Where is the boy standing?
(Market, Farm or School?) What has he been doing? What are the commonest ways
through which boys obtain banana?
In Social
Studies, resource materials encourage the pupils to think critically and
reflectively about their lives and their surroundings. This helps to build up
the students’ self esteem and confidence. In addition, resource materials
arouse the students’ interest on the subject. We all know that interest motivates
learning. Social Studies teachers should make effective utilization of
instructional materials in teaching because, they make teaching more
meaningful, interesting and more permanent. The extent teachers make use of
instructional materials in the teaching of Social Studies is not known.
Therefore, the need arises for a determination of the extent teachers use
instructional materials in teaching Social Studies at the Junior Secondary
Schools (JSS).
HOW TO GET THE FULL PROJECT WORK
PLEASE, print the following
instructions and information if you will like to order/buy our complete written
material(s).
HOW TO RECEIVE PROJECT MATERIAL(S)
After paying the appropriate amount
(#5,000) into our bank Account below, send the following information to
08068231953 or 08168759420
(1) Your project
topics
(2) Email
Address
(3) Payment
Name
(4) Teller Number
We will send your material(s) after
we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 2023350498
Bank: UBA.
FOR MORE INFORMATION, CALL:
08068231953 or 08168759420
AFFILIATE
Comments
Post a Comment