THE RELEVANCE OF SOCIAL STUDIES AS A CORE SUBJECT IN JUNIOR SECONDARY SCHOOL: A CASE STUDY OF OREDO LOCAL GOVERNMENT AREA OF EDO STATE
RELEVANCE, SOCIAL, STUDIES, CORE, SUBJECT, JUNI SECONDARY, SCHOOL CASE, STUDY, ORE LOCAL, GOVERNMENT, ARE E STATE
The Relevance Of Social Studies As A Core Subject In Junior Secondary School: A Case Study Of Oredo Local Government Area Of Edo State, Abstract
--- The Study
Attempts To Examine The Relevance Of Social Studies As A Core Subject In
attempts to examine the relevance of social studies as a core subject in
schools; A case study of selected Junior secondary schools in Oredo local
government area of Edo State. The research method included the use of
questionnaire and oral interviews. A total of about sixty respondents were
used. Research questions postulated were as follows:
1.What are the benefits of teaching social studies
2. Are adequate institutional materials used
in teaching the subject?
3.Are the teachers encouraged to teach the subject
A simple percentage analysis was used to collate data. The study
preferred some basic recommendation to up lift the teaching of the subject-social
studies in school.
Background of the study
Statement of problems
Purpose of the study
Significant of the study
Limitation of the study
Definitions of terms
Meaning of social studies
Nature of social studiers
Relevance of social studies
Social studies objectives
Social studies curriculum
Design of the study
Method of data collection
Validity of instrument
Data analysis and presentation
Presentation of data
Discussion of result
Summary, Conclusion and Recommendations
BACKGROUND OF THE STUDY
The 21st century requires equipping
children with basic education in literacy and numeracy, as the more advanced
completes skills needed for living that can serve as the foundation of life
enabling the children to adapt and change life abetting to life every-changing
circumstances. Basic education remains the most important fac6tor that enables
the very process is about enhancing knowledge, skills and attitudes needed for
societal and national growth of any country of the world. Slavin (1983) defines
learning as an activity of acquiring and applying knowledge to facilitate
meeting individual needs. A child’s education starts from the home that is the
family (informal education) and proceeds to nursery school, primary school,
secondary school, and tertiary level call formal education.
objectives of secondary schools as stated in the national policy on education
1.Preparation for useful living in the society.
2.Preparation for high education.
The secondary schools (JSS). This refers to education that is
pre-vocational and academic designed to enable students acquire further
knowledge other than acquisition of literacy and numeracy and also develop
basic life skills. This level is for children age 12-14 years and it is for
three years. The curriculum has on education and they are:
10.Physical health education
11.Religious and moral instruction.
The knowledge acquired as this live provides the children with
ability to cope with issues, relating to the entire spectrum of their survival,
well-being knowledge on how to deal with people and situations encountered. It
home, school and street, helps them interact with other and appreciates their
own rights and respect opinions of others. Students can stop at this level
equipped with a little vocational knowledge for survival go to the next level
which is the senior secondary school.
SENIOR SECONDARY SCHOOL (SSS)
to education that is academically and vocational designed for those waiting to
complete the six years circle. Its core subject in the curriculum are
comprehensive and broad designed to broaden students knowledge and outlook. The
core subject area;
3.One Nigeria language
4.Physics or chemistry or biology
5.Literature in English, history or geography
These core subject are basic subjects which will enable students
offers and study a particularly course inn the high institution of need be.
Take note there is no special studies in this curriculum. Social studies is a
field of study or subject in schools. It is an inner disciplinary one. From its
introduction till date, there remains confusion and disagreement as to what
social studies is should be. The rational content and approach of social
studies differs depending ion the needs and conditions of the society it serves.
Ethiopia: in Ethiopia social studies is seen as a means to
transform the political culture of the people.
Gham: it is used as a weapon for economic emancipation.
Japan: it is used for building the foundation for a democratic
Nigeria: it is used to inculcate nationalism and unity among its
Sierra Leone: see it as a means of improving their self-image
after colonial rule.
United states: view it as the development of social problems
solving abilities at one time and also acknowledge for effective citizenship
during a different time and as integrated and adapted social sciences for the
school as yet another time.
West Germany: regard it as a means of developing a new order each
view is a reaction to different situation as the case may be. The
department of curriculum development and evaluation (undated) defines social
studies as the study of ma, the way he behaves and organizes in group, his
relationship with his physical and social environment and interaction with them
considering the past, present and emerging in future.
Kesock (1981) defines social studies as a programme, which a
society uses to instill in students the knowledge, skills attitudes and action.
It consider important relationship human have with each other their world and
themselves. Dubey (1986) see it as a program of education, which utilizes the
study of human life for the purpose of given children the opportunity to
practice solving the problems of crucial importance, both for the individual
and society. It is based on the common learning of mans interaction with his
social and physical environment. Salav (1991) defines it as the study of man
and his physical environment. As Ulehe (1980) put it, social studies provide
people understanding their physical and human environment in order to act as
responsible citizens. Newman (2003) defines it as a unit of course or study
based on the social sciences e.g. history, geography, economics, psychology,
government and anthropology. Social studies came into existence in Nigeria in
1916 when the national education organisation decided the less emphasis should
be placed on memorizing factual information and more preparing people for the
future. Such preparation requires that attitudes and skills be taught along
side with knowledge,. At this time social studies was considered integrated
curriculum combing the already established history and geography with newer
social studies it should be noted that Nigeria inherited the colonial form of
education which upon independence was seen as irrelevant to the need to change
the school curriculum for a relevant one become necessary in Nigeria. Also the
agitation to formulate policies and change the existing curriculum gained
momentum among local elites, farmer and concerned individual. to this end,
effort made to fashion out the type of education future African citizens should
Man as a
social being is always interacting with his fellow being till the day he dies.
This interaction has implication on both man and his environment. Based on this
t he study will attempt following questions.
1.Does social studies have any relevance in the
study daily life?
2.Are the objectives of social studies achieved by
the time a child completes the junior secondary school?
SIGNIFICANCE OF THE STUDY
researcher has embarked on this study in order to:
i.To determine the learning experience in the
ii.To outline the benefit of social studies
problems and make necessary contribution.
SCOPE OF STUDY
is limited to Oredo local government area of Edo State and remote part of Egor
area covered are Oliha quarters, Uselu quarters, Ugbowo quarters and Benin city
researcher assumed that
1.Social study is taught in all junior secondary
school whether public or private.
2.That the students do not have an awareness of
the relevance of social studies.
DEFINITIONS OF TERMS
used in this research are defined below:
1.Environment: this is the totality of
circumstances surrounding an organism or organisms in the complex of social and
cultural condition affecting the nature of an individual or the society.
2.Knowledge: is the assured belief referring to
that which is known?
3.Objectives; there are desirable out achievement
with resources and time.
4.Perception: this is achieving knowledge through
the sensory organs.
5.Relevance: this is pertinent to the matter at
6.School: this refers to institution of
pre-college formal education. It also includes colleges, universities and many
other types of special establishment.
7.Skills: refers to expert knowledge concerning
matter, or accomplishment or craft.
TERMS AND CONDITIONS APPLY
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