1.1 Introduction
Social studies education is an integrated subject that exposes students to desirable knowledge, attitudes, values, and skills necessary for effective socio-civic life. However, in order for social studies education to meet its high standards, students must have a good understanding of the material; perception is defined as the process by which living things organise and interpret sensory data to create meaning (Mukherjee, 2002). Drawing on a range of social academic fields such as political science, philosophy, history, geography, economics, and geography, social studies is an inquiry-based, issues-focused, multidisciplinary topic. Students are encouraged to understand and discuss ethical and real-world issues that impact their communities and all of humankind via social studies.
This chapter will address the background information that motivated this study, the challenges that prompted it, its aim, and its objectives as a preface to subsequent sections of the study. Additional factors include the study's significance, scope, limitations, research questions and hypotheses, and the definition of technical terms.
1.2 Background of Study
Social studies education is perceived differently by different people, Irmiya (2007) observed that, the differences in the perception of social studies have created misconceptions in the minds of ignorant people. It is important to add that, this problem of misconception of social studies is found even among teachers and students alike of social studies in schools. To some people, it is the study of social sciences which includes economics, sociology, anthropology, geography and political science; to others, it is reflective inquiry leading to critical thinking and problem solving; while another group sees it as citizenship transmission; and yet to another group, it is an integration of concepts and ideas from different subject areas.
Teaching facilities are special in social studies education because of their inherent benefits. in the first place, because they inspire students to want to study more and more, they give teachers engaging and exciting platforms on which to present material. Additionally, learners' curiosity and interest are piqued by offering possibilities for independent research and references. The instructor is also provided assistance in overcoming any physical challenges that could have prevented him from presenting a topic effectively. In general, they facilitate learning and make teaching less difficult. Both the learners' academic and social growth are greatly aided by them.
The uses of instructional facilities and social studies instruction have a positive correlation, according to Bolick (2003). Though some educators have been enthralled with the possibilities of instructional spaces to improve instruction, he contended that instructors have not kept up with the use of instructional spaces during instruction. Some doubted that classroom improvements will ever lead to social studies education change. An essential part of every teaching-learning environment is the amenities. Learning is not only augmented, but its process is enhanced by technology.
Social studies education, given its multifaceted, integrative, and dynamic nature, cannot be effectively implemented without an assessment of the educational facilities. In addition to preparing teachers to use the facilities effectively, social studies education must also foster strategies that allow for the integration of educational facilities to improve the teaching and learning of social studies goals and objectives. Providing teaching facilities is an act of assistance, often from instructors, to support and encourage students or learners in their learning activities. They went on to characterize classrooms as a tool that teachers may readily employ to dispel misconceptions and provide examples of concepts that students would never forget.
In Nigeria the integrated approach which fuses and integrates concepts and ideas from the social sciences, humanities and liberal arts has become the mainstream of social studies education (Irmiya, 2007). The difference in the conception of the goals and content of social studies education results into confusion among teachers and students on what constitutes the subject matter or not. This is a fundamental problem that needs to be addressed if the subject is to make any meaningful impact on the learners. Most research studies on perception of social studies education in Nigeria are centered on the teachers' point of view and as such this study is therefore meant to fill the gap by assessing students' perception of social studies education.
Since students at this level are teachers in training, their perception of the goals and content of the subject will go a long way in influencing their practice after school, Al- Gharibi (2008) revealed that, although students viewed learning social studies as enjoyable, they did not see social studies as useful for a career or even being related to their lives. Also, Al-Nofli (2010) examined the perception of 407 Social Studies teachers about Social Studies goals and content areas in Oman.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Methods of Teaching Social Studies Courses to Social Studies Education Students in selected Nigerian Institutions.
1.3 Statement of Problems
Investigation revealed that the method of learning-teaching tactics employed is one of the reasons given for the unfavourable attitudes of Nigerian university students. The majority of students in Nigerian education, particularly in adult education, have either failed or not demonstrated a positive attitude in the summative evaluation examination results (Laddunuri 2012). According to Marikinyo (2003), instructors' failure to employ verbal reinforcement techniques is to blame for the decline in academic achievement.
The attitudes associated with Social Studies appear to affect students' performance in the subject. Also, many Social Studies teachers teach Social Studies without instructional materials and facilities (Mberengwa 2004). The majority of research done in Nigeria (Laddunuri 2012), (Kkairuki 2009), and (Kat ram, 2007) focused on variables influencing student attitude and policy making rather than how instructional practices influence the student's attitude.
Mruma (2013) looked at university instructors' motivation in another research. This study bridges the gap and it assesses the Methods of Teaching Social Studies Courses to Social Studies Education Students in selected Nigerian Institutions.
1.4 Aim and Objectives of Study
The aim of the study is to assess the Methods of Teaching Social Studies Courses to Social Studies Education Students in selected Nigerian Institutions. In achieving this aim, the following specific objectives were laid out as follows:
- To identify teaching strategies used in instruction of Social studies education in the area under study;
- To determine the extent to which teaching strategies impact on Student’s attitude in the study area;
- To assess the problems associated with the assessment of teaching methods; and
- To assess student’s perception of the appropriateness of teaching strategies used in teaching in the study area.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- Are there problems associated with the assessment of teaching methods?
- To what extent does teaching strategies impact on Student’s attitude in the study area?
- What is Students’ perception towards appropriateness of teaching strategies used in teaching in the study area?
- What are the teaching strategies used in instruction of Social studies education in the area under study?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There are no significant factors that inhibit Social Studies Education teaching methods among students in selected Nigerian Institutions
- H1: There are significant factors that inhibit Social Studies Education teaching methods among students in selected Nigerian Institutions
1.7 Significance of Study
The study gives various insights into the challenges of teaching social studies in Nigeria. These highlighted challenges will enable stakeholders in the education sector to take adequate measures in tackling these challenges, and make learning of social studies a lot easier for both teachers and students in Nigerian Institutions.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Assessment of Methods of Teaching Social Studies Courses to Social Studies Education Students in selected Nigerian Institutions using University of Benin (UNIBEN), Edo State as a case study.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
- Lack of Initial Cooperation from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Social Studies:
It is the integrated study of the social sciences and humanities to promote civic competence. Social studies is most commonly recognized as the name of a course or set of courses taught in primary and secondary schools or elementary, middle, and secondary schools, but may also refer to the study of aspects of human society at certain post-secondary and tertiary schools around the globe.
Teaching Facilities:
These are objects utilized by the teacher to complete teaching and learning process.
Facilitate:
It is the process of promoting or improving teaching and learning.
Challenge:
It is a general term referring to things that are imbued with a sense of difficulty and victory.
