1.1 Introduction
Social Studies Curriculum as a policy document and academic programme was introduced to educational system in Nigeria with the aim of inculcating positive values and building of better Nigeria. This could be possible only when there is effective implementation of social studies curriculum at all levels of education. According to Okam (1998), there is an indication that social studies education has not been properly implemented in the schools to equip students with the necessary knowledge, facts and ideas that can enhance positive values and attitudes for the survival of individuals and the society.
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Social Studies Subject was introduced in the Nigerian School Curriculum as part of the instrument for achieving national development (National Policy on Education (NPE) 1981). This was what informed its designation as part of the core curriculum at different levels of education in Nigeria.
Social Studies curriculum development agencies such as the Nigerian Educational Research and Development Council (NERDC) and experts further identified and disseminated the curriculum goals or purposes of the subject in the school curriculum. These include citizenship education, reflective inquiry and social science education, (Barth-shermis, 1920; Barth-Norris, 1976; Dubey and Barth, 1980; Olawepo, 1984) among others. These broadly stated goals must be clare to, and recognized as important as well as attainable by teachers and other participants connected with the Curriculum if the intentions or purposes must be realized and the investment of effort is to be considered worthwhile (Feather, 1982; Meece, Blumenfeld, & Hoyle, 1988). These intentions or purposes are prima facie stated with clarity, but their perception or conceptualization by teachers and scholars is still in doubt as Onyabe (1980) observed that the philosophy, content and methodology of social studies has remained vague to both scholars and teachers. The incidence of conflicting conceptions of social studies curriculum is a cause for concern for three major reasons. First, the anchor or strategic position of purposes or intentions in the curriculum development process (Pratt, 1994) as illustrated in Tyler (1949) (Linear) and Wheeler (1980) (cyclic) curriculum models, among others.
Secondly, curriculum goals or purposes are indispensable elements in instructions as far as effective implementation of an already developed curriculum is concerned. Thirdly, the correct conception, investment of efforts and ultimate realization of the purposes of the curriculum will facilitate the realization of the overall aims of the Nigerian educational enterprise.
Therefore, in Anambra State where the research was carried out, the activities that was conducted is to know the Problems and Prospect of Teaching Social Studies in Primary Schools.
1.3 Statement of the Problem
Presently, junior secondary school students' interest and academic achievement in social studies is declining. Lemchi (2001) noted that some students are losing interest in the subject.
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 quality of teachers, and class room facilities are grossly inadequate and obsolete. Owolabi et al. (1991) also indicated that a serious disconnection exists between Social Studies training in secondary schools and the needs of the labour market, as students that do not proceed to higher education have been found to be incompetent in the field of work. Where students consistently perform poorly, the implication is that adequate teaching and learning has not taken place in schools. Therefore, the problem of this study is to examine the problems of teaching and learning of Social Studies in secondary schools in Anambra State.
1.4 Aim and Objectives of the Study
The main aim of this study is to examine the problems of teaching and learning of Social Studies in Primary Schools in Anambra State, Nigeria. In achieving this aim, the following specific objectives were set out as follows:
- To find out the extent to which students' attitudes constitute problems to the teaching and learning of Social Studies.
- To assess the extent to which teacher quality and quantity constitute problems to the teaching and learning of Social Studies.
- To find out the extent to which instructional materials constitute problems to the teaching and learning of Social Studies.
- To determine the extent to which curriculum issues pose problems to the teaching/learning of Social Studies.
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:
- To what extent do attitudes of Anambra State Primary Schools Students constitute problems to the teaching of Social Studies?
- To what extent to teacher quality and quantity cause problems to the teaching of Social Studies?
- To what extent do instructional materials pose problems to the teaching and learning of Social Studies?
- To what extent do curriculum issues pose problems to the teaching and learning of Social Studies?
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.
H0: There is no significant difference in the extent to which social studies curriculum content is being implemented in Primary Schools in Anambra State
H1: There is significant difference in the extent to which social studies curriculum content is being implemented in Primary Schools in Anambra State
1.7 Significance of Study
The study gives various insights into the challenges of teaching social studies in Primary Schools 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 junior secondary school levels.
1.8 Scope of the Study
This study covers the challenges and prospects of teaching social studies at Primary Schools in Nigeria using Anambra state as a case study. Findings and recommendations for the study may not reflect the true view of the challenges of teaching social studies in Nigeria, as the researcher could not cover a wider area in Nigeria due to time and financial constraints.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- 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.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- 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).
1.10 Definition of Terms
Social Studies: 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.
Challenge: Challenge is a general term referring to things that are imbued with a sense of difficulty and victory.
