1.0 Introduction
1.1 Background of Study
The teaching of social studies has evolved significantly over the years. Initially, it focused predominantly on historical and geographical facts, but contemporary approaches emphasize a more holistic understanding of societal issues and the development of civic values (Adebayo, 2018). However, teaching social studies at the upper basic level faces several challenges. These include a lack of adequate teaching resources, insufficient teacher training, and challenges related to curriculum implementation (Oluwole, 2019). Teachers often grapple with integrating various components of the social studies curriculum effectively, given the diverse needs and backgrounds of their students. Additionally, there is a need for more support from educational policies and institutions to address these issues and enhance the quality of social studies education (Gidado, 2017).
In Nigeria, social studies was formally introduced into the curriculum in the 1970s as part of educational reforms aimed at promoting national unity and citizenship education (Ojo, 2018). The subject was designed to integrate various disciplines, including history, geography, and civics, to foster a well-rounded understanding of social dynamics and encourage active citizenship among students (Gidado, 2017). Over the years, the curriculum has undergone several revisions to align with contemporary educational goals and societal needs.
Social studies is the integrated study of multiple fields of social science and the humanities, including history, geography, and political science. The term was first coined by American educators around the turn of the twentieth century as a catch-all for these subjects, as well as others which did not fit into the traditional models of lower education in the United States, such as philosophy and psychology (David, 2018). Despite its significant role, the teaching of social studies has faced persistent challenges. Early issues included inadequate teacher training and limited resources, which hindered effective curriculum delivery (Oluwole, 2019). As educational policies evolved, efforts were made to address these problems through various reforms and initiatives aimed at improving the quality of social studies instruction. However, challenges such as insufficient instructional materials, lack of support from educational authorities, and varying levels of teacher expertise continue to impact the effectiveness of social studies education at the upper basic level (Adebayo, 2018).
In the educational context, upper basic school refers to the level of education typically covering grades 4 to 6, where students are generally between 9 and 12 years old. This stage of schooling is designed to build foundational knowledge and skills in various subjects, including social studies (Nwagwu, 2017). The prospect of teaching social studies in upper basic schools lies in its potential to foster critical thinking, civic responsibility, and a deeper understanding of societal dynamics among students. As highlighted by Ojo (2018), social studies education promotes awareness of national values and encourages students to participate actively in community and societal development. However, the implementation of social studies education is fraught with challenges, including inadequate resources, insufficient training for teachers, and a lack of support from educational policies (Oluwole, 2019). Therefore, in Abia State where the research was carried out, the activities that was conducted is to know the Prospect and Problems of Teaching Social Studies in Upper Basic School.
1.2 Statement of the Problem
Investigation revealed that the teaching of social studies in upper basic schools is confronted with several significant problems. One major issue is the inadequate provision of teaching resources, which hampers the effectiveness of instruction and limits students' engagement with the subject matter (Oluwole, 2019). Additionally, there is a notable deficiency in teacher training and professional development, leading to gaps in pedagogical skills and knowledge necessary for delivering a comprehensive social studies curriculum (Gidado, 2017).
The curriculum itself often faces challenges, including a lack of alignment with contemporary societal issues and insufficient integration of interdisciplinary approaches that could enhance students' understanding and application of social studies concepts (Adebayo, 2018). Moreover, there is a general lack of support from educational policies and administration, which affects the implementation and sustainability of effective teaching practices (Ojo, 2018). It is against the backdrop that this study seeks to address these problems by evaluating the prospect and problems of teaching social studies in upper basic school.
1.3 Aim and Objectives of the Study
The aim of this study is to explore the Prospect and Problems of Teaching Social Studies in Upper Basic School using Abia State as a case study. In achieving this aim, the following specific objectives were set out as follows:
- To identify the key challenges faced by teachers in delivering the social studies curriculum, including issues related to training, resources, and support.
- To assess the current state of social studies instruction in upper basic schools, including the effectiveness of teaching methods and resources used.
- To evaluate the alignment of the social studies curriculum with contemporary societal issues and its relevance to students' needs.
- To examine the level of administrative and policy support for social studies education and its impact on teaching practices.
- To propose recommendations for improving the teaching of social studies based on the findings, aimed at enhancing educational outcomes for students.
1.4 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 challenges teachers faces in the implementation of the social studies curriculum?
- What are the current practices and methodologies used in teaching social studies in upper basic schools?
- How effective are the available resources and materials for teaching social studies in upper basic schools?
- To what extent does the social studies curriculum address contemporary societal issues and students' educational needs?
- What is the level of support from educational policies and administration for social studies education, and how does it impact teaching practices?
- What are the prospects for improving social studies instruction, and what recommendations can be made to address identified problems?
1.5 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 relationship between the level of teacher training and the quality of social studies teaching in upper basic schools
- H1: There are significant relationship between the level of teacher training and the quality of social studies teaching in upper basic schools
1.6 Significance of Study
The findings will provide valuable insights into the current state of social studies education, highlighting both its strengths and weaknesses. This will help educators and policymakers understand the specific challenges faced in teaching social studies and identify areas needing improvement.
The study will inform curriculum developers about the gaps between the current curriculum and the needs of students, leading to more relevant and effective instructional materials. Additionally, the research will offer recommendations that will guide educational authorities in crafting policies and providing support to enhance teaching practices and resource availability.
Furthermore, the study will contribute to the professional development of social studies teachers by identifying training needs and suggesting ways to address them. Overall, the research will support efforts to improve the quality of social studies education, ensuring that it meets the educational needs of students and prepares them for active citizenship.
1.7 Scope of the Study
The scope of this research is focused on the Prospect and Problems of Teaching Social Studies in Upper Basic School using Abia State as a case study.
1.8 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Financial constraints were a limiting factor, affecting the resources available for data collection and analysis.
- Delays from respondents in providing feedback impacted the timeliness of the research study.
- Time constraints also played a role, as they limited the duration of the research and the extent to which data could be thoroughly examined.
1.9 Definition of Terms
Social Studies: Social studies is an interdisciplinary field that integrates elements from history, geography, economics, and civics to help students understand the complexities of human society and their roles within it. It aims to promote civic competence and develop students' critical thinking about social issues and structures (Akinsola, 2015).
Upper Basic School: in the educational context, upper basic school refers to the level of education typically covering grades 4 to 6, where students are generally between 9 and 12 years old. This stage of schooling is designed to build foundational knowledge and skills in various subjects, including social studies (Nwagwu, 2017).
Teaching Resources: Teaching resources include materials and tools used by educators to facilitate instruction and enhance learning. This can encompass textbooks, visual aids, digital content, and other educational materials that support the delivery of the curriculum (Oluwole, 2019).
Teacher Training: Teacher training refers to the professional development and education that educators undergo to improve their instructional skills and knowledge. This includes pre-service education, ongoing professional development, and specialized training in specific subject areas (Gidado, 2017).
