1.1 Introduction
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 (David, 2018). Social studies provide opportunities for students to develop the attitudes, skills and knowledge that will enable them to become engaged, active, informed and responsible citizens. Recognition and respect for individual and collective identity is essential in a pluralistic and democratic society. Social studies help students develop their sense of self and community, encouraging them to affirm their place as citizens in an inclusive, democratic 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, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
The introduction of social studies into the Nigeria school system was based on certain philosophical considerations. One of them is to address social issues and man’s problem of life in their interrelatedness, as they appear in real life situations instead of addressing them in an uninterrelated manner as those learnt through separate disciplined like Geography, Religion, Sociology and Anthropology. Social studies according to Ezegbe (2011), was therefore introduced as an integrated discipline to make education real to life.
Social studies was also introduced into the Nigeria school system to achieve one of the philosopher of Nigeria education as indicated in the National policy on education (2009) which is the development of the individual into a sound and effectives through social studies is possible since the subject is an integrated programme which is taught and learnt. Social studies look at all aspects of the life of the child in the society. It is further stated in the National policy on Education (2004) that the essence of education is to achieve the inculcation of National consciousness and national unity.
All these, according to Ezegbe (2013) involve the development of modern democratic values which are taught and learnt in societal studies because of its broad based scope. The accomplishment of the purpose for which social studies was introduced in schools would depend to a large extent not only on the availability of the right caliber of professionally trained social studies teaching personnel but also of the material resources available in schools for its teaching is the most important. Bram (2007) pointed out the vital role of the teacher in the curriculum process when he notes that.
The curriculum can be great success or a dismal failure depending on the teachers. They are the key persons who alone make the curriculum design achiever whatever it was designed to achieve. No matter how strongly motivation a nation may be in desiring to provide education for its citizens irrespective of the financial resources and the good will. The effectiveness of the system ultimately depends on the quality of the teacher that operates it. It is the teacher who translates societal value and aspiration to practical lessons in the class several educators amongst who are combs.
Fafunwa (2008), Fayemi (2009) have written on the vital role of the teachers as implementer of the curriculum. According to them, whatever abilities are available, whatever content is presented for teaching, which ever kind of environment that school is situated and whatever kind of pupils are given to teach, the important and vital role of the teacher cannot be over emphasized.
Social studies as broad discipline deals with study of the activities of man in his physical and social environment (i.e how man influence the environment in which he lives and in turn and examines the environment effect on man) consequently. The community becomes the laboratory for social studies teachers. A careful examination of the Nigerian primary and junior secondary school social studies curriculum would show that they are common in our communities these could be historical, geographical economic, social and cultural issues.
According to Meziobi (2012) social studies teacher should move away from reliance on text book and other reading materials and as an alternative to the textbooks disease from attention to participative approaches in social studies instruction which are inductive and problem solving oriented and encourage discovery creatively and reflective inquiry which cannot be inculcated through sheer reading of social studies textbook and other reading materials to be employed in teaching and learning the ultimate goal of any teaching and learning activities is to bring about desirable behavioural changes in the learner. Effective interactive process demands appropriate utilization or commitment of instructional materials and resources.
According to Fadeye (2009), resources could be a stimulus, an object, a person etc which helps the learner in their pursuit of knowledge in social studies. The community is the neighbourhood beyond just family, community resources are materials both natural and rural communities. A reference person is an expert or acknowledgeable person in an area of specialization who is invited to or is invited for explanations and dissemination of information human resources include the following community leader, farmers, hunters, priests, librarians and postman, police officers, doctors, legislatures, and others. The non human resources are most appropriate for effective social studies instruction in Nigerian given the social relevance of social studies, copied with low level of technology development of the Nigerian society. The growing emphasis on community based on education and the dwindling economic circumstances which has occasional the adequate supply of instructional materials and facilities to our schools, community resources therefore serve as panacea for the inadequate supply of instructional materials.
According to Meziobi (2007), they help to expose the student to the realities of their environment or community and make them have direct experiences which will help to concretize the social studies content that have been tight. It breaks the monotony of the teacher as it adds variety to learning during visit to interest acquaint learners with their social and physical environment as well as strengthen the school community relationship.
In addition, student can serve the community in projects ranging from helping senior citizens to cleaning up local parks, community services provide on bridge between students and the community and can be important resources in building towards the goal citizenship. The students are made to appreciate the fact that the community plays vital roles in their lives and education.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Social Studies Teachers' Perception on the Use of Community Resources in the Teaching/Learning of Social Studies in Some Selected Junior Secondary Schools.
1.3 Statement of Problems
Investigation revealed that the child is the product of the community, consequently the issue of community resources in the teaching and learning of social studies becomes a means promoting socio-ecological equilibrium and learners understanding of their environment. Researches in community resources like the dependence on high level technology materials such as radio and television for social studies instructional materials effectiveness in Nigeria at this level of our development is not only unrealistic, it will impede the proper institutionalization of social studies education.
The scarcity and at time non availability of the imported high level technology materials such as cine projector, slide projector, accreted projector for impaled effective teaching in school.
Furthermore, the inability of most social studies teachers to effectively operate the instructional materials poses problems. Unfortunately where some of the materials are available the schools lack electricity to energize them. These problems have being manifested in the manner in which student find difficulty in concertizing abstract concepts taught.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Social Studies Teachers' Perception on the Use of Community Resources in the Teaching/Learning of Social Studies in Some Selected Junior Secondary Schools. In achieving this aim, the following specific objectives were laid out as follows:
- To find out whether social studies teachers in school is aware of available community resources for the teaching of social studies;
- To examine the differences between professional social studies teacher in their perception of the value of community resource;
- To determine whether social studies teacher is aware of all the value of community resources in the teaching of social studies; and
- To ascertain the difference of social studies teacher in their perception of the constraints in the use of community resources.
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 social studies teachers in school aware of available community resources for the teaching of social studies?
- Are social studies teacher aware of all the value of community resources in the teaching of social studies?
- Are there differences between profession al social studies teacher in their perception of the value of community resource?
- Do social studies teacher differ significantly in their perception of the constraints in the use of community resources?
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 is no significant difference between profession al social studies teacher in their perception of the value of community resource
- H1: There is a significant difference between profession al social studies teacher in their perception of the value of community resource
Hypothesis Two
- H0: Social studies teachers in school is not aware of available community resources for the teaching of social studies
- H1: Social studies teachers in school is aware of available community resources for the teaching of social studies
1.7 Significance of Study
The study is of significant to the following group of people which include. It is of significant to all social studies teacher to cultivate the habit of using community resources in teaching social studies. It is a significant to all school management to encourage the use of community resources in the planning of school curriculum.
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 Social Studies Teachers' Perception on the Use of Community Resources in the Teaching/Learning of Social Studies. The study will cover Some Selected Junior Secondary Schools in Warri-South Local Government Area, Delta State.
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.
- Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this establishment to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
- 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
Community: people who live in a particular area, country e.t.c
Society: People in general, living together in communities.
Economic: Connected with the trade industry and development of wealth of a country.
