ABSTRACT
This research work focused on the extent of achievement of Social Studies objectives in junior secondary schools in Anambra State. Seven research questions and seven null hypotheses were formulated to guide the study. Descriptive survey research design was adopted for the study. The study was carried out basically in Onitsha and Nnewi Education Zones of Anambra State. The population of the study consisted of four thousand, nine hundred and ninety-four (4,994) public junior secondary school teachers comprising Social Studies teachers and non-Social Studies teachers. Two hundred and fifty (250) public junior secondary school teachers comprising ninety (90) Social Studies teachers and one hundred and sixty (160) non-Social Studies teachers who were selected from eight (8) public junior secondary schools in Onitsha and Nnewi Education zones were selected as sample for the study. The sample size was selected through multi stage sampling procedure which was done through simple random sampling technique. A questionnaire instrument titled “Extent of Achievement of Social Studies Objectives Questionnaire (EASSOQ)” was used for data collection. The instrument was face validated by three experts; two Social Studies experts and one Measurement and Evaluation expert. The instrument was trial tested on twenty (20) research subjects and Cronbach Alpha was used to test its reliability and an overall reliability co-efficient of 0.95 was obtained. The data obtained were statistically analyzed using mean and standard deviation to answer the research questions. Z-test statistical tool was employed in testing the formulated null hypotheses. The results indicated that Social Studies objectives of creating the awareness and understanding of social and physical environments, acquiring basic skills, acquiring relevant body of knowledge and information, appreciating the diversity and interdependency of members of local and national communities, creating awareness of interdependency of national and international communities, developing positive attitudes of togetherness, comradeship and cooperation towards a healthy nation and inculcating good citizenship behaviours in JSS students had been achieved to a high extent in Anambra State and not to a very high extent as expected. Based on these findings, the study recommended amongst others that professional Social Studies teachers should be recruited to teach Social Studies in junior secondary schools for effective teaching and learning of Social Studies and for achievement of Social Studies objectives to a very high extent as expected in junior secondary schools for peace, unity and national development in Nigeria. Finally, the study concluded that if Social Studies objectives are achieved to a very high extent as expected in junior secondary schools, students would be made to be functional, creative and patriotic citizens who would be capable to shun social evils and by that, enhance tolerance, unity and peace among the entire ethnic groups thereby encouraging national development in Nigeria.
CHAPTER ONE
INTRODUCTION
Background of the Study
Children when adequately trained in the societal norms and values make for effective future development and advancement of the society. Education is an indispensable tool for training children in the societal norms and values. It is the corner stone for individual development and societal advancement. That is why Nwaubani (2008) maintained that education is universally perceived and acknowledged as an effective tool for meaningful development in every society, be it social, economic, technological and political. Education is for the development of individuals into sound and effective citizens for social advancement. Indeed, the Nigerian philosophy of education is based on the need to “develop individuals into sound and effective citizens” (Federal Republic of Nigeria, 2004:7). Accomplishment of this philosophy led to the adoption of the Nigerian national educational goals among which are the inculcation of national consciousness and national unity and the inculcation of right types of values and attitudes for the survival of the individual and the Nigerian society (Mezieobi & Edinyang, 2013).
The quest for actualization of the afore stated national goals of education precipitated the introduction of some new school subjects and curricular offerings in Nigerian education system among which was Social Studies education programme. Emphasizing on the importance of Social Studies as one of the curricular offerings that help to achieve national educational objectives, Okam and Bozimo (2002) maintained that Social Studies is capable of promoting effective citizenship education. Similarly, Obebe (2005) observed that Social Studies is widely recognized as one of the subjects designed to promote effective citizenship education as designed in the national educational philosophy. In the same vein, Udo (2000) succinctly stated that Social Studies is one of the innovative elements of the new Nigerian education system. It was incorporated into junior secondary school curriculum as a core subject of study for overall development of a sense of responsibility, patriotism and effective citizenship in the learners. According to Mezieobi, Ossai, Onyeanusi and Egharevba (2012), it is a course of study that is highly relevant to social, political, cultural, economic and technological development of a nation. Social Studies according to Nwaubani (2010) is value-ladened. However, in the words of Mezieobi, Akpochafo and Mezieobi (2010), the contents of Social Studies are organized around social and environmental issues affecting man’s existence and his capacity to manage and preserve the environment for sustainable development.
Social Studies more so studies man in a holistic view in an integrated manner as it draws its contents from other social sciences and humanistic disciplines. Hence, Obasi (2000:38) defined Social Studies as “citizenship education which deals with the study of people in specific places (History), in various groups (Sociology); how they organize themselves (politics) and earn a living (Economics).” Social Studies however looks at man’s interrelationship with his fellow beings and his environments as he struggles to survive in these environments. In corroboration, Okon (2014:178) emphasized that “Social Studies is an integrated discipline which focuses on man and his relationship with his social environment…borrows concepts from a wide range of social sciences including Sociology, Economics, Human Geography and Government.” In the same vein, Mezieobi (2014:226) asserted that “Social Studies imbues in man the critical cognition, affective wherewithal and social-civic competencies for conquering all disabilities and problems and for making his environment worth living.” In essence, the ultimate role of Social Studies is the development of the character of man, inculcating in him worthy attitudes which will be habituated in actuality. This attitudinal development of man as Mezieobi further maintained is the fulcrum on which real qualitative and transformation of Nigeria will anchor.
Social Studies objectives focus on the preparation of the learners to be patriotic and effective citizens, conscious of the benefit of collaborative national development and global interdependence. Esu and Enu (2010) maintained that Social Studies objectives are focused on the production of responsible citizens who are determined to achieve national development including the provision of multi disciplinary education that equips them with diverse knowledge, information and data that are crucial to achieving effective integrated national development. Against this background, Nwaubani (2010:86) posited that “Social Studies plays vital transformational roles in influencing the values and attitudinal needs of the learners when appropriately taught.” Hence, the overall objective of Social Studies basically at junior secondary school level in Nigeria is character development and reformation. This is in line with Nigeria’s philosophy of education which emphasizes the integration of the individual into sound and effective citizen.
The Nigerian philosophy of education formed basis for her educational objectives which as noted by Nnachi (2009) are those desirable changes that the learners will experience in behaviour as a result of being exposed to the programme of study. These Nigerian educational objectives consequently provided the framework on which the general objectives of Social Studies were based. However, the general objectives of Social Studies as reported by Bozimo and Ikwumelu (2009) are
1) To help the learner fit into the society to which he belongs;
2) To create an understanding of the environment-its man- made, natural, cultural and spiritual resources and the conservation of these resources for development;
3) To develop an awareness and appreciation for the inter-relatedness of human knowledge and human life;
4) To develop capacity to learn and acquire skills essential to the formulation of satisfactory professional life and further studies;
5) To develop capacity for logical thinking and sound rational judgment;
6) To develop in the learners, positive attitudes of citizenship and desire to make positive personal contribution to creation of prosperous, united Nigeria; 7) To make the students be aware of the problems in his society and the world in general and a sympathetic appreciation of the diversity and inter-dependence of the local community and of the wider national and international communities.