ASSESSMENT OF TEACHERS’ IMPLEMENTATION OF SOCIAL STUDIES CURRICULUM FOR EFFECTIVE CITIZENSHIP IN PRIMARY SCHOOLS IN NIGERIA

	TABLE OF CONTENTS
Cover Page		i
Title Page		ii
Declaration		iii
Certification		iv
Dedication		v
Acknowledgements		vi
Abstract		vii
Table of Contents		viii
List of Tables		xi
List of Appendices		xii
List of Abbreviations		xiii
Operational Definition of Terms		xiv
CHAPTER ONE: INTRODUCTION
1.1	Background to the Study	1
1.2	Statement of the Problem	3
1.3	Objectives of the Study	4
1.4	Research Questions	4
1.5	Research Hypotheses	5
1.6	Basic Assumptions	6
1.7	Significance of the Study	6
1.8	Scope of the Study	8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1	Introduction	9
2.2	Concept of Curriculum	9
2.2.1 Concept of Social Studies		11
2.2.2 Concept of Citizenship		13
2.3	Theoretical Framework	15
2.3.1 Curriculum Assessment Models (AM)		18
2.4	Models of Curriculum Implementation	22
2.5	Meaning and Nature of Social Studies	27
2.5.1 Objectives of Social Studies		30
2.6	Social Studies in Nigeria	33

2.6.1	Social Studies Objectives for Primary Schools	37
2.6.2	The Current Social Studies Curriculum for Primary schools	38
2.7	Social Studies Curriculum	40
2.7.1	Contents of Social Studies	44
2.7.2	Planning of Social Studies Curriculum	46
2.7.3	Determinants of Curriculum	46
2.8	Curriculum Implementation	48
2.8.1	The role of Teachers in Curriculum Implementation	51
2.8.2	The Role of Students in Curriculum Implementation	54
2.8.3 The Role of the Teacher in Planning and Organization of
	Pupils Progression	55
2.9	Methods of Teaching Social Studies	56
2.9.1 Teaching Resources in Social Studies		63
2.9.2 Social Studies and the Teachers Motivation in School		64
2.10 Evaluation Process in Social Studies		66
2.10.1 Problems of Social Studies in Nigeria		69
2.11	Effective Citizenship	70
2.11.1 Social Studies for Effective Citizenship		71
2.12	Empirical Studies	73
2.13	Summary	81
CHAPTER THREE: RESEARCH METHODOLOGY
3.1	Introduction	82
3.2	Research Design	82
3.3	Population	82
3.4	Sample and Sampling Technique	83
3.5	Instrumentation	84
3.5.1	Validity of the Instrument	85
3.5.2	Pilot Study	85
3.5.3	Reliability of the Instrument	85
3.6	Procedure for Data Collection	86
3.7	Procedure for Data Analysis	86

CHAPTER FOUR: RESULTS AND DISCUSSION
4.1	Introduction	87
4.2	Description of Study Variables	87
4.3	Response to Research Questions	89
4.4	Hypotheses Testing	93
4.5	Summary of Findings	96
4.6	Discussion of Findings	97

 

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

 

5.1	Summary	101
5.2	Conclusion	102
5.3	Recommendations	102
5.4	Contribution to Knowledge	103
5.5	Suggestions for Further Study	103
	References	105
	Appendices	110

CHAPTER ONE

 

INTRODUCTION

 

1.1         Background to the Study

 

Social Studies Curriculum is an educational programme which embraces knowledge, values, skills, method, resources, evaluation and societal experiences offered to learners, in an effort to promote positive learning and acquisition of useful skills. The focus of Social Studies Curriculum is essentially man and the society with knowledge, values attitudes and skills for effective relationship, good citizenship and living Social Studies Curriculum offers the individual learner a rich preparation for life. This is because it incorporates all aspects of reforms and innovations in knowledge and skills expected of a people concerned with social, economic, political, scientific and technological progress.

 

As stated by Okam (2000), Social Studies Curriculum is keen about developing desirable socio-civic and personal behaviour of an individual. That is why it has its central task, the quest to help the young manage the physical and social forces of the world in which they live. It is such competencies that make it possible for learner to shape their lives accordingly. Considering the fact that, man is a complex organism, Social Studies deem it fit to develop suitable curriculum to take charge of all forms of behavioural act in man. Hence Social Studies is a vehicle for effective citizenship for the learner and the society.

 

Social Studies Curriculum is that aspect of education meant to help people learn how to get along with others in Nigeria and perhaps like other places, it has to do with the development of socio-civil and personal behaviour (Iyamu, 1998). These are expressive of the affective orientation of Social Studies in Nigeria Schools.

According to Danladi (1993), “the Social Studies has it, as a primary function, the treatment of the entire range of man‟s activities in relation to his social environment, self-realization, human relationship, economic efficiency and civic responsibility”. Conceptualization of Social Studies Curriculum as a solution to human problems in various societies and as a tool for national development cannot be over-emphasized. For instance, in Western Germany, Social Studies Curriculum was initiated as a means for healing the wounds of the Second World War, and development of a new political order. In Britain, Social Studies was introduced as a means to legitimize the teaching of Social Science while at the same time preparing learners for their roles in the society. In Sierra Leone, it was to provide ways of improving the economy after military rule, while in the United State and Canada, Social Studies Curriculum primary function is the preparation of citizens for effective citizenship in a democratic society. In Nigeria, Social Studies was introduced to inculcate the concept of nationalism, unity, good citizenship and interdependence among citizenry of the nation with diverse population (Danladi, 1993).

Thus, the implementation of Social Studies Curriculum in Nigeria schools has not been encouraging for a number of years but it is important to be given more attention because of the transmission and importance the subject has made on the school curriculum. The extents to which Social Studies programmes are improved depend to large extent on how they are evaluated. A teacher who does not evaluate his work most likely cannot hope to improve on his teaching (Danladi, 1993). In view of the foregoing, this study is aimed at assessing the implementation of social studies curriculum for effective citizenship in primary schools.

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