Controlling The Factors Militating Against Teaching And Learning Of Social Studies In Primary Schools

Social Studies Project Topic

Controlling The Factors Militating Against Teaching And Learning Of Social Studies In Primary Schools


Abstract


This study was carried out to examine controlling the factors militating against teaching and learning of social studies in primary schools in udi local government area. Specifically, the study aimed at examine whether there are problems in teaching and learning of social studies in our schools, find out whether there are unqualified social studies teacher in primary schools, investigate whether pupils are allowed to participate in the classroom activities, assess whether there is examination Mal practice/expo in all subjects including social studies, find out whether there is low pupils performances in our schools, examine whether pupils attend school regularly. Determine whether teachers allow pupils to ask question, investigate whether government pay teachers salaries regularly and determine whether teachers and pupils involved in lateness to schools. The study employed the survey descriptive research design. A total of 141 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that there problems in teaching and learning of social studies in our schools. Also, there unqualified social studies teacher in primary schools. More so, pupils allowed to participate in the classroom activities. Furthermore, there examination Mal practice/expo in all subjects including social studies. In addition there low pupils performances in our schools. The study further revealed pupils attend school regularly. Also, the study revealed teachers allow pupils to ask question, more so, government pay teachers salaries regularly. Finally, teachers and pupils involved in lateness to schools. The study thereby recommend that teachers/Students should improvise locally made instructional materials using resource from the school environment or raw materials from outside the school environment to be used in teaching of social studies.


Chapter One


Introduction

1.1 Background of the Study

The new paradig in shift of moving from teacher centre education to Inquiry Based System of Education  is a dramatic change in methodology which involves engaging participants in learning experience, that are designed not only to enable them to learn the process of learning how to learn, developing and empowering life long learning skills.

Therefore using Inquiry Based system of education in primary schools to control the factors militating against teaching and learning of social studies is a way of consistent internal motivation to employ one’s critical thinking abilities in judging what to believe or to do in any situation. This is because according to Prof Anih, Inquiry Based system of Education is  systematic and curriculum which fosters the improvement of reasoning skills through inter-subjectivity of simple philosophic topics by both the teachers and the pupils in the classroom. Therefore, controlling the factors militating against teaching and learning of social studies in primary schools in Udi L.G.A, Using Inquiry Based system of Education is the surest and shortest cut to the  digital age of globalization needed for holistic and authentic academic life.


1.2. Point of Inquiry

Lack of Inquiry Based system of Education brings about low standard education which gives rises to low performances in our academic pursuit that causes the major havoc in our academic success.

Also lack of Inquiry Based system of Education in our primary schools causes expo/examination Mal practice, destruction, violence and misunderstanding in the society.


1.3. Significance of the Study

Infact the importance of Inquiry Based system of Education cannot be over emphasized because  Inquiry Based system of Education is a dramatic change in methodology which often refers to a major  change in thinking and planning which ultimately changes the way projects are implemented.

In the Inquiry Based system of Education paradigin, effective teaching is defined as facilitating students’ learning and ultimately, promoting positive learning outcomes. Also in the system, instruction changes from being teacher centered and content-driven to move Inquiry Based system and learning process driven. In the Inquiry Based system of Education paradigin, pupils spend less than being “instructed” and more time engaged in doing something other than the role recording of lecture notes: Therefore learning becomes deeper and more durable when pupils becomes actively engaged in the learning process. According to Prof Anih, learning depended  when participants “stepback” and reflects on how they are learning and transforming it into a form that makes sense or has personal meaning to them which enables them to build relevant conceptual connections between  what they are trying to learn and what they have already known. Also Inquiry Based system of Education is focused on the learners needs, abilities interest and learning styles with the teachers as a facilitator of learning. The system has a partnership where ordered dialogue is used to enables both the timid and the strong individuals to discover and recreate from personal word through patterns, so that they could see the word globally and holistically in order to make better choice of the unity in diversity existing in the gain clearer self understanding, through the journey of discovery, resulting not only from philosophically Inquiry as such but as a journey in a global community where unity in diversity occupies the irrevocable environment. The system helps the pupils to start self-awareness, become aware of self and realization of one’s situation. It assists the process of change and if an individual’s is open to the voice of others and their experiences, there mind and well spring of healthy thought. The system gives pupils a stability in a day to day practice of internalizing the wonderful and marvelous of inquiry process individuality of the human person and allows a healthy flow of human inter-subjectivity to grow in the society. The system is the greatest weapon against frustration, intellectual suicide and problems of teaching and learning of social studies in our schools.

Moreso, in Inquiry Based system of Education  pupils learn to work co-operatively with other pupils of different opinions, of varied races, of all religious and of all creeds, accept different sexes, learn to be patient enough to see the other side of the coin in a discussion and construe meaning in a communal context. If prevents pupils from looking foolish and supports them to employ relevant criteria thinking that is self correcting and a good thinking that is sensitive to context. In the system, pupils gradually with dialogue, cultivate refined definiteness of purpose by clarifying and knowing what they demand of life and where their academic moral goals propel them towards. The system helps the pupils create with themselves meaningful personal desires from better and richer life. Inquiry Based system of Education encourages pupils to think of new possibilities and alternatives and to use their imaginations.

The system is about problems seeking as well us about problem solving. Also Inquiry Based System of Education demonstrates to pupils the value of reflective and self corrective discussion for improving understanding and resolving. Also it lays the foundations for good thinking and reasoning in all contexts, both in and out of school.

Finally the new paradigin shift, the authentic Inquiry Based System of Education would bring in the analysis end of the following.

  1. Problems facing the teaching and learning of social studies
  2. Examination Malpractic/Expo
  3. Truancy and lateness of teacher and pupils in schools
  4. Low pupils performances on social studies
  5. Problems of unqualified social studies teachers in schools

1.4. Scope or Delimitation

The researcher is not claiming to have collected all the information concerning this project work.

Infact my hindrance is on my target audience, in some of the primary school visited; their teachers have little or no idea about Inquiry Based system of Education. Thereformation , collected in some of the schools.

Lack of finance: The researcher had no money to cover all the necessary places for the data collections. Therefore, this research work is limited to ten primary schools in Udi L.G.A. such schools randomly selected are as follows:-

  •  Central school Nachi
  • Community primary schools Amokwe
  • Central schools Amokwe
  • Premier primary schools Udi
  • Central school Umuaga
  • Community primary school Abia
  • Hillside primary schools Udi
  • Central school Umuabi
  • Central school Abia

Also twenty teachers and few pupils involved in the research work which deal on the controlling of the factors militating against teaching and learning of social studies in primary schools in Udi L.G.A  of Enugu state, Using  Inquiry Based system of Education.


1.5. Assumption (Hypothesis)

The researcher of this project work assumed that due to lack Inquiry Based system of Education. There will be unqualified social studies teachers in our schools, so government should introduce and support Inquiry Based system of Education in our primary schools because the system allows the pupils to be active participating in the classroom.

Also the researcher assumed that due to lack of Inquiry Based system of Education there are examination mal-practice/expo in all subject including social studies in our schools so, government should wipe out teachers centered system of education and introduce Inquiry Based system of Education the only system that will move us from immaterial to materials. Therefore in order to carry out the research work, the researcher formulated the following researcher question

  1. Government should introduce Inquiry Based system of Education
  2. There are problems in teaching and learning of social studies in our schools
  3. There are unqualified social studies teacher in primary schools
  4. Pupils are not allowed to be activities participation in the classroom.
  5. There are examination Mal practice/expo in all subjects including social studies
  6. There are low pupils performances in our schools
  7. Pupils attend school regularly
  8. Teachers allow pupils to ask question
  9. Government pay teachers salaries regularly
  10. Teachers and pupils are involved in lateness to schools.

1.6 Research Questions

  1. Are there problems in teaching and learning of social studies in our schools?
  2. Are there unqualified social studies teacher in primary schools?
  3. Are pupils allowed to participate in the classroom activities?
  4. Are there examination Mal practice/expo in all subjects including social studies?
  5. Are there low pupils performances in our schools?
  6. Do pupils attend school regularly?
  7. Do teachers allow pupils to ask question?
  8. Do government pay teachers salaries regularly?
  9. Are teachers and pupils involved in lateness to schools?

1.7 Objectives of the Study

  1. To examine whether there are problems in teaching and learning of social studies in our schools.
  2. To find out whether there are unqualified social studies teacher in primary schools.
  3. To investigate whether pupils are allowed to participate in the classroom activities.
  4. To assess whether there is examination Mal practice/expo in all subjects including social studies.
  5. To find out whether there is low pupils performances in our schools.
  6. To examine whether pupils attend school regularly.
  7. To determine whether teachers allow pupils to ask question.
  8. To investigate whether government pay teachers salaries regularly.
  9. To determine whether teachers and pupils involved in lateness to schools.

Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was to examine controlling the factors militating against teaching and learning of social studies in primary schools in udi local government area using. The study specifically was aimed at highlighting examine whether there are problems in teaching and learning of social studies in our schools, find out whether there are unqualified social studies teacher in primary schools, investigate whether pupils are allowed to participate in the classroom activities, assess whether there is examination Mal practice/expo in all subjects including social studies, find out whether there is low pupils performances in our schools examine whether pupils attend school regularly, determine whether teachers allow pupils to ask question, investigate whether government pay teachers salaries regularly and determine whether teachers and pupils involved in lateness to schools.. A total of 141 responses were validated from the enrolled participants where all respondent are drawn from teachers of the selected schools.


5.2 Conclusion

Based on the finding of this study, the following conclusions were made:

  1. There problems in teaching and learning of social studies in our schools
  2. There unqualified social studies teacher in primary schools
  3. Pupils allowed to participate in the classroom activities
  4. There examination Mal practice/expo in all subjects including social studies
  5. There low pupils performances in our schools
  6. Pupils attend school regularly
  7. Teachers allow pupils to ask question
  8. Government pay teachers salaries regularly
  9. Teachers and pupils involved in lateness to schools

5.3 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Teachers/Students should improvise locally made instructional materials using resource from the school environment or raw materials from outside the school environment to be used in teaching of social studies.
  2. The State Ministry of Education, Education Board and Local Education Authorities should employ competent teachers who can handle the subject very well, because most of the teachers teaching the subject are not qualified.
  3. Parents should be encouraged to donate money through parent teachers association (PTA) for the provision of instructional materials for teaching and learning in the schools, government alone cannot shoulder all the responsibilities in the schools, there is need for the parents to help in running the schools. The money donated by the parents should be used for the purchasing of teaching aids.
  4. The production of low cost instructional materials should be intensified by the board. The production of these materials can be of the Resource Centres, local raw materials can be effectively utilized in the production of the needed instructional media. This will reduce the cost of importing materials and equipment which have foreign background and may not serve the need of Nigerians.

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