The Correlation Between Students Attitude And Their Performance In Social Studies

Social Studies Project Topic

The Correlation Between Students Attitude And Their Performance In Social Studies


Abstract


The study examined the attitude of students towards the study of social studies in junior, though relatively new compared to other subjects such as psychology, civics, religion, history and geography that have been in the school curriculum before it was introduced in 1905 in the United States of America. Students’ attitude towards some school subjects are measured based on their academic performance. Students whose performance are low, lack positive attitude towards such subjects and do not show interest in the subject. Similarly, some studies linked poor academic performance of students to their attitude towards the subjects. In analyzing the factors that contribute to students’ indifferent attitude in Social Studies as a school subject, The study is guided by the following questions: to what extent does the newness of Social Studies in the school affects the attitude of students towards the learning of social studies? To what extent does lack of instructional materials in teaching the students affect the attitude of the students? To what extent do the teaching approaches used in teaching the students affect the attitude of the students? The specific purpose of the study is to examine the various approaches in learning the subject. The students should be given orientation only by Social Studies specialists.


Table of Content


Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Significance of the Study
  • 1.6 Scope of the Study
  • 1.7 Limitation of the Study
  • 1.8 Definition of Terms
  • 1.9 Organizations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

Over the years, there have been growing concerns about the attitude of students towards the study of social studies in secondary schools. The need to adapt our education to the needs of the Nigerian society started before and after independence. Many educational elites began to-recognize that the functional inadequacies of the educational system inherited from the colonial education failed to develop positive values, attitudes! and habits in our, society because the social studies they taught was British oriented and has nothing to offer to the Nigerian child.
Fafunwa (1974) observed that the present educational system instead of developing positive values in the society which the African child lives, tends to alienate him from his cultural environment. This was the reason behind the re-evaluation of the educational system and the curriculum of the school and objectives that are relevant to the society.

The major ideas and philosophies behind the curriculum innovation in the 1969,National Curriculum Conference according to Akinlaye (2001) were:

  1. The need to make education more relevant to the needs of the individuals.
  2. The need to use education for national integration and socio-economic development.
  3. The need to develop the right societal value and;
  4. The need to make an individual responsible to the society in which he lives.

This been the case, the National Policy on Education (2004) has in recognition the important role social studies will play towards the achievement of the country’s educational aims and objectives. Thus, social studies was made a core subject. Hence, there is a greater responsibility for social studies teachers in Nigeria today than the days before independence, this is because the Nigerian youths now live in an environment characterized by social wills and moral decadence which have to be curbed at all cost. The youths therefore need social studies education which focuses on the problems and issues of human beings in their changing environments and seeks to develop desirable habits, values, attitudes and skills, in order to solve them.

Researchers have concentrated much on the cognitive aspect of teaching in our secondary schools because of the importance attached to success in public examinations, however, there is an interplay between the cognitive and affective areas of teaching for example, Taylor (2001) and Gunsch (2005) have shown that there is a relationship between interest and developments in different school subjects, therefore, it is believed that favourable attitude towards social studies may influence to a considerable extent the uptake of knowledge in social studies.

Studies relating to specific aspects of pupils’ attitude towards social studies and other related subjects have been undertaken by several researchers. Jekayinfa (2007) has reported that high grade in social studies at lower forms is a factor that can pull students to history in the secondary schools in Nigeria. In the study of factors associated with interest in science, Ormerod and Dukworth (2000) have also identified a number of factors like personality, home and other environmental factors among American and British High School students.


1.2 Statement of the Problem

The poor attitude of students towards the study of social studies in secondary schools is an unsatisfactory state of affairs and imbalance in the educational sector in particular and the nation’s development in general.

Social studies as a core subject in the junior secondary school level suggest the importance the government, parents and students themselves attach to the study.

The phenomena increase in students’ attitude towards the study of social studies in junior secondary schools should not be allowed to remain for too long unattended to.

The need to motivate students to develop positive attitude towards the study of social studies in secondary school and to create a conducive environment for studying social studies is not disputable and cannot be over-emphasized.

The unfortunate thing is that students’ attitude towards the study of social studies in Schools is fraught with a lot of problems. There is a general belief that whenever students perform poorly hi their courses the teacher has not really taught them well. People hardly look at the problem from the point of view of the student’s attitude towards the courses; the problem of this study therefore is to ascertain why students have poor attitude towards the study of social studies in secondary schools.


1.3 Objectives of the Study

  1. To find out if the attitude of students towards social studies influences their study of subject in secondary schools.
  2. To ascertain if there is any significant differences between the attitudes of male and female towards the study of social studies.
  3. To find out if there, are factors that influences students’ attitude towards the study of social studies.
  4. To find out if there are factors that can improve the attitude of students towards the study of social studies.

1.4 Research Questions

  1. What is the attitude of students towards the study of social studies in schools?
  2. Is there any significant difference between the attitudes of male arid female students towards the study of social studies?
  3. What factors influences students’ attitudes, towards the study of social studies?
  4. What factors can improve the attitude of students towards the study of social studies?

1.5 Significance of the Study

As Nigeria is still a developing nation, it is hoped that the findings of this research will encourage various governments to provide conducive environment, teaching aids and qualified teachers for effective study of social studies in secondary schools.

This study is of educational importance because it is believed that if social studies, teachers in secondary schools understand the factors which stimulate the growth of interest in social studies, such knowledge may provide bases not only to make social studies popular but also to make the teaching of social studies humanizing.

Re-orient students with negative attitude towards the study of social studies in secondary schools. Assist the government to identify students’ attitude towards the study of social studies in secondary schools. Serve as a basis for other researchers who are carrying out investigation on similar problems facing the development of education in Nigeria. Help teachers and educational planners to acquire knowledge of solving problems associated with the attitude of students towards the study of social studies in secondary schools.


1.6 Scope of the Study

The scope of this study is to ascertain the attitude of students towards the study of social studies in junior secondary schools in Nigeria; a case study of public junior secondary schools in Dala Local Government Area, Kano City, Kano State was used in this study.


1.7 Limitation of the Study

A research of this nature requires adequate time to ensure thorough work, but the time allowed for this study was limited. Some respondents may not have provided accurate and sincere answers that represent the true situation required for some of the questions in the questionnaire.

The researcher experienced a lot of problems during the process of this study which are as follows:

  1. Delay in administration of questionnaire due to public holidays.
  2. Typing and administration of extra copies of questionnaire because some respondents did not return their copies appealing to the principals of some of the schools used for the study due to interruption of lectures.

1.8 Operational Definition of Key Terms

Attitude:

A settled way of thinking or feeling about something.

Student:

A person who is studying at a university or other place of higher education.

Social Studies:

Various aspects or branches of the study of human society, considered as an educational discipline

Toward:

Expressing the relation between behavior or an attitude and the person or thing at which it is directed or with which it is concerned.

Study:

Devotion of time and attention to gaining knowledge of an academic subject, especially by means of books.

School:

An institution for educating children. Any institution at which instruction is given in a particular discipline.


1.9 Organizations of the Study

The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.

The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the


Chapter Five


Summary, Conclusion and Recommendations

5.1 Summary

Students’ attitude towards some school subjects are measured based on their academic performance. Students whose performance are low, lack positive attitude towards such subjects and do not show interest in the subject. Similarly, some studies linked poor academic performance of students to their attitude towards the subjects. In analyzing the factors that contribute to students’ indifferent attitude in Social Studies as a school subject, asserts that teachers’ approaches of teaching Social Studies are complex whereby making the comprehension of the subject difficult. The unavailability of instructional materials in teaching the subject stands as barriers to the level of their attitude. Social Studies teachers should use the recommended teaching approach and styles in teaching the student Social Studies as a subject. Studies on students’ attitude towards the teaching of Social Studies are non-availability of instructional materials. In schools where there are non-availability of instructional materials, students comprehension becomes a tedious task and this affect students attitude. Thus, students attitude tend to increase in subjects taught with instructional materials and therefore understanding the subject help the students to internalize knowledge.


5.2 Conclusion

Social Studies are subjects that teach value, norms, right attitude and skills development. This needs to be emphasized at the junior secondary school. The value of Social Studies as a subject to the students requires better attention and enthusiasm. And to arouse students attention, value, attitude, only specialist teachers of Social Studies should teach the subject at all levels. The Social Studies teachers should employ the approaches enumerated above to enable students participate actively during teaching-learning process. The reason for this is that knowledge can only be internalized adequately when students are involved in learning process. Orientation should be given to students by Social Studies specialists to enlighten them that Social Studies is useful for the overall development of the nation; that no subject is superior to one another.


5.3 Recommendations

The findings of the study have given rise to the following recommendation:

  1. Only Social Studies specialist teachers should teach the subject.
  2. During teaching-learning process in the normal classroom situation the approaches as indicated in this study should be used by Social Studies teachers in teaching the students.
  3. There is the need to overhaul Social Studies curriculum regularly due to societal dynamism.
  4. Teachers from other subject areas should not be allowed to teach Social Studies at this because they approach the subject from the perception of their subject areas thereby causing boredom and unnecessary negative attitude by the students towards Social Culture.
  5. There has been the need for urgent upsurge in the awareness level of Social Studies among the secondary school students. In order to achieve this goal, students should be made to appreciate the subject. This will enhance their attitude and interest towards the subject. Teachers of Social Studies should employ teaching methods that will make the subject gain more attention than ever before.

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