Effect Of Analogy Teaching Method On The Teaching Of Social Studies In Junior Secondary School In Nigeria

Social Studies Project Topic

Effect Of Analogy Teaching Method On The Teaching Of Social Studies In Junior Secondary School In Nigeria

Abstract

The study seeks to appraise the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria. A survey research design was adopted, the population comprises all secondary school Social studies teachers in Uyo Local government area of Akwa Ibom state, a simple random sampling technique was used to select 200 respondents for the study and a questionnaire was the instrument for data collection. The main objectives of the study are to assess the effects of the analogy methods in teaching of Social Studies in Junior secondary schools in Nigeria and to identify the challenges faced by secondary schools. The results of this study were as follows: (1) it improves learning achievement; (2) it makes learning friendly; (3) it reduces learning complication; (4) it enhances teachers efforts in achieving success and (5) it ensures an inclusive learning outcome. (2) There should be proper orientation of the stakeholders on the need to create an enabling environment both at home and in the school for the effective use of analogies in the teaching and learning of Social studies in secondary schools, and (3) there should also be proper training of the teachers on the use of the audio visual aids.

Chapter One

Introduction

1.1 Background of the Study

According to Treagust (1990), analogy compares similarities between things which are otherwise unlike. Maharaj-Sharma, (2012) stated that It is a constructivist-based teaching approach designed to provide a powerful means of bringing about this conceptual change in students which involves use of familiar situation (source or analog) to explain a similar unfamiliar phenomenon (target). Analogy must therefore be familiar if it is to be fruitful, it must be able to prove its competence in bringing about conceptual understanding of the needed concepts (Maharaj-Sharma, 2012). Also, Ogile and Thomas (2007) opined that when teachers use analogies to bring about conceptual change in students, they are better able to construct more accurate conceptions of complex ideas, making ideas more internally consistent. In teaching with analogy, social studies teachers must be careful to help the students realize where the analogy breaks down. In line with Harrison and Coll (2008), they must exercise caution to point out to the students those aspects or areas in which the analogue and the target are different. This is why Brown and Salter (2010) also suggests that it is extremely important that due caution be exercised to be sure that students remember the content and not just the analogy, noting that analogy is only an aid to understanding a concept, content or process and not the concept, process or principle itself. The study seeks to appraise the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria.

1.2 Statement of the Problem

The inability of students to construct more accurate conceptions of complex ideas and making ideas more internally consistent poses a challenge in the teaching of social studies. It is essential that teachers are careful to help the students understand the concept, content or process involved in the subject through analogy teaching method. However, this often lacking. According to Harrison and Coll (2008), it is important that teachers exercise caution to point out to the students those aspects or areas in which the analogue and the target are different. Brown and Salter (2010) also postulate that due caution be exercised to be sure that students remember the content and not just the analogy, noting that analogy is only an aid to understanding a concept, content or process and not the concept, process or principle itself. The problem confronting the study is to investigate the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria.

1.3 Objectives of the Study

The Main Objective of the study is to investigate the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria.

The specific objectives include:

  1. To investigate the analogy methods available for effective teaching and learning of Social Studies in secondary schools in Uyo Local Government Area.
  2. To ascertain the impacts of analogy methods in teaching Social Studies in secondary schools in Uyo Local Government Area.
  3. To assess the challenges faced by secondary schools in using analogy methods in Uyo Local Government Area.

1.4 Research Questions

  1. What are the analogy methods available for effective teaching and learning of social studies in secondary schools in Uyo Local Government?
  2. What are the impacts of analogy methods in teaching of Social Studies in secondary schools in Uyo Local Government Area?
  3. What are the challenges faced by secondary schools’ social study teachers in using analogy methods in Uyo local government area?

1.5 Significance of the Study

The study investigates the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria. It provides relevant data for the effective formulation and implementation of policies to enhance the realization of envisaged objective.

1.6 Limitation of the Study

The study was confronted with logistics and geographical factors.

1.7 Definition of Terms

Anology Teaching Method Defined

Analogy compares similarities between things which are otherwise unlike. Maharaj-Sharma, (2012) stated that It is a constructivist-based teaching approach designed to provide a powerful means of bringing about this conceptual change in students which involves use of familiar situation (source or analog) to explain a similar unfamiliar phenomenon (target).

Chapter Five

Summary, Conclusion and Recommendations

5.1 Summary

This study focused on the effects of analogy teaching method on the teaching of Social Studies in Junior secondary schools in Nigeria, a case study of Uyo local government area of Akwa Ibom state. The study was set to address three research objectives.

The objectives which include:

  1. To investigate the analogy methods available for effective teaching and learning of Social Studies in secondary schools in Uyo Local Government Area.
  2. To ascertain the impacts of analogy methods in teaching Social Studies in secondary schools in Uyo Local Government Area.
  3. To assess the challenges faced by secondary schools in using analogy methods in Uyo Local Government Area.

Based on the above stated objectives and the study carried out, the following findings were made:

  1. That the analogy methods available for effective teaching and learning of Social Studies in secondary schools in Uyo Local Government Area include but not limited to video player; multimedia systems; CD player; camera and video recorder.
  2. That the impacts of analogy methods in teaching Social Studies in secondary schools in Uyo Local Government area include but not limited that it improves learning achievement; it makes learning friendly; it reduces learning complication; it enhances teachers efforts in achieving success and it ensures an inclusive learning outcome.
  3. That the challenges faced by secondary schools in using analogy methods in Uyo local government area include poor electricity supply in schools; lack of interest to use the audio visual aids; poor teaching and learning environment and poor funding of education.

5.2 Conclusion

The main purpose of this study is to assess the effects of analogy teaching method on the teaching of Social Studies in Junior secondary schools in Nigeria, a case study of Uyo local government area of Akwa Ibom state. Three research questions guided the study.

In this study, a survey research design was adopted, the population comprises all secondary school Social studies teachers in Uyo Local government area of Akwa Ibom state, a simple random sampling technique was used to select 200 respondents for the study and a questionnaire was the instrument for data collection. Relevant literatures were reviewed which guided the objectives and methodology of this study. As result of the field study and analysis of results, the following findings were made:

  1. That the analogy methods available for effective teaching and learning of Social Studies in secondary schools in Uyo Local Government Area include but not limited to video player; multimedia systems; CD player; camera and video recorder.
  2. That the impacts of analogy methods in teaching Social Studies in secondary schools in Uyo Local Government area include but not limited that it improves learning achievement; it makes learning friendly; it reduces learning complication; it enhances teachers efforts in achieving success and it ensures an inclusive learning outcome.
  3. That the challenges faced by secondary schools in using analogy methods in Uyo local government area include poor electricity supply in schools; lack of interest to use the audio visual aids; poor teaching and learning environment and poor funding of education.

5.3 Recommendations

Based on the findings of this study, the following recommendations are made:

  1. Efforts should be made improve on the welfare of teachers in the state.
  2. Government should equally ensure that only qualified teachers are recruited to teach Social Studies in secondary schools.
  3. There should be proper orientation of the stakeholders on the need to create an enabling environment both at home and in the school for the effective use of analogy methods in the teaching and learning of Social Studies in secondary schools.

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