Social Studies Secondary

SOCIAL STUDIES SECONDARY

CHAPTER 1

1. O INTRODUCTION

1.1 BACKGROUND OF STUDY

Man’s capacity to learn, to organize learning, to communicate this learning as knowledge, to other members of the species, and to act on the basis of learning and knowledge constitute the subject matter of education (Golsin, 1965). According to develop his mental capacity in such a way as to arm him to play a specific role in a developing programme. It also sets value on the human factor in development which makes man capable of shaping his history. Malue (1968) had strongly argued that a country will never be developed unless education is developed because it is through better education that maximum use can be made of human resources.

1.2      STATEMENT OF THE PROBLEM

Nigerian education system is in shambles because of lack of reasoning in the curriculum and this has destabilized the nation’s economic and social progress. The learner centred method, if applied will help to remedy the drastic situation encountered in social studies education.

There are two main phases to the problems of Nigerian education system.

These are:

Problem of what to teach

How to teach

1.3      PURPOSE OF THE STUDY

The purpose of this paper, therefore, is to examine the extent to which school libraries help to promote qualitative secondary education especially in the learning of social studies. It will also look into the constraints to effective utilization of school libraries in secondary schools and finally suggests ways of improving school library service.

1.4      SIGNIFICANCE OF THE STUDY

The study is important in that it will enlighten Nigerians on how to think critically, creatively, caringly and collaboratively in all ramifications of life.

The importance of this study is that the outcome of the inquiry will be useful in:

1.                Addressing the Issue of academic backwardness of students in social studies class.

2.          It will address the problems of lack of motivation for the teachers and the taught in social studies class.

3.                It will address the problem of placing much emphasis on rote learning and memorization which does not elicit thinking in the learner.

4.          The study is like a roadmap showing/directing our course objectives in social studies class.

5.          The study will provide a format for redesigning the social studies curriculum.

6.          The study will help the teacher's educators in the colleges of education to see the importance of giving adequate training to the student teachers that is in line with modern methods of education.

7.          It will help the student teachers to embrace this innovative method of performance/achievement through the teaching of thinking skills in a community of inquiry format.

8.          It will help the education curriculum designers in formulating better curriculum for our schools.

9.          It will help to solve the problems of cultism and examination malpractices in our schools and education system.

1.5      RESEARCH QUESTIONS

The following research questions will guide this study

1.          What are the basic problems confronting teaching of social studies in our school system?

2.          Whose duty is to prepare the teachers for effective teaching of social studies?

3.          How has misplacement of priority affected Nigeria's education system?

4.          How does motivation help the teacher and the learner in social studies class?

5.          What are the effective methods for managing the education system In Nigeria?

1.6      SCOPE (OR DELIMITATION OF THE STUDY)

This study is limited in examining the usefulness of the library in the effective teaching and learning of social studies.

1.7      TARGET AUDIENCE

This study is directed to the following group of people in Nigerian education system:

1.          Student teachers in the colleges of education

2.          Classroom teachers both in pre-service and in-service, education administrators and managers of our various institution of learning

3.          Education curriculum designers

4.          Policy makers and various governments at both local, state and federal levels

5.          Parents and guardians of the pupils/ students

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