ARRESTING THE FACTORS MILITATING AGAINST TEACHING AND LEARNING OF SOCIAL STUDIES IN PRIMARY SCHOOLS IN UDI LOCAL GOVERNMENT AREA OF ENUGU STATE, USING COMMUNITY OF INQUIRY PHILOSOPHY FOR CHILDREN SYSTEM OF EDUCATION (COPI4C)

ABSTRACT

The needs for Community of Inquiry philosophy for children system of Education (COIP4C) have been seen to be very vital to primary schools. This study has attempted to analyze the arresting the factors militating against teaching and learning of social studies in primary schools in Udi local government area of Enugu state, using Community of Inquiry philosophy for children system of education (COPI4C) with a holistic vie of ascertaining its adequacy and important. Five primary schools in Udi local government Area were used in order to ensure an intensive study. The major findings of the study were that Community of Inquiry philosophy for children system of education (COPI4C) fosters critical thinking and creates motivated and independent learners that help in arresting of factors that militates against teaching and learning social studies in primary schools

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The new educational system of Inquiry from teacher centre education to community of Inquiry philosophy for children system of education (COIP4C) is a dramatic change in methodology which involves engaging participants in learning experience, that designed not only to enable them to the centre but also designed to learn the process of learning how to learn, developing and empowering life long learning skills.

Therefore, using community of Inquiry philosophy for children system of Education (COIP4C) in primary schools to control the factors militating against teaching and learning of social studies in 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, Community of Inquiry philosophy for children system of Education (COIP4C) is the systematic and complete curriculum which factors 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 Community of Inquiry philosophy for children system of Education (COIP4C) is the surest and shortest cut to the digital age of globalization needed for holistic and authentic academics life.

POINT OF INQUIRY

Lack of Community of Inquiry philosophy for children system of Education (COIP4C) 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 Community of Inquiry philosophy for children system of Education (COIP4C) in our primary schools causes expo/examination Mal practice, destination violence and misunderstanding in the society.

1.3. SIGNIFICANCE OF THE STUDY

The values of Community of Inquiry philosophy for children system of Education (COIP4C) cannot be over emphasized because Community of Inquiry philosophy for children system of Education (COIP4C) 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 Community of Inquiry philosophy for children system of Education (COIP4C) effective teaching is defined as facilitating students’ learning and ultimately, promoting positive learning outcomes. Also in the system, instruction changes from being teachers centered and content driven to move Community of Inquiry philosophy for children system of Education and learning process driven. In the Community of Inquiry philosophy for children system of Education (COIP4C) paradign, pupils spend less than being “instructed” and more time engaged in learning activities that involve them in doing something other than the root recording a lecture notes. Therefore learn becomes deeper and more durable when pupils becomes actively engaged in the learning process.

According to Prof Anih, learning depend when participants “stepback” and reflects on how they are learning and reflection what 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 have already known. Also Community of Inquiry philosophy for children system of Education (COIP4C) 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 world globally and holistically in order to make better choice of the unity in diversity existing in the schools. The system enables the pupils to 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, becomes aware of self and realization of one’s situation. It assist the process of change and if an individual’s is open to the voice of there experience, there is automatically floration within the 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. In community of Inquiry philosophy for children system of Education (COIP4C), pupils respect the 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 dies in our schools.

Moreso, in Community of Inquiry philosophy for children system of Education (COIP4C), pupils learn to work cooperatively with other pupils of different opinions, of varied races, of all religious and of all creeds, accept different sex learn to be patient enough to see the other side of the coin in a discussion and construct meaning in a community 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 for better and richer life. Community of Inquiry philosophy for children system of Education (COIP4C) 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 Community of Inquiry philosophy for children system of Education (COIP4C) demonstrates to pupils the value of reflective and self corrective discussion for improving understanding and reasoning. Also it lays the foundations for good thinking and reasoning in all context, both in and out of school.

Finally the new paradigin shift, the authentic Community of Inquiry philosophy for children system of Education (COIP4C) would bring in the analysis end of the following.

Þ Low pupils performances on social studies

Þ Problems of unqualified social studies teachers in schools

Þ Problems facing the teaching and learning of social studies

Þ Examination Malpractic/Expo

Þ Truancy and lateness of teacher and pupils in schools

1.4. SCOPE OR DELIMITATION

The research 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 Community of Inquiry philosophy for children system of Education (COIP4C). Therefore, there is no enough information collected in source 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:-

1. Central school Umuaga

2. Central school Umuabi

3. Central school Abia

4. Central school Nachi

5. Hillside primary schools Udi

6. Community primary schools amokwe

7. Premier primary schools Udi

8. Community primary school Abia

9. Central schools Amokwe

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 Community of Inquiry philosophy for children system of Education (COIP4C).

1.5. ASSUMPTION (HYPOTHESIS)

The researcher of this project work assumed that due to lack of Community of Inquiry philosophy for children system of Education (COIP4C). There will be unqualified social studies teachers in our schools, so government should introduce and support Community of Inquiry philosophy for children system of Education in our primary schools because the system allows the pupils to be active participation in the classroom.

Also the researcher assumed that due to lack of Community of Inquiry philosophy for children system of Education (COIP4C) there will be 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 Community of Inquiry philosophy for children system of Education (COIP4C) 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

Þ There are low pupils performances in our schools

Þ Government should introduce Community of Inquiry philosophy for children system of Education (COIP4C)

Þ Teachers and pupils are involved in lateness to schools.

Þ There are problems in teaching and learning of social studies in our schools

Þ Government pay teachers salaries regularly

Þ There are unqualified social studies teacher in primary schools

Þ Pupils attend school regularly

Þ There are examination Mal practice/expo in all subjects including social studies

Þ Pupils are not allowed to be activities participation in the classroom.

Þ Teachers allow pupils to ask question.