ASSESSMENT OF THE RELATIONSPH BETWEEN EFFECTIVE TEACHING

AND LEARNING OF SOCIAL STUDIES AND CLASS SIZE IN COLLEGES OF

EDUCATION IN KAFUNA STATE, NIGERIA.

INTRODUCTION

Social studies is the integrated study of the social sciences, humanities and history within

the school program, social studies provides coordinated, systematic study, drawing upon

disciplines such as anthropology, archaeology, economics, geography, history,

jurisprudence, philosophy, religion and sociology. It as well appreciate content from

humanities, mathematics and natural sciences. (Wikipedia) For the effective teaching of

social studies to be achieved, appropriate skills and strategies should be put into

consideration and the classroom environment which involves class size. The number of

students in a particular class in combination with the teaching methodology can lead to

positive result from the activity of teaching.

The Concept of Teaching and Learning

Teaching implies imparting knowledge into someone as how to do something. It is the

process of attending to people's needs, experiences and feelings, and making specific

impact. it normally take the form of questioning, listening, giving information, explaining

some phenomenon, demonstrating, discussing, writing, simulation and practice.

According to Heick (2015), effective is more than just the successful transference of

1
knowledge and skills or application around a particular topic. Effective teaching ensures

that this surface approach to learning is replaced by deeper, student driven approaches to

learning that analyze, develop, create and demonstrate understanding. Students need to

initiate learning and maintain engagement during learning in their development as

independent. Effective learning involves the following key characteristics:

Students participation through asking of good questions.

Learning

Learning is the act of acquiring new or modifying and reinforcing meaningful

knowledge. Learning is measurable and relatively permanent change in behavior through

experience, instruction or study. Argyris (2015). Learning can be individual or group, the

result of learning is usually evident following a permanent change in behaviour. The

importance of learning is diverse: knowledge is gained when people learn various skills

in school to improve their lives.

Concept of Social Studies

The primary purpose of social studies I Nigeria is to help learners develop the ability to

make informal and reasoned decision for the benefit of the public as good citizens of a

culturally diverse, democratic society in an independent world (NERD in Onuoha

{2014}). Social studies is a problem solving subject. Ololobou (1989) describe social

studies as an organized integrated study of man and his environment both physical and

social, emphasizing on cognition, function skills and desirable attitudes and actions for

2
the purpose of producing effective citizens. Social studies focuses on the relationship that

exist between human beings and their world.

As a school subject, effective teaching and learning of social studies is what is needed to

bring about the full realization of its intentions. The role of social studies is projected

around helping the child gain an understanding of self and fellow man as he weaves the

strands of knowledge, values and skills into a design for self-realization and effective

participation in a society which is rapidly becoming interdependent (Bulyer, 2014).

Objectives of Social Studies at Post-Primary Education Level

Adeyemi in Solomon (2014) outlined the following objectives:

1. To make students aware of the problems of his country, of the world in general and

to appreciate the interdependence between peoples.

2. To create an awareness and understanding of the evolving social and physical

environment, its natural, manmade , cultural , and spiritual resources; together

with the rational use and conservation of these resources for development.
3. To develop in the students a positive attitude to citizenship and desire in them to,

make a positive personal contribution to the creation of a united Nigeria.

4. To develop a capacity to learn and acquire skills essential to the formation of a

satisfactory professional life.

5. To develop in the students an appreciation of his cultural heritage and a desire to

preserve them.

Methods of Teaching Social Studies

3
Teaching methods are the strategies, techniques or processes the teacher uses in helping

the learner to learn. Teaching methods are vital for effective teaching and learning

activities, they are essential tools that the teacher uses in performing his basic function of

teaching. Different method of teaching are designed to meet different needs of the

learners.

Kochhar (2006) outlined the following methods of teaching social studies.

1. Storytelling: According to Kochhar, this is one of the most important methods of

teaching social studies particularly the history part of this subject. In social studies,

stories of great men and women, early man, famous rulers, reformers, writers,

discoveries, trade, etc. are told to learners at all levels of education. In storytelling

method, the teachers capacity, as an actor and a speaker can make the lessons

lively and interesting to the learners. They can almost visualize the events and

personalities described before their eyes. Various types of stories such as myths,

legends, moral fables and true historical tales can be used for learning colour to

personalities and events. Storytelling method should be used in an orderly manner,

full of narration, full of action, and narration should suit the audience. One

advantage of storytelling method is that it enhances interest in the subject and can

help develop creative imagination.

2. Lecture Method According to Kochhar (2006), lecture method is the oldest

procedure of teaching social studies for imparting authentic, systematic and

effective information about social events and trends. This method is particularly

4
 used at the secondary and tertiary levels. Lecture method can be used to achieve

the following:
i. To motivate: the teacher can present his understanding of anew topic using

lecture method Indicating some of the significant persons, events and

problems and thus arouse the curiosity of the learners. \

ii. To clarify: lecture method can be used to interpret problems and establish

unrecognized associations.
iii. To preview: the teacher can guide the learners by summarizing the main

points of a unit or topic and indicate some of the important details.

iv. To expand contents: lecture method is one of the best way of presenting

additional materials. Learners are interested to know beyond the textbooks.

They are interested in the teachers readings, travels and in his experience.
Lecture method can make social studies interesting if well planned, it can also give

the teacher an opportunity to come into immediate contact with the learners.

Lecture method also gives the students training in listening and taking rapid notes.
3. Observation method- observation under the careful guidance of the teacher

provides the students ample opportunities for asking questions, gathering data and

pooling information. Immediate surrounding and community afford many

opportunities for observation. Concrete data on cultural, industrial, political and

geographical facts and relationships prove invaluable for the teaching of social

studies. Observation method can use various techniques such as field trips,

community surveys, community service project, etc. the choice of a particular

technique is determined by the objective of the lesson.

4. Discussion method: discussion method is one of the most valuable methods of

teaching social studies. In this method, ideas are initiated, there is exchange of

5
 opinion accompanied by a search for its factual basis. Speech is free and

responsible. Values are not quarreled about; they are created. Kochhar(2006)

discussion method can take the form of debate symposium, panel

or brainstorming,
5. Conversational or question answer method
6. Note dictation method
7. Assignment method.

Class Size

Class size refers to the number of students a teacher faces during a given period of

instruction (Bozer & Rouse 2015). Class size can either be large, or normal (smaller or

regular). It all depends on the kind of content the teacher intends to communicate to the

students. A large class size is one with more students than that which the available

facilities can support. It can also be described as a class having the following signs:

The class is significantly larger than you are used to.

The resources can no longer cope with the number of students if they desire

individual attention for them.

In this regard, large class size is not necessarily in the number, provided the resources can

cope.

Smaller class size on the other hand is where the resources available can adequately

support the number of students present. Smaller class size have been found to be more

6
effective when instructional goals involve higher cognitive skills including application,

analysis and synthesis.

A normal class size provides for greater contact between the students and teacher, which

is helpful to the students with low motivation.

Large class size has been found to adversely affect morale, motivation and self-esteem of

teachers. Students taught in large class receive less individualized attention. There is also

a more restricted range of teaching and learning activities.

Statement of the Problem

Teaching is a systematic act of giving instruction, even though a profession, it involves a

cluster of activities in which a teacher may be engaged in during a specific time period.

Social studies as a multidisciplinary subject aims at enabling the Nigerian child to

develop the spirit of patriotism, tolerance and other types of productive qualities of

citizenship. For this to happen, the teaching of social studies must be effective. In

essence, social studies aims at societys education.

The recent explosion in the enrollment of students into institution is quite alarming

especially in the colleges of education. This has become a challenge due to limited

resources available in this institutions. This study was necessitated by the growing

population of students in colleges of education in Kaduna state. The study assumes that

when the number of students are proportionate to teachers and available resources,

7
learning activities will be enhanced. Thus the need to assess the relationship effective

teaching and learning of social studies and class size in colleges of education in Kaduna

state, Nigeria.

Purpose of the Study

This general objective of this study is to assess the relationship between effective

teaching and learning of social studies and class size in colleges of education in Kaduna

state. This study has the following specific objectives:

1. To examine the views of students and teachers on the relationship between large

class size and effective teaching and learning of social studies.

2. To examine the views of students and teachers on the relationship between small

or normal class size and effective teaching and learning of social studies.

Research Questions

This study has the following research questions:

1. What is the relationship between large class size and effective teaching and

learning of social studies in colleges of education in Kaduna state?

2. What is the relationship between small or normal class size and effective teaching

and learning of social studies in colleges of education in Kaduna state?

Research Hypotheses

8
This study has the following null hypotheses

Ho1 There is no significant relationship between large class size and effective teaching

and learning of social studies in colleges of education in Kaduna state.

Ho2 There is no significant relationship between what small or normal class size and

effective teaching and learning of social studies in colleges of education in Kaduna

state.

Basic Assumption

1. Social studies can be taught and learnt effectively in a large class.

2. Social studies students taught in smaller or normal class can learn more

effectively.

Significance of the Study

The importance of this study cuts across several levels of the nations educational system

ranging from policymakers, stakeholders in education, down to the major beneficiaries

who are the students.

This study will help policy makers to formulate policies that will check the enrollment

procedures.

9
This study will also inspire social studies teachers on better way of achieving effective

teaching and learning,

Scope and Delimitation of the Study

This study on assessment of relationship between effective teaching and learning of

social studies and class size in colleges of education in Kaduna state is delimited to NCE

II and NCE III students and their social studies teachers.

Methodology

Research Design

This study make use of survey research design. This was based on the view of (2013) that

a survey research studys a sample of a large population and make use of standardized

questionnaire or interview. The participants answer questions administered through

interviews or questionnaire.

Sample and Sampling Techniques

For the purpose of this study, simple random sampling procedure was used in selecting

the participants. This technique is the best method to use as it ensures equal chances of

being selected and enforces the law of probability, it is also free form subjectivity and

personal error (Emmanuel, 2015). According to Khan (2004), random sampling is the

10
simplest technique for obtaining a representative sample. A total of 200 students and 40

teachers were used I the study.

Below is a table showing the population of social studies students and teacher,

S/ Name of the college Number of Number of

N students teachers

1 Kaduna state college of education,

Gidan-Waya

2 Federal college of education, Zaria

11