CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Education which involves teaching and learning process is considered the

most effective means of bringing about total change that would ensure
accelerated economic growth and national development for any country. The
primary purpose of teaching and learning process is to bring a significant
change in behavior through active participation and critical thinking of the
learner. This cannot take place without the quality implementation of
available and proper use of school facilities and other needed facilities.
Regarding available school facilities Ogunsaju (1980) emphasized that,
quality of education that students receive depends on the availability of an
overall school facilities in which teaching and learning takes place. Quality,
relevance and access to education can be attained if and only if educational
materials are properly available and utilized in an educational institution.

According to Durbin, et al. (1989), facilities are the only means through
which organizational activities, service and satisfactory ends are attainable.
For the achievement of organizational objectives, facilities play the crucial
roles.

School facilities, which are consists of all types of buildings that use for
academic and non-academic purpose, equipment, classroom facilities,
furniture, instructional materials, audiovisual aids, toilet, ICT, library and
laboratory materials and others play a pivotal role to smoothly run teaching
and learning process. As Buckley, Schneider and Shang (2004), school
facilities enable the teacher to accomplish his/her task as well and help the
learner to learn and achieve effectively. Additionally, they emphasized that
the availability and proper use of school facilities can affect the interest of the
teacher to teach effectively in turn that positively affects student’s academic

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achievement. Therefore, the school facilities in the school needs a proper
attention as they have a great value in the support of teachers and students
morale, motivation and plays a significant role to improve the quality of
education.

Federal Ministry of Education (2002) stated that to ensure quality education,

students should have quality textbooks, instructional materials and other
school facilities in sufficient quantity and quality. Hedges and Theoreson
(2000) also argue that, the adequacies of school facilities do not a guarantee
for student’s academic performance but the proper implementation and
utilization of the facilities has a great value. As indicated above, to improve
the quality of education, the implementation of available school facilities and
the proper management of these facilities should given a great attention.
Improving the quality of education, therefore, has become the burning issue
of the time as the implementation of school facilities are not properly carried
out due to mismanagement of school funds, bribery and corruption etc.
Quality education depends on a complex combination of factors that come
together at the school and classroom levels. The most important of these
factors is widely understood to be quality of school facilities.

However, Social studies as an integrated study of the social sciences and

humanities, is to promote civic competence. Within social studies
programme, social studies provides coordinated, systematic study drawing
upon such disciplines as anthropology, archaeology, economic, geography,
history, law, philosophy, political sciences, psychology, religion, and
sociology, as well as appropriate content for the humanities, mathematics,
and natural sciences. The primary purpose of social studies is to help young
people develop the ability to make informed and reasoned decisions for the
public good or citizens of a culturally diverse, democratic society in an
interdependent world (Wronski 1975).

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Obemeata (1984) described social studies as a study of how man influences
and is in turn influenced by physical, social, political, religious, economic,
psychological, cultural, scientific and technological environments. Social
studies should then be seen as a way of life.

These last two definitions have their roots in society and are generally issue
based. Social studies according to Adediran (2007) should be seen as a
subject concerned primarily with the study of people, their environment, and
the society in which they live and resultant interaction of these three
elements. As a field of study, social studies attempts at synthesizing and
applying the knowledge and skills obtained from history and the social
sciences to promote effective citizenship.

According to Iyang – Abia & Esu (2004) asserted that teaching of social
studies in respect to its scope and nature, which is multidimensional,
integrative and dynamic, cannot effectively take effects without the use of
school facilities, the teaching of social studies contents must focus not only
on making teachers competent at using such school facilities, but at the
same time, promote strategies that enables the integration of school facilities
that enhances teaching and learning of social studies goals and objectives
(Kochar 1988

Ethnographic and perception studies have also indicated that inadequate

implementation of school facilities have a negative impact on teachers
motivation that in turn negatively affects students achievement(Earthman,
2002) in the same way Lawrence ( 2003) emphasized that the unavailability
of school facilities negatively affects staff and students motivation. A good
school environment and adequate school facility have a significant positive
effect on teacher’s motivation and student’s achievement. Additionally O’Neill
(2000) described that school facility impacts on student achievement,
attendance and teacher retention. Reyonds, et al., (1996) found that a
negative impact on student achievement where school facilities. As Khan and
3
Iqbal (2012) Adequate implementation and quality school facilities are basic
ingredients for quality education and to achieve the intended goal of the
school program. They also strengthen the idea by emphasizing that learning
is a complex activity that requires students and teachers’ motivation,
adequate school facilities such as standardized buildings and classrooms
with their facilities, instructional materials and equipment for child’s
development.

1.2 Statement of the problems

Inspite of the accompanying gains and the clarion call for the provision and
utilization of facilities in our school system, there are still serious inhibiting
factors encountered in the implementation of the policy at federal, state and
local levels of Government (Nwite, 2007).

Okoro (1991) pointed out that the facilities which include buildings,
equipment, tools and school materials available are inadequate for effective
teaching and learning of social studies in Nigeria due to misinterpretation of
data provided during implementation. One of the major problems of
Education in Kogi is lack of quality implementation of available facilities as
many projects to enhance teaching and learning process are treated with
conflict, compromise and corruption.

However, poor implementation and supervision of school facilities tends to

increase the level of failure or poor performances among students on Kogi
State. So in the light of the forgoing it is necessary to investigate the
availability laboratory or school facilities for the teaching and learning of
Social Studies in Adamu Tafawa Balewa College of Education.

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1.3 Objectives of the study

The main purpose of the study is to investigate the availability of

laboratory/school facilities for effective teaching and learning of Social
Studies in Adamu Tafawa Balewa College of Education, Kangere.

The specific objectives of his study are as follows:

i. To identify the availability of laboratory facilities in Junior Secondary

Schools as well as the impact these facilities have on the effective
teaching and learning of social studies.
ii. To ascertain the available facilities for teaching and learning of
Social Studies in Adamu Tafawa Balewa College of Education,
Kangere, Bauchi state;
iii. To determine the extent educational boards implement the available
Facilities in schools for teaching and learning of Social Studies in
Adamu Tafawa Balewa College of Education, Kangere, Bauchi state;
iv. To know the various sources of facilities for teaching and learning of
Social Studies in Adamu Tafawa Balewa College of Education,
Kangere, Bauchi state
v. To identify the factors hindering the implementation of available
facilities in Adamu Tafawa Balewa College of Education, Kangere,
Bauchi state
1.4 Research Questions
i. What are the available facilities for teaching and learning of Social
Studies in Adamu Tafawa Balewa College of Education, Kangere,
Bauchi state?
ii. To what extent does educational board implement available facilities
in school for teaching and learning of Social Studies in Adamu
Tafawa Balewa College of Education, Kangere, Bauchi state?

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 iii. What are the various sources of facilities for teaching and learning of
Social Studies in Adamu Tafawa Balewa College of Education,
Kangere, Bauchi state?
iv. What are the factors that hinder the implementation of available
facilities in Adamu Tafawa Balewa College of Education, Kangere,
Bauchi state?
1.5 Scope of the study

The study is aimed at investigating availability of laboratory/schools facilities

for effective teaching and learning of Social Studies in Adamu Tafawa Balewa
College of Education, Kangere.

1.6 Significance of the study

The importance of this study is that it will help to identify the availability of
laboratory facilities for effective teaching and learning of social studies in
Adamu Tafawa Balewa College of Education Kangere. This study would also
help to provide some information for curriculum designers and classroom
teachers in order to utilize facilities provided for them and other relevant
approaches to enhance meaningful learning of social studies by students.

Thus, the knowledge of students’ cognitive style and attitude would be very
useful in both academic and career enhancement. The finding from this
study is expected to serve as guides for the educated policy makers towards
ensuring that adequate educational facilities are provided in entire Bauchi
state.

This study will also help Government in the implementing of certain project
in educational system as strategies in selecting bids, letting contracts for
construction and furnishing of buildings or purchase and installation of
facilities as well as monitoring and supervision of project execution to ensure
they meet the specifications will be discussed on.

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1.7 Operational Definition of the Terms

Social Studies: - the study of man and his physical, economic, political and
cultural environment. It is concerned with the way man lives in and interact
with social and physical environments and how science and technology help
him to live well in the given environment.

Implementation: -This involves selecting bids, letting contracts for

construction and furnishing of buildings or purchase and installation of
facilities as well as monitoring and supervision of project execution to ensure
they meet the specifications.

Availability: -relates to how much facilities are on hand, to which teachers

and learners have access to.

Facilities: -can be generally defined as buildings, properties and major

infrastructure which include physical and material assets

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

In this chapter, a review of related works or contributions of some notable

authors would be undertaken. This is basically to understand, identify,
criticize and analyze the critical variables that are related to the present
study.

2.1 Concept of Laboratory/School Facilities

The concept herein refer to school buildings (classrooms, assembly halls,

laboratories and workshops, libraries e.t.c) teaching aids and devices such as
modern educational hardwares and their softwares in the form of magnetic
tapes, films and transparencies (Ogbodo, 1995). They are therefore, materials
things that facilitate teaching and learning processes in the school. In his
own contributions, Castaldi (1977) is of the opinion that, school facilities are
those things which enable a skillful teacher to achieve a level of instructional
effectiveness that far exceeds what is possible when they are not provided.
These facilities are therefore related directly to school curriculum.

According to the Cutis (1999), school facilities are the treasurable assets of
the school through which effective teaching and learning can take place and
be promoted. Emphasizing on the importance of curriculum drawn to the
School Facilities type, it helps to determine to a large extent, the nature of
school facilities needed.

School Facilities according to Dare (2010) should be properly planned,

developed and maintained in order to ensure its relevance to the school
curriculum and its effective teaching and learning in any educational
institutions. Educational facilities are indispensable as far as the industry is

8
concerned. They are essential for the well being and comfort of teachers’ and
the students’ in the teaching learning process.

According to Kochler; (1978:294) “there are no two opinions on the idea that
a school building must be spaciously planned, functional and with pleasing
architectural features". He further stated that buildings are to education, as
the body is to the mind. This is to say that a fine building makes a fine
school and poor buildings, a poor school. From the above assertion, we can
agree that a school should be housed in beautiful buildings which are not
only stimulating centres of education for children but also vital centres of
community life. This can only be achieved through excellent planning of
school facilities. School facilities embrace both temporary and permanent
structures of school sites. School facilities consist of basic systems and
structures which a viable school needs in order to function effectively and to
fulfill the purpose for which it was established.

2.2.1 Component of Laboratory/School Facilities

There are three major components. These are:

i. Infrastructural facilities
ii. Instructional facilities
iii. School physical environment.

Infrastructural facilities: include buildings such as administrative block,

(which comprises the principals’ office, vice principal and staff rooms,
classroom) laboratory, stores, sick-bay, records office, school shop, library,
music room, cafeteria, Intro technology laboratory, security post, staff
quarters’ and school farm as well as storage house, electricity, water supply,
sport field.

Instructional facilities: are teaching materials and equipment, that

comprises laboratory equipments, introductory technological equipment, wall

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clock, puzzles, television, radio V.CD plates and players, piano, flute,
chalkboard, cardboards, duster, apparatus for science practical, models,
picture charts, e.t.c.

School Physical Environment: include building and play ground, sport

field, fire extinguisher, school bus, car park and sand bath. Also, school
facilities include mechanical material like technological machines, generator,
photocopier machines, computer machines, plumbing materials like water
taps, bore hole - electrical telecommunication like speakers, radios, network
system, security and fire suppression systems.

2.3 Facilities and Student’s Academic Performance

In the review of facilities it was found out that the quality of education is
dependent on a variety of factors, some of which are the availability of
classrooms furniture, equipments, textbooks, libraries, laboratories and
technical workshops which are very essential in teaching and learning
process. Therefore, students in both developed and developing countries have
shown that such factors contribute greatly to students’ achievement.

Heinemann (1980) research in developed and developing countries has led

him to the conclusion that students in developing countries perform much
below those of developed countries because of inadequate and poor facilities.
He points out comparatively the achievement of Malawi standard eight
students in mathematics and science is below that of Thailand, Iran, Chile
and developed countries such as Sweden, U.S.A and United Kingdom.

Thus, at the minimum a school is acceptable if it can provide a place for

students to work without the danger of a roof collapsing if neither wind nor
rain sends students in to a corner for protection. If there is a place for each
to sit down, a place write , material to write with, and a certain minimal

10
number of maps, charts, and reference books from which to derive
information (Heyneman, 1980. p.13).

Instructional spaces as classrooms, libraries, laboratories and technical

workshops are very vital in teaching and learning process. The extent to
which these spaces could enhance effective teaching and learning depends on
their location within the school premises, their structure and instructional
facilities. It is not unlikely that well planned instructional spaces in terms of
location, structure and facilities will facilitate effective teaching and learning
process and as well as enhance good academic performance of the pupils.

Consequently, on emphasizing the importance of instructional spaces to

students academic performance, Mark (2000) maintained that one cannot
expect high level of students’ academic performance where school buildings
such as classrooms, libraries, textbooks, technical workshops, and
laboratories are substandard. It is emphasized that clean, quiet, safe, and
comfortable and health environment are important component of successful
teaching and learning.

Similarly, Ajayi, (2007) maintained that high level of student’/pupils’

academic performance may not be granted where instructional facilities such
as textbooks, classrooms, libraries, technical workshops, where necessary
and laboratories are structurally defective, not properly ventilated and not
spacious enough for use. It was further emphasized that structural
effectiveness, proper ventilation space and well located instructional space
may lead in the successful teaching and learning process in the school.

In the review of educational literature, it is frequently argued that the quality

of education is dependent on a variety of factors some of which are the
availability of classrooms, furniture, equipment, textbooks, libraries,
laboratories and technical workshops are crucial in teaching –learning
process.

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Heyneman (1980) maintained that at the minimum a school is acceptable if it
can provide a place for students to work without the danger of a roof
collapsing; if neither wind nor rain sends students in to the corner for
protection, if there is a place for each to sit down, a place to write, material to
write with and a certain minimal number of maps, charts, and reference
books from which to derive information.

2.4 Importance of School Facilities to Teaching and Learning

According to Saiyidain in Sidhu (1999), the importance of School Facilities

was quoted thus:“A school or a college is a vital and life-giving environment to
the extent that it brings into the life of its students’ an abiding love and
appreciation for all that I best and most significant in national and human life”.

School Facilities is so important in the life of any educational institutions

because the children cannot get desired benefit from the school, if they are
not housed properly, if they have no playgrounds, if they are taught in an
unhealthy surroundings or if the entire equipment provided them are
uncomfortable (Sidhu, 1999). Taking into considerations that, schools cannot
just be set up everywhere and environments that educate, and the character
of school buildings and grounds remain an important elements in the child’s
education.

Adams (1978) asserts that as school heads and their academic staff plan and
think together about the present and future needs of school facilities as vital
factor that can contribute to the enrolment of students in the school. He
further observes that through adequate planning of school facilities, they can
determine the type of instructional materials teachers’ would need for
effective instructions and whether the available classroom are adequate for
the anticipated number of students’.

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Momoh (1950:175) is of the view that facilities can limit educational
programmes, but when properly planned, it can only enhance the day-to-day
learning process, at the same time, pave the way for launching a new
educational programmes in any school, Therefore, it promotes effective school
climate and management. It enhances quality teaching and learning and
boosts teachers’ and pupils’ morale.

Adesina (1980:224) reports that planning of school facilities helps the

government and the individual school to avoid wasteful imbalance that arises
out of projection based on unreliable data. He adds on that a situation may
arise where there are pupils’ butno teachers’ or pupils’ without books, desk
and classrooms. This, perhaps, was the case in the few first years following
the launching of U.P.E in 1976 and the repackaged U.B.E which is presently
on. It influenced school community relationship through the use of facilities
as cultural, civic, recreational and youth centres. Also, it promotes child
friendliness and effective schooling due to the provision of sanitary facilities,
clean spaces, safe drinking water, school shops to buy snacks and drinks.

2.5 The Concept of Social Studies

The concept of Social Studies denotes the idea and the general notion
underlying the course. Social Studies are a subject that helps individuals to
be useful to the society and to appreciate current cultural practices in order
to be acceptable by the immediate and larger society. Social Studies involve
the critical assessment of man’s social and physical environment.

According to kissock, (1981:3) “Social Studies is a program of study which a

society uses to instill in students knowledge, skills attitudes and actions
which it considers important concerning the relationships human beings
have with each other, their world and themselves”. Adekeye, (1982:6) Onipe
(2004) defines Social Studies as a subject which teaches self-awareness in
pupils and inculcates self-discipline, self-reliance, self-services which in turn

13
develops a sound mind in a sound body capable of dealing with the stresses
and strains of life. Social Studies is a body of knowledge that looks at the
whole of education enterprise from social perspectives. The subject is
concerned with the study of man and his complex relationship with his
environment.

The conceptualization of Social Studies according to Ololobou (1999:2) in

Onipe (2004) is “an organized integrated study of man and his environment
both physical and social, emphasizing on cognition, functional skills and
desirable attitudes and actions for the purpose of producing an effective
citizenry”. Social Studies is a study of problems of survival in an environment
and to find solutions to them. It is a multi-disciplinary study of topic, a
problem, an issue, a concern or an aspiration.

Social Studies as perceived by sunal et. al, (2002:10) “is the integrated study
of the Social Studies sciences and humanities to promote civic competence”.
Social Studies education helps an individual to critically examine and re-
examine ones views and stand in the various unresolved societal issues.

The primary purpose of Social Studies in the view of sunal et al (2002:10) “is
to help young people develop the ability to make informed and reasoned
decisions for living. The course critically views how man manipulates and is
manipulated by various environmental factors around him.

Generally, through Social Studies, a fundamental process of increasing the

wisdom of human beings, the adults of the future, their understanding and
tolerance of others can be developed. Social Studies in schools help
individual learner to cope with the increasing complexity in social
relationships.

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2.5.1. The Nature of Social Studies

This is the characteristic of the subject and its major components. The
subject Social Studies consist of facts, concepts and generalizations from
social science discipline. Social Studies are made up of integrated concepts,
problem-solving strategies, citizenship education and decision making
process. Social Studies are of prime relevance in the inculcation of
citizenship and societal values.

Sunal and Haas, (2002:10) in Onipe (2004:20) posited that “the defining
characteristics of Social Studies is that it is multi-disciplinary in nature,
encompassing and integrating knowledge and processes from many
disciplines”. Sunal et al, (2002:10) in Onipe(2004:20) also maintained that:
Within the school programme, Social Studies provides coordinated systematic
study drawing upon such disciplines as anthropology, archaeology,
economics, geography, history, law, philosophy, religion and sociology, as
well as appropriate content from the humanities, mathematics and natural
sciences.

Ololobou, (2004) in Onipe (2004:20) states that, the nature of Social Studies
can be summarized thus: Social Studies by nature seek to promote the
following:

1. Cognition:

That is, knowledge, comprehension or understanding, application, analysis,

synthesis and evaluation as relevant to physical and socio-cultural
environmental constituents which include earth materials, relief features,
atmospheric processes, water bodies, the vegetal cover, the lower animals
and man’s materials and non-material cultures respectively.

15
 2. Functional Skills

The acquisition of which make one more productive and effective in managing
the self and relating with the physical, social, and political environments. We
may recognize communication, intellectual manipulative, study and group-
work skills, among others.

3. Desirable Attitudes and Actions

Such attitudes and actions are supportive of the development process. They
include patriotism, honesty, probity, truthfulness, production, punctuality,
peaceful co-existence, creativity, functional interdependence, wise use of
scarce resources, etc.

2.6. Problems and challenges facing the effective teaching of Social

Studies

Social Studies seem to be clouded with problems and challenges which deter
its effective teaching and learning. During the interviews with teachers,
generally four problems emerged. These include; shortage of instructional
materials, congested syllabus, lack of funds for educational excursions, and
shortage of specialists.

 Shortage of materials

When asked to comment on the adequacy of instructional materials, teachers

reported acute shortage of teaching resources. A teacher from Peleng West
indicated that there was general shortage of teaching resources such as
maps and books. A comment from a teacher at Digawana indicated that even
if the materials could be availed, they are not enough to cover the syllabus. A
teacher in Lejwana complained that they do not have enough materials
although resources such as radio are provided but with no source of power to
operate them since there is no electricity or even batteries in the school.

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  Congested syllabus

Teachers expressed concern that the upper primary school Social Studies
syllabus is so congested such that they are not able to complete the
objectives before the students can sit for PSLE. As an attempt to make a
balance between the congested syllabus and limited time, a teacher from
Bothakga explained: This leaves us rushing through the objectives and end
up giving notes to save time. This implies that we compromise the use of
instructional materials under the pretext that we are saving time. This leaves
us with no choice but to complete the syllabus with too many objectives in a
short period of time.

 Funds for educational excursions

Educational excursions help bridge the gap between the classroom and the
outside world and provide students with real life situations. School Heads
and teachers equally mentioned lack of funds for educational trips as one of
the major challenges faced by teachers in the teaching of Social Studies. This
also contributes to poor performance.

 Shortage of Social Studies specialists

The Social Studies teachers interviewed revealed that they are teaching the
subject because they do not have any choices. Only three teachers from the
whole sample are Social Studies specialists which mean that some schools do
not have a single specialist which ultimately affects students since they are
taught by unqualified Social Studies educators.

2.7 Role of Facilities in Social Studies Education

Effective implementation Social Studies curriculum to achieve planned

objectives or derived outcome depends on the quality of the teacher’s ability
to effectively manipulate, operate, and use equipment, tools and materials to

17
help learners learn the contents of the curriculum. Social Studies requires
numerous training on specific experience for the learner to form right habits
of doing and thinking to a degree necessary for securing employment. In
these training activities, there is an appeal on almost equalitarian on
physical, intellectual and emotional brains of the learners (Ogwo & Oranu,
2005).

According to Olabiyi, eta’l., (2008) many educators are of the view that
learning occurs best through participation. The uses of teaching facilities
help teachers to direct the learning of their students instead of talking from
higher platform to passive students, some of who might be asleep. Students,
as we know, learn by discovery and the teacher cannot have in stock all that
the child needs to know. The psychological relevance of individualized
instruction also necessitates the use of various approaches to cover the
different abilities and perceptions of students. Nothing else can help to
achieve better diversification of lesson in the classroom than educationally
certified teaching facilities and techniques.

At all levels of the nation’s educational system and for all known and existing
school types, instructional facilities or teaching and learning materials are an
indispensable factor in the attainment of the goals (Mkpa, 2001). Uzoagulu
(Umar & Ma’aji, 2010) , warned that where the facilities, equipment and tools
are not adequate and for use by the teeming number of Social Studies
students acquisition of skills in teaching and learning, it will suffer and will
lead to the production of highly unskilled personnel who are unemployable
and unproductive. Therefore, inadequate teaching and learning facilities in
Social Studies education deterred academic performances.

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2.8 Factors Hindering the Implementation of Available School
Facilities in Nigeria

It has been observed that despite the lofty and painstaking policies of school
facilities usually formulated in Nigeria, little or no tangible outcomes have
been achieved as they always tend to fall by the wayside. This is because the
critical elements in both the internal and external environments and the
implementation process account for the gap between goals and
achievements. Nigeria has never lacked in planning, but the problem has
always been achieving results. A lot of factors account for the implementation
of school facilities challenges in Nigeria; they include:

Inadequate Data: The death of data or relevant information is responsible for

most school facilities implementation failures in Nigeria. Nigeria lacks the
culture of record-keeping and information-gathering. Most planning
ministries or agencies work without data: even when one is available, most of
the time is unreliable and defective.

Over-Ambitious Policy Goals: Nigeria tends to over indulged in over

ambitious policies either owing to the desire to establish support base and
legitimacy for government to bring about economic development or to serve
ideological ends. Such policies cannot work as they will lack adequate
financial, manpower, technical resources, institutional and organizational
capabilities and the necessary political will for implementing such
fundamental policies (Eminue, 2005).

Policy Instability: Regimes and policies change rapidly in Nigeria. Each

regime usually come with its own policy. Leaders tend to throw overboard the
policy of their predecessors-in-office. Policy instability in Nigeria adversely
affects policy implementation. It is observed that erratic policies are
dysfunctional to growth while policy stability tends to promote and engender
planning as well as proper and effective implementation.

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Compromise and Conflict during Implementation: In Nigeria most of the
times compromise that seek to altar basic policy goals are made during
implementation which is detrimental to successful execution of programmes.
During the second Republic Shehu Shagari’s low cost housing policy failed
because of the conflict between the Federal Government and the other units
as to who should execute the project at what level. Most of the times, policies
are determined on the basis of political loyalty. In some cases they are used
for political handshake. In Nigeria, no matter how sound a policy is, it cannot
be implemented in a political vacuum.

This could not ensure the expected result (Eminue, 2005). It is most pathetic
that in the Nigerian situation, policies that see the light of the day are policies
that favour the insignificant few that govern. Any policy that is geared
towards supporting the improved standard of living of the majority who are
governed faces serious controversies and compromise.

Corruption: It must be noted that corruption goes with power and therefore,
must be located first within the ranks of the powerful (Egonmwan, 1991).
Since independence, corruption has been a major source of cost escalation of
government projects. Government contracts in Nigeria have always been a
conduit pipe for making fast and easy money by government officials and
contractors through dubious means. Transparent processes are never
followed in the award of (Multi-million naira) contracts.

2.9 Ways of Managing the Factors Hindering the Implementation of

Available Laboratory/School Facilities in Nigeria

One, there needs to come into existence a focused, responsible and

purposeful political leaderships at the heads of the various government tiers
(Federal Government, State Government and Local Governments), and the
emergence of honest and dedicated leaderships at the heads of educational
ministries and parastatals. It is expected that the democratization process in

20
Nigeria will aid and hasten the coming into existence of such visionary and
purposeful leaderships that will be more inclined to developing appropriate
policies to address Laboratory/School facilities problems and such policies
that can be effectively implemented by the Nigerian Education System.

2.10 Empirical Reviews

In a study by Nkemakolam (1988) on the Nigeria graduating system. It

reveals the significant factors associated with the falling standard of
education; and that when they occur in any nation, the educational system is
said to be unstable as is the case with Nigeria.

a. Vehicles, stationary, textbooks.

b. High pupils/students ratio
c. Personnel management problems.
d. Lack of reliable statistics about teaching staff strength
e. Poor funding by the government
f. Administrative problems and corruption.

Oshadumi, (2003) also carried out a research study titled: “Impact of School
Facilities on Students Academic Achievement in Social studies at secondary
Schools in Okene LGA, Kogi State”. The target population was seventeen (17)
secondary schools out of which ten (10) secondary schools were selected as
the samples by simple randomization. The instrument used in collecting the
data was questionnaire. Four (4) null hypotheses were stated which were
tested using correlation coefficient test statistics at 1.00 level of significance.
All the four (4) null hypotheses were rejected. The results showed that about
70% of the respondents made use of the school facilities effectively which had
positive impact on the students’ academic achievement in social studies in
Okene LGA.

21
Anderson (1975) considers instructional materials as an integral part of the
educational process and as vehicles used by teachers’ along with
instructional techniques to convey the contents of instruction to the
students’. Ezeocha (1985) asserts that at all levels, here is failure in
educational innovations due to inadequate planning and management.

2.11 Summary

The concept of school facilities was laid emphasis on and it was referred to as
to these are things of education that includes school buildings (classrooms,
assembly halls, laboratories and workshops, libraries e.t.c) teaching aids and
devices such as modern educational hardware and their software in the form
of magnetic tapes, films and transparencies.

The concepts of Social Studies have also been examined. The concept, Social
Studies denote the idea and the general notion underlying the course. Social
Studies is a subject that helps individuals to be useful to the society and to
appreciate current cultural practices in order to be acceptable by the
immediate and lager society. Factors’ hindering the implementation of
available school facilities in Nigeria was also reviewed in the chapter.

The chapter concludes with an overview of factors hindering the

Implementation of Available School facilities in Nigeria. The deductions
arrived at are hoped to be paramount importance in an attempt to put
forward suggestions to the appropriate educational authorities that might
help bring a reconciliation between policies and practice. The idea is thus
directed towards moving education forward in a more meaningful and
purposeful.

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 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter will be discussing method used in data collection for the
research. The procedure involved, research design and population of the
study, sample size and sampling procedure, instrumentation, validity and
Reliability of the instrument, data Collection, and method of data analysis.

3.2 Research Design

The study employed descriptive survey research method. This is because a

survey research method enables the researcher to gather relatively limited
data from relatively large cases (Ndiyo, 2015). According to Sambo (2005), a
survey research method is one in which group of people or items are studied
by collecting and analyzing data from only a few people or items considered
being representative of the entire group. The choice of survey research design
is informed by the fact that the research has wide scope and allows a great
deal of information to be obtained from large population that is
geographically dispersed.

3.3 Area of the Study

This study was conducted in Adamu Tafawa Balewa College of Education

Kangere located along Gombe road 15 kilometers from the state capital.
College of education Kangere was originally established by law on 22 nd
September, 2014. The date on which the bill on that effects as passed by
Honorable House of Assembly Bauchi state and was accented to by his
Excellency Governor, it was then known as Bauchi state Institute of
Education Kangere. The decision to establish the College as a second NCE
awarding institute in the state was informed by the desire increase the

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capacity of the state to provide a sufficient number of properly trained
teachers for the rapidly growth of Basic Education schools in the state.
(www.coekangere.net)

3.4 Population of the Study

According to Nisiri et al, (2000) population is any theoretically specified

aggregation of items, elements or things with common characteristics or
interest. The target populations for this study are all Social Studies teachers
in Adamu Tafawa Balewa College of Education, Kangere.

3.5 Sample Size and Sampling Procedure

Random sampling technique will be used to select seven (7) schools while
fifty (50) teachers of Social Studies were randomly selected from each of the
school of the study area.

3.6 Instrumentation

The instrument to be used for this study is a questionnaire, data was

collected from respondents’, the selected instruments were self-developed by
the researcher purposely to elicit respondents’ opinion on certain issues.

The title of the questionnaire is (Investigating Availability of laboratory/school

Facilities for Teaching and Learning of Social Studies) which are sub-divided
into two parts namely sections A and B.

Section A seeks to elicit information of the respondents’ on personal data

while section B sought the opinion of respondents. Section B consists of
statement to elicit information on the Implementation of Available Facilities
for Teaching and Learning of Social Studies. It shall be scored using Likert
four point even though likert scale is five but the rating scale of Strongly
Agreed (SA) and Agreed (A), are merged together to be one. Strongly disagreed

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(SD) and Disagreed (D) is merged and undecided is a notable score. The
research instrument is made in accordance with the objectives of the study.

The questionnaire is preferred because it helped the respondents to maintain

some degree of anonymity, which was believed to increase the level of their
objectivity (Orodho, 2005).

3.7 Validity and Reliability of the Instrument

Validation of any instrument is very crucial in research; validity can be

defined in terms of degree to which an instrument was presented to
researcher’s supervisor and other expert in Social Studies Education
Department, Adamu Tafawa Balewa College of Education, Kangere, Bauchi
state. This will be done so as to ensure and improve the content and also the
validity of the instrument.

3.8 Data Collection Procedure

The researcher visited seven (7) secondary schools selected with the consent
of the school authority the questionnaires was personally administered to the
respondents. The researcher was present in the schools and made
clarification were necessary.

The respondents were given enough time to complete the questionnaires. The
numbers of questionnaires administered were fifty (50) questionnaires the
researcher’s waited and collected them back at the same spot.

3.9 Method of Data Analysis

The data collected from the study would be analyzed using frequency counts,
percentage and mean statistics.

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