THE PROBLEMS OF TEACHING AND LEARNING SOCIAL STUDIES IN SECONDARY SCHOOL.

· INTRODUCTION

Recent changes in the Junior Secondary School curriculum in Nigeria particularly, the introduction of
social studies as a core subject to be taught in Junior Secondary Schools demand that specialist teachers
be trained and provided with suitable resource materials including textbooks so that they can deliver
their lessons effectively.

The absence of related instructional materials in Junior secondary schools, lack of trained social studies
teachers and other similar problems serves as barriers to the achievement of numerous objectives in
social studies. In view of this situation, the teaching and learning of social studies tends to be ineffective.
In the schools, non-specialist teachers are employed to teach social studies and they apply the methods
of teaching traditional subjects like History, Geography, Economic, Government and Civics. This kind of
arrangement is obviously bad. It is like spreading seeds on a sandy soil. When this happens the seed will
not germinate but rot away. In the same way, if this situation is allowed to continue the essential points
or aims about social studies will be lost.

· THEORETICAL FRAME WORK

Teaching and learning are usually taken to be major activities or process that take place in school,
particularly, in the classroom. During this process however, there are lot of subjects being taught,
especially after the introduction of Western Education (Formal Education) in Secondary Schools. These
subjects such as Geography, History, Economics, Government etc focus on their specific areas and
therefore not suitable for the development of a complete human being, hence the introduction of social
studies.

Social studies as a discipline as of American origin. It did not exist as a distinct subject before the second
world war (WW II). The social sciences like sociology, economics and political science were thought of as
the only subjects designed for the study of social and its institutions. Soon after the second world war,
people began to realize especially, in the united states of America, that the understanding of man and
his problems in society required a lot more than what was covered by the social sciences, hence social
studies was introduced in the schools.

The introduction of social studies in Britain was not an easy task. Obiadi, A. (1980) stressed that social
studies came about as a result of the missing link in Britain. The first world war (WW I) of 1914 and the
European war happed to expose what was actually missing for human understanding learned on lesions
from the wars, it became necessary for them to go back to schools to learn a lot about human
relationship and what is meant to the society. For more than two decades, the study of social studies
went thought it gained a foothold in the 1950s committees were set up by the Ministry of Education to
study about the necessary of studying social studies. Various reports were submitted by the committees.
Some of them were in favour while others strongly opposed its inclusion in the school curriculum for
fear that it might replace other traditional subjects. Despite these oppositions social studies went
through successfully and was given a place in the school curriculum.

The history of social studies in Africa can be traced back to the London Oxford Conference of African
Educators of 1967 which resulted in the Mombassa Conference of 1968.

Further still another conference was held at Queens College Oxford to discussed social studies for Africa.
Two years later after the Oxford London Conference, African social studies programme was established
in Nairobi, Kenya to coordinate and offer help to social studies development in the continent.

It was resolved at the various conferences that Education in African continent needed readjustment to
relate specifically to African culture. Hitherto it was observed by the conference organizers that the
colonial educational system did not serve the interests of African. The result of the conferences brought
about the setting out of social studies curriculum which was meant to be adopted by all members
countries including Nigeria according to their peculiar needs.

The teaching and learning of social studies in the Nigerian institutions had a short but important history
in the school curriculum. Short in terms of number of years, but important because of the impact that its
introduction had made in the Junior secondary school curriculum.

Amonoo, et at (1979) said that “the first serious attempt to develop social studies for secondary schools
in Nigeria was made but the staff of Comprehensive High School, Aiyetoro in 1965. initially the scope
was limited to the then Western Region”. It was through the assistance of the Ford Foundation under its
joints auspices with comparative education was adaptation centre (CESAC) that the Aiyetoro project was
given a national scope. Through the publication, social studies has now become a core subject in the
Junior secondary school curriculum.

The Federal Republic of Nigeria National Policy on Education (1981) supports the inclusion of social
studies in the Junior secondary school curriculum.

· STATEMENT OF THE PROBLEM

Social studies is one of the subjects being taught in our secondary schools. The teaching of social studies
has not been properly done because most of the teachers handling the subject has little or no sound
knowledge concerning the subject. This also posed problems for the studies in terms of learning the
subject.

This study is therefore designed to find out the problems of teaching and learning socials studies in our
secondary schools, particularly in Eastern Obolo Local Government Area and also find solution to the
problems and suggest ways and method of improving upon the situation for the benefit of students,
educators, school and society as well.

· PURPOSE OF THE STUDY

The purpose of this study is to identify and explain the problems of teaching and learning of social
studies in Secondary schools in Eastern Obolo Local Government Area, and how these problems could
be eliminated so as to enhance effective teaching and learning of the students.

· RESEARCH QUESTIONS

i). Is there any significant difference between the use of instructional materials and the teaching of
socials studies in schools?

ii). Is there any significant difference between the use of instructional materials in learning and the
academic performance of students?

iii). Is there any significant difference between lack of qualified teachers in social studies and the
problems of teaching socials studies?

· RESEARCH HYPOTHESIS

i). There is no significant difference between the use of instructional materials and the teaching of social
studies in schools.

ii). There is no significant difference between the use of instructional materials and the academic
performance of studies in schools.

iii). There is no significant difference between lack of qualified teachers in socials studies and the
problems of teaching social studies.
· SIGNIFICANCE OF THE STUDY

This research work is significant in many ways:

i). It will highlight the problems associated with the teaching and learning of social studies in schools.

ii). The outcome of the study will also uncover the fundamental roles expected of the Government of
our country.

iii). This study will also serves as a source for future research in its area of study.

iv). The outcome of this study will also be of immense values to the society in that it will seek to improve
the interest of the learners with regards to their academic performance.

· DELIMITATION OF THE STUDY

With due consideration of the factors of time, economic depression of the period geographical location
of the target population the scope of the research is delimited to only Eastern Obolo Local Government
Area of Akwa Ibom State.

· LIMITATION OF THE STUDY

This research has some limitations that are worth mentioning. The problem of transportation limited the
exercise to only three recognized secondary schools in the area. There was difficulty in obtaining
information about the project.

This research work has a lot of limitation that are work mentioning. The problem of transportation to
get information from transportation from teachers of different school; and the short time given for the
completion of this project has been a great limiting factors.

· DEFINITION OF TERMS

LEARNING: Gaining knowledge or skill by studying or form being taught.

PROBLEM: This refers to a difficult situation.

SOCIAL STUDIES: This is the study of man and the outcome of his interaction with his various
environments.
STANDARD: A level of skill, ability or achievement by which someone or something is judged that is
considered to be necessary or acceptable in a particular situation.

STUDENT: A person who is studying at a schools or college.

TEACHER: Someone whose job is to teach.

TEACHING: This is the process of imparting knowledge and making learners gain knowledge, skills and
attitudes they needed to become responsible citizens.

· literature review

The introduction of social studies as one of the core subject in Junior Secondary School has continued to
win the admiration and support of most Nigerian scholars and students. Adewuya et at (1982) contend
that social studies education enables students to examine those norms and cultures of their core and
immediate communities within the Nigerian milieu in order to strengthen their socializing and
humanizing responsibilities.

Integrated social studies informs the child and helps him know about the physical, social and
educational environment in which he lives and function. Social studies helps the child to realize that all
the aspect of his environment are revolving or changing. According to Akpabio et at (1984) “Social
studies, as a subject, is concerned with man’s way of life. It examines the way man lives and interacts
with his social and physical environment”. The use of the available knowledge, skills, tools and
technology may aid his interaction. It is important to note that man lives in the society of other human
beings. As a rational being, man according to Akpabio et al needs the company, affection, protection,
approval and attention of other human being for his comfort. At the same time, society demands the
loyalty, cooperation and knowledge of its members in order to ensure development and continued
survival of the society. Again, man lives in a physical environment or territory. He interacts with the
resources of the physical environment to meet his need for water, food, clothing, shelter, exercise, sleep
and rest. In order to interact successfully for the purpose of meeting his social and physical needs. Man
as a general rule uses the knowledge, the ideas, the material objects that his society possesses.

Social Studies is not only a way of life, it studies how man influenced by his physical, social, political,
economic, psychological and cultural environment.

Uzoagulu (1981) observes that social studies is one of the social sciences disciplines which studies man
ass he interacts with his fellow men and with his environment . the content of social studies, therefore,
is man and his actions.

Social studies is the one area of study which integrates, that is, which relates to various social sciences
and it also aims at analyzing the view of man and his world. Uzoagulu further stresses that social studies
is not history plus geography plus anthropology and so on. All the social sciences are important in their
own right but social studies has some relationship with them.
The materials from the social sciences and humanities form the basis of the contents of social studies.
these materials help to constitute integrated social studies. Social studies is an attempt to reconcile
conflicting and distracting statements about man. In other words, it is problem solving. According to
Uzoagulu (1981) “In practical terms, social studies is the subject which considers man’s aspirations,
hopes, dreams, resentment, hurts and frustrations in order to understand and interpret his behaviours
at any particular time”.

For Ezewu (1985) social studies is the area of study made up of selections from other subject having to
do with the art of living together peacefully and harmoniously in our family, community and society.

By way of definition, Amonoo et al (1979) states that social studies deals with man in society as a whole
in order to understand the effects of the processes and use them to make progress. it looks at man in his
social environment and physical environment. It also examines the effects of science and technology in
the social and physical environment. It is the study of man in society with various aspects working
together.

For Obiadi (1980) Social studies is not the study of history, geography and civics. As a separate discipline
social studies asks questions, raise issues, face problems, present needs and identifies realities. The
concept of social studies has been drawn from the disciplines of social science and humanities namely:
Sociology, Anthropology, Ethics, History, Geography, and Religion.

From the above argument, it can be seen that the definition of social studies is embedded in its
philosophy. Social studies cannot be simply defined in a few words, it can be analyzed because it is a
powerful discipline. Social Studies is not just an integrated subject but it is also a way of life. But whether
all the objectives of social studies can be achieved or realized, it is a core subject for Junior Secondary
Schools in Nigeria.

Many individuals including the teachers, students, civil servants and the entire community expect the
teaching of integrated social studies to yield positive results. This is not an easy task because of certain
problems such as lack of specialist teachers and instructional materials, inappropriate method of
teaching, problem arising from the subject itself based on students evaluation and assessment, lack of
resources centers, organized seminars, workshops and conferences to up-date teachers knowledge in
integrated social studies.

· SPECIALIST TEACHERS PROBLEM

An outstanding problem militating against effective teaching of social studies in Junior Secondary
Schools is lack of expert teachers in the field. In recognition of this fact, Akinlaja (1978) asserts.
“Although the social studies programme has been in existiance for years in the teacher training colleges
in the country, there has been n meaningful and comprehensive programme and drive at training social
studies teachers”

For this reason, teachers currently handling social studies in Junior secondary schools are non-specialist
because they were not trained as such.

Obiadi (1980) holds that there are trained teachers for social studies but most of them handling the
subjects at present still have little knowledge about the new integrated social studies methodology.

The researcher discovered that unemployment of the NCE trained social studies teachers has led to the
allocation of the subject to teacher who specialized in traditional subject like History, Geography,
Government and Economics who are now teaching in Junior Secondary Schools.

· LACK OF INSTRUCTIONAL MATERIALS

In-adequate supply and utilization of instructional materials including textbooks which can increase
teachers/students awareness and reinforce learning is an obstacle to the teaching of social studies in
Junior Secondary Schools.

According to Akinlaja (1978) “There is general shortage of books in some schools subjects. If the new
social studies is not more than a revival of subjects like history, geography and government, than there
dearth of appropriate textbooks for social studies in Nigeria.”

Regarding materials that are produced commercially at this time brought into the Nigerian markers,
Dubey (1978) notes that most of those books are for the teaching of Geography and History presented
under the cover of titled Social Studies. There is no doubt that such books misrepresent the discipline
not only from the lack of interdisciplinary perspective, but even more fundamentally from the
methodological perspective. In addition, the textbooks that are available to schools and colleges in the
country misrepresent social studies philosophy.

Social studies a subject is closely related to humanities and the social –science. Therefore a single text
book may not have sufficient material represent this broad integrated social studies.

· INAPPROPRIATE METHOD OF TEACHING AND LEANING SOCIAL STUDIES

Through social studies can develop a positive attitude towards good citizenship, and a desire to make
positive and concrete contributions to support a united Nigeria. The realization of the numerous
objectives of social studies will be achieved if teachers apply social studies method, expository –
method, Excursion method and Assignment method in their teaching and learning social studies.

Emphasizing on the objectives of social studies DuBey (1978) states that the overall objectives of social
studies should be to help students to develop the ability to make reflective decisions in order to resolve
individual and social problems a well as participating intelligently in social actions. Social studies
emphasis an interdisciplinary approach to the study of man interacting and coping with problems in
society. Appropriate method to facilitate such interaction and cooperation among the ;earners and
teachers should be encouraged.

· PROBLEMS OF SOCIAL STUDIES PER SE

Improper social studies structure in various Junior Secondary Schools has hindered effective teaching.
Social studies deals with human beings. Since human behaviour varies from person to person to person
as a result of changes in their mode of life, social studies serve to mould and form man’s behaviour.
Although social studies is a new subject in Nigeria, and despite the fact that little is known about its
contents, it is a moral oriented subject whose concern is to help people appreciate and solve their
problem.

Modern Educationists see the study of social studies as not only the best course for fostering good
citizenship, but it gives information to students and help them learn about the physical, social and
economic Environment in which they live. They also agree that it helps the child to understand the
diversity among the peoples of Nigeria, the wider world as well as learning to appreciate the world’s
phenomena.

· PROBLEM OF EVALUATION AND ASSESSMENT:

In appropriate structuring of curriculum for instruction and teaching constitute another hindrance to the
teaching of social studies.

Obiadi (1980) states that since social studies is an open ended subject, it may be difficult to standardize
answer and achievements.
It is expected that social studies should have positive effects on human behaviour even though human
behaviour is to easy to evaluate. It has been generally agreed that performance in social studies either in
or outside the classroom can be evaluated. Experts are working hard to introduce evaluation criteria for
measuring attitudinal performance.

· RESOURCE CENTRES PROBLEM:

Lack of provision for and lack of resource centres in Junior Secondary School also constitute a problem
to the teaching and learning of social studies. Akinlaje (1978) states:

“the development of resource centres in schools and colleges is closely connected with the social studies
trend away from the traditional class instruction towards individual learning, group learning,
independent learning, inquiry and discovery method.”

The establishment of resource centres for the promotion of social studies in schools entails capital
expenditure which some Junior Secondary School Afford. But it is worth starting such centres if
education Nigeria is to be made meaningful to our Nigeria Students.

· LACK OF SEMINARS, WORKshop AND CONFERENCES FOR SOS TEACHERS:

Organized seminars, workshops and conferences provides opportunities for interaction, learning and
teaching. It also caters for appropriate reception of information and instruction on issues and problems.

According to Akinlaje (1978) “mention must be also, if only in passing, of the skepticism of pupils,
parents and Headmasters as to the relative merit of school studies in the social curriculum, They seem
to regard it as a clog in the education wheel, preventing early specialization and excellence in history,
Geography and Government at G C E ordinary and advanced levels,”

Lack of organized seminars, workshops and conferences contribute to the lukewarm attitude of social
studies teachers in Junior Secondary Schools. The Teachers themselves have stressed adequately the
role and prospect for studying social studies.

· SUMMARY
There is an agreement among educationists, teachers and students on the basic objectives of social
studies towards fostering good citizenship. Social studies informs the students and help them know
about the physical, social natural, cultural and economic environment in which they live. The study of
social studies helps the students to develop valuable and socially acceptable concept and philosophies
of life.

Integrated social studies is a problem approach subject in which man studies and learns more about
problems of survival in his environment. This work further holds that social studies will have some
impact on the behaviour of the students as they address themselves to social, cultural and political
affairs.

Attention has been drawn to the inescapable situation in which social studies is being taught in junior
secondary schools. Teachers teaching traditional subject like history, Geography and Civics teach. Social
studies. Trained social studies teachers are few. The use of social studies methods and materials needs
to go hand in hand with organized seminars, workshops and conferences for social studies teachers to
update their knowledge in teaching and learning social studies.

· SUGGESTION

This work is subject to suggestions for possible solution to the problems associated with the teaching
and learning of social studies in junior secondary.

The suggestion will contribute a great deal to the increasing needs of the government, teachers and
students of social studies.

In line with this, the following suggestion are made to be adopted by the government and their
educational agencies, seminar and conference organizers as well as teachers and students of social
studies in junior secondary schools.

Teachers who are trained in social studies ought to be employed to teach the subject JSS. If non
specialist are allowed to handle social studies, students will not benefit in the subject.
Social studies teachers should develop effective methods of teaching and learning so as to make way for
easy realization of its rich objective.

Adequate funds should be made available to Junior secondary schools by the government to enable
them establish resource centres in various schools. Resource persons should be invited to schools to
help the teachers in teaching techniques and on the correct use of the instructional material, as this will
in turn help the teachers and learning of the subject more meaningful and interesting.

The government should equipped all Junior secondary school libraries with sufficient and relevant
textbooks in social studies. Social studies should be introduce in senior secondary schools like the
traditional subject to serve as a motivating factor to those in JSS.

Finally the researcher wish to suggest that the federal and state government along with their
educational agencies should support the teaching and learning of social studies for all junior secondary
schools.

· CONCLUSION

In conclusion, this study has pointed out that not every teacher is a social studies teacher. A social
studies teacher must see himself as a facilitator of learning and should therefore exhibit desirable
behavior to harmonize the nature and effectiveness of teaching and learning social studies. Appropriate
methods should be use at all times to make the lesson interesting and rewarding. The teacher should
maintain a free questioning atmosphere in the class room for his students to develop positive attitudes
to learn.

Finally, it most be emphasized that the role of a teacher in the teaching and learning social studies is
quite a challenging one. It follows that the teacher must be fully prepared to be able expose the
students to the atmosphere of learning and appreciations of day to day societal problems and solution
in his interest and for the well being of the society.

· BIBLIOGRAPHY
Adewuya, B. et al (1982) Onibon Oje Social Studies for schools and colleges. Onibon joe Press and Book
Industries Ltd Ibadan, Nigeria.

Akpabio A.J (1984) Social studies for Junior secondary school and colleges PAICO Ltd. (Press & Books)
Calabar.

Amono B. et al (1979) Nigeria Secondary Schools Social Studies Project. (CESAC) and Heinemann
Educational Books (Nig) Ltd.

Ezewu E.E. (1985) Social Studies for Junior Secondary Schools Evans Brothers (Nig) Ltd Ibadan.

Nigeria Educational Research Council. (1980) Social Studies: Teaching Issues and Problems. Ethiope
Publishing Corporation Benin, Nigeria.

Obiadi, G.O.A. (1980) Essentials of Social Studies for teacher training colleges and Secondary Schools in
Nigeria. Snaap Press, Enugu, Nigeria.

Ogundele, A (1978) A Hand Book ofSocial Studies for Colleges Macmillan (Nig) Ltd Ibadan.

Uzoagulu,P.C. (1981) Social Studies for Schools and Colleges African Educational Publishers (Nig) Ltd.
Onitsha, Nigeria .

Akinlaje, F. A (1978) “Meaning and concept of Social Studies” In Social Studies Teaching and Problems.
Ethiope Publishing Cor. Benin, Nigeria, for NERA. P. 100, .

Dubey, D.L. (1978) “Problems and Issues in Teaching the Methods of Social Studies” In Social Studies
Teaching and Problems. Ethiope Publishing Cor. Benin , Nigeria. For NERC P. 77..

Eyo Anthony (1986) Social Studies Instrument for Unity: Nigeria Chronicle; P. 12.
FACTORS MILITATING AGAINST THE SUCCESSFUL TEACHING OF SOCIAL STUDIES IN
SECONDARY SCHOOL:
A CASE STUDY OF AROGBO CITY ACADEMY AROGBO IN ESE-ODO LOCAL GOVERNMENT
AREA IGBEKEBO, ONDO STATE
ABSTRACT
This project work is a critical examination of the factors militating against the successful teaching of
social studies in secondary schools using Arogbo City Academy, Arogbe Ondo State as a case
study. The project work therefore studies the factors, militating against the successful teaching in
secondary schools students. The data collected from the questionnaire administered to the school
used a sample here was critically analyzed using simple percentage method the result of the study
shows that the factors ,militating against the successful teaching of social studies has effects on the
Nigerian child, especially in the area of academic performance. A research project work presented to
the Department of English/Social Studies College of Education, Ekiadolor-Benin in partial fulfillment
of the requirements for the award of the Nigeria Certificate in education (NCE) and this research
work were  conducted in Ondo State, Ese-Odo Local Government Area. The population of the study
consist of teachers, principals and students of Arogbo City Academy, Arogbo in Ese-Odo Local
Government Area of Ondo State. Sampling techniques, the correspondences were selected using
simple random sampling techniques. The objectives of the study, the objectives are analyzed the
factors militating against the successful teaching of social studies in Ese-Ondo Local Government
Area. To examine the factors militating against the successful teaching of social studies, to provide
information on how to improve the schools, teaching social studies, to examine the facilities in the
school made available. To investigate the role teaching social studies teachers of some ensuring
successful teaching.         
TABLE OF CONTENT
CHAPTER ONE  
Introduction

1. Background of the study

2. Statement of the problems
3. Objectives of the study
4. Research questions
5. Significance of the study
6. Scope of the study
7. Limitations of the study
8. Definition of terms
CHAPTER TWO
Literature Review
CHAPTER THREE        
Methodology
3.1    Research design
3.2    Population of the study
3.3    Sample size/sampling techniques
3.4    Sources of data collection
3.5    Method of data collection
3.6    Method of data analysis 
CHAPTER FOUR         
Data Presentation and Analysis
CHAPTER FIVE
Summary of Findings, Conclusions and Recommendations
5.1    Summary of findings
5.2    Conclusion
5.3    Recommendations
BIBLIOGRAPHY
APPENDIX         
CHAPTER ONE
INTRODUCTION

1. BACKGROUND TO THE STUDY

The schools in Ondo City are either being controlled and maintained by government or private
individuals few notable secondary in Ondo City are Arogbo Secondary, Adoloseino Secondary
School and Erubin Secondary Schools. The 6-3-3-4 system of education is made up of 6 years
primary education, 6 years secondary school and 4 years university/tertiary education. The
secondary education is made up of three years each of the junior and senior secondary education.
Each level of education has its general and specific objective as well as measures out tuned to
promote the realization of the objective. The above system of education differs from the old system
of education, where the primary education has a duration of 6 years, secondary education lasts 5
years while university education has a duration of between three and four years as the case may be.
(6-5-2-3 or 6-5-2-4).
Social studies as a subject has several attractive characteristics. The factors that stand in the way of
effective teaching of social studies. Effective teaching is crucial in order for students to reach
educational success in the classroom. Unfortunately, there are factors militating against the
successful teaching of social studies in the secondary schools. Teachers need to be aware of the
factors militating against the effective teaching in order to create positive learning environment for all
students to learn. Classroom management, if a teacher loses control of classroom, even for a few
minutes during a transition from one activity to the next, chaos can result. It can be difficult to gain
students attention and get back on the track forward meeting learning objectives. Teachers should
maintain an organized classroom. Communication, if a teacher does not maintain clear
communication with parents, staff members and students, effective teaching is difficult to achieve.
Teachers must speak clearly and loudly enough. Additionally, the teacher should frequently check
for understanding to make sure she is getting the point across. This also includes answering any
question properly. Teachers should have clear classroom objectives for students to achieve, and
students should be fully informed about what they are expected to learn and where they are in their
progress. If a teacher is unclear in her instruction, all students will be unable to learn and move on to
new materials.
Lack of content knowledge, if a teacher is not well versed in the content area, she/he is unable to
fully educate students on all areas of learning in the subject. Teachers need to be knowledge on the
subject that they teach. Teachers should be able to answer all questions that students may have or
be able to show students how to conduct the appropriate research in order to find the answers. If a
teacher does not know the content area she/he is not credible and could lose the respect of her
students, colleagues and parents of her students. Disruptive behaviour  this can include students
talking out of him, talking to many restroom breaks, tardiness, cell-phone use, not doing class work
or sleeping in class. Teachers should establish class with clear consequences of if students break
the rules. This will help prevents disruptive behaviour in the classroom and allow students to get best
possible education.         

1. STATEMENT OF THE PROBLEM

Social studies in the school curriculum is faced with some worse teaching problems. The problem in
this study therefore is to analyze some of the factors militating against the successful teaching of
social studies in the Ese-Odo Local Government Area. These problems have raised a number of
questions which when fully surveyed and critically analyzed will be of immense help in solving this
main problem.  
 1. OBJECTIVE OF THE STUDY

The objectives of the study is to analyze the factors militating against the successful teaching of
social studies in Ese-Odo Local Government Area. 

1. To examine the factors militating against the successful teaching of social studies
2. To investigate the quality of teachers teaching social studies
3. To provide information on how to improve the schools teaching social studies
4. To examine the facilities in the school made available
5. To investigate the role teaching social studies teachers of some ensuring successful
teaching.
6. SIGNIFICANCE OF THE STUDY

It is hoped that the findings of this study will identify some factors that may have affected the
successful teaching of social studies in secondary schools. This study will also act as a guide
towards solving the problems of providing the necessary human and materials resources for the
successful teaching of social studies. The findings will act as reference work for further investigation
in this particular area by other researchers.

1. RESEARCH QUESTIONS

To guide the process of gathering data for his study, the following research questions are raised.

1. What are the factors militating against the successful teaching of social studies in the study
areas?
2. What is the quality of teachers teaching social studies in the study areas?
3. How can the teaching of social studies be improved upon?
4. What are the facilities needed available in teaching of social studies in the school?   
5. Does your school have well equipped materials?
6. SCOPE OF THE STUDY

The research work has been narrowed down to examine the factors militating against the successful
teaching of social studies in the Arogbo City Academy Arogbo in Ese-Odo Local Government Area
of Ondo State. The schools are located in different areas of the local government. They are all
government educational agencies that have embarked on the implementation of the secondary
school structure as recommended by the Nigeria policy of education.   
 THE BARRIERS TO THE EFFECTIVE TEACHING OF SOCIAL STUDIES IN SOME SELECTED
SECONDARY SCHOOL IN OVIA SOUTH WEST LOCAL GOVERNMENT AREA OF EDO STATE
ABSTRACT
The project is written and designed to identify the problem affecting the effective teaching of
social studies in some selected secondary schools in Ovia South West Local Government Area of
Edo State. To this effect, the following questions were posed.
1.      Are instructional materials available adequately used by teachers?
2.      Do the teachers in the discipline recognize the relevance of instructional materials in
effective teaching and learning of social studies?
Questionnaires was used to collect data from the identified respondents in view of the
aforementioned, some recommendations are given in the study to tackle the identified
prevalent problems of teaching and learning of social studies.
                                                             TABLE OF CONTENT         
Chapter one        
1.1         Introduction
1.2         Statement of the problems
1.3         Purpose of the study
1.4         Significance of the study
1.5         Research question
1.6         Scope of the study
1.7         Definition of terms
2.0         Chapter Two
2.1     literature review
3.0         Chapter Three
3.1     Research population
3.2     Population of study
3.3     Sample area
3.4     Research instrument
3.5     Administration of instrument
3.6     method of data analysis
4.0         Chapter Four
4.1     analysis and interpretation of result
5.0         Chapter Five
5.1     Summary
5.2     Finding
5.3     Conclusion
5.4     Recommendation
References
Questionnaire
CHAPTER ONE
INTRODUCTION
BACKGROUND OF STUDY
            Education is a process of acquiring desirable changes in ones behaviour or character. The
school is a formal institution set up primarily to inculcate the desirable character in children and
improve their knowledge in order to be useful to themselves and the society at large.
            Social studies is one of the subject in the curriculum that help in achieving the aims and
goals of education. The comparative educational study and adaptation centres (CESAC) 1968,
defined social studies as “the study of man and his society with his interplay between him, his
environment and effect of science and technology. He went on to state that the usefulness of
social studies is enhanced when it is seen as a way of looking at the society in order to
understand social problems and thereby help to seek solution to them.  
            Aderalegbe (1975) also described social studies as “a study of how man influence and has
in turn influenced by his environment, in terms of physical, social, political religious, economic,
psychological, cultural, scientific and technological environment. He went on to refer to social
studies as a way of life”. Social studies is relatively a new subject through out the world. The
idea of social studies first sprang up ion the United State of America and later in Europe. By the
early 1960 the teaching of social studies has spread to all parts of the United State of America
and Europe and later the subject started having impact in developing countries. 
            Social studies offer us important opportunities to know what is happen in, where, when
and how, making our understanding positive value, social studies help in promoting, travelling
experience and clearly show the inter-relationship and interdependence between man and
places above all, it is clearly shown the world is dynamic rather than a static, social studies as a
subject seek to solve the problems of the society and give clear insight into the problems of
man and his environment. Social studies was introduced to Nigeria schools in 1963 in view of
satisfying the urge of children who are always curious and want to know where, when of
various events takes place in their environment, since the introduction of the social studies into
Nigeria education system several questions has been raised about the teaching and learning of
social studies. They ask such questions as what a learner who is exposed to social studies
sought to find out.
            This project sought to find out the problems associated with the teaching of social
studies in secondary schools using Iguobazuwa Grammar School , Udo Mixed School, Siluko
Grammar School, Gbelebu Secondary School, and also Ofienamas School all in Ovia South West
Local Government Area.
STATEMENT OF THE PROBLEMS
            The teaching of social studies in selected secondary schools in Ovia South West Local
Government Area of Edo State is associated with some of the following problems:
1.     Lack of instructional materials affects the teaching of social studies
2.     Lack of conducive environment affect the teaching of social studies.
3.     Lack of appropriate method of teaching affect the teaching of social studies
4.     Lack of incentive/regular payment of salary to teachers affects the teaching of social
studies.
5.     Lack of sufficient lesson periods allotted social studies affect the teaching of social
studies.
PURPOSE OF STUDY   
            The purpose of this study is to investigate the problems facing the teaching of social
studies in selected secondary schools in Benin City. Teachers, parents and community and how
well social studies programme could be designed to meet the expectation of these bodies. It is
also hoped that the study will reduce the negative attitude of each of the above mentioned
problems.
SIGNIFICANCE OF THE STUDY
            This study will enlighten parents and the general public, and also help the government to
recognize the problems affecting the effective teaching of social studies in Junior Secondary
Schools. It will also help in the identification of those problems, and in no small measure help
both the teacher and education planners to rejuvenate the present standard of schools in these
areas.
            This will also guide policy makers on how to tackle problems facing the teaching of social
studies in Junior Secondary Schools. And it will help enhance students understanding of social
studies and thereby improve their performances in social studies examinations.
RESEARCH QUESTIONS
1.     Does the shortage of manpower (social studies teachers) in Ovia South West Local
Government Area adversely affect student’s performance?
2.     Does shortage of teaching resources and other equipment affect the performance of
students?
3.     Is the wide scope of social studies responsible for students lack of interest in the
subject?
SCOPE OF THE STUDY  
            The study is limited to five secondary schools namely:
Iguobazuwa Grammar School , Udo Mixed School, Siluko Grammar School, Gbelebu Secondary
School, and also Uhaza Secondary  School all in Ovia South West Local Government Area.
DEFINITION OF TERMS
Problems – Something difficult to deal with or understand. Something to be solves or dealt
with.
Effective – Achieving the intended result
Teaching – Giving instruction by a teacher to a lecturer.
Curriculum – This is the sum total of what the learner learn at school and what the teacher do
to make the learners learn from their first day in school to when they graduate.
Society – An ordered community, a particular system of ordering the community.
Influence – Exercise power over something, people have effect upon person or something.
Interdependence – To depend on each other.
PROBLEMS AND PROSPECTS OF TEACHING SOCIAL STUDIES IN JUNIOR SECONDARY
SCHOOLS IN NIGERIA

CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Social Studies was introduced in the Nigerian School Curriculum as part of the instrument for achieving
national development (National Policy on Education (NPE) 1981). This was what informed its designation
as part of the core curriculum at different levels of education in Nigeria.
Social Studies curriculum development agencies such as the Nigerian Educational Research and
Development Council (NERDC) and experts further identified and disseminated the curriculum goals or
purposes of the subject in the school curriculum. These include citizenship education, reflective inquiry
and social science education, (Barth-shermis, 1920; Barth-Norris, 1976; Dubey and Barth, 1980;
Olawepo, 1984) among others. These broadly stated goals must be clare to, and recognized as important
as well as attainable by teachers and other participants connected with the Curriculum if the intentions or
purposes must be realized and the investment of effort is to be considered worthwhile (Feather, 1982;
Meece, Blumenfeld, & Hoyle, 1988). These intentions or purposes are prima facie stated with clarity, but
their perception or conceptualization by teachers and scholars is still in doubt as Onyabe (1980) observed
that the philosophy, content and methodology of social studies has remained vague to both scholars and
teachers. The incidence of conflicting conceptions of social studies curriculum is a cause for concern for
three major reasons. First, the anchor or strategic position of purposes or intentions in the curriculum
development process (Pratt, 1994) as illustrated in Tyler (1949) (Linear) and Wheeler (1980) (cyclic)
curriculum models, among others.
Secondly, curriculum goals or purposes, are indispensable elements in instructions as far as effective
implementation of an already developed curriculum is concerned. Thirdly, the correct conception,
investment of efforts and ultimate realization of the purposes of the curriculum will facilitate the realization
of the overall aims of the Nigerian educational enterprise.

1.2 STATEMENT OF THE PROBLEM

Presently, junior secondary school students’ interest and academic achievement in social studies is
declining. Lemchi (2001) noted that some students are losing interest in the subject.
Attitudes associated with Social Studies appear to affect students’ performance in the subject. Also,
many Social Studies teachers teach Social Studies without instructional materials and facilities
(Mberengwa 2004). The quality of teachers, and class room facilities are grossly inadequate and
obsolete. Owolabi et al. (1991) also indicated that a serious disconnection exists between Social Studies
training in secondary schools and the needs of the labour market, as students that do not proceed to
higher education have been found to be incompetent in the field of work. Where students consistently
perform poorly, the implication is that adequate teaching and learning has not taken place in schools.
Therefore, the problem of this study is to examine the problems of teaching and learning of Social
Studiesin secondary schools in Anambra State.
1.3 OBJECTIVES OF THE STUDY
The main purpose of this study is to examine the problems of teaching and learning of Social Studies in
Junior Secondary Schools in Anambra State, Nigeria. Specifically, this study sought to:

1. Find out the extent to which students’ attitudes constitute problems to the teaching and learning
of Social Studies.
2. Assess the extent to which teacher quality and quantity constitute problems to the teaching and
learning of Social Studies.
3. Find out the extent to which instructional materials constitute problems to the teaching and
learning of Social Studies.
4. Determine the extent to which curriculum issues pose problems to the teaching/learning of Social
Studies.

1.4 RESEARCH QUESTIONS

The following research questions were formulated to guide the study:

1. To what extent do attitudes of Anambra State Junior Secondary Schools Students constitute
problems to the teaching of Social Studies?
2. To what extent to teacher quality and quantity cause problems to the teaching of Social Studies?
3. To what extent do instructional materials pose problems to the teaching and learning of Social
Studies?
4. To what extent do curriculum issues pose problems to the teaching and learning of Social
Studies?

1.5 SIGNIFICANCE OF THE STUDY

The study gives various insights into the challenges of teaching social studies in junior secondary schools
in Nigeria. These highlighted challenges will enable stakeholders in the education sector to take adequate
measures in tackling these challenges, and make learning of social studies a lot easier for both teachers
and students in junior secondary school levels.

1.6 SCOPE OF THE STUDY

This study covers the challenges and prospects of teaching social studies at junior secondary schools in
Nigeria using Anambra state as a case study. Findings and recommendations for the study may not
reflect the true view of the challenges of teaching social studies in Nigeria, as the researcher could not
cover a wider area in Nigeria due to time and financial constraints.

 
1.7 LIMITATIONS OF THE STUDY
There are some limiting factors which influence the researcher’s effort towards developing this work
(project). The most prevailing being time factor as other school extra curricula activities that had to be met
with

1.8 DEFINITION OF TERMS

Social studies is the "integrated study of the social sciences and humanities to
promote civic competence. Social studies is most commonly recognized as the name of a course or set of
courses taught in primary and secondary schools or elementary, middle, and secondary schools, but may
also refer to the study of aspects of human society at certain post-secondary and tertiary schools around
the globe. Many such courses are interdisciplinary and draw upon various fields, including sociology but
also political science, history, economics, religious studies, geography, psychology, anthropology,
and civics.
A challenge is a general term referring to things that are imbued with a sense of difficulty and victory.

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