Project – ATTITUDE OF STUDENTS TOWARDS THE STUDY OF SOCIAL STUDIES IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The study of social studies in secondary schools is a critical component of the educational curriculum, aimed at fostering civic competence and social understanding among students. Research has shown that students’ attitudes towards social studies can significantly influence their engagement and performance in the subject. According to Adeyemi (2009), students’ attitudes towards social studies are shaped by various factors, including the teaching methods employed, the relevance of the content to their lives, and the perceived difficulty of the subject. Adeyemi’s study found that students who perceived social studies as relevant and engaging were more likely to have a positive attitude towards the subject.

 

Another important factor influencing students’ attitudes towards social studies is the role of the teacher. Teachers who are enthusiastic and knowledgeable about the subject can inspire similar feelings in their students. A study by Martorella (1997) highlighted the impact of teacher enthusiasm on student attitudes, noting that students taught by enthusiastic teachers were more likely to develop a positive attitude towards social studies. Additionally, the use of interactive and student-centered teaching methods, such as group discussions and project-based learning, has been shown to enhance students’ interest and engagement in social studies (Chiodo & Byford, 2004).

The curriculum content of social studies also plays a significant role in shaping students’ attitudes. When the content is perceived as relevant and applicable to real-life situations, students are more likely to develop a positive attitude towards the subject. According to a study by Zhao and Hoge (2005), students who found the social studies curriculum to be relevant to their personal and societal experiences were more engaged and motivated to learn. This suggests that curriculum developers should consider the interests and experiences of students when designing social studies programs.

Peer influence is another factor that can affect students’ attitudes towards social studies. Research by Wentzel (1998) indicates that students are influenced by the attitudes and behaviors of their peers. If a student’s peer group values social studies and demonstrates a positive attitude towards the subject, the student is more likely to adopt a similar attitude. Conversely, if the peer group has a negative attitude towards social studies, the student may also develop a negative perception of the subject.

Over the years, there have been growing concerns about the attitude of students towards the study of social studies in secondary schools. The need to adapt our education to the needs of the Nigerian society started before and after independence. Many educational elites began to-recognize that the functional inadequacies of the educational system inherited from the colonial education failed to develop positive values, attitudes^! and habits in our, society because the social studies they taught was British oriented and has nothing to offer to the Nigerian child.

Fafunwa (1974) observed that the present educational system instead of developing positive values in the society which the African child lives, tends to alienate him from his cultural environment. This was the reason behind the re-evaluation of the educational system and the curriculum of the school and objectives that are relevant to the society.

The major ideas and philosophies behind the curriculum innovation in the 1969, National Curriculum Conference according to Akinlaye (2001) were:

1. The need to make education more relevant to the needs of the individuals.
2. The need to use education for national integration and socio-economic development.
3. The need to develop the right societal value and;
4. The need to make an individual responsible to the society in which he lives.

This been the case, the National Policy on Education (2004) has in recognition the important role social studies will play towards the achievement of the country’s educational aims and  objectives. Thus, social studies was made a core subject. Hence, there is a greater  responsibility for social studies teachers in Nigeria today than the days before independence, this is because the Nigerian youths now live in an environment characterized by social wills and moral decadence which have to be curbed at all cost. The youths therefore need social studies education which focuses on the problems and issues of human beings in their changing environments and seeks to develop desirable habits, values, attitudes and skills, in order to solve them.

Researchers have concentrated much on the cognitive aspect of teaching in our secondary schools because of the importance attached to success in public examinations, however, there is an interplay between the cognitive and affective areas of teaching for example, Taylor (2001) and Gunsch (2005) have shown that there is a relationship between interest and developments in different school subjects, therefore, it is believed that favourable attitude towards  social  studies may  influence to  a considerable  extent the uptake of knowledge in social studies.

Studies relating to specific aspects of pupils’ attitude towards social studies and other related subjects have been undertaken by several researchers. Jekayinfa (2007) has reported that high grade in social studies at lower forms is a factor that can pull students to history in the secondary schools in Nigeria. In the study of factors associated with interest in science, Ormerod and Dukworth (2000) have also identified a number of factors like personality, home and other environmental factors among American and British High School students.

1.2 STATEMENT OF THE PROBLEM

The attitude of students towards the study of Social Studies in secondary schools has been a subject of concern for educators, policymakers, and researchers alike. Despite the subject’s importance in fostering civic competence, critical thinking, and a deeper understanding of societal structures, there is a noticeable decline in student interest and engagement. This disinterest can be attributed to various factors, including the perceived irrelevance of the subject matter, teaching methodologies, and the overall educational environment. Understanding these attitudes is crucial for developing strategies to enhance student engagement and improve educational outcomes.

One significant issue is the perception of Social Studies as a non-essential subject compared to STEM (Science, Technology, Engineering, and Mathematics) disciplines. Many students and parents view Social Studies as less critical for future career prospects, leading to a lack of motivation and effort in the subject. This perception is often reinforced by educational policies and curricula that prioritize STEM subjects, inadvertently marginalizing Social Studies. Consequently, students may not fully appreciate the value of Social Studies in developing informed and active citizens.

 

Another contributing factor is the teaching methodology employed in Social Studies classrooms. Traditional lecture-based approaches, which often dominate the teaching of Social Studies, may fail to engage students effectively. These methods can make the subject seem monotonous and disconnected from real-world applications. In contrast, interactive and student-centered teaching strategies, such as project-based learning, discussions, and the use of multimedia resources, have been shown to enhance student interest and understanding. However, the implementation of such innovative methods is often limited by resource constraints and a lack of professional development for teachers.

Lastly, the overall educational environment, including the availability of resources and support from school administration, plays a crucial role in shaping students’ attitudes towards Social Studies. Schools with limited access to up-to-date textbooks, technology, and other learning materials may struggle to provide a stimulating and relevant Social Studies education. Additionally, the support and encouragement from teachers and administrators are vital in fostering a positive attitude towards the subject. Without a concerted effort to address these issues, the negative attitudes towards Social Studies are likely to persist, undermining the subject’s potential to contribute to the holistic development of students.

The poor attitude of students towards the study of social studies in secondary schools is an unsatisfactory state of affairs and imbalance in the educational sector in particular and the nation’s development in general.

Social studies as a core subject in the junior secondary school level suggest the importance the government, parents and students themselves attach to the study.

The phenomena increase in students’ attitude towards the study of social studies in junior secondary schools should not be allowed to remain for too long unattended to.

The need to motivate students to develop positive attitude towards the study of social studies in secondary school and to create a conducive environment for studying social studies is not disputable and cannot be over-emphasized.

The unfortunate thing is that students’ attitude towards the study of social studies in Schools is fraught with a lot of problems. There is a general belief that whenever students perform poorly hi their courses the teacher has not really taught them well. People hardly look at the problem from the point of view of the student’s attitude towards the courses; the problem of this study therefore is to ascertain why students have poor attitude towards the study of social studies in secondary schools.

1.3 OBJECTIVES OF THE STUDY

1. To find out if the attitude of students towards social studies influences their study of subject in secondary schools.
2. To ascertain if there is any significant differences between the attitudes of male and female towards the study of social studies.
3. To find out if there, are factors that influences students’ attitude towards the study of social studies.
4. To find out if there are factors that can improve the attitude of students towards the study of social studies.

1.4 RESEARCH QUESTIONS

1. What is the attitude of students towards the study of social studies in schools?
2. Is there any significant difference between the attitudes of male arid female students towards the study of social studies?
3. What factors influences students’ attitudes, towards the study of social studies?
4. What factors can improve the attitude of students towards the study of social studies?

1.5 SIGNIFICANCE OF THE STUDY

As Nigeria is still a developing nation, it is hoped that the findings of this research will encourage various governments to provide conducive  environment, teaching aids and qualified teachers for effective study of social studies in secondary schools.

This study is of educational importance because it is believed that if social studies, teachers in secondary schools understand the factors which stimulate the growth of interest in social studies, such knowledge may provide bases not only to make social studies popular but also to make the teaching of social studies humanizing.

Re-orient students with negative attitude towards the study of social studies in secondary schools. Assist the government to identify students’ attitude towards the study of social studies in secondary schools. Serve as a basis for other researchers who are carrying out investigation on similar problems facing the development of education in Nigeria. Help teachers and educational planners to acquire knowledge of solving problems associated with the attitude of students towards the study of social studies in secondary schools.

1.6 SCOPE AND LIMITATION OF THE STUDY

The scope of this study is to ascertain Attitude of Students Towards the Study Of Social Studies In Secondary Schools; a case study of public junior secondary schools in Agege Local Government Area, Lagos City, Lagos State was used in this study.

A research of this nature requires adequate time to ensure thorough work, but the time allowed for this study was limited. Some respondents may not have provided accurate and sincere answers that represent the true situation required for some of the questions in the questionnaire.

The researcher experienced a lot of problems during the process of this study which are as follows:

1. Delay in administration of questionnaire due to public holidays.
2. Typing and administration of extra copies of questionnaire because some respondents did not return their copies appealing to the principals of some of the schools used for the study due to interruption of lectures.

1.7 OPERATIONAL DEFINITION OF KEY TERMS

Attitude: A settled way of thinking or feeling about something.

Student: A person who is studying at a university or other place of higher education.

Social studies: various aspects or branches of the study of human society, considered as an educational discipline

Toward: Expressing the relation between behavior or an attitude and the person or thing at which it is directed or with which it is concerned.

Study: Devotion of time and attention to gaining knowledge of an academic subject, especially by means of books.

School: An institution for educating children. Any institution at which instruction is given in a particular discipline.

Project – ATTITUDE OF STUDENTS TOWARDS THE STUDY OF SOCIAL STUDIES IN SECONDARY SCHOOLS