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PROJECT TOPIC- TEACHERS QUALIFICATION AND STUDENTS ACHIEVEMENT IN SOCIAL STUDIES IN SECONDARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA OF EBONYI STATE

PROJECT TOPIC- TEACHERS QUALIFICATION AND STUDENTS ACHIEVEMENT IN SOCIAL STUDIES IN SECONDARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA OF EBONYI STATE

ABSTRACT

This research work was designed to examine Teachers Qualification and Students Achievement in Social Studies in Secondary Schools in Onicha Local Government Area of Ebonyi State. Four research questions were posed to guide the study. The researcher adopted a descriptive survey research design in carrying out this study. The population of the study comprised of 2,793 teachers and students in the seventeen (17) junior secondary schools in Onicha Local Government Area of Ebonyi State. The sample consists of 300 respondents. A purposive random sampling technique was used to select the sample for the study. A researcher test of objectives base on Junior examination questions was used as an instrument for data collection. Statistical mean (X) and standard deviation were used to analyze the data collected. Findings among other things revealed that; Female students performed better than male students taught Social Studies, students taught with bachelor degree in education teachers performed better than those taught with NCE holders, Students majored in Social Studies performed better than those students who did not majored in Social Studies and Urban Social Studies Students performed better then rural Social Studies students.From the findings the reader recommended that; Teachers should academically motivate the male students in order to improve their performance on Social Studies, Teachers with NCE should strive to improve their knowledge in Social Studies by acquiring additional qualification through in-service training or part-time or sandwich degree programme in the Universities around their place of working and Students that is not majored in Social studies should endeavour to proceed on Social Studies classes to enhance their academic performance at Junior Secondary Schools level. Finally, suggestions for further studies were made.

CHAPTER ONE

INTRODUCTION

Background to the Study

The mastery of a subject is determined by the performance of the students in such a subject at a prescribed examination. Any interactive activity between a teacher and the students is expected to produce learning outcomes in the learners. When such an activity failed to produce a change in behaviour (learning) in the learners, then, there is a problem. The performance of students in Social Studies generally is a major concern toSocial Studies professional teachers.

Aghyeneku in Sakiyo and Sofeme (2008) noted that students’ performance in Social Studies is low in both national and state examinations. A number of reasons has been identified to be accountable for the poor performance of students in Social Studies. For instance, Ahiakwo (2013) attributed it to curriculum overloaded, poor teachers’ qualifications, methods of teaching, parents, government and lack of facilities employ in teaching Social Studies Survey study carried out by Ajayi(2007) revealed that inadequacy of good instructional materials, equipment and laboratory facilities in the schools also affect negatively the effective learning of Social Studies.

Notwithstanding, the aspect inadequate facilities instructional materials,students’ poor performance in Social Studies globally is basically due to lack of involvement of students in the teaching learning activities right from the beginning of any new concept to be taught. Most teachers who involved isolate students from teaching learning activities are as a result inexperience nature of the teachers.

Ntasiobi, Ogba and Iheanyi (2014) opine that lack of qualified teachers as well as in experiences in teaching and unavailability of materials in the teaching Social Studies causes a lot of students poor performance in the examination, the above statement was recommended. The impact of the teachers in the performance of the students is vehemently clear in educational sector. The teachers are the facilitators who are to impact into the students the concepts expected to be learnt.

However, Nwagbo (2008) were of the opinion that ignorant of the teachers or neglect of activity- oriented methods by the teachers grossly contribute to students’ low performance in Social Studies. Preston in Dania (2012), noted that Social Studies are those portions of the Social Sciences that are selected for use in teaching. Michaelis in Dania (2012), writing on the concept of Social Studies, stated that it embraces materials which are related to human relationships drawn from history, geography, political science, economics, anthropology, sociology, science and the arts. Children build competence in basic social processes and skills essential in democratic living.

To this end, Ololobous (2009) posited that Social Studies is anchored on effective citizenry of an organized, integrated study of man and his environment, both physical and social, emphasizing cognition, functional skills and desirable attitudes and actions. The desirable attitudes needed through the discipline came into manifestation through the qualified teacher and availability of instructional materials needed for effective teaching and learning, (Ololobous, 2009).

The teacher is the major manpower saddled with the responsibility of impacting the concepts considered fundamental to behaviour modification through the teaching of these basic concepts in secondary school. This is why Adeniyi (2008) noted that a country’s manpower development depends on the quantity of her well-qualified teachers. As stipulated in the Federal Republic of Nigeria (2004), Social Studies teaching at the secondary school is meant to develop essential socialization skills in the learners so as to prepare them for good moral standard in order to stimulate and enhance societal spirit in them.

This laudable objective will not be realized when the students are taught by unqualified teachers. Such teachers will not be able to properly and adequately disseminate the concepts to the students. Social Studies, being one of the pivotal subjects in Nigeria school curriculum, its classroom interaction must be handle with all seriousness by effective and qualified teachers, its effective teaching must be handled with all seriousness.

The competence of the Social Studies teachers in this regards would be of immeasurable value. One thing is to be well grounded in the conceptual understanding of a subject; another thing is to be well acquitted with the best method to pass the concepts across to the learners for proper comprehension. A qualified teacher would be desirable in this regard. The issue of qualification in teaching has been on course for quite some decades ago.

Scholars argued to the necessity of skilled teachers for effective learning. Ngada in Fajonyomi (2007) emphasized that the success or failure of any educational programme rests majorly on the adequate availability of qualified (professional), competent and dedicated teachers. Seweje and Jegede (2005) noted that the ability of a teacher to teach is not derived only from one’s academic background but it is based upon outstanding the pedagogical skill acquired.

The realization of the national growth and unity as highlighted in the Nigeria national policy on education among others hinges largely on the quality of the Social Studies teachers, (Federal Republic of Nigeria, 2008). This view is supported by Nkwodimah’s (2003) asserted that the teacher’s quality will inevitably be seen in the citizens tomorrow. Okebukola in Ngada (2008), while remarking on teachers’ quality, observed that over 80% of respondents in a survey research are of the view that teachers are carriers of weaknesses.

These weaknesses include, among others, inadequate exposure to teaching practice, poor classroom management and control, shallow subject-matter and lack of professionalism. From Ajayi’s (2009:21) point of view, the professional qualities of a teacher have to do with the following:

  • Mastery of the subject matter
  • Sense of organization
  • Ability to clarify ideas
  • Ability to motivate students
  • Good imagination
  • Ability to involve the students in meaningful activities throughout the period of teaching.

The availability of qualified teachers in our schools is low (Ngada, 2008). The reasons may not be farfetched. Teaching is seen as a dumping ground for any unemployed school leavers, irrespective of their area of specialization. This group of able bodied young men and women thus handle the job as a bye-pass venture to their desired ends. Consequently, their input on the job would be very low since it lacks the dedication demanded by the job.

The few ones that seem to show little dedication lack the technical knowhow of teaching since they were never trained on the job. The resultant effect on the students’ performance is catastrophic. Consequence upon, this is unintelligent students who often perform poorly in their examinations despite students poor performance sex difference in the aspect of teachers count in students academic investment, (Chukwu 2009).

There had been divergent views and reports as to the comparative ability of male and female in human endeavours, especially in education. Ogbonnaya and Okunamiri (2008) revealed that female principals are more effective than their male counterparts in the management of instructional programmes, staff personnel administration, students personnel administration, management of finance and management of physical resources while the male principals are better in school-community relationships.

Fauth (2000) also noted that women have been found to be more concerned than men about the academic achievement of students and participate more in professional growth activities. Adedayo (2006) however observed that regardless of gender, school type, male students did better than female students in Social Studies subject.Despite all the effects devoted to the problem of poor academic performance, their has been little success.   This study is therefore aimed at looking into Teachers qualification and students achievement in Social Studies in Secondary Schools in Onicha Local Government Area of Ebonyi State.

PROJECT TOPIC- TEACHERS QUALIFICATION AND STUDENTS ACHIEVEMENT IN SOCIAL STUDIES IN SECONDARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA OF EBONYI STATE

Statement of the Problem

Social Studies is one of the major subjects meant to provide the basic concepts needed to enhance the development of economy in the country. Research reports (Adedayo 2008) revealed that the performance of students in Social Studies is very appalling, hence, calls for attention. The consequence of this might result from unqualified teachers handling this subject in the secondary schools.This process of teaching and learning brings the individual in contact with educational process.

In 2007, the performance of student in Social Studies have left much to be desired. Efforts so far made at improving this seemingly bad situation will not seen to be providing the desired result. It would appear from past efforts that the problems have not been either correctly diagnosed, or solution provided have been adequate enough to ameliorate the situation. In the light of the above it is obvious that the teachers and students themselves, who in the past studied separately, would provide the needed solution. The problem that arises from this situation is a decline in the numbers of students enrolling in Social Studies at the secondary school level. This definitely has a negative overall effect on the economy. Now that the country needs to be self sufficient the youth must be encouraged to study Social Studies.

Purpose of the Study

The main purpose of the study was investigated into teachers qualification and students achievement in Social Studies in Secondary Schools in Onicha Local Government Area of Ebonyi State. Specifically: the study sought to:

  1. Find out the difference mean performance of male and female secondary school students in Social Studies in Onicha Local Government Area.
  2. Ascertain the difference between mean performances of students taught by the teachers holding Nigeria Certificate in Education (NCE) and Bachelor of Science Education B.Sc Ed in Social Studies.
  3. Determine the difference between the mean performance of students teachers who majored in Social Studies and none-Social Studies majored.
  4. Find out if there any difference between the students mean performance in Social Studies based on location.

Significance of the Study

This study would be of immense benefit to the Government, teachers as well as students.

Government is likely, to benefits immensely from his study since the recommendations made in the later part of study would highlight the areas that need to be given more attention in the teaching and learning of Social Studies in junior secondary schools. And when the situation highlighted is tackle academic performance of students will vehemently encouraged.

The result of the research work would undoubtedly enable the Social Studies teachers to improve his teaching method and effective use of teaching aids. As this will enable the students to show more interest in the subject.

This study will help to throw more light on the students poor academic performance in Social Studies so as to be appraise the problems and prospects of the study is significant because Social Studies is the basic antidote for interaction between man and his environment. It is the researcher sincere hope and wish that this little contribution will be of immense benefits to the motivate their interest towards the study of the subject in schools.

Scope of the Study

The study focus mainly on teachers qualification and students achievement in Social Studies. Content covered: teachers’ qualification, students’ academic achievement and theories. The study will be carryout in Onicha Local Government Area of Ebonyi State, only junior secondary school teachers and students will be use for the study.

Research Questions

The following research questions were raised to assist the study:

  1. What is the difference in the mean performance of male and female secondary school students in Social Studies in Onicha Local Government Area?
  2. What is the difference in the mean performances of students taught by the teachers holding Nigeria Certificate in Education (NCE) and Bachelor of Science Education B.Sc Ed in Social Studies?
  3. What is the difference in the mean performance of students teachers who majored in Social Studies and none-Social Studies majored?

4. What is the difference in the students difference students mean performance in Social Studies based on locations?

PROJECT TOPIC- TEACHERS QUALIFICATION AND STUDENTS ACHIEVEMENT IN SOCIAL STUDIES IN SECONDARY SCHOOLS IN ONICHA LOCAL GOVERNMENT AREA OF EBONYI STATE

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