The Social Educator 2(1), Dec., 2005
By
DR. (MRS). A. A. JEKAYINFA
Department of Arts and Social Sciences Education,
University of Ilorin, Kwara State, Nigeria
ABSTRACT
This study investigated the views of Nigerian teachers on the adequacy of social studies curriculum contents at the College of Education level. The views of
47 teachers comprising of 18 males and 29 females in 8 Nigerian Colleges of
Education were investigated. Twenty two (22) teacher respondents were from state Colleges of Education while 25 teachers were from the Federal Colleges of
Education in Nigeria. Responses to a two-section questionnaire revealed that most of the teachers in both Federal and State College of Education were of the opinion that the contents of the social studies curriculum were not adequate. The results of the chi-square analysis showed that teachers views were not significantly influenced by years of teaching experience, academic qualification and the type of college. But gender has a significant influence on the views of teachers. The study concluded with the suggestion that the contents of the NCE social studies curriculum should be properly modified and taught by qualified social studies teachers so as to achieve the important objectives of Social studies education which is to ensure the survival and growth of pupils as individuals in their society and of the total society of man (Adaralegbe (1972).

The Social Educator 2(1), Dec., 2005
Introduction
One of the acceptable definitions of social studies is that which states that it is an integration of experience and knowledge concerning human relations for the purpose of citizenship education. Barth and Shermis (1977) and Onyabe (1978) defined social studies as a field of study that deals with the integration of knowledge, experience and effective use of resources for the purpose of citizenship education. Social studies is an interdisciplinary subject which has potential capabilities to achieve the aims of education than any other fields of learning. It is a subject which is expected to help in the promotion of consciousness and knowledge of and pride in the child’s local culture as well as an understanding of other cultures both within and outside their national boundary
(Makinde, 1999).
Another important role of social studies is that it aims at inculcating in the child the facts that bribery and corruption, nepotism and other allied evils are far from what Nigerians bargained for, when demanding and achieving self government. The subject, according to Makinde (1999), should assist the child to develop a patriotic attitude towards the welfare, fundamental human rights and development of the community and that of the country for a sustainable national development.
Since the focal point of any form of education is the curriculum, social studies curriculum should be organized to reflect the demands of contemporary times by being open ended, flexible and dynamic in nature to incorporate all
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The Social Educator 2(1), Dec., 2005 relevant topics so as to be able to achieve the laudable objectives of education in general and those of the social studies in particular. It is against this background that this research was carried out to investigate the views of social studies teachers on the adequacy of social studies curriculum contents in the Nigerian Colleges of
Education with reference to the stated aims and objectives of the discipline.
The Contents of Social Studies Curriculum at the Nigerian Colleges of
Education level
The social studies curriculum is designed for two categories of students, namely those with single and double major. The fundamental concern of social studies is with man and his complex relationship with the world around and beyond. Social studies students who offer the programme as a major
Table I: Summary of credits to be registered by double major students
NCE Year
Year 1
Year 2
Year 3
Total
Compulsory
23
25
18
66
Elective
4
4
6
16
Total
27
27
26
82
Source: NCE (1996) minimum standard for Nigeria Certificate in Education.
Kaduna: Government press.
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The Social Educator 2(1), Dec., 2005
Table II: Summary of credits to be registered by single major students
NCE Year Compulsory Elective Total
Year 1 10 4 14
Year 2
Year 3
Total
12
8
30
2
8
14
14
16
44
Source: NCE (1996) minimum standard for Nigeria Certificate in Education.
Kaduna: Government press.
Table III: Course content for 100 level double major students
Course Code Course Title Credit Status
SOS 111
SOS 112
SOS 113
SOS 114
SOS 115
SOS 121
SOS 122
SOS 123
SOS 124
SOS 125
SOS 126
Foundation of Social studies
Origin and nature of man
Man and Historical Environment
Man and his physical environment
Man and his economic activities
Introduction to the Teaching of Social studies
African community
Man and his government
Nigeria as a nation
Dynamics of group behaviour
Environmental studies
2
3
3
2
2
2
2
3
3
3
3
Source: NCE (1996) minimum standard for Nigeria Certificate in Education.
C
C
E
C
C
E
E
C
C
C
C
Kaduna: Government press.
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The Social Educator 2(1), Dec., 2005
Table IV: Course Content for 200 Level Double Students
Course Code Course Title Credit Status
SOS 211
SOS 212
SOS 213
SOS 214
SOS 215
SOS 216
SOS 221
SOS 222
SOS 223
SOS 224
SOS 225
SOS 226
Nigerian political life
The Nigerian constitution
Religion in Society
Strategies and Techniques for social studies teaching
Contemporary public issues
Social studies Research methods
Issues and problems of National Development
Science and Technology in society
Social change in Nigeria
Social services in Nigeria
Social studies instructional materials
Basic Statistics and statistical representation
3
3
2
2
3
2
3
2
2
3
2
2
C
C
C
C
C
C
C
E
C
C
C
C
Source: NCE (1996) minimum standard for Nigeria Certificate in Education.
Kaduna: Government press.
Table V: Course Content for 300 Level Double Major Students
Course Code Course Title Credit Status
SOS 311
SOS 312
SOS 313
SOS 314
SOS 315
SOS 321
SOS 322
SOS 323
SOS 324
SOS 325
Introduction to socialization
Citizenship education
People of the world
Social institution
Population Education
Transportation and communication
Process and issues of modernization
Nigerian’s External Relations
Economic Structure and Organization
Law Related education
2
2
3
3
2
2
3
2
3
3
Source: NCE (1996) minimum standard for Nigeria Certificate in Education.
E
C
C
C
E
C
C
C
C
C
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The Social Educator 2(1), Dec., 2005
A very close observation of the Social studies Curriculum Contents from 100 –
300 levels in the Nigerian Colleges of Education level as shown in tables III – V indicates that the Curriculum had followed a thematic arrangement. The contents of the 100 level curriculum provides a general introduction to Social studies so as to give students the background necessary for those who are just coming from the secondary schools to tertiary institutions. The introductory contents deal with basic concepts and themes in social studies. The contents of the 200 level deals more on Nigeria as a nation and the necessary instructional materials needed to effectively teach social studies. Advanced and abstract concepts necessary to equip students with the needed tools to cope with their socio-political environment and to prepare them for the tertiary education are contained in the 300 level curriculum.
Statement of the Problem
Jarolimek (1977) highlighted some of the desirable attributes and attitudes expected from social studies students. These according to him include self realization by providing experience that fosters maximum growth of individual personalities. The development of human relationship, such as interdependence, cooperation, impact of culture on ways of thinking, behaving and acting. Other basic desirable attitudes are economic efficiency, development of concepts, skills and attitudes related to man’s use of limited resources. Most of these are
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The Social Educator 2(1), Dec., 2005 incorporated into the social studies curriculum at the primary and secondary school levels.
Some works i.e Olivers (1977) Olawepo (1987) Onyejekwe (1996), Anise
(1999), have been done in the areas of organization of Social studies Curriculum contents at the Primary and Secondary school levels. To the researchers knowledge, no work has been carried out to find out the adequacy of the Social studies curriculum contents at the NCE level. The present research was carried out to fill the gap. Specifically, the research addressed itself to answering the following questions:
1. Are the contents of the social studies curriculum adequate at the NCE level with reference to the identified objectives and goals of social studies?
2. Can there be any significant difference in the views of teachers in the federal and state Colleges of Education on the adequacy of the Social studies Curriculum content at the NCE level with reference to the identified objectives and goals of social studies?
3. Can the views of teachers be influenced by their gender on the adequacy of the social studies curriculum contents at the NCE level with reference to the identified objectives and goals of social studies?
4. Can qualification and experience affect the views of teachers on the adequacy of social studies contents at the NCE level with reference to the identified objectives and goals of social studies?
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The Social Educator 2(1), Dec., 2005
Research Hypotheses
1. There will be no significant difference in the views of teachers from
Federal Colleges of Education and those from State Colleges of Education on the adequacy of social studies contents at the NCE level.
2. There will be no significant difference in the views of male and female teachers on the adequacy of Social Studies contents at the NCE level.
3. There will be no significant difference in the views of experienced and less experienced teachers on the adequacy of Social Studies contents at the NCE level.
Methodology
The research was of a descriptive survey type which aimed at analyzing the views of the Nigerian Social studies teachers on the adequacy of the Social studies
Curriculum contents at the Colleges of Education level.
The sample consisted of 47 teachers of Social studies teaching in the
Nigerian Colleges of Education. This was made up of 18 male and 24 female teachers from four State owned and four Federal owned Colleges of Education in the country. Some of the teachers who participated in the research were from the
Federal Colleges of Education located in Kotangora, Okene, Abeokuta and Oyo.
Other teachers came from the State Colleges of Education located in Oyo, Minna,
Oro and Warri.
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The Social Educator 2(1), Dec., 2005
A two-section questionnaire was used to collect the data used for analysis.
The first section of the questionnaire consisted of demographic items on variables of gender, qualifications, years of teaching experience and type of school of teachers who participated in the research.
The second section of the questionnaire consisted of the item-listing of the contents of Social studies (double major) Curriculum at the College of Education level. The contents comprised of a total of 33 courses. The teachers were requested to respond to the adequacy of the contents with reference to the identified objectives and goals of Social studies on a three likert type scale of very adequate, adequate and not adequate.
The data collected were analysed using simple percentages to answer research question one and chi-square statistic to test research hypotheses one to three.
Results of Findings
Table 1: Analysis of Teachers views on the adequacy of NCE social studies curriculum content to its stated objectives and goals at the NCE level
VARIABLES
TEACHERS’ GENDER
Male 2
Very adequate
Female
Total
1
3 (6.44%)
RESPONSES
9
Adequate
7
Not
Adequate
2 26
11 (23.4%) 33 (70.2%)
Total
18
29
47 (100%)
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The Social Educator 2(1), Dec., 2005
TEACHERS’ QUALIFICATION
B.A. Ed (History)
B.A. Ed. (Geography)
B.A. Ed. (Social Studies)
M.Ed (Social Studies)
M.Ed. other discipline
Ph.D (Social Studies)
Total
TEACHING EXPERIENCE
5 years and above
Below 5 years
Total
–
1 (2.1%)
2 (4.2%)
–
–
–
3 (6.4%)
1 (2.1%)
2 (4.3%)
3 (6.4%)
1 (2.1%)
1 (2.1%)
3 (6.4%)
1 (2.1%)
3 (6.4%)
2 (4.3%)
11 (23.4%)
8
3
11 (23.4%)
–
1 (2.1%)
11 (23.4%)
–
5 (10.6%)
16 (34%)
33 (70.2%)
25
8
33 (70.2%
The analysis on Table 1 shows that majority of teachers were of the view that the
1 (2.1%)
3 (6.3%)
16
1 (2.1%)
8
18
47 (100%)
34
13
47 (100%) contents of social studies curriculum at the NCE level are not adequate. 33 teachers (70.2%) out of a total of 47 responded that the contents are inadequate while the rest were of the views that the contents are adequate.
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The Social Educator 2(1), Dec., 2005
Table 2: Comparison of Teachers views on the basis of Ownership of the
Colleges of Education
OWNERSHIP RESPONSES OF TEACHERS
Very
Adequate
State Colleges of Education 3 (6.4%)
Colleges of 0 - Federal
Education
Total 3 (6.4%)
Adequate
9 (19.1%)
2 (4.3%)
Not
Adequate
10 (21.2)
23 (49%)
Total X 2
22 (46.8)
25 (53.2) 3,9979
11 (23.4%) 33 (70.2%) 47 (100%)
The analysis on table 2 shows that the calculated X
2 value of 3.979 is lesser than the critical value of 5.9914 at .05 level of confidence. This means that there is no significant difference in the views of teachers at the federal and state colleges of education on the adequacy of the social studies curriculum contents at the NCE level i.e the two groups viewed that the contents of the social studies curriculum is not adequate, at this level of education.
Table 3:
Comparison of Male and Female Teachers’ views on the adequacy of Studies curriculum contents at the NCE level
Gender
Male
Female
Total
RESPONSES OF TEACHERS
Very Adequate Adequate
2 (3.4%) 9 (19.1%)
Not
Adequate
7 (14.9%)
Total
18 (38.3)
1 (2.1%) 2 (4.3%)
X 2
26 (55.3%) 29 (61.7) 13.9556
3 (6.4%) 11 (23.4%) 33 (70.2%) 47 (100%)
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The Social Educator 2(1), Dec., 2005
Analysis on table 3 shows that the calculated value of 13.9556 is greater than the critical value of 5.9914 at 0.05 confidence level. This indicates that gender has significant influence on the views of social studies teachers on the adequacy of the contents of social studies at the NCE level. While majority of male teachers, i.e.
11 out of 18 viewed the contents of the curriculum as being adequate, majority of the female teachers 26 out of 29 viewed the contents of the curriculum as not being adequate.
Table 4:
Comparison of Teachers’ views on the Adequacy of Social
Studies Curriculum Contents at the NCE level based on their
Qualifications and Specializations
QUALIFICATION & SPECIALISATION RESPONSES OF TEACHERS
B.A.ED (History)
B.A.ED (Geography)
Very
Adequate
–
Adequate
1 (2.1%)
1 (2.1%) 1 (2.1%)
3 (6.4%) B.A.ED (Social Studies) 2 (4.3%)
M.Ed (Social Studies
M.Ed (other discipline)
Ph.D (Social Studies)
–
–
–
Total 3 (6.4%)
1 (2.1%)
3 (6.4%)
2 (4.3%)
11 (23.4%)
Not
Adequate
–
1 (2.1%)
11 (23.4%)
–
5 (10.6%)
16 (34%)
33 (70.2%)
Total
1 (2.1%)
3 (6.4%)
16 (34%)
1 (2.1%)
8 (17.0%)
18 (38.4%)
47 (100%)
X 2
13.3869
Level of Significance = 0.05
Critical value = 18.3070
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The Social Educator 2(1), Dec., 2005
Analysis on table 4 shows that the calculated x2 value of 13.3869 is lesser than the critical value of 5.9914 at 0.05. This therefore signifies that qualifications and areas of specialization do not affect the teachers’ views on the adequacy of the social studies curriculum content at NCE level. In conclusion, most of the teachers, regardless of their qualifications and areas of specialization viewed the contents of the NCE social studies Curriculum as being not adequate for the attainment of the stated aims and objectives of the subject.
Conclusion and Recommendations
Social studies education is continually growing and has gained recognition in the educational arena curriculum at all levels. The recognition given to it is not unconnected with its relevance to Nigerian unity and development. According to
Anise (1999), social studies education programmes have been developed to influence a child’s social understanding and behaviour. Its programmes are supposed to be means of inculcating desirable social understanding and action in a citizen. Social studies should emphasize more on the non-cognitive domains and the socialization of the Nigerian child into a true citizen.
From the results of this research, many teachers both at the federal and state owned colleges of Education, were of the views that the contents of the social studies curriculum are not adequate at the NCE level. If the well intended lofty goals of social studies education must be accomplished, what social studies connotes need to be properly comprehended by the students. The curriculum
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The Social Educator 2(1), Dec., 2005 contents must not only mirror the social trends, events, realities and continuous change, it must also keep in tune with emergent ideas in and outside the country as highlighted by Joof, Mezeobi and Amadi (1994). It is therefore recommended that the NCE social studies curriculum be properly modified to properly achieve its stated objectives.
The work did to extend to knowing the reasons for the responses of teachers as to why they feel that the contents of the social studies curriculum contents are adequate or not. It is therefore recommended that further researchers should be conducted to find out which aspects of Curriculum to be modified, removed or expanded.
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The Social Educator 2(1), Dec., 2005
REFERENCES
Abe V, (1980). “Defining Social Studies for Nigeria” in NERC
Social Studies
Teaching Issues and Problem . Benin: Ethiope Publishing Corporation.
Anise, A. C. (1999). “Social Studies Primary School Curriculum and the implementation of the Democracy in Nigeria”. Paper presented at the 7 th annual conference of National Association of Social Studies Educationists,
Ondo.
Barth, H. L. and Shermis, S. S. (1987). Defining the Social Studies. U.S.A.
National Council for Social studies.
Jarolimek, J. (1987). Reading for Social studies in Elementary Education : New
York: Macmillan Publishing Company.
Joof, G.W.; Mezieobi, K.A., and Amadi, H.C. (1994). “Teaching in the context of
Social Studies” in
Social Studies in schools (eds) G.W. Joof and Amadi.
Onitsha Outrite Publishers.
Makinde, S. A. (1999). “Human Rights, Social Studies and sustainable National
Development” paper presented at the Social Studies Association of Nigeria
(SOSAN) Conference, University of Ibadan.
Olivers, D. (1977). The selection of Content in Social Studies. Harvard
Educational Review 1 (2) 10 – 21.
Onyejekwe, F. U. (1996). “Extent of the implementation of Primary School Social
Studies Curriculum in Kwara State”
M.Ed Thesis . University of Ilorin.
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