African Journal of Educational Studies 4(1) March 2006
TEACHERS’ PERCEPTIONS OF THE INTRODUCTION OF SOCIAL STUDIES IN
THE NIGERIAN SENIOR SECONDARY SCHOOL CURRICULUM
Jekayinfa, A.A. (PhD)
Abstract
This was the report of a research carried out in 60 secondary schools in Nigeria to find out the
perception of teachers on the introduction of Social Studies in the senior secondary schools’
curriculum as approved by the 1998 National Policy on Education. 221 teachers teaching Social
Studies in Kwara State Secondary Schools were sampled. One question was raised and four
hypotheses were postulated and tested. Frequency counts, percentages and chi -square statics
were used to analyze the data. The findings of the research indicated that majority of the teacherrespondents indicated favourable perception of the new curriculum.
However, significant
differences existed in the perception of teachers based on their specialization and experience but
sex and qualification did not affect teachers’ perception. Based on the findings,
recommendations were made that teachers who will implement the new curriculum should be
sensitized and prepared for the task. Government and schools’ administrators soul support the
quick implementation by providing the necessary materials.
African Journal of Educational Studies 4(1) March 2006
Introduction
An enormous gap continues to exist between intended changes and actual practices in Social
Studies Education in Nigeria. The subject was adopted in Nigeria about 40 years ago as a result
of the quest for relevance in the Nigerian education. The traditional subjects like geography,
history and civics inherited from the colonial education system were criticized for not being
relevant both in purpose and content to the immediate needs of the Nigerian child and the society
at large. The traditional subjects also encouraged learners to know more about the colonial
master’s country than about their own environment and the pressing problems in their society
(Oweredu,1972:212).
One of the other reasons for the adoption of Social Studies as set forth by the Mombasa
Conference in 1968, was that the new subject is supposed to enable every school-going child in
Africa to understand peoples’ interaction with their cultural, social and physical environmenst
appreciate home and heritage, develop skills and attitudes expected of citizens and learn to
express ideas in many ways (Meryfied and Mutebi, 1991:’621). As useful as the subject is to the
moral and intellectual development of the child as well as the acquisition of necessary skills for
building the nation, there has been a gap in the Nigeria Social Studies curriculum. The subject is
offered in the primary and junior secondary schools in the country but not offered at the senior
secondary school level, making it difficult for proper shift from the secondary to the tertiary level
of education.
Social Studies syllabus for the senior secondary school had been prepared since 1985 by the
Nigerian Educational Research and Development Council but it was not allowed to see the light
of the day since then. It was a welcome relief when the National policy on Education was
reviewed in 1998 and Social studies was introduced in the senior secondary school curriculum to
be offered as an alternative to either history, geography, government or literature in English
(FRN, 1998 pg.20). The countries that adopted the African Social Studies programme (ASSP) in
1968 were eleven, Currently there are more than 20 English speaking African countries
(Botswana, Ethiopia, the Gambia, Ghana, Kenya, Lesotho, Liberia, Malawi, Nigeria, Sierra
Leone, Somalia, Sudan, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe) just to mention
some of them that are participants in the ASSP meeting. Almost all the member counties are
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African Journal of Educational Studies 4(1) March 2006
offering social studies throughout their secondary education programmes. Nigeria-the giant of
Africa has not been offering the subject at the senior secondary level since it had been introduced
in 1998 by the new edition of the National policy on Education.The question to be asked is to
what extent has the new social curriculum been implemented by social studies teachers in
Nigeria? and what are the teachers’ perception of the new curriculum. The purpose of this
research therefore, was to find out the perception of social studies teachers on the introduction of
social studies in the Nigerian Senior Secondary School curriculum.
Clarification of Terms & Variables used in the Study
Perception in this study refers to the opinion or views of teachers on the introduction of social
studies in the Nigerian senior Secondary School Curriculum.
Qualified Teacher: is a teacher who obtained either a National Certificate of Education or a
Bachelor’s degree in Education or B.A. or B.Sc. with postgraduate Diploma in Education
Certificate which qualifies him/her to teach in the secondary school as somebody that is trained
for teaching.
Unqualified Social Studies Teachers is a teacher who has a certificate either in Arts of social
Science i.e. B.A. B.Sc. without a post graduate Diploma in Education.
Experienced Teacher: is a teacher who has been teaching social studies in the secondary school
for a period of 5 years or more.
Less Experienced Teacher: is a teacher who has been teaching social studies in the Secondary
School for a period of less than 5 years.
Specialists in Social Studies Teacher: these are teachers who read studies with Education as a
teaching subject in an institution of higher learning.
Non-specialists in Social Studies: These are teachers who read other disciplines and not social
studies in the higher institution. Those teachers who have B.Sc. (Economics) B.Sc. (Ed.)
Geography B.Sc. (Ed.) political science or B.A. (Ed.) History are non- specialists in social
3
studies. They may be in the secondary schools teaching social studies but they are not specialists
in the subject.
Methodology
Research Type: This was a descriptive research which employed the survey method to find out
the perception of social studies teachers on the introduction of social studies in the senior
secondary school curriculum in Nigeria.
A two sections questionnaire was designed to elicit information from the teacher respondents.
The section A of the questionnaire requested for personal information of the respondents on the
variables of gender, qualification, specialization and teaching experience.
The section B of the questionnaire with a 15 items statement was designed to find out if teachers
were favourably disposed to the new curriculum or not. The instrument was content and face
validated by experts in Test and Measurement at the Department of Curriculum Studies and
Educational Technology of the Universities of Ilorin, Nigeria with reliability co-efficient of
0.62.
The respondents were asked to indicate whether they agree or disagree with each of the
statements in the questionnaire on the introduction or social studies in the senior secondary
school curriculum. There were both positive and negative statements. If a teacher agreed to any
positive statement, he/she was adjusted to have a positive perception of the new curriculum.
Similarly, if a teacher disagreed with a negative statement, he/she was adjusted to have a positive
perception of the new curriculum.
On the other hand, if a teacher agreed with a negative statement, or if he/she disagreed with a
positive statement, he/she was adjudged to perceive the new curriculum negatively and viceversa. Frequency counts of all agreements to favourable statements and all disagreements to
unfavourable statements were summed up for a respondent and the percentage was worked out.
If the respondents scored 50% or above on these; he/she was adjudged as a positive perceiver of
the new curriculum. On the other hand, frequency counts of all disagreements to favourable
statements and agreements to unfavourable statement were summed up for a respondent and
percentage was worked out. If the respondent scored 50% or above on these, he/she was
adjudged as a negative perceiver of the new curriculum. Some of the statements on the
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African Journal of Educational Studies 4(1) March 2006
questionnaire to which teacher-respondents were to agree or disagree with include the following:
1
The introduction of social studies in the senior secondary schools in Nigeria had long
been expected. (Favourable)
2
Many senior secondary school students will prefer social studies to either History or
Government. (favourable)
3
I prefer the teaching of social studies in the senior secondary school to the teaching of
geography, History or Government. (favourable).
4
If I have the chance, I will oppose the teaching of social studies in the senior secondary
school. (unfavourable)
5
The introduction of social studies in the senior secondary school in Nigeria is just a
waste of time. (unfavourable)
6
Not many students will offer social studies at the senior secondary level (unfavourable).
Sample
The study made use of two hundred and twenty —one (221) teachers teaching social studies in
seventy five (75) secondary schools in Kwara State of Nigeria. One research question was raised
and answered and four hypotheses were postulated and tested in the study.
Research question
1
What is the perception of social studies teachers on the introduction of social studies in
the senior secondary school in Nigeria?
Research Hypotheses
1
There is no significant difference in the perception of male and female teachers on the
introduction of social studies in the Nigeria senior secondary school curriculum.
2
There is no significant difference in the perception of qualified and un-qualified teachers
on the introduction of social studies the Nigeria Senior secondary school curriculum.
3
No significant difference exists in the perception of specialist and non- specialist social
studies teachers on the introduction of social studies in the Nigeria Senior secondary
school
5
4
There is no significant difference in the perception of experienced and. less experienced
social studies teachers on the introduction of social studies in the Nigerian senior
secondary school curriculum.
Data Analysis Techniques
Frequency counts and percentages were used to analyzed the data collected to answer research
question one on the general perception teachers on the new curriculum. Chi-square statistic was
used to test the four formulated hypotheses.
Table 1: Below shows the frequency counts and percentages of teachers’ perception on the
introduction of social studies in the Nigerian senior
Table I: Frequency Counts table showing perception of Teachers on the Introduction of
Social Studies in the Nigerian Senior Secondary school Curriculum
Categories of social
Negative
Positive
studies teachers
Reception N%
perception N%
Total
Male
50 (22.6)
69 (31.2)
119 (53 8%)
Female
46 (20.8)
56 (25.4)
102 (462%)
Total
96 (43.4)
125 (56.6)
221 (100%)
Qualified
56 (25.3)
78 (35.3)
134 (60 5%)
Unqualified
40 (18.1)
47 (21.3)
87 (39.5%)
Total
96 (43.4)
125 (56.6)
221 (100%)
Experience
31 (14.0)
97 (43.9)
128 (100%)
Less experiences
65 (43.4)
28 (12.7)
93 (42.1%)
Total
96 (43.4)
125 (56.6)
221 (100%)
Specialist in
33 (14.9)
83 (37.6)
116 (52.5%)
63 (28.5)
42 (19.0)
105(47. 5%)
96 (43.4)
125 (56.6)
221 (100%)
Social studies
Non specialist
In social studies
Total
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African Journal of Educational Studies 4(1) March 2006
The analyses of data on table 1 showed that more teachers have positive perception of the
introduction of social studies in the Nigerian senior secondary school curriculum. 125 (56.6%)
as against 96 (43.44%) held negative perception. Also, 69 (31.2%) male teachers as against 50
(22.6%) were disposed to the new curriculum while 56 (2 5.4% female teachers also positively
perceived the introduction of the subject at the senior secondary level as against 46 (20, 8%)
female teachers that perceived the introduction of the subject negatively. Many qualified and
non- qualified teachers: 78 (35.3) and 47 (21.3% respectively perceived the new curriculum
positively as against 56 (23.3%) and 40(18.1%) qualified and non-qualified teachers respectively
who perceived the introduction of the subject negatively. More experienced teachers 97 (43.9%)
Perceived the new curriculum positively while 65 (29.45%) less experienced teachers perceived
the introduction of the negatively. 83 (37.6%) specialist teaches in social studies had a positive
perception of the introduction of the subject while 63 (28.5%) non-specialist teachers in social
studies had a negative perception of the subject being introduced in the senior secondary
curriculum in Nigeria.
Hypothesis 2 states that there will be no significant difference in the perception of male and
female teachers on the introduction of social studies in the Nigerian senior secondary school
curriculum. The -analysis on table 2 below shows the result of the findings
Table 2: x2 test showing the differences in the perception of male and female teachers on the
introduction of studies in the Nigerian Senior
Secondary School.
Perception
Teachers’ Gender
Male
50(51.7) (44.3)
Positive
69 (67.3) 56 (125)
119
CAL. X2
Table x3
Remark
Female
Negative
Total
N
112
96
0.214
3.84
Not sign. At
05 level
*Expected frequencies are in brackets.
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African Journal of Educational Studies 4(1) March 2006
Analysis of data on table 2 above was used to test the hypothesis which states that there is no
significant difference in the perception of male and female teachers on the introduction of social
studies in the Nigerian senior secondary school curriculum. The perception of male and female
teachers were not significantly different. The total x2 value of 0.214 is less than the table value of
3.84 with 1 df at .05 level, this means that the differences in their perceptions were not
significant and therefore, the null hypothesis is accepted.
Hypothesis 2 states that no significant difference will exist in the perception of qualified and unqualified social studies teachers on the introduction of social studies in the Nigerian senior
secondary school. To analyze the data collected in respect of this hypothesis, Chi-square statistic
was used. The table below presents the result of the findings.
Table 3: x2 test showing the difference in the perception of qualified and un-qualified social
studies teachers on the introduction of social studies in the Nigerian senior secondary
school curriculum.
Perception
Teachers
N
CAL x2
Remark
0.373
Not significant
Qualification
Qualified non qualified
Negative
56 (58.2) 40 (37.8)
96
Positive
78 (75.8) 47 (41.2)
125
Total
134
22
87
at 05.level
*Expected frequencies are in brackets
The calculated x2 value of 0.373 is less that x2 table value of 3.84, with 1 df, at 05 level,
therefore, the hypothesis is upheld. There was no significant difference in the perception of
qualified and non- qualified teachers on the introduction of social studies in the Nigerian senior
secondary school curriculum. The result of the chi-square analysis is presented on table 4.
Hypothesis 3 states that there will be no significant difference in the perception of specialist
social studies teachers and non-specialist social studies teaches on the introduction of socials
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African Journal of Educational Studies 4(1) March 2006
studies Nigerian senior secondary school. curriculum. The results of the chi-square analysis is
presented on table 4
Table 4: x2 Test showing the1ifference in the perception of specialist and non-specialist social
studies teachers on the introduction of social studies in the Nigerian senior Secondary schools
curriculum.
Perception
Teachers
N
CAL x2
Table x2
22.37
Not sign. At
Remark
Specialties
Specialist non-specialist
In
social
studies
in
social studies
Negative
33 (50.4) 63 (45.6)
96
Positive
83 (65.6) 42 (59.4)
125
Total
116
22
105
05.level
*Expected frequencies are in bracket
The calculate x2 value of 22.37 is greater than the table value of 3.84 with 1 df at. 05 level. It
therefore suggests that significant difference exists between the perception of the specialist
teachers and the non-specialists teacher on the introduction of social studies in the Nigerian
senior secondary school curriculum. The hypothesis is therefore reject.
Hypothesis 4, states that there will be no significant difference in the perception of experienced
and less- experienced teachers on the introduction of socials studies in the Nigerian senior
secondary school curriculum. To analysis the data collected for the hypothesis chi- square
statistic was used. The result of the chi-square analysis is presented on table 5.
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African Journal of Educational Studies 4(1) March 2006
Table 5: x2 test showing the difference in the perception of experience and less-experience
social studies teachers on the introduction of social studies in the Nigerian secondary school
curriculum .
Perception
Teachers’ Experience
N
CAL x2
Table x2
Remark
45.72
3.84
Significant
Experienced Less Experienced
Negative
31 (55.6)
65 (40.4)
96
Positive
97 (72.4)
28 (52.6)
125
at 0.05
level
Total
116
105
22
*Expected frequencies are in brackets
Since the calculated x2 value of 45.72 is greater than the table value of 3.84, the hypothesis is
rejected.
Summary of findings
Below are the summary findings of this research:
1. Many teachers teaching social studies in the sampled schools have positive perception of
the introduction of social studies in the Nigerian Senior secondary school curriculum.
Majority of them perceive the introduction of the curriculum favourably.
2.
There was no significant difference in the perception of male and female teachers on
the introduction of social studies in the Nigerian senior secondary school curriculum.
3. Significant difference does not exist in the perception of qualified and unqualified teachers
on the introduction of social studies in the Nigerian senior secondary school
curriculum.
4. There were significant difference in the perceptions of specialists and non-specialists
teachers on the introduction of social studies in the Nigerian Senior secondary school
curriculum.
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African Journal of Educational Studies 4(1) March 2006
5.
Significant differences exists in the perception of experienced and less experienced
teachers on the introduction of social
studies in the Nigerian senior secondary
school curriculum.
Discussion
One important factor which continued to be quite detrimental to the development and expansion
of effective social studies education programmes in African generally and specifically in Nigeria
is the tradition and resistance to change. Plans and actions at various levels are in most cases not
based on a clearly defined and mutually understood conception of social studies itself. Since its
inception in the continent over 40 years ago, social studies has never been understood in the
same and correct way by different people. To some people, it is just another name for subjects
like geography, history and civics and government. To others, it is three subjects, wrongly put in
one pot (Siundu Mohammed, 2003).
The people being referred to here are decision makers, professionals, education officers, subject
specialists, school administrators and others who are responsible for the diffusion and
development of social studies programme. A number of studies in and outside Nigeria; Okeh,
(1979); Midega, (1986), Tamakwe, (1988); Odada, (1988) for example, have demonstrated that
there existed a lot of confusion and disagreement among many of these persons on what social
studies actually is.
This long existing confusion can have a negative impact on people’s sense of commitment.
McCarthy (1973,) Sarason (1971) and some other writers have documented it that, the success
of any new educational programme lies, above all, in the actions initiated by deep commitment
which is commonly shared by those categories of people including administrators, education
officers, teacher educators and classroom teachers. Varied conceptions of social studies not
only reduce people’s sense of commitment for the subject but also tends to strengthen their
resistance to change and it generates conflicting decision and action which creates more
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African Journal of Educational Studies 4(1) March 2006
confusion. From the results obtained from this study, many teachers were favourably disposed to
the introduction of social studies in the Nigerian senior secondary school curriculum. The
worry one has is that since 1998 when the new curriculum was introduced, the subject has not
been offered in the senior secondary school. According to Jekayinfa (2005), many social
studies teachers who should implement the curriculum were not even aware of its introduction.
There were also non-availability of material resources for the implementation of the new
curriculum. (Jekayinfa,2005)
Conclusion and Recommendations
There is a definite goal for adopting any innovative educational programme and that is- change
for the better. But whenever this adoption is accompanied by lack of preparation and
enthusiasm by people who must mae the new programme operative in a given setting, the
chances of realizing the benefit of the programme would not only be greatly reduced, but the
very existence ot the programme itself will eventually be at stake.
It is obvious that the new social studies curriculum at the senior secondary school is suffering
from lack of implementation. Though the curriculum is new, the problem of resistance to change
must be solved. Though teachers who will implement the new curriculum are favourably
disposed to the curriculum, there should be a change of attitude particularly from the
government, school administrators and examination bodies. In the absence of the necessary
political, administrative and professional goodwill and commitment for the new social studies
curriculum at the senior secondary school level in Nigeria, it would be very difficult to
implement the new curriculum. Four things are recommended in this paper. First, there should
be campaign programmes in form of workshops, seminars and conferences which will aim at
sensitising the people in question to enable the new curriculum to be implemented. The role of
the Social Studies Association of Nigeria (SOSAN) and the National Association of Social
Studies Educationists (NASSE) in formulating appropriate strategies for implementing the new
curriculum and in giving leadership and coordination in this task is very vital. Second,
educariona1 institutions which trained teachers should find ways and means to strengthen and
expand social studies as a field of specialization in BEd. MEd and Ph .D programmes. Third,
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African Journal of Educational Studies 4(1) March 2006
examination bodies should rise up to the demand of the National Policy on Education (1998) by
including social studies into their curriculum. Lastly, all government agencies which are saddled
with the responsibilities of planning curricula and providing curricula materials should make
haste in providing the necessary materials needed for the new curriculum.
References
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