IMPACT OF SOCIAL STUDIES EDUCATION ON THE ACHIEVEMENT OF NATIONAL UNITY AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN SOKOTO STATE


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TABLE OF CONTENTS

TITLE PAGE
ABSTRACTS
TABLE OF CONTENTS
ABBREVIATION

CHAPTER ONE: INTRODUCTION
1.1       Background to the Study
1.2       Statement of the Problem
1.3       Objectives of the Study
1.4       Research Questions
1.5       Research Hypotheses
1.6       Significance of the Study
1.7       Scope of the Study

CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1       Introduction
2.2       The Philosophy of Social Studies Education
2.3       The Concept of Social Studies
2.4       The Objective of Social Studies Education in Nigeria
2.5       The Role of Social Studies in Various Aspects of Nation Building
2.5.1    Social Studies as a Curriculum Design for Inculcating the Art of Nation Building and National Integration amongst Students in Nigerian Schools and Colleges
2.5.2    Role of Social Studies and its Special Responsibility Towards National Integration and Development
2.5.3    The Role of Social Studies Teachers in Inculcating National Integration Norms amongst Learners
2.5.4   Role of Social Studies in Inculcating Right Cultural Values
2.5.5    Some Problems Associated with the National Integrated Role of Social Studies
2.6       The Concept of National Unity and Patriotism
2.6.1    The Importance of National Unity
2.6.2    Government Efforts towards National Unity
2.6.2.1 National Youth Service Corps
2.6.2.2 Creation of States
2.6.2.3 Establishment of Unity Schools
2.6.2.4 Integrative Political Parties
2.7       Factors Militating Against National Unity in Nigeria
2.8       Historical Development of Social Studies Education in Nigerian Post Primary Institutions
2.9       General Objective and Relevance of Teaching Social Studies in Post Primary School in Nigeria
2.10     Review of Related Empirical Studies
2.11     Summary of the Chapter

CHAPTER THREE: RESEARCH METHODOLOGY
3.1       Introduction
3.2       Research Design
3.3       Population of the Study
3.4       Sample and Sampling Technique
3.5       Instrumentation
3.5.1    Validity of the Instrument
3.5.2    Reliability of the Instrument
3.6       Procedure for Data Collection
3.7       Statistical Analysis Procedure

CHAPTER FOUR: RESULTS AND DISCUSSION
4.1       Introduction
4.2       Data Analysis
4.3       Discussion
4.4       Findings of the Study

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1       Summary of Major Findings
5.2       Conclusions
5.3       Recommendations
5.4       Suggestion for Further Studies
            References
            Appendices



Abstract

This study investigated the impact of social studies education on the achievement of national unity among Junior Secondary School Students in Sokoto State. A total of 380 respondents comprising of 190 male and 190 female students drawn from JSS 2 and JSS 3 classes from 14 selected public/private Junior Secondary Schools in Sokoto State. The instrument used for data collection in the study was a researcher designed questionnaire titled “Social studies and Unity Achievement among JSS Students Questionnaire” (SSUAQ). Frequency counts and Chi-square were the statistical tools used to analyzed the data collected from the field which was done through analyzing the three research questions and testing of three formulated null hypotheses. The result of the study revealed that the teaching of certain concept under social studies education such as culture and inter tribal marriage which are very vital aspect of the subject, do not help significantly in making students at the JSS level of schooling to see their knowledge of such concept as a means of promoting unity among them. However, the result equally revealed that teaching of concept of religion and religious tolerance in JSS had significantly helped in promoting unity among students who are from different religious belief, cultural background and ethnicity. It was recommended among other things that government at the state level should take every possible measure to ensure that competent and committed teachers of social studies education are made to handle the subject in all our Junior Secondary Schools, as well as making education free to all students irrespective of their religious or cultural affiliation. Equally, a renewed effort should be made by parents as families to leave in peace and love with their neighbors who are from different religious and cultural backgrounds.




CHAPTER ONE

INTRODUCTION

1.8              Background to the Study

National unity occupies a prominent position in our quest to build united,

strong and prosperous Nigeria. Social studies (as holistic approach to curriculum organization) makes it possible for vital issues such as national integration to be accommodated. A survey through the social studies curriculum from primary to tertiary level clearly indicated the commitment of the subject in installing attitudes and values necessary for national integration in Nigeria (NTI / STUP, 2007).

Social studies is a key subject in the curriculum of schools in Nigeria. Its introduction into schools in Nigeria dates back to the early 1960s. Like any other school subject, its acceptance by Nigerian educators and students alike has not been without some misunderstanding, part of which includes the believe that, its introduction as a school subject, would eventually displace history and the social science which have been properly entrenched in the curriculum of schools (NTI / STUP, 2007).

However, social studies is not geography. It is neither history nor government. It is not economics. Social studies is not an amalgamation of social sciences. Rather, social studies is an area of the curriculum designed specifically for the study of man and how man‟s problems are solved. It deals with how man can fit into the society by utilizing the necessary attitudes, values and skills. Social studies focuses on the use of critical and reflective thinking to solve the problems of man‟s survival in his social environment, to which peace and unity are critical catalysts (NTI / STUP, 2007).

Social studies at the junior secondary school level focuses attention in the area of critical thinking and reflective enquiry; for instance, a good citizen should be able.....


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