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TABLE OF CONTENTS
Title Page
Abstract
Table of Contents
Operational Definition of Terms
List of Abbreviations and Symbols
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 Basic
Assumptions
1.7 Significance
of the Study
1.8 Scope of the
Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction
2.2 Theoretical
Framework
2.3 Universal
Basic Education in Nigeria
2.3.1 Universal Basic
Education Commission (UBEC)
2.3.2 Objectives of
Basic Education
2.3.3 Three Core-
domains of UBE
2.3.3.1 Access
2.3.3.2 Retention
2.3.3.3 Outcomes
2.3.4 UBE Curriculum
2.3.5 Facilities and
Universal Basic Education in Nigeria
2.4 School based
Assessment
2.5 Teachers‟ Job
Performance
2.6 Challenges to
Attainment of UBE Objectives in Nigeria
2.7 Role of NCE
Teachers in the Implementation of UBE in Nigeria
2.7.1 Requirement for
Quality Teachers
2.8 Indices
for Assessing Performance of NCE Teachers in the Implementation of UBE in
Nigeria
2.8.1 Teacher
Resourcefulness
2.8.2 Teacher Self
Motivation
2.8.3 Teachers‟
knowledge of the subject area
2.8.4 Teachers‟
skillful use of Instructional material
2.8.5 Good Class
Management
2.8.6 Ability to
identify and apply relevant teachers method
2.9 Concept of
Social studies
2.10 Origin and
Historical Development of Social studies in Nigeria
2.11 Objectives of
Social studies Curriculum in Basic schools
2.12 Resources in
the Teaching of Social Studies Education at the Basic schools
2.13 Empirical
Studies
2.14 Summary
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research Design
3.3 Population
3.4 Sample and
Sampling Techniques
3.5 Instrumentation
3.5.1 Validity of the
Instrument
3.5.2 Pilot Study
3.5.3 Reliability of
the Instrument
3.6 Procedure for
Data Collection
3.7 Procedure for
Data Analysis
CHAPTER FOUR:
DATA ANALYSIS, RESULTS AND DISCUSSIONS
4.1 Introduction
4.2 Demographic
characteristics of the Respondents
4.3 Analysis of
Research Questions
4.4 Hypotheses
Testing
4.5 Summary of the
Findings
4.6 Discussion of
the Findings
4.7 Summary
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendations
5.5 Suggestions
for Further Studies
5.6 Contributions
to Knowledge
5.7 Implications
of the Findings
5.8 Limitation of
the Study
References
Appendices
ABSTRACT
This study assessed the Nigeria Certificate in Education
(NCE) teachers‟ performance in the attainment of social studies curriculum
objectives in upper basic schools in Nigeria. A total number of eight (8)
research objectives, research questions and hypotheses each were formulated in
this study. The research design used in this study was descriptive survey,
using researcher designed questionnaire and social studies performance test
respectively. There were twenty thousand, one hundred and eighty-four (20,184)
basic schools in Nigeria with a total population of six million, five hundred
and eighty thousand, eight hundred and thirty-five (6,580,835) teachers and
students. A sample size of seven hundred and eighty-two (782) respondents was
selected for data gathering in this study. The instruments used in this study
were validated and adjudged reliable via Cronbach alpha (r) reliability
co-efficient of.855. Data analyses were undertaken through the use of
descriptive and inferential statistics. The bio-data section of the
questionnaire was analyzed using frequency counts and simple percentages.
Chi-square and Pearson moment correlation statistics were used in the testing
of hypotheses at 0.05 alpha level of significance. The findings of this study
revealed that NCE qualification of social studies teachers had significant
influence in creating awareness and understanding of man‟s social and physical
environment in the students; NCE social studies teachers‟ implementation of the
curriculum contents are significantly adequate to promote in the students
interdependence relationship of their communities aimed at resolving their
problems. In addition, the study revealed that significant relationship exists
between available instructional materials for teaching and its actual
application by NCE social studies teachers in the attainment of curriculum
objectives for basic schools. Among others, it was recommended that the
recruitment of NCE social studies teachers should be based on merit and
thoroughly scrutinized; that efforts should be made to ensure that the
curriculum content of social studies is well understood and implemented to
effectively attain the objectives of basic education. There is also the need to
encourage usage of different practical oriented teaching methodologies such as
problem-solving, demonstration and field trip in the teaching and learning of
the social studies across the study area.
CHAPTER ONE
INTRODUCTION
1.1
Background to the Study
The
issue of education is as old as man himself, for it has to do with the
transmission
of the cultural values and norms of a given society from one
generation to another. But as far as modern education is concerned today, it
derives it raison d‟etre and legality from the universal declaration of human
rights. This declaration asserted that everyone has a right to education
without any form of discrimination as it has become today. It is therefore
worthy to note that the importance of education to any nation cannot be
over-emphasized. Also, it is in recognition of this importance that the
international community and governments all over the world have made
commitments for her citizens to have access to education. The provisions of the
Nigerian Constitution concurred with the various international conventions and
protocols aimed at evolving a new prosperous and peaceful world over which
Nigeria is a signatory to.
Among such
international human rights instruments that supported education as a
fundamental human rights include Universal Declaration of Human Rights (1948),
the International Convention on Economic, Social and Cultural Rights (1966) and
the African
Charter on Human and Peoples‟
Rights (1981) respectively. Indeed, the 1980s saw more backward than forward
movement in most countries of the world. It was at that point that the World
Conference on Education for All (WCEFA) was held in Jomtien, Thailand in 1990
for the purpose of forging a global consensus and commitment to provide basic
education for all.
At
the end of the conference, a document was produced entitled “World Declaration
on
Education for All and Framework
for Action to meet the citizens basic needs”. It added in her communiqué that
every person should benefit from educational opportunities designed to meet
their basic needs.....
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