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ABSTRACT
This study examines the impact of social studies curriculum on national development. In doing this, specifically, the study seeks to achieve the following: Ascertain the option of teacher and students toward the relationship between social studies curriculum and national development. Understand how social studies help in the development of human development capital .identifies ways in which social studies curriculum could enhance national consciousness and examine how social studies could be used as an instrument to achieve national integration and unity. Literatures were viewed from conceptual theoretical and empirical perspectives. The population of the study consists of 1000 pupils of four public secondary schools in Khana Local Government Area of Rivers State. The descriptive surveys method was used for this study. The survey was employed because it allows the researcher to examine several variables and use multi-variable statistics to analyze data. The study employed the Taro Yemen’s Fomulae and sample of 80 was thus derived while the data for pre-test and post test were correlated using the Pearson Product Moment Correlation coefficient and a reliability of 0.85 was realized. Hypothesis was tested at 0.05 alpha level of significances. From the analysis, it was concluded that social studies curriculum enhances national development. As such, the following recommendations were made; there should be regular reviewed of social studies content for it to achieve national goal and objectives, social studies should be strengthened as a catalyst for the advancement of national development, etc.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
According to the National Policy on Education, Nigeria’s philosophy of Education is based on the integration of the individual into a sound and effective citizen and the provision of equal educational opportunities for all citizens of the nation at the primary, secondary and tertiary levels of education. The objective of Nigerian education as enshrine in the National Policy of Education has to a greater extent have been achieved but whatever achievement recorded over the years in the field of social studies have not reflected in most developmental issue hence the need of social studies to enhance sustainability in our national life.
Social Studies was introduced in the Nigerian School Curriculum as part of the instrument for achieving national development (National Policy on Education (NPE, 2004). This was what informed its designation as part of the core curriculum at different levels of education in Nigeria. Social Studies curriculum development agencies such as the Nigerian Educational Research and Development Council (NERDC) and experts identified the goals or purposes of the subject in the school curriculum. The goals of Social Studies include citizenship education, reflective inquiry and social science education, (Dubey and Barth, 1980; Olawepo, 1994,Osakwe and Itedjere, 1993 and Meizeobi, 2005) among others. These broadly stated goals must be recognized as important as well as attainable by the Nigerian populace if the intentions or purposes must be realized and the investment of effort is to be considered worthwhile (Obro, 2007). The correct conception, investment of efforts and ultimate realization of the purposes of the Social Studies will facilitate the realization of the overall aims of national development (Nwalado, 2007).
Curriculum as a concept has attracted divergent opinions from numerous authors regarding its meaning. In the opinion of Wheeler (1967) in Achuonye and Ajoku (2013) curriculum means planned experiences offered to the learner under the guidance of the school. Also, Taba (1962) curriculum as consisting of all the experiences that learners, do have under the auspices of the school whether planned for or not. According to Ukadike (2003), many educational programmes do not have clearly defined purposes. In the same vein, Brennan (1997) maintains that curriculum is not the same as teaching. He states further that for education to be highly effective. It requires a combination of good curriculum with good teaching. He therefore defines curriculum as “a course of studies to be followed in the process of acquiring education.” Urevbu (1991) stated that the term curriculum came from the Latin word “currere” meaning to “run” or “to run a course”. From this original meaning, the word curriculum has come to mean a course of study, containing the body of subject matter officially taught in schools. However, this definition is a narrow one according to Urevbu (1991) mainly because curriculum goes beyond the issue of teaching in classroom situations to such areas that may not be academic but educationally significant, such areas as the application of knowledge and skills acquired in schools to real life situations.
Curriculum involves a wide range of inquiry into how to create an educational environment. It includes what is taught in schools, how it is taught to what group of pupils and how it is organized.
The curriculum of social studies education is developed in such a way that will make the aims and objectives of the course content easily attainable, but this is only possible if the manpower need of social studies education is made available in the right quality and quantity and the teaching and learning environment made conducive, the instructional resources provided and made available, and the will to achieve success is motivated.
1.2 Statement of the Problem
The nature and content of social studies is based on its integrated content and methodology. The subject focuses on problems of man’s survival in the process of his interaction with his environments. Social studies deals with man in his social and physical environment as well as examine the effects of science and technology on both man and his environments. Social studies education as an integrated study focuses on the problems of man’s survival and struggle in the process of his interaction with his environment as contained in its curriculum from the beginning. It is obvious that all the definitions in this study lay so much emphasis on the understanding and the analysis of man and his relationship with his immediate environment. The demand of today’s education goes beyond the acquisition of knowledge and information to the application of the information and the knowledge acquired for the good of man and his total environment hence the need to refocus and redirect social studies curriculum.
Odiogor (1988) in Enaiyeju (2002) has suggested that tribalism, like religion, has always served the interest of the ruling class in keeping the people confused on their legitimate rights. There were signs that Nigeria at the time of independence gave the Nigerian people a togetherness but not only unity; it gave Nigeria confidence but not strength. It is a convenient device to perpetuate the people’s ethnicity and religion-at the expense of addressing the real social, political and economic issues.
1.3 Objective of the Study
The purpose of this study is to critically examine the impact of social studies curriculum on national development. In doing this, specifically, the study shall seek to achieve the following:
Ascertain the opinion of teacher and students toward the relationship between social studies curriculum and national development.
Understand how social studies curriculum could help in the development of human development capital.
Identify ways in which social studies curriculum could enhance national consciousness.
Examine how social studies could be used as an instrument to achieve national integration and unity.
1.4 Research Question
- What are the view of students and teacher toward the relationship between social studies curriculum and national development?
- How could social studies curriculum help in the development of human capital development?
- To what extend could social studies curriculum be used as a drive to achieve national consciousness?
- How could social studies curriculum be used to achieve national integration and unity?
1.5 Research Hypothesis
Ho: There is no significant relationship between social studies curriculum and national development.
Hi: There is significant relationship between social studies curriculum and national development.
1.6 Significance of the Study
This study when completed will be significant in a number of ways though emphasis would be place on the impact of social studies curriculum on national development. Apart from achieving the above objectives, the research will be important to the following set of persons, such as:
- It will add to existing wealth of knowledge in the area of social studies. This will provide relevant materials for students and future research in this area.
- The completion of this work will provide information that will guide policy makers such as teachers, principals and curriculum developer to structure social studies curriculum toward the attainment of national development.
- This work is also aimed at resolving some of the problems that faces the implementation of social studies curriculum.
1.7 Scope of the Study
The study is concerned in examining the relationship otherwise the impact of social studies on national development. In doing this, selected public junior secondary schools in Khana Local Government Area of Rivers state shall be studied. The focus of the study shall revolve around the opinion of teachers and students over the influence of social studies curriculum on national development.
1.8 Definition of terms
Impact: The effect or influence of an event, concept on the other.
Social Studies: the study of man in his physical and social environment.
Curriculum: planned learning experience which the students receive under the auspices of the school that bring about desirable change in behavior.
National Development: constant and appreciable amelioration in economic, social, technological, political and cultural aspect of life of a people.