Implementation of Social Studies Curriculum in Junior Secondary Schools in Kogi State: Challenges and Prospects
Abstract
The study evaluated the enactment of the Social Studies curriculum in junior secondary schools within Kogi State, specifically highlighting discrepancies between the intended curriculum and its practical application. Two primary research questions and hypotheses were formulated, adopting a descriptive research methodology with a survey design. The participants comprised male and female educators from public secondary schools in Kogi State. Utilising the Taro Yamene method, a sample of 341 Social Studies teachers was drawn from a total population of 2328. Stratified sampling was used in selecting 114 schools from 58;, thereafter, 147 males and 194 females’ teachers were randomly selected. A 22-item rating scale was the major data collection tool, segmented into parts A-E. Data analysis, incorporating mean, standard deviation, and the z-test (with a 0.05 significance level). The study identified critical gaps in curriculum implementation. These encompassed inadequate content selection and sequencing, and a neglect of innovative pedagogical techniques. While foundational social studies concepts were emphasised, cultural values and health issues were sidelined. Factors contributing to these discrepancies included teacher apathy, insufficient oversight by educational inspectors, and subpar introductory strategies to engage students. To bridge these gaps, recommendations included optimising content coverage, providing modern instructional tools, enhancing the learning environment, and mitigating teacher and student absenteeism. Furthermore, curriculum revisions to address societal issues and the consistent use of student-centred teaching methods were advocated. Regular principal oversight was emphasised to ensure effective teaching practices.
References
2. Abdu-Raheem, B. O. (2016). Effects of instructional materials on secondary schools students’ academic achievement in social studies in Ekiti State, Nigeria. World Journal of Education, 6(1); 32-39
3. Abie, S. (2019).Curriculum studies: Theory and practice. Emmanest Ventures and Data Communication.
4. Abolade, A. O. (1998). The challenges and future of secondary school students in Nigeria.Multi-Disciplinary Journal of Research Development, 7(1) 4 - 9.
5. Abraham, M. U. (2013). Resource allocation in education. Andison Nig. Ltd.
6. Achuonye, K. A., & Ajoku, L. I. (2013). Foundations of curriculum development and implementation. Pearl Publishers.
7. Bostrom, L., & Lassen, L, M. (2006). Unravelling learning, learning styles, learning strategies and meta-cognition. Education and Training, 48(2), 178-190.
8. Braimol, D. (2000). Library utilization and academic growth: An assessment of the national University of Lesotho. African Journal of Library and Information Science,7(1), 63-69
9. Bukoye, R. O. (2019). Utilization of instruction materials as tools for effective academic performance of students: Implications for counselling. 2nd Innovative and Creative Education and Teaching International Conference.
10. Cheng, M. H. M., & Cheng, A., & Tang, S. (2010). Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36, 91-104.
11. Cheng, M. M., Cheng, A. Y., & Tang, S. Y. (2010). Closing the gap between the theory and practice of teaching: Implications for teacher education programmes in Hong Kong. Journal of Education for Teaching, 36(1), 91-104.
12. Coakley, P. E. (2013). Spring 1-1-shaping school culture: To support moving from a targeted assistance to school wide title I program. Portland State University.
13. Coates, H., & McCormick, A. (2014). Emerging trends and perspectives. In Coates, H. & McCormick. A (Eds.), Engaging university students: International insights from system-wide studies. Springer.
14. Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
15. Deng S (2021). Comparing students’ engagement in classroom education between China and Germany. Frontier Psychology. 2, 110–118.
16. Dina, A. (2001). Fundamentals of library education for schools and colleges. Odumat Press.
17. Ebanks, R. A. (2010). The influence of learner-centred pedagogy on the achievement of students in elementary schools. Ph.D Thesis to North-Central University, USA.
18. Edinyang, S. D. (2016). Social studies teaching resources in the 21st century. Social Forum, 12(9), 36-41.
19. Ivowi, U. M. O.(2009). Definition or meaning of curriculum. In Ivowi, U. M. O. Nwufo, K., Nwagbara, C., Nzewi, U. M., Offorma, G. C., Curriculum Diversification in Nigeria. CON. 1-16.
20. Jess, M., Carse, N., & Keay, J. (2016). The primary physical education curriculum process: More complex than you think! Education, 44(5), 502-512.
21. Jolien, M. U., Henk, R., & Jules, M. P. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21-32,
22. Jorgensen, C. G. (2017). John Dewey and the dawn of social studies: Unravelling conflicting interpretation of the 1916 report. Information Age Publishing.
23. Kankam, B., Bordoh, A., Eshun, I., & Bassaw, T. K. (2015). Social studies teachers’ content knowledge impact on students in the senior high schools in Ghana. Open Science Journal of Education, 2, 73-82.
24. Kizlik, B. (2013). Ideas about becoming a good Social studies teacher.https://researchgate.com/ ideas-about-becoming-a-good-social-studies’
25. Kuiper, W., Folmer, E., & Ottevanger, W. (2013). Aligning science curriculum renewal efforts and assessment practices. In D. Corrigan, R. Gunstone, & A. Jones (Eds.), Valuing assessment in science education: Pedagogy, curriculum, policy. Springer, 101-118.
26. Langer, J. A. (2000). Excellence in English in middle and high school: How teachers’ professional lives support student achievement. American Educational Research Journal, 37(2), 397-439.
27. Loflin, J. (2016). Relationship between teacher fidelity and physical education student outcomes. Physical Educator, 12(72), 359-383.
28. Lovat, T. J., & Smith, D. L. (2003).Curriculum: Action and reflection revised. Social Science Press.
29. Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998).Designing professional development for teachers of science and mathematics. Crownin Press.
30. Mezieobi, K. A., Fubara, V. R., & Mezieobi, S. A. (2013).Social studies in Nigeria: Teaching methods, instructional materials and resources. Acadapeak Publishers.
31. Mkpa, M. A., & Izuagba, A. C. (2009).Curriculum studies and innovation. Divine Mercy Publishers.
32. Mogari, D., Kriek, J., Stols, G., & Ogbonnaya, I. (2009).Lesotho’s students’ achievement in mathematics and their teachers’ background and professional development. Pythogaras, 70(4), 3-15.
33. Morris, P., & Adamson, P. (2010).Curriculum, schooling and society in Hong Kong. Hong Kong University Press.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
