IMPACT OF TEACHERS’ EXPERIENCE AND QUALIFICATION IN IMPLEMENTING JUNIOR SECONDARY SCHOOL SOCIAL STUDIES CURRICULUM IN KADUNA STATE, NIGERIA

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dc.contributor.authorIBRAHIM, Musa Iyayi
dc.date.accessioned2019-10-11T08:15:32Z
dc.date.available2019-10-11T08:15:32Z
dc.date.issued2018-10
dc.descriptionA DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER DEGREE IN SOCIAL STUDIES EDUCATION, DEPARTMENT OF ARTS AND SOCIAL SCIENCE EDUCATION, AHMADU BELLO UNIVERSITY, ZARIA-NIGERIAen_US
dc.description.abstractThe study focused on evaluating Teachers‟ Experience and Qualification in the Implementation of Junior Secondary School Social Studies Curriculum in Kaduna State, Nigeria. The study was guided by four objectives, four research questions and four null hypotheses. Survey research design was adopted. However, the population of the study was 2427 teachers of Social Studies selected from three educational zones of Kaduna State, Nigeria. The sample size used in the study was 332. The study used two sampling techniques namely; proportionate stratified sampling and simple random sampling. The study also used structured questionnaire titled “researcher made questionnaire Teachers‟ Experience and Qualification in the Implementation of Junior Secondary School Social Studies Curriculum (TEQIJSOSCQ) as data collection instrument. The instrument was duly validated by supervisors‟, language experts and statisticians for content and construct validity. The researcher pilot tested the instrument and 0.799 was realised. The independent samples t-test and ANOVA were used to test the study‟s null hypotheses and arithmetic mean, standard deviation to answer the research questions. Null hypotheses 1 and 2 were retained while null hypotheses 3 and 4 at 0.05 level of significance were rejected. The study discovered among other things that there was no significant difference in the mean opinion scores of respondents in relation to gender on the impact of teachers‟ experience and qualification in implementing Junior Secondary School Social Studies curriculum in Kaduna State, Nigeria and that significant differences exist in the mean opinion scores of respondents in relation to qualification on the impact of teachers‟ experience and qualification in implementing Junior Secondary School Social Studies curriculum in Kaduna State, Nigeria. Some of the recommendations include the need for Social Studies teachers to be conversant with the appropriate innovation in the implementation of social studies curriculum in junior secondary schools in Kaduna State, Nigeria.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/12138
dc.language.isoenen_US
dc.subjectIMPACT,en_US
dc.subjectTEACHERS’ EXPERIENCE,en_US
dc.subjectQUALIFICATION,en_US
dc.subjectIMPLEMENTING JUNIOR SECONDARY SCHOOL,en_US
dc.subjectSOCIAL STUDIES CURRICULUM,en_US
dc.subjectKADUNA STATE,en_US
dc.subjectNIGERIAen_US
dc.titleIMPACT OF TEACHERS’ EXPERIENCE AND QUALIFICATION IN IMPLEMENTING JUNIOR SECONDARY SCHOOL SOCIAL STUDIES CURRICULUM IN KADUNA STATE, NIGERIAen_US
dc.typeThesisen_US
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