TEACHERS' PERCEPTION OF PROBLEM SOLVING METHOD IN TEACHING SOCIAL STUDIES: THE AFFECTIVE DOMAIN
TEACHERS' PERCEPTION OF PROBLEM SOLVING METHOD IN TEACHING SOCIAL STUDIES: THE AFFECTIVE DOMAIN
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Date
1996-05
Authors
AUDU, ANEBI ROMEO PATRICK
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Abstract
Social Studies has suffered from poor teaching and
learning owning to teachers attitudes towards the use of
its teaching methods. More often than not, geography or
history teachers are given Social Studies to teach in
schools, regardless of their areaa of specialization and
interests. Also Social Studies experts concentrate on
the use of lecture method and note taking in imparting
knowledge to the detriment of other innovative and
pragmatic methods such as problem solving method,
simulation and field trip.
The fundamental assumption of this study is that
teachers dc not seen to be aware of the problem solving
approach as a Social Studies teaching method. This
investigation is therefore undertaken primarily to
determine the degree of teachers awareness of the
problem solving approach in teaching Social Studies in
the affective domain, how often they use other
instructional methods and to suggest how best the
problem solving method can be used to enhance the
effective teaching and learning of the subject.
The survey was based on a descriptive analysis of
teachers perception of the problem solving approach
focusing on Zaria Education zone. The study involved a
stratified random sample of 30 schools with 75 teachers
from a total of 45 schools with 110 hers in the
zone. The instrument used for data collection was
questionnaire while T.test statistic was used for the
hypotheses testing.
Based on the fundamental assumption underlying the
study, six research questions and five hypotheses were
advanced for the investigation. From the investigation,
it was discovered that although teachers are generally
aware of problem solving approach, they rarely use it.
Further findings revealed that simulation games, field
trip a n d project method were also rarely used, while
note taking and lecture method were most popularly used
by teachers. Among the five hypotheses, three were
rejected while two were retained.
Based on these and other findings, some
recommendations were made for implementation and
improvement of Social Studies teaching
Description
IN PARTIAL FULFIlLMENT FOR THE AWARD OF MASTER DEGREE IN
EDUCATION IN CURRICULUM AND INSTRUCTION (SOCIAL STUDIES)
DEPARTMENT OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA
MAY 1996.
Keywords
TEACHERS' PERCEPTION,, SOLVING,, TEACHING SOCIAL STUDIES, AFFECTIVE DOMAIN