GROUP PROJECT ACTIVITIES AS STRATEGIES FOR TEACHING SOCIAL VALUES IN SCHOOLS

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dc.contributor.authorAGANG, LIKITA
dc.date.accessioned2014-03-20T08:07:46Z
dc.date.available2014-03-20T08:07:46Z
dc.date.issued1968
dc.descriptionDEPARTMENT OF EDUCATION AHMADU BELLO UNIVERSITY ( A. B. U. ) ZARIA.en_US
dc.description.abstractABSTRACT This is a curriculum project undertaken as a results of a need to re- orient our societal values. Concerns have been expressed from several quarters as to what is wrong with our value systems. Our present society has been observed to be afflicted by many vices. This calls for certain measures to arrest the situation. One of such measures has been acknowledged to be the methods of i nstruction of our youth in our schools. Hence this is a guide to the conduct of the project method as one of those many methods to achieve a better society in the future through the inculcation of desired values in our youth. The curriculum project has therefore been organized in five chapters. The first chapter is an overview of the current situation in the society as regards our value systems, the many vices that are afflicting the society, the various steps that have been taken in the past and present to arrest the situation by our various governments, etc. The second chapter concerns the literature review which centres on the background to organised project activities as a method of instruction in schools, the importance of group activities in teaching, the meaning of values, the importance of teaching these values in schools, and the various methods that have been employed both in the past and present to teach value education in schools. vi Chapter three provides the actual guideline to a teacher in conducting projects for this students. This guideline primarily guides the teacher in new to select and justify a project in the class, how to Identify objectives, content, resources and materials, how to decide on strategies or techniques to be employed in the conduct of the project activities, how to organise and get the class ready for the project activities, and how to culminate and evaluate the whole project to see the extent objectives have been achieved. Chapter four concerns some model project units. These units are seven in number. Each is centred around certain values which the students should be able to begin to acquire at the end of each project’s unit activities. Chapter five concludes the curriculum project with a summary and recommendations for teachers, other academicians and the various levels of government.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4064
dc.language.isoenen_US
dc.subjectGROUP,en_US
dc.subjectPROJECT,en_US
dc.subjectACTIVITIES,en_US
dc.subjectSTRATEGIES,en_US
dc.subjectTEACHING,en_US
dc.subjectSOCIAL,en_US
dc.subjectVALUES,en_US
dc.subjectSCHOOLS.en_US
dc.titleGROUP PROJECT ACTIVITIES AS STRATEGIES FOR TEACHING SOCIAL VALUES IN SCHOOLSen_US
dc.typeThesisen_US
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