ASSESSMENT OF THE IMPLEMENTATION OF SOCIAL STUDIES CURRICULUM IN COLLEGES OF EDUCATION IN NORTH CENTRAL GEO-POLITICAL ZONE OF NIGERIA
ASSESSMENT OF THE IMPLEMENTATION OF SOCIAL STUDIES CURRICULUM IN COLLEGES OF EDUCATION IN NORTH CENTRAL GEO-POLITICAL ZONE OF NIGERIA
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Date
2015-05
Authors
FWANG’LE, Samuel Monday Dacilem
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Abstract
Against the backdrop of a personal worry and general public outcry on the behaviour of students and graduates of social studies education, this study set out to assess the implementation of the social studies curriculum in colleges of Education in North Central Geo-political zone of Nigeria. Both the National Educational goals for education and objectives of social studies education for colleges of education were examined and found to have good contents for positive good learning outcomes in the three domains. The problem of this study derived from a determination and analysis of the extent to which Colleges of Education in the North Central Geo-Political Zone of Nigeria comply with required standards for implementing the social studies curriculum. Six objectives, research questions and hypotheses cantered around teacher quality and number; adequacy of physical facilities; instructional materials; prescribed standards; pedagogical and evaluation strategies were outlined to guide a descriptive survey study, with a population of 2,600 students and 102 teachers. Study sample was 800 NCE 3 students and 40 teachers randomly selected from 8 out of 16 public and private Colleges of Education in the zone. Major concepts and theories concerning the study were reviewed. A self designed questionnaire titled “Assessing Implementation of Social Studies Curriculum (AISSC)” was used in conjunction with observation checklist of inventory to collect data. Data collected were analysed with the use of frequencies, percentages, means, standard deviations for the 6 questions and one sample t-test to test the six hypotheses. The result revealed amongst others, shortage of qualified teachers, inadequacy of physical facilities and instructional materials, non adherence to minimum standards and inappropriate evaluation strategies. There was however progress in pedagogy by teachers. All the six hypotheses were rejected. Example of hypothesis rejected included significant differences between: teachers‟ quality/number and standard required; physical facilities on ground and standard required; available instructional materials and standard required; evaluation strategies used and standard required. Based on the findings, it was concluded that the implementation of the social studies curriculum is hampered by many inadequacies that explained the evident significant un-attainment of goals. It was therefore recommended amongst others that government, National Commission for Colleges of Education (NCCE), Provosts and other stakeholders should ensure that adequate human and material resources are provided for a more effective social studies curriculum implementation in the Colleges of Education.
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DISSERTATION SUBMITTED TO SCHOOL OF POSTGRADUATE STUDIES, AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA, IN PARTIAL FULFULLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY IN CURRICULUM AND INSTRUCTION, DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM, AHMADU BELLO UNIVERSITY, ZARIA NIGERIA
Keywords
ASSESSMENT,, IMPLEMENTATION,, SOCIAL STUDIES,, CURRICULUM,, COLLEGES,, EDUCATION,, NORTH CENTRAL,, GEO-POLITICAL ZONE,, NIGERIA