Assessment of Social Attitudes and Values as Tools for Citizenship Transmission among Junior Secondary School Students In Niger State, Nigeria
Assessment of Social Attitudes and Values as Tools for Citizenship Transmission among Junior Secondary School Students In Niger State, Nigeria
ABSTRACT
This research focused on Assessment of social Attitudes and Values as tools for citizenship transmission. It covers all the Jss11 and Jss111 public secondary school students in Niger state.
The research aimed at finding the opinion of male and female students on their assessment of social attitudes and values as tools for citizenship transmission.
The study was also guided by three research questions and three hypotheses. A sample size of 324 respondents was used, it was selected through a stratified random sampling from a population of 32,684.
A survey research design was used, because the researcher made use questionnaire, which consists of four sections, which include demographic data, social values, social altitudes and citizenship transmission.
Mean and standard deviation were used to answer the research questions, while independent sample t-test was used to test the hypotheses, the Ibm spss was used in statistical analysis at p < 0.05 level of significance, two hypotheses were retained while two were rejected.
TABLE OF CONTENTS
TITLE PAGE – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -i
DECLARATION – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – ii
CERTIFICATION – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – iii
ACKNOWLEDGEMENTS – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – iv
DEDICATION – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – viii
TABLE OF CONTENTS – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – ix
LIST OF TABLES – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – xiii
LIST OF APPENDICES – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – xiv
LIST OF ABBREVIATIONS – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – xv
ABSTRACT – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – xvi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study…………………………………………………………………….. 1
1.2 Statement of the Problem……………………………………………………………………. 3
1.3 Objectives of the Study………………………………………………………………………. 5
1.4 Research Questions……………………………………………………………………………. 6
1.5 Hypotheses……………………………………………………………………………………….. 6
1.6 Significance of the Study……………………………………………………………………. 7
1.7 Scope of the Study …………………………………………………………………………….. 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction………………………………………………………………………………………. 9
2.01 Conceptual framework……………………………………………………………………… 10
2.02 Concept of Education……………………………………………………………………….. 13
2.03 Concept of Social Studies Education………………………………………………….. 15
2.04 History of Social Studies Education in Nigeria. …………………………………… 20
2.05 Nature and Content Areas of Social Studies Education…………………………. 23
2.05.1 The Content of JSS Social Studies in Nigeria ……………………………………… 25
2.06. Curriculum Objectives of Social Studies Education in Nigeria………………. 30
2.07 Teaching and Learning in the context of Social Studies Education ………… 39
2.08 Justification for the Introduction of Social Studies Education in Nigeria … 42
2.09 The Concept of Citizenship Transmission…………………………………………… 47
2.10 Aims of Citizenship Education ………………………………………………………….. 49
2.11 Features of Citizenship Education ……………………………………………………… 50
2.12 Goals of Citizenship Education …………………………………………………………. 52
2.13 Approaches to Citizenship transmission citizenship as contemporary issues
and current events……………………………………………………………………………. 52
2.14 Citizenship in Contemporary Nigerian Society ……………………………………. 55
2.15 Good Citizenship ……………………………………………………………………………. 56
2.16 Review of Empirical Related Studies…………………………………………………. 67
CHAPTER THREE:RESEARCH METHODOLOGY
3.1 Introduction…………………………………………………………………………………….. 75
3.2 Research Design………………………………………………………………………………. 75
3.3 Population of the Study…………………………………………………………………….. 76
3.4 Sample and Sampling Techniques……………………………………………………… 77
3.5 Instrumentation ……………………………………………………………………………….. 78
3.5.1 Validity of the instrument …………………………………………………………………. 79
3.5.2 Reliability of the instruments…………………………………………………………….. 79
3.6 Procedure for Data Collection …………………………………………………………… 80
3.7 Statistical Analysis Procedure……………………………………………………………. 81
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND
DISCUSSIONS
4.1 Introduction…………………………………………………………………………………….. 82
4.2 General Description of Personal Data…………………………………………………. 82
4.3 Answer to Research Questions ………………………………………………………….. 83
4.5 Testing of hypotheses ………………………………………………………………………. 95
4.4 Summary of Major Findings……………………………………………………………… 98
4.5 Discussion of findings………………………………………………………………………. 98
CHAPTER FIVE: SUMMARY, CONCLUSION, RECOMMENDATIONS
5.1 Introduction…………………………………………………………………………………… 102
5.2 Summary………………………………………………………………………………………. 102
5.3 Conclusions…………………………………………………………………………………… 104
5.4 Contributions to Knowledge ……………………………………………………………. 104
5.5 Recommendations………………………………………………………………………….. 106
5.6 Suggestion for Further Study…………………………………………………………… 106
REFERENCES ……………………………………………………………………………………….. 107
INTRODUCTION
A major functionality principle which is expected to influence greatly classroom pedagogy in social studies education is on the view that this subject area represents an interdisciplinary approach to the study of human beings in groups of interrelationship within both their social and physical environments.
This functionality principle emphasis and underscores the vital role of Social Studies as an instrument for preparing and mobilizing young learners in school for the purpose of enabling them cultivate an awareness and understanding that would transform them into citizens with skills, competences,
moral values and reasoned judgments to effectively live, interact and interrelate and contribute positively to economic, social, political and cultural development of their societies (Okam 2011).
In this circumstance, a main goal of Social Studies Education is positive social attitudes and values is designed to generate and develop intelligent responsible and
self-directing citizens who are expected to positively explore opportunities to develop their own potentialities and to contribute their maximum efforts to the improvement of group living within the societal framework of a nation (Okam, 2011).
REFERENCES
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Acha, F.N. (1981). Curriculum Objectives for Effective Teaching. Awka: African
Adaralegbe, A. (1980). The Nigeria Social Studies Programme Retrospect and
Prospects in NERDO Social Studies Teaching Issue and Problems. Benin
City: Ethiope Publishing Corporation
Adejumobi, S.A. (1979). An Opinion Survey on the Teaching of Social Studies in
Primary Schools and the Training of Subject Specialist in Oyo State.Nigeria
African Journal of Educational Research. (p 13-17).
Adekeye R.B. 2005). Human Rights and Citizenship Education for a Sustainable
Development; The Jos Journal of Education
Adenuke, O.C. (2006). Building a New Nigeria through Social attitudes and
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