CHAPTER ONE

INTRODUCTION

Background of the Study

        Children when adequately trained in thesocietal norms and values make for effective future development and advancementof the society. Education is an indispensable tool for training children in thesocietal norms and values. It is the corner stone for individual developmentand societal advancement. That is why Nwaubani (2008) maintained that educationis universally perceived and acknowledged as an effective tool for meaningfuldevelopment in every society, be it social, economic, technological andpolitical. Education is for the development of individuals into sound andeffective citizens for social advancement. Indeed, the Nigerian philosophy ofeducation is based on the need to “develop individuals into sound and effectivecitizens” (Federal Republic of Nigeria, 2004:7). Accomplishment of thisphilosophy led to the adoption of the Nigerian national educational goals amongwhich are the inculcation of national consciousness and national unity and theinculcation of right types of values and attitudes for the survival of the individualand the Nigerian society (Mezieobi & Edinyang, 2013).

         Thequest for actualization of the afore stated national goals of educationprecipitated the introduction of some new school subjects and curricular offeringsin Nigerian education system among which was Social Studies educationprogramme. Emphasizing on the importance of Social Studies as one of thecurricular offerings that help to achieve national educational objectives, Okamand Bozimo (2002) maintained that Social Studies is capable of promotingeffective citizenship education. Similarly, Obebe (2005) observed that SocialStudies is widely recognized as one of the subjects designed to promote effectivecitizenship education as designed in the national educational philosophy. Inthe same vein, Udo (2000) succinctly stated that Social Studies is one of theinnovative elements of the new Nigerian education system. It was incorporatedinto junior secondary school curriculum as a core subject of study for overalldevelopment of a sense of responsibility, patriotism and effective citizenshipin the learners. According to Mezieobi, Ossai, Onyeanusi and Egharevba (2012),it is a course of study that is highly relevant to social, political, cultural,economic and technological development of a nation. Social Studies according toNwaubani (2010) is value-ladened. However, in the words of Mezieobi, Akpochafoand Mezieobi (2010), the contents of Social Studies are organized around socialand environmental issues affecting man’s existence and his capacity to manageand preserve the environment for sustainable development.

             Social Studies more so studies man in aholistic view in an integrated manner as it draws its contents from othersocial sciences and humanistic disciplines. Hence, Obasi (2000:38) definedSocial Studies as “citizenship education which deals with the study of peoplein specific places (History), in various groups (Sociology); how they organizethemselves (politics) and earn a living (Economics).” Social Studies howeverlooks at man’s interrelationship with his fellow beings and his environments ashe struggles to survive in these environments. In corroboration, Okon(2014:178) emphasized that “Social Studies is an integrated discipline whichfocuses on man and his relationship with his social environment…borrowsconcepts from a wide range of social sciences including Sociology, Economics,Human Geography and Government.” In the same vein, Mezieobi (2014:226) assertedthat “Social Studies imbues in man the critical cognition, affectivewherewithal and social-civic competencies for conquering all disabilities and problemsand for making his environment worth living.” In essence, the ultimate role ofSocial Studies is the development of the character of man, inculcating in himworthy attitudes which will be habituated in actuality. This attitudinal developmentof man as Mezieobi further maintained is the fulcrum on which real qualitativeand transformation of Nigeria will anchor.

          Social Studies objectives focus on thepreparation of the learners to be patriotic and effective citizens, consciousof the benefit of collaborative national development and global interdependence.Esu and Enu (2010) maintained that Social Studies objectives are focused on theproduction of responsible citizens who are determined to achieve nationaldevelopment including the provision of multi disciplinary education that equipsthem with diverse knowledge, information and data that are crucial to achievingeffective integrated national development. Against this background, Nwaubani(2010:86) posited that “Social Studies plays vital transformational roles ininfluencing the values and attitudinal needs of the learners when appropriatelytaught.” Hence, the overall objective of Social Studies basically at juniorsecondary school level in Nigeria is character development and reformation.This is in line with Nigeria’s philosophy of education which emphasizes theintegration of the individual into sound and effective citizen.

            The Nigerian philosophy of education formedbasis for her educational objectives which as noted by Nnachi (2009) are thosedesirable changes that the learners will experience in behaviour as a result ofbeing exposed to the programme of study. These Nigerian educational objectivesconsequently provided the framework on which the general objectives of SocialStudies were based. However, the general objectives of Social Studies asreported by Bozimo and Ikwumelu (2009) are

1) To help the learner fit into the society to whichhe belongs;

2) To create an understanding of the environment-itsman- made, natural, cultural and spiritual resources and the conservation ofthese resources for development;

3) To develop an awareness and appreciation for theinter-relatedness of human knowledge and human life;

4) To develop capacity to learn and acquire skillsessential to the formulation of satisfactory professional life and furtherstudies;

5) To develop capacity for logical thinking andsound rational judgment;

6) To develop in the learners, positive attitudes ofcitizenship and desire to make positive personal contribution to creation ofprosperous, united Nigeria;

7) To make the students be aware of the problems inhis society and the world in general and a sympathetic appreciation of thediversity and inter-dependence of the local community and of the wider nationaland international communities.

         Thesegeneral objectives of Social Studies formed basis for the specific objectivesof Social Studies in Nigerian junior secondary schools. Specifically, Nwabokuin Mezieobi and Edinyang (2013) highlighted the specific objectives of SocialStudies in Nigerian junior secondary schools as follows:

i) To create awareness and understanding of our evolvingsocial and physical

environment;

ii) To develop a capacity to learn basic skills ofreflective thinking, problem-solving, amongst others;

iii) To ensure the acquisition of relevant body ofknowledge and information;

iv) To develop a sympathetic appreciation of thediversity and inter-dependence of members of local community and wide nationaland international community;

v) To develop in students positive attitudes oftogetherness, comradeship and cooperation towards a healthy nation.

        However, this work is interested in ascertaining the extent theobjectives of Social Studies in Nigerian junior secondary schools have beenachieved. Thus, the above stated Social Studies objectives at the JSS weredesigned to inculcate into the learners, the positive attitudes to socio-civiccompetence or citizenship and ability to reason of solutions to societalproblems for national development. 

       Consequently,Social Studies at the JSS is expected to create in the learners the awarenessand understanding of their evolving social and physical environments. It seeksto make the learners be acquainted with the diverse cultures and culturalgroups that make up Nigeria as to enable the learners develop a sympatheticappreciation of the diversity and inter-dependence of the members of the local,national and international communities and as well develop positive attitudesof togetherness, comradeship, tolerance and cooperation towards a healthyNigeria and global community. That is why National Council for Social Studies(NCSS) (2011) maintained that Social Studies programmes include experiencesthat promote the study of cultures and cultural diversity.  In consonance, Ekpo and Osam (2009) remarkedthat Social Studies seeks to expose learners to positive attitudes and valuesthat promote harmonious social relationships and interdependence focused atachieving group cooperation, human relationship, harmonious co-existence andcohesive spirit for national development.

         It isbelieved that Social Studies will enable learners to be acquainted with theknowledge of the physical systems such as climate, weather and seasons as wellas the natural resources (water, land, trees, etc) that make up their local andwider physical environments in Nigeria. This imbues in the learners theknowledge of the influence of physical and social environments on humanpopulation and activities in their local, national and internationalcommunities as well as the influence of man’s activities on his environments.Hence, the learners are made to acquire the useful basic knowledge for informeddecision making on issues arising from human-environmental relationships (NCSS,2011). Ugwu (2012) reiterated that Social Studies enables students to have firmknowledge about Nigerian environment and in diaspora.

        Social Studies is further expected to inculcate into Nigerian juniorsecondary school students the relevant skills of reflective thinking, soundvalue judgment, leadership, conflict management, conflict resolution andproblem-solving for solving the existing social problems in the country andbeyond. Acquisition of these skills will consequently make for effective andfunctional Nigerians capable of solving the existing social problems in Nigeriaand beyond.  This could be why Sheidu andAbdullahi (2012) defined Social Studies as a process of education that enhancesthe study of human life for the purpose of solving problems of crucialimportance for both individual and the society.

            Nevertheless,Social Studies was introduced into Nigerian secondary school education systemto see to the achievement of the objectives for sound economic, political,cultural and social life in Nigeria. Achievement according to Sinclair(1993:11) is “something which somebody did or caused to happen especially aftera lot of effort.” It is the actualization or attainment of set aims orobjectives. It is believed that the achievement of JSS Social Studiesobjectives will enhance peaceful and harmonious social living among the diversecultural and ethnic groups in Nigeria.

          Onthe contrary, the recent upsurge of social ills in Nigeria leaves traces ofdoubt in the minds of the citizenry as to whether the JSS Social Studiesobjectives are being achieved in Nigeria. People doubt whether Social Studiesis actually inculcating the right types of values and attitudes in thecitizenry especially in the learners as stipulated in its JSS statedobjectives. This is due to the recent upsurge of social ills in the countrywhich have been seen to have eroded completely the cherished values of thenation. These social vices as Federal Republic of Nigeria (2000), Bolarin(2005), Nwagu (2007) and Mezieobi (2013) pointed out include: cheating, disregardfor rules and regulations, disregard for constituted authority, excessivepursuit of material things, corruption, cultism, false declaration, extortion,ethnicity, religious and social intolerance, poor value orientation, bribery,examination malpractices, armed robbery, rape, prostitution, fraud, youthmilitancy, kidnapping/abduction and boko haram saga. Nevertheless, having madeSocial Studies a core subject of study in secondary schools in Nigeria, it isquite evident that most of the perpetuators of these social evils in thecountry have learnt or are still learning Social Studies as a core subject intheir schools which is supposed to have reshaped them for good citizenshipbehaviours as designed in its JSS specific objectives.

          Consequently, the prevalence of all these social ills has imposed fearof insecurity amidst the populace and has equally thwarted the spirit ofoneness, cooperation, love and tolerance among Nigerians. Hence, the quest fornation-building and national development is threatened in Nigeria. More so, dueto the upsurge of some of the social vices, Nigeria is rated by TransparencyInternational in its corruption perception index in 2002 as one of the mostcorrupt nations in the world (Awoyele, 2007). However, the extent of theachievement of the stated objectives of Social Studies at the junior secondaryschools is questioned as one may affirm that Social Studies education at thejunior secondary schools is failing in the actualization of its objectives.Otherwise, why are the social ills on the increase among young learners(youths) in the society? Have they not studied Social Studies as a core subjectat the junior secondary schools? Against this, Mezieobi (2002: 6) opined that“the desired positive attitudes and values for socio-civic competence orcitizenship seemed to be lacking in this category of school clients.” Hence,effective achievement of Social Studies objectives in JSS appears to behampered. However, research study by Usulor (2008) proved that Social Studiesobjectives at secondary school level have been achieved to a great extent inEbonyi State but not to the greatest expectation.

           Nevertheless, every Nigerian citizen in all the states of Nigeria isexpected to live without any fear of insecurity as may be caused by socialills. It appears that Anambra State is one of the states in Nigeria wherepeople live in serious fear of insecurity as a result of social ills from somebad elements in the state. Describing the state of the act in Anambra State, Onwumere(2012) succinctly stated, it is a known fact that criminals and kidnappers hadheld Anambra State to a standstill that had crippled its activities and economywith notable rich men and women leaving the State for more secured places.Hence, in spite of the potentials of the State for rapid socio-economicadvancement, economic development in the State has been slow as a result ofinsecurity and high crime rate (Iwuamadi, 2013). Thus, one wonders whetherSocial Studies objectives are ever being achieved in the State as the State hasseveral secondary schools where Social Studies is taught by teachers as a coresubject for good citizenship behaviours.

        However, teachers are the implementers of Social Studies curriculum andthe observers of students’ behaviours in schools. According to Mkpa (2009),teacher is a professional who consciously and deliberately uses his/her wealthof experience, training, skills, competencies, attitudes, interests, knowledgeof content with the help of instructional materials, methods/techniques toimpart to a less experienced person. Teachers have the pedagogical knowledge ofthe contents, materials and methods of teaching in a particular field of studyfor the attainment of expected objectives. Teachers as the implementers ofSocial Studies objectives can evaluate the extent of achievement of theseobjectives base on the behavioural manifestations of the learners. Thissuggests that Social Studies teachers can say whether junior secondary schoolstudents are behaving in conformity with the specific objectives which areexpected to be inculcated in them. On the other hand, non-Social Studiesteachers (teachers in other fields) monitor as well the behaviours of thelearners that receive Social Studies instructions in junior secondary schools.Having been informed members of the society who share the same neighbourhoodand the same school environments with the students; seeing and observing thebehaviours of the students; non-Social Studies teachers can as well ascertainactually the behaviours of the recipients of Social Studies instructions withregard to the extent of achievement of the objectives in junior secondaryschools.

       However, certain studies have been carriedout by Abdu-Raheed (2012) on junior secondary school students’ achievement inSocial Studies in Ekiti State, Yusuf (2003) on junior secondary schoolstudents’ achievement in Social Studies in Ilorin, Kwara State, Oyalowo (2013)on junior secondary school students’ achievement in Social Studies in LagosState, Anoma (1997) on extent of achievement of objectives of Environmentaleducation component designed for year six to year eleven classes in the schoolof Sri Lanka and Usulor (2008) on the extent of achievement of Social Studiesobjectives in junior secondary schools in Ebonyi State of Nigeria but from theliterature reviewed so far, it appears that no study has been carried out onthe extent of achievement of Social Studies objectives in Junior secondaryschools in Anambra State despite the existence of many social ills thatthreaten the peaceful co-existence of the people in the State. This thereforearouses the interest of the researcher to find out the extent to which SocialStudies objectives have been achieved in junior secondary schools in Anambra State.