An Assessment of Factors Affecting Pupil Performance in Social Studies in Some Selected Primary Schools in AMAC, FCT
Abstract
This study investigated the impact of teaching methods, curriculum relevance, and socio-economic background on pupils’ performance in Social Studies in selected primary schools in the Abuja Municipal Area Council (AMAC), Federal Capital Territory (FCT). Adopting a quantitative survey research design, a structured questionnaire was developed to collect data from a sample of 120 respondents, carefully selected to ensure representation. The data collected were analyzed using SPSS27, and hypotheses were tested using a t-test to determine the significance of relationships among the variables. The first objective of the study was to identify the teaching methods commonly employed in teaching Social Studies and their effectiveness. The findings indicated a significant relationship between interactive teaching methods and improved pupils’ understanding of Social Studies concepts. Specifically, methods such as group discussions, cooperative learning activities, and the integration of multimedia resources were found to enhance pupils’ engagement and comprehension. These results suggest that incorporating diverse and interactive teaching methods can significantly improve educational outcomes in Social Studies. The second objective examined the influence of curriculum relevance on pupils’ performance. The study found that a curriculum aligned with current societal issues and real-world applications significantly motivates pupils to participate actively and enhances their understanding of Social Studies. This finding underscores the importance of a well-structured and updated curriculum that reflects diverse perspectives and cultures, fostering inclusivity and engagement among pupils. The third objective explored the relationship between pupils’ socio-economic background and their performance in Social Studies. The results demonstrated that pupils from higher socio-economic backgrounds exhibited better performance in Social Studies compared to their peers from lower socio-economic backgrounds. Additionally, adequate access to resources and educational support at home was found to positively impact pupils’ achievement. These findings highlight the disparities in educational outcomes linked to socioeconomic status and the need for targeted interventions to support pupils from disadvantaged backgrounds. In conclusion, the study established that teaching methods, curriculum relevance, and socioeconomic background are significant determinants of pupils’ performance in Social Studies. Interactive and experiential teaching methods, coupled with a relevant and inclusive curriculum, can enhance pupils’ engagement and understanding. Moreover, addressing socio-economic disparities through equitable access to resources and support is crucial for improving academic performance. Based on the findings, several recommendations were made. Educators are encouraged to adopt diverse and interactive teaching methods to foster a more engaging learning environment. Curriculum developers should ensure that Social Studies content is relevant, up-to-date, and inclusive of diverse perspectives. Policymakers should focus on bridging the socio-economic gap by providing additional resources and support to pupils from disadvantaged backgrounds. Further research is suggested to employ longitudinal designs, expand geographical scope, and explore additional variables such as teacher training and parental involvement.
CHAPTER ONE
INTRODUCTION
Background to the Study
Social Studies, encompassing disciplines such as history, geography, civics, economics, and sociology, plays a crucial role in primary education (Ezekiel, 2020). It serves as a vehicle for developing students’ understanding of society, culture, and the world around them. By engaging with diverse subject matter, students gain insights into human interactions and the environment, fostering a holistic approach to learning (Nwaogu, 2020). In the context of primary education in the Abuja Municipal Area Council (AMAC) of the Federal Capital Territory (FCT), Nigeria, Social Studies serves as a cornerstone of the curriculum, providing pupils with essential knowledge and skills for navigating the complexities of the modern world (Farrant, 2020).
The quality of education in primary schools is paramount for a nation’s development trajectory (Krejie & Morgan, 2020). In Nigeria, primary education serves as the bedrock for further academic pursuits, shaping individuals’ cognitive and social abilities (Haggai & Das, 2020). However, despite concerted efforts to improve educational outcomes, challenges persist, particularly in subjects like Social Studies (Hunter, 2020). Pupils’ performance in Social Studies has raised concerns among educators, policymakers, and parents, highlighting the need for a deeper understanding of the factors influencing learning outcomes (Eliametalor, 2021).
Various factors contribute to pupils’ performance in Social Studies, ranging from teaching methods to curriculum relevance and socio-economic background (Obolade, 2023). Effective teaching methods play a pivotal role in engaging students and facilitating comprehension of Social Studies content (Mgbodile & Joseph, 2022). Additionally, the relevance of the curriculum influences students’ understanding and motivation to learn (John & Vicki, 2021). Moreover, pupils’ socio-economic background can impact their access to resources and support systems, ultimately influencing their academic performance (Kabir, 2019).
Devising effective interventions to enhance pupils’ performance in Social Studies requires a comprehensive understanding of these underlying factors (Osuala, 2023). By examining the interplay between teaching methods, curriculum relevance, and socioeconomic background, educators and policymakers can tailor strategies to address specific challenges (Nwaogu, 2020). For instance, implementing innovative teaching approaches that cater to diverse learning styles and backgrounds can enhance student engagement and comprehension (Mouk & King, 2020). Similarly, revising the curriculum to ensure its alignment with students’ interests and experiences can promote meaningful learning experiences (Horny, 2020).
Furthermore, addressing socioeconomic disparities is essential for fostering equitable access to education and improving learning outcomes (Nworgu, 2021). Providing additional support and resources to students from disadvantaged backgrounds can mitigate the impact of socioeconomic factors on academic performance (Moore, 2021). Collaborative efforts between schools, communities, and government agencies are crucial for implementing sustainable interventions that address systemic inequalities (National Teachers Institute, 2020). By investing in teacher training, infrastructure development, and social welfare programs, stakeholders can create an enabling environment for students to thrive academically (Olaitan & Agusiobo, 2020).
Statement of the Problem
The performance of pupils in Social Studies within primary schools in the Abuja Municipal Area Council (AMAC) of the Federal Capital Territory (FCT), Nigeria, has been a subject of concern for educators and policymakers (Eliametalor, 2021). Despite efforts to improve educational outcomes, there remains a gap in understanding the specific factors influencing pupils’ performance in this subject.
While existing research has identified teaching methods, curriculum relevance, and socioeconomic background as key determinants of academic achievement (Nwaogu, 2020), there is limited empirical evidence on the nuanced interplay between these factors within the context of Social Studies education in AMAC primary schools (National Teachers Institute, 2022). Furthermore, the unique challenges faced by students from diverse socio-economic backgrounds in accessing quality education and resources have not been adequately addressed (Mgbodile & Joseph, 2022).
Additionally, the effectiveness of current teaching methodologies in engaging students and promoting comprehension of Social Studies content remains unclear (John & Vicki, 2021). While some studies suggest the importance of innovative pedagogical approaches (Mouk & King, 2020), there is a lack of consensus on the most suitable strategies for enhancing learning outcomes in this subject area.
Furthermore, there is a dearth of research examining the influence of community involvement and support systems on pupils’ academic performance in Social Studies (Farrant, 2020). The role of parental engagement, extracurricular activities, and local resources in supplementing classroom learning experiences warrants further investigation to develop comprehensive interventions that address the holistic needs of students (Obolade, 2023).
Therefore, this study seeks to address these gaps by conducting a thorough investigation into the multifaceted factors affecting pupils’ performance in Social Studies within AMAC primary schools. By employing a mixed-methods approach and drawing on insights from diverse stakeholders, this research aims to provide actionable recommendations for improving educational outcomes and promoting equitable access to quality education in the region.
Purpose of the Study
The primary aim of this study is to assess the factors affecting pupils’ performance in Social Studies in selected primary schools within the AMAC, FCT. Specifically, the study seeks to achieve the following objectives:
- To examine the influence of teaching methods on pupils’ performance in Social Studies.
- To assess the impact of curriculum relevance on pupils’ understanding and engagement with Social Studies content.
- To investigate the role of socio-economic background in shaping pupils’ attitudes and aptitude towards Social Studies.
Research Questions
To guide the inquiry into the aforementioned objectives, the study addressed the following research questions:
- What teaching methods are commonly employed in teaching Social Studies in selected primary schools in the AMAC, FCT?
- How does the relevance of the Social Studies curriculum influence pupils’ performance in the subject?
- What is the relationship between pupils’ socio-economic background and their performance in Social Studies?
Research Hypotheses
Based on the research questions formulated, the study will test the following hypotheses:
- There is no significant relationship between teaching methods and pupils’ performance in Social Studies.
- Curriculum relevance does not significantly impact pupils’ understanding and engagement with Social Studies content.
- Socio-economic background does not influence pupils’ attitudes and aptitude towards Social Studies.
Scope and Delimitation of the Study
This study focuses on assessing the factors affecting pupils’ performance in Social Studies within selected primary schools located in the AMAC, FCT, Nigeria. The research will consider teaching methods, curriculum relevance, and socioeconomic background as key factors influencing performance. However, it will not delve into other subjects or aspects of the educational system beyond the scope of Social Studies.
Significance of the Study
The significance of this study lies in its potential to address critical gaps in understanding and improving the performance of pupils in Social Studies within primary schools in the Abuja Municipal Area Council (AMAC) of the Federal Capital Territory (FCT), Nigeria. By examining the complex interplay of factors influencing academic achievement in this subject area, the study offers valuable insights for educators, policymakers, and other stakeholders.
Firstly, the findings of this study can inform the development of targeted interventions and strategies to enhance learning outcomes in Social Studies. By identifying the specific challenges faced by pupils in AMAC primary schools, educators can tailor teaching methodologies and curriculum approaches to better meet the needs of students. This can lead to more engaging and effective learning experiences, ultimately improving academic performance and fostering a deeper understanding of societal issues among pupils.
Secondly, the study’s findings can contribute to the body of research on educational equity and social justice. By examining the influence of socioeconomic background on students’ performance in Social Studies, the study sheds light on the disparities in access to quality education and resources. This can inform policy discussions and advocacy efforts aimed at addressing systemic inequalities and promoting equal opportunities for all students, regardless of their socioeconomic status.
Thirdly, the study’s focus on community involvement and support systems highlights the importance of collaboration between schools, families, and local institutions in promoting academic success. By exploring the role of parental engagement, extracurricular activities, and community resources in supplementing classroom learning experiences, the study offers practical insights for fostering a supportive learning environment. This can strengthen the social fabric of communities and empower stakeholders to play an active role in education.
Furthermore, the study’s emphasis on evidence-based decision-making contributes to the professional development of educators and policymakers. By providing empirical data and actionable recommendations, the study equips stakeholders with the knowledge and tools needed to make informed choices about educational practices and policies. This can lead to more effective resource allocation, curriculum development, and teacher training initiatives, ultimately improving the overall quality of education in AMAC primary schools.
Operational Definition of Terms
To ensure clarity and consistency in terminology, the following key terms used throughout the study are operationally defined as follows:
Pupils’ performance: Refers to the academic achievement and competency demonstrated by students in Social Studies as measured by standardized tests, grades, and teacher assessments.
Teaching methods: Denotes the instructional strategies, techniques, and approaches employed by educators to facilitate learning and comprehension of Social Studies content among pupils.
Curriculum relevance: Indicates the extent to which the content, objectives, and activities of the Social Studies curriculum align with the needs, interests, and experiences of pupils, ensuring its applicability and significance in their lives.
Socio-economic background: Encompasses the economic status, educational attainment, occupational status, and family structure of pupils, which collectively influence their access to resources, opportunities, and support systems that impact their educational outcomes.
Primary schools: Refers to educational institutions that provide formal instruction and foundational education to children typically aged between six and twelve years, preceding secondary or high school education.
AMAC, FCT: Abbreviation for Abuja Municipal Area Council, Federal Capital Territory, Nigeria, representing the specific geographical location where the selected primary schools for this study are situated.
Factors affecting pupils’ performance: Encompasses a range of variables, including but not limited to teaching methods, curriculum relevance, socio-economic background, parental involvement, school infrastructure, and student motivation, which collectively influence students’ academic achievement and success in Social Studies.
Social Studies: Refers to the interdisciplinary field of study that integrates knowledge and concepts from various social sciences, including history, geography, civics, economics, and sociology, to promote students’ understanding of society, culture, and global issues.
References
- Obanya, P. (2020). General methods of teaching. Ibadan: Macmillan Nigerian Publishing Limited.
- Obolade, A. O. (2023). Challenges of the future of education in Nigeria: A programmatic perspective in multidisciplinary. Journal of Research Development, 1(1), 1-4.
- Olaitan, S. O., & Agusiobo, O. N. (2020). Principles of teaching practical. New York: John Wiley and Sons.
- Ozigi, A. O., & Carham, P. (2021). Learning and teaching: Principles and practice of education for Nigerian teaching training colleges. London: Oxford University Press.
- Osuala, E. (2023). Introduction to research methodology. Enugu: Africana FEP Publishers.
- Sambo, A. (2019). Research methods in education striling. Ibadan: Holden Publishers.
- Smith, R. (2021). Relationship between teacher qualification and students’ learning. London: McMillan.
IF YOU CAN'T FIND YOUR TOPIC, CLICK HERE TO HIRE A WRITER»
