Pupils’ Attitude Toward Teaching and Learning of Social Studies in Some Selected Primary Schools AMAC FCT Abuja

Pupils’ Attitude Toward Teaching and Learning of Social Studies in Some Selected Primary Schools AMAC FCT Abuja

Abstract

The study explored the attitudes of primary school pupils towards Social Studies in selected schools within the Abuja Municipal Area Council (AMAC), Federal Capital Territory (FCT), Nigeria. A quantitative survey research design was adopted to investigate this topic. A structured questionnaire comprising various Likert-scale items was designed to collect data from a sample of 120 respondents, consisting of primary school students. The questionnaire focused on aspects such as the perceived interest in Social Studies, motivation to participate in classes, and the effectiveness of teaching methods, among others. Data collected were analyzed using SPSS version 27, which facilitated both descriptive and inferential statistical analyses. Specifically, a t-test was employed to test the hypotheses formulated regarding the relationships between teaching methods, parental involvement, and student-centred learning approaches with pupils’ attitudes towards Social Studies. The study revealed significant findings across all tested hypotheses. For instance, results indicated a strong positive correlation between student-centred learning approaches and increased student motivation and engagement in Social Studies classes. In conclusion, based on the findings, it was evident that effective teaching methods and supportive classroom environments significantly influence pupils’ attitudes towards Social Studies. The study recommended the implementation of more interactive teaching strategies and the provision of adequate resources to enhance learning experiences in Social Studies. Furthermore, the study underscored the importance of parental involvement in reinforcing positive attitudes towards Social Studies among primary school pupils.

 

CHAPTER ONE

INTRODUCTION

Background to the Study

Education plays a crucial role in shaping the future of any nation, and the foundation of this educational journey is laid in primary schools. Social Studies, as a subject, holds significant importance in the primary school curriculum as it aims to equip pupils with knowledge about their environment, society, and the world at large. It fosters critical thinking, cultural awareness, and civic responsibility, which are essential for the holistic development of young learners (Federal Republic of Nigeria, 2020). In Nigeria, the Federal Capital Territory (FCT), Abuja, is a diverse and dynamic region where primary education is critical in nurturing informed and responsible citizens. The attitudes of pupils towards the teaching and learning of Social Studies in primary schools can significantly impact their academic performance and overall development.

However, various factors influence pupils’ attitudes towards Social Studies, including teaching methods, teacher competence, classroom environment, and parental involvement. In some selected primary schools in the Abuja Municipal Area Council (AMAC) of FCT, it has been observed that pupils exhibit varying attitudes towards Social Studies. Understanding these attitudes is essential for developing effective teaching strategies and improving the overall quality of Social Studies education in primary schools (Ajayi, 2020). This study aims to investigate the attitudes of pupils towards the teaching and learning of Social Studies in some selected primary schools in AMAC, FCT, and Abuja.

Effective teaching methods are critical in shaping pupils’ attitudes towards Social Studies. The use of engaging and interactive teaching techniques can capture pupils’ interest and foster a positive learning environment. Research has shown that different teaching styles can significantly impact motivational climate and pupils’ motivation in various subjects, including Social Studies (Morgan, Kingston, & Sproule, 2021). Teachers who employ diverse instructional strategies and actively involve pupils in the learning process are more likely to enhance pupils’ attitudes towards the subject.

Teacher competence is another crucial factor influencing pupils’ attitudes towards Social Studies. Competent teachers possess the necessary skills, knowledge, and pedagogical expertise to deliver effective instruction and manage classroom dynamics. Studies have highlighted the importance of teacher characteristics and their impact on student achievement and attitudes (Ehrenberg & Brewer, 2022). Teachers who are well-prepared, enthusiastic, and knowledgeable about Social Studies can inspire pupils and create a conducive learning environment that fosters positive attitudes towards the subject.

The classroom environment also plays a significant role in shaping pupils’ attitudes towards Social Studies. A well-organized, resource-rich, and supportive classroom environment can enhance pupils’ learning experiences and attitudes. The availability of instructional materials, such as textbooks, visual aids, and technology, can make Social Studies lessons more engaging and informative (National Center for Education Statistics, 2021). Additionally, a positive classroom atmosphere, characterized by mutual respect, collaboration, and encouragement, can motivate pupils to actively participate in Social Studies activities and develop a keen interest in the subject.

Parental involvement is another critical factor influencing pupils’ attitudes towards Social Studies. When parents are actively engaged in their children’s education, it can positively impact their attitudes and academic performance. Parents who show interest in Social Studies, discuss social issues at home, and support their children’s learning can reinforce the importance of the subject and motivate pupils to excel (Osunde & Ughamadu, 2022). Collaboration between parents and teachers can also create a supportive learning environment that fosters positive attitudes towards Social Studies.

Despite the recognized importance of these factors, challenges still exist in promoting positive attitudes towards Social Studies in primary schools. In some selected primary schools in AMAC, FCT, and Abuja, pupils’ attitudes towards Social Studies are influenced by a combination of factors, including outdated teaching methods, insufficient instructional materials, and limited parental support (Greenwald, Hedges, & Laine, 2022). Addressing these challenges requires a comprehensive approach that involves stakeholders at various levels of the education system.

One of the primary challenges in promoting positive attitudes towards Social Studies is the use of outdated teaching methods. Traditional, teacher-centred approaches that rely heavily on rote memorization and passive learning can disengage pupils and hinder their interest in the subject (Cuban, 2020). To address this issue, it is essential to adopt modern, student-centered teaching methods that encourage active participation, critical thinking, and real-world application of Social Studies concepts.

Insufficient instructional materials also pose a significant challenge in promoting positive attitudes towards Social Studies. Many primary schools in AMAC, FCT, and Abuja, lack adequate resources, such as textbooks, maps, and audiovisual aids, which are essential for effective Social Studies instruction (Graham, 2020). Providing schools with the necessary instructional materials and incorporating technology into Social Studies lessons can enhance pupils’ learning experiences and attitudes towards the subject.

Limited parental support is another challenge that affects pupils’ attitudes towards Social Studies. In some cases, parents may not recognize the importance of Social Studies or may not be actively involved in their children’s education (Lawani, 2022). Raising awareness among parents about the significance of Social Studies and encouraging their participation in school activities can strengthen the home-school connection and positively influence pupils’ attitudes towards the subject.

To improve pupils’ attitudes towards Social Studies, it is essential to implement strategies that address these challenges and promote effective teaching and learning practices. One such strategy is professional development for teachers. Providing teachers with ongoing training and support can enhance their instructional skills, update their knowledge of Social Studies content, and introduce them to innovative teaching methods (Hanushek & Raymond, 2023). Professional development programs can empower teachers to create engaging and meaningful Social Studies lessons that foster positive attitudes among pupils.

Another strategy is to enhance the availability and use of instructional materials. Schools should be equipped with up-to-date textbooks, visual aids, and technological resources that support Social Studies instruction (Hanushek, 2020). Integrating digital tools, such as educational software and online resources, can make Social Studies lessons more interactive and appealing to pupils. Additionally, involving pupils in hands-on activities, such as field trips, project-based learning, and simulations, can provide practical experiences that enhance their understanding and interest in Social Studies.

Promoting parental involvement is also crucial in improving pupils’ attitudes towards Social Studies. Schools can organize workshops, meetings, and activities that engage parents and highlight the importance of Social Studies in their children’s education (Rivkin, Hanushek, & Kain, 2021). Encouraging parents to participate in school events, volunteer in classrooms, and support their children’s Social Studies homework can create a collaborative learning environment that reinforces positive attitudes towards the subject.

Statement of Problem

Despite the recognized importance of Social Studies in the primary school curriculum and its role in fostering critical thinking, cultural awareness, and civic responsibility, significant gaps remain in understanding and addressing pupils’ attitudes towards this subject in Nigeria, particularly in the Abuja Municipal Area Council (AMAC) of the Federal Capital Territory (FCT) (Ukeje, 2021). While previous studies have explored general educational challenges and the impact of teaching methods on student engagement, specific research focusing on Social Studies at the primary school level within this diverse and dynamic region is limited (Rivkin, Hanushek, & Kain, 2021).

One major gap is the lack of comprehensive data on how teaching methods influence pupils’ attitudes towards Social Studies in primary schools in AMAC, and FCT. Existing studies often generalize findings across subjects without delving into the unique pedagogical requirements and student perceptions specific to Social Studies. This leaves a critical void in understanding which teaching strategies are most effective in engaging young learners and fostering a positive attitude towards the subject (Morgan, Kingston, & Sproule, 2021).

Furthermore, there is insufficient research on the impact of teacher competence on pupils’ attitudes towards Social Studies. While teacher quality is widely acknowledged as a key factor in educational success, specific competencies and professional development needs for Social Studies educators at the primary level in AMAC remain underexplored (Ehrenberg & Brewer, 2022). This gap prevents the identification and implementation of targeted interventions that could enhance teaching effectiveness and student engagement in Social Studies (Sanders & Rivers, 2020).

Additionally, the role of parental involvement in shaping pupils’ attitudes towards Social Studies has not been thoroughly examined within this context. Although the general benefits of parental engagement are well-documented, there is a lack of focused research on how parents’ attitudes towards Social Studies and their involvement in related activities influence their children’s perceptions and performance in the subject (Osunde & Ughamadu, 2022).

Lastly, the influence of the classroom environment, including the availability of instructional materials and the overall learning atmosphere, on pupils’ attitudes towards Social Studies in AMAC primary schools needs further investigation. Understanding these environmental factors is essential for creating supportive and resource-rich learning spaces that can enhance pupils’ interest and success in Social Studies (National Center for Education Statistics, 2021).

Addressing these gaps through targeted research can provide valuable insights and practical recommendations for improving the teaching and learning of Social Studies in primary schools, thereby contributing to the holistic development of young learners in AMAC, and FCT (Hanushek & Raymond, 2023).

Purpose of the Study

The specific objectives of this study were:

1. To examine the attitudes of pupils towards the teaching and learning of Social Studies in selected primary schools in AMAC, FCT, Abuja.
2. To identify the factors influencing pupils’ attitudes towards Social Studies in selected primary schools in AMAC, FCT, and Abuja.
3. To suggest strategies for improving pupils’ attitudes towards the teaching and learning of Social Studies in selected primary schools in AMAC, FCT, Abuja.

Research Questions

To guide the investigation, the following research questions were formulated:

1. What are the attitudes of pupils towards the teaching and learning of Social Studies in selected primary schools in AMAC, FCT, and Abuja?
2. What factors influence pupils’ attitudes towards Social Studies in selected primary schools in AMAC, FCT, and Abuja?
3. What strategies can be suggested to improve pupils’ attitudes towards the teaching and learning of Social Studies in selected primary schools in AMAC, FCT, and Abuja?

Research Hypotheses

1. There is no significant correlation between teaching methods and pupils’ attitudes towards Social Studies.
2. There is no significant relationship between parental involvement and pupils’ attitudes towards Social Studies.
3. There is no significant improvement in pupils’ attitudes towards Social Studies with the implementation of student-centred learning approaches.

Significance of the Study

The significance of this study is multifaceted. Firstly, it provides valuable insights into the current attitudes of pupils towards Social Studies in primary schools, which can help educators and policymakers understand the challenges and opportunities in teaching the subject. By identifying the factors that influence pupils’ attitudes, the study offers a basis for developing targeted interventions to enhance interest and engagement in Social Studies.

Secondly, the findings of this study can inform the development of more effective teaching strategies and instructional materials that cater to the diverse needs and interests of pupils. This can lead to improved academic performance, better understanding of social concepts, and increased readiness for civic responsibilities among primary school pupils.

Thirdly, the study underscores the importance of parental involvement in pupils’ education. By highlighting the role of parents in shaping pupils’ attitudes towards Social Studies, the study can encourage greater parental engagement and support for their children’s learning.

Lastly, the study contributes to the existing body of knowledge on Social Studies education in Nigeria, particularly in the context of primary schools in AMAC, FCT, and Abuja. It provides a foundation for future research on similar topics and offers practical recommendations for educators, policymakers, and stakeholders to improve the quality of Social Studies education in primary schools.

Scope and Delimitation of the Study

This study focused on examining the attitudes of pupils towards the teaching and learning of Social Studies in selected primary schools within the Abuja Municipal Area Council (AMAC) of the Federal Capital Territory (FCT), Nigeria. The research was confined to a representative sample of primary schools in this area, specifically targeting pupils in upper primary classes (Primary 4-6), as these students have a more established understanding of Social Studies concepts compared to lower primary pupils.

The study assessed various factors influencing pupils’ attitudes, including teaching methods, teacher competence, classroom environment, and parental involvement. However, it did not extend to examining the impact of broader socio-economic factors or regional disparities beyond AMAC. Additionally, the research was limited to qualitative and quantitative data collected through surveys, interviews, and classroom observations, and did not include experimental or longitudinal studies.

Operational Definition of Terms

For the purpose of this study, the following terms are defined operationally:

1. Attitude: A psychological construct representing an individual’s positive or negative evaluation, feelings, and predispositions towards a particular subject, in this case, Social Studies.
2. Teaching Methods: The strategies and approaches used by teachers to facilitate learning and deliver instructional content to pupils.
3. Teacher Competence: The skills, knowledge, and abilities that teachers possess, which enable them to effectively teach and manage a classroom.
4. Classroom Environment: The physical and psychological setting of the classroom, including the arrangement of furniture, availability of learning materials, and the overall atmosphere that supports learning.
5. Parental Involvement: The participation and support of parents in their children’s education, including activities such as helping with homework, attending school events, and communicating with teachers.
6. Social Studies: An academic subject in the primary school curriculum that encompasses the study of social relationships, human society, history, geography, and civic education.
7. Primary Schools: Educational institutions that provide the first stage of compulsory education, typically for children aged 6 to 12 years.
8. Abuja Municipal Area Council (AMAC): One of the six area councils in the Federal Capital Territory (FCT), Abuja, Nigeria, which includes various primary schools that are the focus of this study.

REFERENCES

• Summers, A. A., & Wolfe, B. E. (2021). Fifty reasons why student achievement gain does not mean teacher effectiveness. Journal of Personnel Evaluation in Education, 1(4), 345-363.
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• Ukeje, B. O. (2021). Need for qualified teachers. Nigerian Journal of Education, 1(1), 73. Alvan Ikoku College of Education, Owerri.
• Vogt, P. (2021). The impact of non-verbal communication on lexicon formation. In B. Kröse, M. De Rijke, G. Schreiber, & M. Van Someren (Eds.), Proceedings of the 13th Belgian/Netherlands Artificial Intelligence Conference, BNAIC’01 (pp. 202-206).
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