Extent of achievement of social studies objectives in junior secondary schools in anambra state

Project Abstract

<p> This<br>research work focused on the extent of achievement of Social Studies objectives<br>in junior secondary schools in Anambra State. Seven research questions and<br>seven null hypotheses were formulated to guide the study. Descriptive survey<br>research design was adopted for the study. The study was carried out basically<br>in Onitsha and Nnewi Education Zones of Anambra State. The population of the<br>study consisted of four thousand, nine hundred and ninety-four (4,994) public<br>junior secondary school teachers comprising Social Studies teachers and<br>non-Social Studies teachers. Two hundred and fifty (250) public junior<br>secondary school teachers comprising ninety (90) Social Studies teachers and<br>one hundred and sixty (160) non-Social Studies teachers who were selected from<br>eight (8) public junior secondary schools in Onitsha and Nnewi Education zones<br>were selected as sample for the study. The sample size was selected through<br>multi stage sampling procedure which was done through simple random sampling<br>technique. A questionnaire instrument titled “Extent of Achievement of Social<br>Studies Objectives Questionnaire (EASSOQ)” was used for data collection. The<br>instrument was face validated by three experts; two Social Studies experts and<br>one Measurement and Evaluation expert. The instrument was trial tested on<br>twenty (20) research subjects and Cronbach Alpha was used to test its<br>reliability and an overall reliability co-efficient of 0.95 was obtained. The<br>data obtained were statistically analyzed using mean and standard deviation to<br>answer the research questions. Z-test statistical tool was employed in testing<br>the formulated null hypotheses. The results indicated that Social Studies objectives<br>of creating the awareness and understanding of social and physical<br>environments, acquiring basic skills, acquiring relevant body of knowledge and<br>information, appreciating the diversity and interdependency of members of local<br>and national communities, creating awareness of interdependency of national and<br>international communities, developing positive attitudes of togetherness,<br>comradeship and cooperation towards a healthy nation and inculcating good<br>citizenship behaviours in JSS students had been achieved to a high extent in<br>Anambra State and not to a very high extent as expected. Based on these<br>findings, the study recommended amongst others that professional Social Studies<br>teachers should be recruited to teach Social Studies in junior secondary schools<br>for effective teaching and learning of Social Studies and for achievement of<br>Social Studies objectives to a very high extent as expected in junior secondary<br>schools for peace, unity and national development in Nigeria. Finally, the<br>study concluded that if Social Studies objectives are achieved to a very high<br>extent as expected in junior secondary schools, students would be made to be<br>functional, creative and patriotic citizens who would be capable to shun social<br>evils and by that, enhance tolerance, unity and peace among the entire ethnic<br>groups thereby encouraging national development in Nigeria. &nbsp; <br></p>

Project Overview

<p> </p><p><strong>INTRODUCTION</strong></p><p><strong>Background of the Study</strong></p><p>&nbsp; &nbsp; &nbsp; &nbsp; Children when adequately trained in the<br>societal norms and values make for effective future development and advancement<br>of the society. Education is an indispensable tool for training children in the<br>societal norms and values. It is the corner stone for individual development<br>and societal advancement. That is why Nwaubani (2008) maintained that education<br>is universally perceived and acknowledged as an effective tool for meaningful<br>development in every society, be it social, economic, technological and<br>political. Education is for the development of individuals into sound and<br>effective citizens for social advancement. Indeed, the Nigerian philosophy of<br>education is based on the need to “develop individuals into sound and effective<br>citizens” (Federal Republic of Nigeria, 2004:7). Accomplishment of this<br>philosophy led to the adoption of the Nigerian national educational goals among<br>which are the inculcation of national consciousness and national unity and the<br>inculcation of right types of values and attitudes for the survival of the individual<br>and the Nigerian society (Mezieobi &amp; Edinyang, 2013).</p><p>&nbsp; &nbsp; &nbsp; &nbsp; The<br>quest for actualization of the afore stated national goals of education<br>precipitated the introduction of some new school subjects and curricular offerings<br>in Nigerian education system among which was Social Studies education<br>programme. Emphasizing on the importance of Social Studies as one of the<br>curricular offerings that help to achieve national educational objectives, Okam<br>and Bozimo (2002) maintained that Social Studies is capable of promoting<br>effective citizenship education. Similarly, Obebe (2005) observed that Social<br>Studies is widely recognized as one of the subjects designed to promote effective<br>citizenship education as designed in the national educational philosophy. In<br>the same vein, Udo (2000) succinctly stated that Social Studies is one of the<br>innovative elements of the new Nigerian education system. It was incorporated<br>into junior secondary school curriculum as a core subject of study for overall<br>development of a sense of responsibility, patriotism and effective citizenship<br>in the learners. According to Mezieobi, Ossai, Onyeanusi and Egharevba (2012),<br>it is a course of study that is highly relevant to social, political, cultural,<br>economic and technological development of a nation. Social Studies according to<br>Nwaubani (2010) is value-ladened. However, in the words of Mezieobi, Akpochafo<br>and Mezieobi (2010), the contents of Social Studies are organized around social<br>and environmental issues affecting man’s existence and his capacity to manage<br>and preserve the environment for sustainable development.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Social Studies more so studies man in a<br>holistic view in an integrated manner as it draws its contents from other<br>social sciences and humanistic disciplines. Hence, Obasi (2000:38) defined<br>Social Studies as “citizenship education which deals with the study of people<br>in specific places (History), in various groups (Sociology); how they organize<br>themselves (politics) and earn a living (Economics).” Social Studies however<br>looks at man’s interrelationship with his fellow beings and his environments as<br>he struggles to survive in these environments. In corroboration, Okon<br>(2014:178) emphasized that “Social Studies is an integrated discipline which<br>focuses on man and his relationship with his social environment…borrows<br>concepts from a wide range of social sciences including Sociology, Economics,<br>Human Geography and Government.” In the same vein, Mezieobi (2014:226) asserted<br>that “Social Studies imbues in man the critical cognition, affective<br>wherewithal and social-civic competencies for conquering all disabilities and problems<br>and for making his environment worth living.” In essence, the ultimate role of<br>Social Studies is the development of the character of man, inculcating in him<br>worthy attitudes which will be habituated in actuality. This attitudinal development<br>of man as Mezieobi further maintained is the fulcrum on which real qualitative<br>and transformation of Nigeria will anchor.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Social Studies objectives focus on the<br>preparation of the learners to be patriotic and effective citizens, conscious<br>of the benefit of collaborative national development and global interdependence.<br>Esu and Enu (2010) maintained that Social Studies objectives are focused on the<br>production of responsible citizens who are determined to achieve national<br>development including the provision of multi disciplinary education that equips<br>them with diverse knowledge, information and data that are crucial to achieving<br>effective integrated national development. Against this background, Nwaubani<br>(2010:86) posited that “Social Studies plays vital transformational roles in<br>influencing the values and attitudinal needs of the learners when appropriately<br>taught.” Hence, the overall objective of Social Studies basically at junior<br>secondary school level in Nigeria is character development and reformation.<br>This is in line with Nigeria’s philosophy of education which emphasizes the<br>integration of the individual into sound and effective citizen.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;The Nigerian philosophy of education formed<br>basis for her educational objectives which as noted by Nnachi (2009) are those<br>desirable changes that the learners will experience in behaviour as a result of<br>being exposed to the programme of study. These Nigerian educational objectives<br>consequently provided the framework on which the general objectives of Social<br>Studies were based. However, the general objectives of Social Studies as<br>reported by Bozimo and Ikwumelu (2009) are</p><p>1) To help the learner fit into the society to which<br>he belongs;</p><p>2) To create an understanding of the environment-its<br>man- made, natural, cultural and spiritual resources and the conservation of<br>these resources for development;</p><p>3) To develop an awareness and appreciation for the<br>inter-relatedness of human knowledge and human life;</p><p>4) To develop capacity to learn and acquire skills<br>essential to the formulation of satisfactory professional life and further<br>studies;</p><p>5) To develop capacity for logical thinking and<br>sound rational judgment;</p><p>6) To develop in the learners, positive attitudes of<br>citizenship and desire to make positive personal contribution to creation of<br>prosperous, united Nigeria;</p><p>7) To make the students be aware of the problems in<br>his society and the world in general and a sympathetic appreciation of the<br>diversity and inter-dependence of the local community and of the wider national<br>and international communities.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; These<br>general objectives of Social Studies formed basis for the specific objectives<br>of Social Studies in Nigerian junior secondary schools. Specifically, Nwaboku<br>in Mezieobi and Edinyang (2013) highlighted the specific objectives of Social<br>Studies in Nigerian junior secondary schools as follows:</p><p>i) To create awareness and understanding of our evolving<br>social and physical</p><p>environment;</p><p>ii) To develop a capacity to learn basic skills of<br>reflective thinking, problem-solving, amongst others;</p><p>iii) To ensure the acquisition of relevant body of<br>knowledge and information;</p><p>iv) To develop a sympathetic appreciation of the<br>diversity and inter-dependence of members of local community and wide national<br>and international community;</p><p>v) To develop in students positive attitudes of<br>togetherness, comradeship and cooperation towards a healthy nation.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; <br>However, this work is interested in ascertaining the extent the<br>objectives of Social Studies in Nigerian junior secondary schools have been<br>achieved. Thus, the above stated Social Studies objectives at the JSS were<br>designed to inculcate into the learners, the positive attitudes to socio-civic<br>competence or citizenship and ability to reason of solutions to societal<br>problems for national development. </p><p>&nbsp; &nbsp; &nbsp; Consequently,<br>Social Studies at the JSS is expected to create in the learners the awareness<br>and understanding of their evolving social and physical environments. It seeks<br>to make the learners be acquainted with the diverse cultures and cultural<br>groups that make up Nigeria as to enable the learners develop a sympathetic<br>appreciation of the diversity and inter-dependence of the members of the local,<br>national and international communities and as well develop positive attitudes<br>of togetherness, comradeship, tolerance and cooperation towards a healthy<br>Nigeria and global community. That is why National Council for Social Studies<br>(NCSS) (2011) maintained that Social Studies programmes include experiences<br>that promote the study of cultures and cultural diversity. In consonance, Ekpo and Osam (2009) remarked<br>that Social Studies seeks to expose learners to positive attitudes and values<br>that promote harmonious social relationships and interdependence focused at<br>achieving group cooperation, human relationship, harmonious co-existence and<br>cohesive spirit for national development.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; It is<br>believed that Social Studies will enable learners to be acquainted with the<br>knowledge of the physical systems such as climate, weather and seasons as well<br>as the natural resources (water, land, trees, etc) that make up their local and<br>wider physical environments in Nigeria. This imbues in the learners the<br>knowledge of the influence of physical and social environments on human<br>population and activities in their local, national and international<br>communities as well as the influence of man’s activities on his environments.<br>Hence, the learners are made to acquire the useful basic knowledge for informed<br>decision making on issues arising from human-environmental relationships (NCSS,<br>2011). Ugwu (2012) reiterated that Social Studies enables students to have firm<br>knowledge about Nigerian environment and in diaspora.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; <br>Social Studies is further expected to inculcate into Nigerian junior<br>secondary school students the relevant skills of reflective thinking, sound<br>value judgment, leadership, conflict management, conflict resolution and<br>problem-solving for solving the existing social problems in the country and<br>beyond. Acquisition of these skills will consequently make for effective and<br>functional Nigerians capable of solving the existing social problems in Nigeria<br>and beyond. This could be why Sheidu and<br>Abdullahi (2012) defined Social Studies as a process of education that enhances<br>the study of human life for the purpose of solving problems of crucial<br>importance for both individual and the society.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Nevertheless,<br>Social Studies was introduced into Nigerian secondary school education system<br>to see to the achievement of the objectives for sound economic, political,<br>cultural and social life in Nigeria. Achievement according to Sinclair<br>(1993:11) is “something which somebody did or caused to happen especially after<br>a lot of effort.” It is the actualization or attainment of set aims or<br>objectives. It is believed that the achievement of JSS Social Studies<br>objectives will enhance peaceful and harmonious social living among the diverse<br>cultural and ethnic groups in Nigeria.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; On<br>the contrary, the recent upsurge of social ills in Nigeria leaves traces of<br>doubt in the minds of the citizenry as to whether the JSS Social Studies<br>objectives are being achieved in Nigeria. People doubt whether Social Studies<br>is actually inculcating the right types of values and attitudes in the<br>citizenry especially in the learners as stipulated in its JSS stated<br>objectives. This is due to the recent upsurge of social ills in the country<br>which have been seen to have eroded completely the cherished values of the<br>nation. These social vices as Federal Republic of Nigeria (2000), Bolarin<br>(2005), Nwagu (2007) and Mezieobi (2013) pointed out include: cheating, disregard<br>for rules and regulations, disregard for constituted authority, excessive<br>pursuit of material things, corruption, cultism, false declaration, extortion,<br>ethnicity, religious and social intolerance, poor value orientation, bribery,<br>examination malpractices, armed robbery, rape, prostitution, fraud, youth<br>militancy, kidnapping/abduction and boko haram saga. Nevertheless, having made<br>Social Studies a core subject of study in secondary schools in Nigeria, it is<br>quite evident that most of the perpetuators of these social evils in the<br>country have learnt or are still learning Social Studies as a core subject in<br>their schools which is supposed to have reshaped them for good citizenship<br>behaviours as designed in its JSS specific objectives.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br>Consequently, the prevalence of all these social ills has imposed fear<br>of insecurity amidst the populace and has equally thwarted the spirit of<br>oneness, cooperation, love and tolerance among Nigerians. Hence, the quest for<br>nation-building and national development is threatened in Nigeria. More so, due<br>to the upsurge of some of the social vices, Nigeria is rated by Transparency<br>International in its corruption perception index in 2002 as one of the most<br>corrupt nations in the world (Awoyele, 2007). However, the extent of the<br>achievement of the stated objectives of Social Studies at the junior secondary<br>schools is questioned as one may affirm that Social Studies education at the<br>junior secondary schools is failing in the actualization of its objectives.<br>Otherwise, why are the social ills on the increase among young learners<br>(youths) in the society? Have they not studied Social Studies as a core subject<br>at the junior secondary schools? Against this, Mezieobi (2002: 6) opined that<br>“the desired positive attitudes and values for socio-civic competence or<br>citizenship seemed to be lacking in this category of school clients.” Hence,<br>effective achievement of Social Studies objectives in JSS appears to be<br>hampered. However, research study by Usulor (2008) proved that Social Studies<br>objectives at secondary school level have been achieved to a great extent in<br>Ebonyi State but not to the greatest expectation.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br>Nevertheless, every Nigerian citizen in all the states of Nigeria is<br>expected to live without any fear of insecurity as may be caused by social<br>ills. It appears that Anambra State is one of the states in Nigeria where<br>people live in serious fear of insecurity as a result of social ills from some<br>bad elements in the state. Describing the state of the act in Anambra State, Onwumere<br>(2012) succinctly stated, it is a known fact that criminals and kidnappers had<br>held Anambra State to a standstill that had crippled its activities and economy<br>with notable rich men and women leaving the State for more secured places.<br>Hence, in spite of the potentials of the State for rapid socio-economic<br>advancement, economic development in the State has been slow as a result of<br>insecurity and high crime rate (Iwuamadi, 2013). Thus, one wonders whether<br>Social Studies objectives are ever being achieved in the State as the State has<br>several secondary schools where Social Studies is taught by teachers as a core<br>subject for good citizenship behaviours.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; <br>However, teachers are the implementers of Social Studies curriculum and<br>the observers of students’ behaviours in schools. According to Mkpa (2009),<br>teacher is a professional who consciously and deliberately uses his/her wealth<br>of experience, training, skills, competencies, attitudes, interests, knowledge<br>of content with the help of instructional materials, methods/techniques to<br>impart to a less experienced person. Teachers have the pedagogical knowledge of<br>the contents, materials and methods of teaching in a particular field of study<br>for the attainment of expected objectives. Teachers as the implementers of<br>Social Studies objectives can evaluate the extent of achievement of these<br>objectives base on the behavioural manifestations of the learners. This<br>suggests that Social Studies teachers can say whether junior secondary school<br>students are behaving in conformity with the specific objectives which are<br>expected to be inculcated in them. On the other hand, non-Social Studies<br>teachers (teachers in other fields) monitor as well the behaviours of the<br>learners that receive Social Studies instructions in junior secondary schools.<br>Having been informed members of the society who share the same neighbourhood<br>and the same school environments with the students; seeing and observing the<br>behaviours of the students; non-Social Studies teachers can as well ascertain<br>actually the behaviours of the recipients of Social Studies instructions with<br>regard to the extent of achievement of the objectives in junior secondary<br>schools.</p><p>&nbsp; &nbsp; &nbsp; However, certain studies have been carried<br>out by Abdu-Raheed (2012) on junior secondary school students’ achievement in<br>Social Studies in Ekiti State, Yusuf (2003) on junior secondary school<br>students’ achievement in Social Studies in Ilorin, Kwara State, Oyalowo (2013)<br>on junior secondary school students’ achievement in Social Studies in Lagos<br>State, Anoma (1997) on extent of achievement of objectives of Environmental<br>education component designed for year six to year eleven classes in the school<br>of Sri Lanka and Usulor (2008) on the extent of achievement of Social Studies<br>objectives in junior secondary schools in Ebonyi State of Nigeria but from the<br>literature reviewed so far, it appears that no study has been carried out on<br>the extent of achievement of Social Studies objectives in Junior secondary<br>schools in Anambra State despite the existence of many social ills that<br>threaten the peaceful co-existence of the people in the State. This therefore<br>arouses the interest of the researcher to find out the extent to which Social<br>Studies objectives have been achieved in junior secondary schools in Anambra State.</p><p><strong>Statement of the<br>Problem</strong></p><p>&nbsp; &nbsp; &nbsp; &nbsp; <br>Social Studies by its objectives in junior secondary schools is expected<br>to inculcate into the citizens desirable knowledge of their environments; the<br>right forms of citizenship training, the basic skills of reflective thinking,<br>conflict management, problem-solving amongst others for solving the societal<br>problems; the spirit of cooperation, tolerance, comradeship and togetherness<br>for unity in Nigeria. However, in recent times in Nigeria, numerous social<br>vices such as kidnapping, militancy, ethnicity, intolerance, Boko Haram saga<br>and so on erupted and threatened social security, social life and national<br>development in Nigeria. Most of the perpetuators of these social ills are<br>youths who have studied, learnt or are still studying Social Studies as a core<br>subject of study at their junior secondary schools which is expected should<br>reform and reshape their behaviours for good citizenship behaviours in Nigeria.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; Anambra<br>State however, is among the States that are seriously faced with these<br>challenges. Many people of the diverse ethnic and cultural groups who usually<br>visit the State either for business transaction or other economic reasons no<br>longer do so due to high rate of social ills which mounts serious fear of<br>insecurity on them. &nbsp;This very phenomenon<br>has posed a lot of worries on the stakeholders amongst which are Social Studies<br>and non-Social Studies teachers. In the face of these social ills, one wonders<br>whether Social Studies objectives at JSS are ever being achieved in Anambra<br>State. Therefore, the problem of this study posed as a question is: To what<br>extent have Social Studies objectives been achieved in junior secondary schools<br>in Anambra State?</p><p><strong>Purpose of the Study</strong></p><p>&nbsp; &nbsp; &nbsp; &nbsp; The<br>main purpose of this study was to determine the extent of achievement of Social<br>Studies objectives in junior secondary schools in Anambra State. Specifically,<br>the study sought to determine the extent to which Social Studies has</p><p>1) created the awareness and understanding of social<br>and physical environments in JSS students;</p><p>2) helped JSS students to acquire basic skills;</p><p>3) enabled JSS students to acquire relevant body of<br>knowledge and information;</p><p>4) encouraged JSS students to appreciate the<br>diversity and inter-dependence of members of local and national communities;</p><p>5) created the awareness of interdependency of<br>national and international communities in JSS students;</p><p>6) developed positive attitudes of togetherness,<br>comradeship and cooperation towards a healthy nation in JSS students and</p><p>7) inculcated good citizenship behaviours in JSS<br>students;</p><p><strong>Significance of<br>the Study</strong></p><p>&nbsp; &nbsp; &nbsp; &nbsp; The<br>findings of this study would be of theoretical and practical significance. The<br>study would be deemed theoretically significant because it would give insight<br>into the present existing theories of curriculum implementation and evaluation<br>which could influence teachers’ mode of implementing JSS Social Studies<br>curriculum for effective achievement of the stated Social Studies objectives.<br>Theory of Constraints (TOC) which was propounded by Eli Goldratt in 1984; and<br>which formed the basis for this study had the tenet that every organization no<br>matter how well it performs, has at least one constraint that limits its<br>performance; and for the organization to work more efficiently and accomplish<br>its goals, it should try to identify the constraint and cure the problem to<br>enable it perform efficiently and achieve effectively the organizational goals.<br>The tenet of this theory would be of high significance to Social Studies<br>teachers as it would give them insight into identifying any constraint that<br>tries to limit their effective teaching of Social Studies in schools for<br>adequate achievement of the stated objectives. The results of this study would<br>also strengthen or refute the tenets of the theory; contribute to future<br>additional theories on Social Studies objectives achievement and also widen the<br>body of knowledge in the area of Social Studies curriculum implementation and<br>evaluation.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;<br>Practically, the findings of this study would be of great importance to<br>students, school management, curriculum planners, governments and parents.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; To<br>students, the findings of this study would make them to be fully aware of<br>Social Studies objectives in schools especially at the junior secondary school<br>level. It would also help to inculcate in them the desirable knowledge,<br>attitudes, values, skills and other citizenship behaviours which are the tenets<br>of junior secondary school Social Studies objectives.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; To<br>school management, the findings of this study would enable them to know the<br>areas of needs or the instructional facilities needed in schools for<br>enhancement of teaching and learning of Social Studies and for effective<br>achievement of Social Studies objectives in the learners’ behaviours.</p><p>&nbsp; &nbsp; &nbsp; &nbsp; To<br>curriculum planners, the findings of this study would give them insight into<br>the weak areas of the curriculum that need to be reviewed and updated for<br>adequate achievement of Social Studies objectives in schools.</p><p>&nbsp; &nbsp; To<br>federal, state and local governments, the results of this study would help them<br>to identify areas of responsibility of various governments in terms of<br>recruitment, retraining, adequate funding and motivation of teachers which are<br>needed for effective curriculum implementation for the achievement of Social<br>Studies objectives.</p><p>&nbsp; &nbsp; To the<br>parents, the results of this study would enable them to be acquainted with the<br>impact of Social Studies in the behaviours of their children in terms of<br>achievement of moral life, skill acquisition, socialization, respect for people’s<br>culture and the nation at large.</p><p><strong>Scope of the<br>Study</strong></p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; This<br>study had both content and geographical scope. This study was on the extent of<br>achievement of Social Studies objectives in junior secondary schools in Anambra<br>State. The geographical scope comprised Nnewi and Onitsha Education Zones of<br>Anambra State. Social Studies and Non-Social Studies teachers in junior secondary schools in Onitsha<br>and Nnewi Education Zones were used as respondents for data collection in this<br>study. Social Studies teachers were considered appropriate for this study<br>because they implement JSS Social Studies curriculum which addresses the stated<br>Social Studies objectives in schools. They also see, evaluate and observe the<br>students’ behaviours while in schools, hence they are in better position to<br>justify the extent to which the stated JSS Social Studies objectives have been<br>achieved by students in the schools. Non-Social Studies teachers were also used<br>for the study because they also see, relate and observe the behaviours of these<br>students in the schools. Apart from this, most of them are parents to these<br>students as well as informed members of the society hence they monitor the children’s<br>behaviours in the larger community. By this, they are equally in good position<br>to justify the extent to which Social Studies objectives have been achieved as<br>being manifested in the behaviours of the students. However, the use of non-Social<br>Studies teachers would help to avoid faking from some Social Studies teachers<br>who may like to fake their opinions for their own favour. &nbsp; </p><p><strong>Research<br>Questions</strong></p><p>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The<br>following research questions guided this study:</p><p>1) To what extent has Social Studies created<br>awareness and understanding of social and physical environments in JSS<br>students?</p><p>2) To what extent has Social Studies helped JSS<br>students to acquire basic skills?</p><p>3) What is the extent to which Social Studies has<br>enabled JSS students to acquire relevant body of knowledge and information?</p><p>4) To what extent has Social Studies encouraged JSS<br>students to appreciate the diversity and inter-dependence of members of local<br>and national communities?</p><p>5) To what extent has Social Studies created the<br>awareness of the interdependency of national and international communities in<br>JSS students?</p><p>6) What is the extent to which Social Studies<br>developed positive attitudes of togetherness, comradeship and cooperation<br>towards a healthy nation in JSS students?</p><p>7) To what extent has Social Studies inculcated good<br>citizenship behaviours in JSS students?</p><p><strong>Hypotheses</strong></p><p>&nbsp; &nbsp; &nbsp; &nbsp; The<br>following null hypotheses that were tested at 0.05 level of significance guided<br>this study.</p><p><strong>Ho1:</strong>&nbsp;There is no significant difference in the mean<br>responses of Social Studies teachers and non-Social Studies teachers on the<br>extent Social Studies has created the awareness and understanding of social and<br>physical environments in JSS students.</p><p><strong>Ho2:</strong>&nbsp;There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has helped JSS students to acquire basic skills.</p><p><strong>&nbsp;Ho3</strong>: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has enabled JSS students to acquire relevant body of knowledge and information.</p><p>&nbsp;<strong>Ho</strong>4: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has enabled JSS students to appreciate the diversity and interdependency of members of local and national communities.</p><p><strong>Ho5</strong>: There is no significant difference in the mean<br>responses of Social Studies teachers and non-Social Studies teachers on the<br>extent Social Studies has created the awareness of the interdependency of<br>national and international communities in JSS students.</p><p><strong>Ho6</strong>: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has developed positive attitudes of togetherness, comradeship and cooperation towards a healthy nation in Nigeria. <strong>Ho7</strong>: There is no significant difference in the mean responses of Social Studies teachers and non-Social Studies teachers on the extent Social Studies has inculcated good citizenship behaviours in JSS students.<strong>&nbsp; </strong></p> <br><p></p>