TEACHERS PERCEPTION ON THE USE OF COMMUNITY RESOURCES IN THE TEACHING AND LEARNING OF SOCIAL STUDIES IN SOME SELECTED JUNIOR SECONDARY SCHOOLS

SOCIAL STUDIES TEACHERS PERCEPTION ON THE USE OF COMMUNITY RESOURCES IN THE TEACHING AND LEARNING OF SOCIAL STUDIES IN SOME SELECTED JUNIOR SECONDARY SCHOOLS

TABLE OF CONTENTS

Title Page

Declaration

Approval Page

Dedication

Acknowledgements

Table of Contents

Abstract

CHAPTER 1: INTRODUCTION

1.1          Background to the Study

1.2          Statement of the Problem

1.3          Purpose of the Study

1.4          Research Questions

1.5          Hypotheses

1.6          Significance of the Study

1.7          Scope/Delimitation of the Study

1.8          Definition of Operational Terms

CHAPTER 2: REVIEW OF RELATED LITERATURE

CHAPTER 3: METHODOLOGY

3.1          Design of the Study

3.2          Population of the Study

3.3          Sample and Sampling Techniques

3.4          Research Instrument

3.5          Validity of the Instrument

3.6          Reliability of the Instrument

3.7          Administration of the Instrument

3.8          Data Analysis Technique

CHAPTER 4: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS

4.1          Analyses of Data Results

4.2          Summary of Major Findings

4.3          Discussion of the Findings

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1          Summary

5.2          Conclusion

5.3          Recommendations

5.4          Suggestions for Further Studies

References

Appendixes

CHAPTER ONE

 INTRODUCTION

1.1   Background to the Study

Social studies is referred to as a multidisciplinary field encompassing history, geography, civics, economics, and more, aims to cultivate critical thinking, civic engagement, and a comprehensive understanding of societal structures. According to Nwaubani (2010) as cited in Adeyemi and Ogunleye (2022), social studies is a discipline that emphasizes values. It is a program of study that gives a person the relevant knowledge, values, abilities, and attitudes necessary for a significant civic role.

Consequently, the subject aids students in understanding issues related to daily life that they are likely to experience in their own communities (Mezieobi & Onyeanusi, 2012). With a focus on tackling social concerns and problems, particularly from multidisciplinary and integrated viewpoints, social studies was first introduced into the Nigerian educational system. The definition of social studies by Esu and Inyang (2012) as cited in Adeyemi and Ogunleye (2022), as an integrated study of man and the results of his interactions with the environment stems from this.

However, the perceptions of educators regarding the utilization of these community resources within the teaching and learning of social studies are pivotal. Teachers play a central role in curriculum implementation and pedagogical approaches. Understanding their perspectives, attitudes, and experiences concerning the integration of community resources is crucial to exploring the potential benefits, challenges, and overall impact on student learning outcomes.

While textbooks and classroom materials serve as fundamental resources, the incorporation of community resources—such as museums, historical sites, local government institutions, community organizations, and experts from various fields can provide a tangible and contextualized learning experience. Without reservation, existing literature acknowledges the potential advantages of incorporating community resources in education. Studies by Smith (2018) and Johnson (2020) highlight the positive correlation between community resource utilization and increased student engagement, deeper understanding of concepts, and the development of real-world connections. However, challenges such as logistical constraints, limited access, and varying teacher perceptions might hinder effective integration.

TEACHERS PERCEPTION ON THE USE OF COMMUNITY RESOURCES IN THE TEACHING AND LEARNING OF SOCIAL STUDIES IN SOME SELECTED JUNIOR SECONDARY SCHOOLS

Community resources are a collection of programs and/or services offered to community members either for free or at a reasonable cost. To assist community members in achieving self-sufficiency and preserving their human rights and wellbeing, each resource is made available to them. People that live in the same city or neighborhood, people who share a shared interest or background, or even groups or communities that share a common goal can all be considered members of a community.

Resources, both material and intangible, help the community by offering support, suggestions, and solutions. Depending on the community, whether it be a region or a collection of people that share objectives or traits. Thus, resources can provide a limited amount of specialist support or a vast range of services. Specifically, community resources are those people, places, and organizations that enhance social studies teaching and learning, deepen the subject matter, and broaden students’ horizons (Mezieobi, 2013).

According to Adeyemi and Ogunleye (2022), both human and non-human resources are available in the community. The authors further stated that, the human resources are people who have a wealth of information and skills that can be used to enhance the learning opportunities in the classroom both professionals and laypeople, such as Chiefs, lawyers, professors, and Obas.

The careful selection and utilization of instructional resources that may be effectively used by the instructor at all levels to facilitate effective teaching and learning is crucial for modern social studies teachers. Resources that can leave a lasting imprint on the learners’ thoughts should be included in resources that support good learning.

Furthermore, utilizing the community and its resources expand the notion of the classroom to include the entire world of the student. In addition, Lambert (2018) argues that the community should be a laboratory for study in order that the content of the curriculum might be more relevant to the lives students led and would continue to lead in their community. Some of the earliest community schools in Nigeria recognised the need for their teaching staff to be augmented by local people possessing skills in craft and farming and also traditional history and custom which the teachers, often draw from distant communities might well possess.

1.2   Statement of the Problem

The successful teaching of social studies in junior secondary schools depends not just on textbooks but also on using resources from the community. However, there’s a lack of understanding about what social studies teachers think about using these community resources in their teaching. The issue of community resources in the teaching and learning of social studies becomes a means of creating socio-ecological balance and learners’ comprehension of their surroundings because the child is the product of his community.

According to studies conducted using community resources, relying on high-tech tools like radio and television to effectively teach social studies in Nigeria at this stage of our development is not only unrealistic, but it would also prevent the subject’s institutionalization.

Effective teaching in schools is hampered by the limited supply and occasionally non-availability of imported high level technological items like cine projectors, slide projectors, and overhead projectors.

Moreover, there are issues with the majority of Social Studies teachers’ incapacity to use the instructional resources efficiently. Teachers perception on the use of community resources in the teaching and learning of social studies in some selected junior secondary schools.

Undeniably, the schools lack electricity to power the materials where they are available. These issues have shown themselves in the way that pupils struggle to put the abstract ideas they are taught into concrete form. People frequently wonder how teachers might encourage the use of local resources to effectively teach social studies concepts to students.

In order to better teach and understand social studies in junior secondary schools, it is necessary to look into how teachers feel about using community resources. Therefore, this study aimed to examine the social studies teachers’ perception on the use of community resources in the teaching and learning of social studies in some selected junior secondary schools in Jos South Local Government Area.

1.3   Purpose of the Study

The main purpose of this study was to examine social studies teachers’ perception on the use of community resources in the teaching and learning of social studies in some selected junior secondary schools in Jos South Local Government Area. Specifically, the following research objectives guided this study.

1. To find out the different types of community resources in use when teaching social Studies in junior secondary schools.
2. To ascertain how often community resources are used in teaching social Studies.
3. To identify factors that inhibits the use of community resources in teaching social Studies at the junior secondary school level.
4. To propose intervention measures towards improving use of community resources in teaching social Studies in secondary schools.

1.4   Research Questions

The following research questions guided the study:

1. What is the perception of Social Studies teachers on the use of community resources in teaching and learning of Social Studies in junior secondary schools in Jos South Local Government Area?
2. What is the level of Social Studies teachers’ usage of community resources in teaching of Social Studies in junior secondary schools in Jos South Local Government Area?

1.5   Research Hypothesis

This research hypothesis guided the study:

1. There is no significant difference in the perception of teachers on the use of community resources in the teaching and learning of Social Studies in junior secondary schools in Jos South Local Government Area.

1.6   Significance of the Study

The study will be of importance in the following ways:-

• Firstly, the findings of this study will help in the understanding of how teacher perspectives can refine teaching approaches for more engaging lessons in social studies.
• Secondly, this study will remind the teachers that the effective use of community resources leads to better understanding and higher academic performance in social studies. Teachers perception on the use of community resources in the teaching and learning of social studies in some selected junior secondary schools.
• It will enlighten the schools that community collaboration strengthens ties between schools and local entities, benefiting both education and the community.

• In addition, the Insights of the study can prompt updates in educational policies, advocating for the inclusion of these community resources in curricula.
• Furthermore, findings of the study can guide tailored training programs, enhancing educators’ skills in using community resources for teaching social studies.
• Lastly, the study will serve as a reference point or material for other researchers who may like to carry out research on the similar topic.

1.7   Limitations of the Study

Some of the challenges encountered while conducting the research include lack of sufficient funds and short duration assigned for the study.

1.8   Scope/Delimitation of the Study

For the purpose of effective research work, this study was delimited in scope to social studies teachers’ perception on the use of community resources in the teaching and learning of social studies in some selected junior secondary schools in Jos South Local Government Area.

1.9   Definition of Operational Terms

Community Resources: Community resources are those persons, places and institutions which are suitable in enriching the teaching and learning of subjects like Social Studies.

Social Studies: Social studies is a field of study that encompasses various disciplines, including history, geography, political science, economics, sociology, and anthropology. It focuses on understanding human behavior, societal structures, and the interactions between individuals and their environment.

Teacher: In brief, a teacher is a professional who imparts knowledge, skills, and values to students.

Teacher Perception: Teacher perception refers to the way in which educators view and interpret their roles, responsibilities, and interactions within the educational setting. It encompasses their beliefs, attitudes, and understandings about teaching and learning, as well as their perceptions of students, colleagues, administrators, and the broader educational system.

Teaching: In brief, teaching is the process of imparting knowledge, skills, and values to others.

Learning: Learning can be defined as the process of acquiring knowledge, skills, behaviors, or attitudes through study, experience, or teaching.

Junior Secondary School: Junior secondary school is an educational stage that typically follows primary education and precedes senior secondary education.

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