THE ROLE OF EDUCATION OF WOMEN IN NATION BUILDING

 

 

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ABSTRACT

The study was aimed at examining the role of women’s education in nation building Egor local government area was taken as a case study, using a sample-sized population of women in Edo State to achieve the objectives of the researcher. Questionnaires were sensed on the sample size population of the women, which was fifty (50) in Edo State to obtain data. Results obtained indicated that women both young and old were encouraged to acquire education and has this reduced the rate of illiteracy and that the women has been able to help in the development of the economic especially in the areas of health social efficiency as well as the industrial sector as their contribution to nation building.

 

It was also found that the women were not however properly mobilized for proper action by the government and that the level of public awareness to get the women acquainted needed to be increased, it was also noted that some of the hindrance to women’s education was due to teenage pregnancy religious belief acute poverty, early marriage etc. in addition to that, it was also evident that women’s education have been playing a vital role in nation building and women have developed a new love for education and they can no longer be separated. Conclusively, the roles played by the women in nation building cannot be ignored and should not be denied them as their efforts and contributions also determine to a great extent the level of growth of the nation. To become a developed economic, both men and women folks have a great role to play simultaneously.

 

 

TABLE OF CONTENT

CHAPTER ONE

Introduction

Statement of problem

Purpose of the study

Research questions

Significance of study

Scope of study

Limitation of study

CHAPTER TWO   

Literature review

CHAPTER THREE         

Methodology

Data collection

Population of study

Sampling procedure

Method of data analysis

CHAPTER FOUR

Presentations and analysis of data

CHAPTER FIVE   

Summary Concision and Recommendation

Summary

Conclusion

Recommendation

Suggestion for further research

REFERENCES

QUESTIONNAIRE  

 

 

       

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

It is no longer in doubt that women play very significant role in the development process on human society (IES). Recently, the need and importance of women education has come on the increase most countries, especially developing countries have stated create an avenue through women would be educated. The world as a whole have also begin to recognize women’s education and how important it has become this evolves March 8th of the first world conference was to examine the changes for women in their bid to take their place side by side with the men and nation building.

 

In Nigeria particularly, education is valued so much that it is looked upon as a prerequisite for all the short comings of society as well as the surest means for nation building. According to Omegbe (1998) “education itself is the development of an individual through training, transmission of what is worth while to the point that he is able to fit into his environment and contribute to the best of his ability, to the well being of the society. The national policy on education stated categorically that; the Federal Government of Nigeria has adopted education as an instrument per excellent for effective nation building, because of this belief, education has been pursed single-mindedly in most part of Nigeria. It should be noted, that women account for roughly half of the world’s population, perform the third of the hours worked, receive one tenth of the worlds income and have less than one hundredth of the worlds properly registered in his name.

 

According to the World Bank Report (1996) it gave us the population of women, that women makes up a higher percentage of the rural populace out of about 70% of Nigeria’s rural populace, women account 50% hence, they bear the brunt of the difficulties of rural life. In a similar vein Okukpon (1994) “women constitute more than half of the adult population. They produce 80% of the food requirement and play a major role in the handling of food and maintenance of the home. The high rate of non participation amongst women is alarming and there is need to create awareness on the danger for not participating or playing active role in nation building. Most states in Nigeria including Edo State have shown considerable interest in women education project for enhancing women’s productivity towards nation building.

 

Fortunately, women have not rested in protesting against discrimination. They have asked for a second to some extent concessions and strategies aimed at the emancipation towards contributing their quota in the nation. Education is seen everywhere as the quickest and most effective means of transforming women. The most important role women have to play towards contributing to the building of nation is a theme that is currently in vogue and a lot of emerge and activities are channeled towards women in the country through the Federal States and Local Government Programmes.

 

According to Edukugbo (2002) cited in Imogie (2002) gave an opinion that the property of a country depends not on the abundance of its revenue, nor the strength of its fortification, but on the numbers of its cultivated citizens, men and women of education, enlightenment and character. There are problems and set back in spite of the effect of the state agenda, Federal Government and Non Government Organizations are walking towards women education programmes. To what extent where the goals and objectives achieved so as to enable the women participate contribute to the nation building.

 

 

STATEMENT OF THE PROBLEMS

Since the launching of the international women’s year by the united National General Assembly Resolution of 18th December, 1973, the awareness on the importance of women’s education has increased tremendously. However, the involvement and contribution of women to nation building have still not reached its peak and the level to which it ought, there is still some level of illiteracy amongst women and this factor makes the awareness of their need to participate in nation building unpopular.  This study is therefore centered on the role of women’s education in the nation building: A case study of Egor Local Government Area. In order to provide a detailed analysis, the study will investigate into;

1.            Women education programmes in Edo State.

2.            Political, economic, social, cultural, religious and physiological problems, which confronts women education in Edo State, inspite of government and non government effort.

3.            Programme embarked upon by the government and non government agencies to bring about social change among women.

4.            The impact to such programme on the participants and notion building.

 

 

PURPOSE OF THE STUDY

The purpose of the study is to access women’s education and identify the role in nation building, most especially in Edo State. Many governments in the world including Nigeria have now come to realize the role of women in nation building, if empowered and given the chance to contrite their quota. Based on the problems already stated above, the specific objectives of the study are summarized thus:

1.            In what way does a woman in Edo State encourage the acquisition of education?

2.            To what extent do Nigeria women contribute to nation building?

3.            To what extent has the seminar/workshop contribute but to worth potential in the society,

4.            Does the woman function effectively in the modern economic system?

 

 

RESEARCH QUESTIONS

The following research questions were formulated for the study.

1.            In what way does a woman in Edo State encourage the acquisition of education?

2.            To what extent do Nigeria women contribute to nation buildings?

3.            To what extent has the seminar/workshop contribute to women’s potential in the society?

4.            Does the woman function effectively in the modern economic system?

 

 

SIGNIFICANCE OF THE STUDY 

It is an indispensable truth that education is the instrument for attaining and affecting nation building. Since education helps development and develops an individual, it enables one function effectively in any environment. The fact that women’s education will improve the life of women enhances their income, make them reliance and put them in good position to contribute their quota to nation building of their communities and the nation at large.

 

This study will act as resource materials to any person or adult educator that might have the need to know the role of women education programmes in Edo State. This study will also act as veritable materials to the people who are involved in women’s education programmes and its participants so that they would be in a position to appreciate the positive effect too. This will not only make for progress of the programme but will ensure its institutionalization.

 

 

DELIMITATION/SCOPE

The effect of the coverage of this project work will be on Edo State and the changes that have been procured through women’s education so far in the state. Some of the variable to be considered as regards the development. That have taken place will be; looking at the women political status, their management positions, their level of literacy and if it is affecting the customs, religions beliefs, if it is doing the local government more harm than good, and most especially the socio-economic efficiency of the state, so far through women education.

 

 

DEFINITION OF TERMS

For the purpose of clarity, the following terms are defined as they apply to this study.

Role: According to the Oxford Advanced Learners Dictionary the function or position that somebody has or expected to have in an organization, therefore, we can deduce from the point above that role is the function or position that women is expected to have in the economic.

Education: The preparation of person in order for them to affect their societies positively by becoming skilled and knowledgeable.

Women: According to Oxford Advanced Learners Dictionary are defined as adult female human beings.

Nation: A group or people who live in a particular area under the government with same language, culture and history.

Building: The Oxford Advanced Learners Dictionary sees building as to become gradually stronger.

Nation Building: The change in the attributes belonging to a particular nation or a total increase in the quality status of life of the people in a nation.

 

 

 

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THE EFFECT OF IMPROVISATION OF INSTRUCTIONAL MATERIALS FOR BIOLOGY INSTRUCTION IN SENIOR SECONDARY SCHOOLS

 

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Science education must seek to permit the individual to develop to the fullest his capacities for adjustment and continuous change in order that he may meet the problems of his day and solve them successfully when they arise. Biology, the study of living things is a science which has developed methods of its own.The structural complexity of the organisms themselves, the multiplicity of functions occurring simultaneously in organism body and the inter-relationship between the organisms and their environment have led to methods of study unique to this particular science.

Jean Bremner (2000) stated that the methods are characterized by the art of scientific investigation in relation to pupils study of new specimen, the experimental approach to biological science in relation to experiment carried out by the individual study. These are necessary for the effective transfer and permanent communication of biological knowledge. Practical experience in any science for that matter is crucial for proper understanding of any principle and application of the knowledge in that subject for cognitive growth and technological orientation and advancement. In appreciation of this fact, Lee (1999) emphasized that if biology is to perform the above role of improving the society, then the biology teacher must do the following:

1. Choose the best materials to present to students.
2. Try new roles, materials and strategies.
3. Make use of individual instruction.

Therefore activities such as collecting of materials, observing, recording observations, classifying and carrying out field work should be well encouraged. The method for achieving this is through visual instruction. It was the original method in biological science when the naturalist devoted his study to organisms as he found them in nature.  The result of his work, he wrote down to be passed on to others. The knowledge was finally put in form of books.

As the study of biology becomes more popular in schools, and number of students increased, it becomes more difficult to study original materials.  Part of this difficulty comes by the use of laboratory, preserved materials and chart and models.  But the pressure of larger number of students and increasing cost caused this situation to be abandoned most times.  Miller and Blaydes (2001) asserted that the result has been that an increasing proportion of biology teaching has been done from books and lecture notes.  This situation to a large extent is responsible for the poor performance in the senior secondary school certificate examinations conducted by West African Examination Council.

In Nigeria, the educational system has been facing a lot of critical problems among  which are increasing enrollment, shortage of qualified teachers, absence of laboratories and in many cases presence of laboratories but acute shortage of necessary teaching and learning materials.The Federal Government of Nigeria through the Federal Ministry of Education with the assistance of UNESCO in 1998 established a science equipment center to provide course for science teachers and laboratory assistants.  The provision of this center though laudable has been inadequate.  Teachers of biology and other sciences therefore have to acquire and develop skills of producing teaching materials.

This is what improvisation is all about.  It is the process of providing quickly in time of need, using whatever happens to be available, the materials and equipment for facilitating the teaching of biology.  Otitoju (2000) opined that in biology teaching nature presents a rich laboratory because specimens of plants and animals are abundant around us, however equipment needed for capturing animals.  Performing physiological experiment, timing experiment or processes as well as some specimens which are available have to be improvised using locally available materials and a little imagination.  The essential qualities of any improvised teaching aid are accuracy, realism, comprehensibility and interest.

 

 

 

 

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THE ROLE OF FRENCH LANGUAGE IN EDUCATION

 

 

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ABSTRACT

This research study was designed to review and assess the attitude of teachers to students towards French Education in College of Education Ekiadolor Benin City. This attempts to find out the various stages in studying French both in the secondary schools and higher institutions. The data collected and analyzed revealed that French education has a long way to go in the life of man in so many ways and has even brought out so many graduates in French. Based on these findings from the analyzed data, recommendations were made which the researcher hopes would help in giving our Nigerian children and public a better means for studying French as a second language.

 

 

 

TABLE OF CONTENT

Chapter One        

Introduction

Background of the study

Statement of the problem

Purpose of the study

Significance of the study

Hypothesis

Limitation of the study

Definition of terms

Chapter two        

Literature review

Chapter three

Methodology

Sample of the study

Construction and development of the research instrument

Research instrument

Validity and reliability

Administration of the instrument

Chapter four        

Data Analysis

Chapter five

Summary

Conclusion

Recommendation

Reference

Questionnaire   

 

 

 

  

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Education is as old as the existence of man on earth. The early man learnt to adapt to his social and physical environment by observation and precautions learning. Later generations were taught to cope with their environments by the process of socialization. Over the years, government has evolved national objectives to be attained through education because education has been acclaimed as the instrument for the development of a nation. It’s a tool that appears to have been utilized by developed nations to attain national development.

 

Developing nations particularly countries in Africa have sought national development by using education to attain desired objectives in Nigeria, after over four decades of independence, the degree of illiteracy is still alarming and the standard of education is failing at an irredeemable rate. It was in view of the above that the federal government of Nigeria evolved the universal primary education (UPE) scheme 1976 and the universal basic education (UBE) in 1999 (Jomtien Conference, 1990 and Ehiametalor, 2000). Language is very important in every human interaction as the medium, of education. This explains the fact that in Nigeria, to be educated is synonymous with literacy and proficiency in English language English being the official language.

 

French language is one of the most unique languages spoken in the world. It is as a medium, of communication in most African countries, especially those countries colonized by France where its spoken as the lingua franca (Tiften, 1969). French studies are multi disciplinary; however, the level of integration of the different disciplines and subject varies enormously. A period abroad is also an integral part of the vast majority of French studies, thus creating room for students to interrelate and associate with others in French speaking environment. (HEFEC, 1998).

 

In the course of studying French language a number of problems emanate which are seen as impediment to effective learning of the concept. The inefficiency is traced to the fact that French language is not used as a mother tongue in Nigeria. As a matter of fact the French language is not widely spoken in Nigeria due to a number of difficulties. Consequently the attempt to achieve both communication and linguistic competence is not easily achieved (Abecrobe, 1956).

Reverend Thomas Birch free man and Mr. and Mrs. Williams de Craft introduced western education to Nigeria in 1942 later on, other missionary bodies came in and established schools mainly in the southern part of Nigeria. Commenting on the works of the early missionaries on education, Ejiogu (1986) said apart from the problem of missionary education one other problem that was pressing in the teaching and learning of French language was that of the mother tongue interference. This has been a linguistic problem.

 

 

AIMS/OBJECTIVES OF STUDY        

The study is aimed at:

1.            Finding out the problems encountered by students in the study of French language.

2.            The problem French students encounter in learning the language and how these problems could be addressed.

 

 

STATEMENT OF PROBLEMS 

1.            That there is effective use of the French language as a medium of communication and instruction in college of education, it will create more interest and awareness among the students.

2.            That French students in college of education interact frequency in French language, it will improve the skills and understanding of the subjects.

3.            That there are not adequate books for the study of French language in college of education, more knowledge will be gained and more students will be interested to study the subjects.

4.            That if more teachers, are attracted to the teaching of French language, it will enhance the interest of the students in the subject and make them more proficient in the language both in the school outside the school.

 

 

SIGNIFICANCE OF STUDY    

The significance of the study lies in the fact that adequate teaching and knowledge of the French language would go a long way in helping to produce students who are proficient in the language. The use of French language as a medium, of instruction in the school will enhance the skills of the students by so doing. The findings of the project will help to guide others school which have similar problems. The importance of this research work is that, it will provide necessary ways and means in which the problems could best be tackled and providing enlightenment campaign to the public on French education and equipping them with the usefulness of French education in Nigeria.

 

 

DEFINITION OF TERMS

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

Parents: the father and mother of any child.

Attitude: the opinions and feelings that you usually have about something.

Education: means formal and informal training of an individual to acquire such knowledge and abilities in such a way that a new character or mental power is achieved from such feelings.

Literate parents: parents who acquired any formal knowledge and skills under the guidance of a school.

Illiterate parents: parents who are unable to read and write.

Income: money which are received regularly for ones daily spending usually payments for one work or interest from investment.

 

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PROBLEM OF EDUCATING THE PHYSICALLY CHALLENGED IN NIGERIA

 

 

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ABSTRACT

The aim of this study is to investigate the problems of educating the physically handicapped students in Edo State as some selected schools in Benin City will be used as the sample. A questionnaires designed by the researcher was used to collect information from one hundred and fifty (150) respondents comprising of teachers and students in some selected schools in Benin City.

 

During the course of the research, the researcher found out that the talent of educability is all innate tendency in human beings whether disabled or not. It also covers the roles of teachers in educating the physically challenged. It was also found out that physically challenged students could perform excellently well in academic work like the normal students.

 

The researcher recommended that the handicapped should be encouraged to remove the ill feelings of their disability and feel free with their normal peers. It was also suggested that government and well meaning Nigerians should fund the education of physically challenged persons.

 

 

TABLE OF CONTENT

Chapter One

1.1       Introduction

Who is a handicapped child?

1.2       Statement of the problem

1.3       Purpose of the study

1.4       Research questions

1.5       Basic assumptions

1.6       Delimitation of the study

1.7       Limitations of the study

1.8       Significance of the study

1.9       Definition of terms

Chapter Two

2.1       Literature Review

2.2       The public perception of handicapped children

2.3       Aims and effects of education on the handicapped children

2.4       Handicapped children and the past development in learning

2.5       Role of government and other organizations in elevating the status of the handicap.

Chapter There  Design of the study

3.1       Population of the study

3.2       Sample and sampling procedures

3.3       Research instrument

3.4       Validity of the instrument

3.5       Method of data analysis

Chapter Four

4.1       Data analysis and interpretation

Chapter Five

5.1       Summary

5.2       Conclusion

5.3       Recommendations

5.4       Suggestions for further research

References                 

Questionnaires

 

 

 

CHAPTER ONE

1.1       INTRODUCTION

The handicapped children are gifted children who have the ability to be educated irrespective of their disabilities, like the deaf, the blind, the dumb, lame etc. there is a need to redirect national interest, support and understanding for the plight of the disabled away from the traditional attitude of seeing them as qualified only for aims.

 

A situation where handicapped persons, expect those who could be taken care of by their families are relegated to rely on public emotions expressed in the form of alms, does not augur well for our sense of social responsibility. Yunusa (1993) believes that physical handicapped does not mean they cannot contribute their quota to various facets of national development. Therefore, the handicapped students in Edo State posses the talents and all the aggregate of learning just like their counterparts at school. Education which is a life process must be provided for every individual, the physically handicapped inclusive. The term ‘handicap’ can be viewed in many ways mainly psychological and maladjustment.

 

WHO IS A HANDICAPPED CHILD?

A handicapped child is a child that lacks some things that made him/her incapable of living like other children, it could be the hands, legs, eyes, ears, etc in reverie day life, the term handicap is often used to signify a physical defect, limb paralysis, partial or total blindness etc. all these features renders the child incapable of living in quite the same ways as the normally endowed.

 

The term handicapped when used in a wider sense include intellectual disabilities and disadvantages, which are to cause learning hardship. In the light of the above discussion, the study will look into various hardship likely to be faced by the handicapped child I school., previous researchers have revealed that Behaviour are judged in terms of the societal existing standard therefore the ability of the handicapped can be under estimated by their teachers because already they are termed “special children”. Many assume that they cannot perform as well as the naturally endowed students.

 

This study will examine the various problems facing the education of the handicap ones.

 

 

1.2       STATEMENT OF THE PROBLEMS

This study is to assess the problem of the handicapped students in schools in Edo State.

 

 

1.3       PURPOSE OF THE STUDY

To identify the handicapped conditions that are suitable for learning.

To consider the effects of the physically handicapped on the career of the physically handicapped students.

To correct the general belief of people that handicapped students cannot contribute significantly to the society.

To assess the problems of the handicapped students in schools in Benin City and Edo State in general.

 

 

1.4       RESEARCH QUESTIONS

a.           Does being handicapped affects students performance in learning?

b.           Are there no special problems that prevent the handicapped students from performing effectively in learning?

c.           Is it not possible for handicaps to take part in learning activities like other normal students?

 

 

1.5       BASIC ASSUMPTIONS

a.           That being handicapped does not affect student’s performance in learning.

b.           That there are no special problems that prevent the handicapped students from performing effectively in learning.

c.           That it is not possible for handicaps to take part in learning activities like the normal students.

 

 

1.6       DELIMITATIONS OF THE STUDY

The investigation embraces only one type of handicapped condition, which is physical deformity. This study will be carried out in five schools in Benin City with handicapped children.

 

 

1.7       SIGNIFICANCE OF THE STUDY

i.             Handicapped students need extra attention in order to be successful.

ii.            They need special attention from their teachers before they can learn effectively.

iii.           There are no special problems that can prevent the handicapped children not to learn.

iv.          The responsibilities of teachers to the handicapped students has to be greatly improved than that of the normal students.

 

 

1.8       DEFINITIONS OF TERMS 

Handicap: This implies the inconveniences an individual encounter as a result of its impairments thereby hindering a person from living a normal life.

Disability: This is a loss of ability of activity restriction or disturbance of the activity level of an individual.

 

 

 

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THE RELEVANCE OF SOCIAL STUDIES AS A CORE SUBJECT IN JUNIOR SECONDARY SCHOOL

 

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ABSTRACT

The study attempts to examine the relevance of social studies as a core subject in schools; A case study of selected Junior secondary schools in Oredo local government area of Edo State. The research method included the use of questionnaire and oral interviews. A total of about sixty respondents were used. Research questions postulated were as follows:

1.            What are the benefits of teaching social studies in schools?

2.             Are adequate institutional materials used in teaching the subject?

3.            Are the teachers encouraged to teach the subject matter?

A simple percentage analysis was used to collate data. The study preferred some basic recommendation to up lift the teaching of the subject-social studies in school.

 

 

TABLE OF CONTENT

CHAPTER ONE

Introduction

Background of the study

Statement of problems

Purpose of the study

Significant of the study

Hypothesis

Limitation of the study

Definitions of terms

CHAPTER TWO

Literature Review

Meaning of social studies

Nature of social studiers

Relevance of social studies

Social studies objectives

Social studies curriculum

CHAPTER THREE

Methodology

Design of the study

Population

Sample procedure

Instrumentation

Method of data collection

Validity of instrument

CHAPTER FOUR

Data analysis and presentation

Presentation of data

Discussion of result

CHAPTER FIVE

Summary, Conclusion and Recommendations

References

Questionnaires

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

The 21st century requires equipping children with basic education in literacy and numeracy, as the more advanced completes skills needed for living that can serve as the foundation of life enabling the children to adapt and change life abetting to life every-changing circumstances. Basic education remains the most important fac6tor that enables the very process is about enhancing knowledge, skills and attitudes needed for societal and national growth of any country of the world. Slavin (1983) defines learning as an activity of acquiring and applying knowledge to facilitate meeting individual needs. A child’s education starts from the home that is the family (informal education) and proceeds to nursery school, primary school, secondary school, and tertiary level call formal education.

The objectives of secondary schools as stated in the national policy on education is:

1.            Preparation for useful living in the society.

2.            Preparation for high education.

The secondary schools (JSS). This refers to education that is pre-vocational and academic designed to enable students acquire further knowledge other than acquisition of literacy and numeracy and also develop basic life skills. This level is for children age 12-14 years and it is for three years. The curriculum has on education and they are:

1.            English

2.            Mathematics

3.            Art

4.            Music

5.            Integrated science

6.            Agriculture

7.            Business studies

8.            Social studies

9.            Home economics

10.         Physical health education

11.         Religious and moral instruction.

The knowledge acquired as this live provides the children with ability to cope with issues, relating to the entire spectrum of their survival, well-being knowledge on how to deal with people and situations encountered. It home, school and street, helps them interact with other and appreciates their own rights and respect opinions of others. Students can stop at this level equipped with a little vocational knowledge for survival go to the next level which is the senior secondary school.

 

 

SENIOR SECONDARY SCHOOL (SSS)

This refers to education that is academically and vocational designed for those waiting to complete the six years circle. Its core subject in the curriculum are comprehensive and broad designed to broaden students knowledge and outlook. The core subject area;

1.            English language

2.            Mathematics

3.            One Nigeria language

4.            Physics or chemistry or biology

5.            Literature in English, history or geography

6.            Agriculture science

These core subject are basic subjects which will enable students offers and study a particularly course inn the high institution of need be. Take note there is no special studies in this curriculum. Social studies is a field of study or subject in schools. It is an inner disciplinary one. From its introduction till date, there remains confusion and disagreement as to what social studies is should be. The rational content and approach of social studies differs depending ion the needs and conditions of the society it serves.

Ethiopia: in Ethiopia social studies is seen as a means to transform the political culture of the people.

Gham: it is used as a weapon for economic emancipation.

Japan: it is used for building the foundation for a democratic society.

Nigeria: it is used to inculcate nationalism and unity among its diverse people.

Sierra Leone: see it as a means of improving their self-image after colonial rule.

United states: view it as the development of social problems solving abilities at one time and also acknowledge for effective citizenship during a different time and as integrated and adapted social sciences for the school as yet another time.

West Germany: regard it as a means of developing a new order each view is a reaction to different situation as the case may be.  The department of curriculum development and evaluation (undated) defines social studies as the study of ma, the way he behaves and organizes in group, his relationship with his physical and social environment and interaction with them considering the past, present and emerging in future.

 

Kesock (1981) defines social studies as a programme, which a society uses to instill in students the knowledge, skills attitudes and action. It consider important relationship human have with each other their world and themselves. Dubey (1986) see it as a program of education, which utilizes the study of human life for the purpose of given children the opportunity to practice solving the problems of crucial importance, both for the individual and society. It is based on the common learning of mans interaction with his social and physical environment.

 

Salav (1991) defines it as the study of man and his physical environment. As Ulehe (1980) put it, social studies provide people understanding their physical and human environment in order to act as responsible citizens. Newman (2003) defines it as a unit of course or study based on the social sciences e.g. history, geography, economics, psychology, government and anthropology. Social studies came into existence in Nigeria in 1916 when the national education organisation decided the less emphasis should be placed on memorizing factual information and more preparing people for the future. Such preparation requires that attitudes and skills be taught along side with knowledge.

 

At this time social studies was considered integrated curriculum combing the already established history and geography with newer social studies it should be noted that Nigeria inherited the colonial form of education which upon independence was seen as irrelevant to the need to change the school curriculum for a relevant one become necessary in Nigeria. Also the agitation to formulate policies and change the existing curriculum gained momentum among local elites, farmer and concerned individual. to this end, effort made to fashion out the type of education future African citizens should have.

 

 

HYPOTHESIS

Man as a social being is always interacting with his fellow being till the day he dies. This interaction has implication on both man and his environment. Based on this t he study will attempt following questions.

1.            Does social studies have any relevance in the study daily life?

2.            Are the objectives of social studies achieved by the time a child completes the junior secondary school?

 

SIGNIFICANCE OF THE STUDY

The researcher has embarked on this study in order to:

i.             To determine the learning experience in the class.

ii.            To outline the benefit of social studies problems and make necessary contribution.

 

SCOPE OF STUDY

The study is limited to Oredo local government area of Edo State and remote part of Egor area covered are Oliha quarters, Uselu quarters, Ugbowo quarters and Benin city environs.

BASIC ASSUMPTION

The researcher assumed that

1.            Social study is taught in all junior secondary school whether public or private.

2.            That the students do not have an awareness of the relevance of social studies.

 

 

DEFINITIONS OF TERMS

Some terms used in this research are defined below:

1.            Environment: this is the totality of circumstances surrounding an organism or organisms in the complex of social and cultural condition affecting the nature of an individual or the society.

2.            Knowledge: is the assured belief referring to that which is known?

3.            Objectives; there are desirable out achievement with resources and time.

4.            Perception: this is achieving knowledge through the sensory organs.

5.            Relevance: this is pertinent to the matter at hand.

6.            School: this refers to institution of pre-college formal education. It also includes colleges, universities and many other types of special establishment.

7.            Skills: refers to expert knowledge concerning matter, or accomplishment or craft.

 

 

 

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