Assessment of Kwara State Social Studies Teachers of the Adequacy of Upper Basic Social Studies Curriculum Content for Sustainable Development in Nigeria

• Authors: A. Yusuf , D.S. Daramola , M.B. Bello , K.E. Obafemi
• Languages of publication: EN

Abstracts

EN

The purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.

Keywords

EN

Assessment; Adequacy; Social Studies; Curriculum; Upper basic

• Publisher: Sciendo
• Journal: Human and Social Studies
• Year: 2015
• Volume: 4
• Issue: 2
• Pages: 44-55

Dates

published

2015-06-01

online

2015-07-16

Contributors

author

A. Yusuf

• University of Ilorin, Nigeria

author

D.S. Daramola

• University of Ilorin, Nigeria

author

M.B. Bello

• University of Ilorin, Nigeria

author

K.E. Obafemi

• University of Ilorin, Nigeria

References

• Alelaimet, A. R., and Taha, K. “Sustainable development and values education in the Jordanian social studies curriculum”. Education, 134, 2, 2013, 12-24.
• Anise, A. C. “Social Studies Primary School Curriculum and the implementation of Democracy in Nigeria”. Paper presented at the 7th annual conference of National Association of Social Studies Educationists, Ondo,.1999.
• Barth, H. L. and Shermis, S. S. . Defining the Social Studies. U.S.A. National Council for Social Studies, 1987.
• Jarolimek, J. Reading for Social Studies in Elementary Education. New York: Macmillan Publishing Company, 1987.
• Jaiyeoba, A. O. “Perceived impact of universal basic education on national development in Nigeria”. International Journal of African and African American Studies, 6, 2007, 123- 29.
• Joof, G.W.; Mezieobi, K.A., and Amadi, H.C. “Teaching in the context of Social Studies” in Social Studies in schools (eds) G.W. Joof and Amadi. Onitsha Outrite Publishers, 1994.
• Federal Republic of Nigeria. National Policy of Education. Lagos: Nigerian Educational Research Development Council, 2004.
• Lynn, R. K. and Eda, G. Communicating sustainability for the green economy. New York: M.E. Sharpe, 2014.
• Onyejekwe, F. U. Extent of the implementation of Primary School Social Studies Curriculum in Kwara State. M.Ed Thesis. University of Ilorin, 1996.
• Mezieobi K. A.,Fabura V.R.,and Mezieobi S.A. Social studies in Nigeria: teaching method. Instructional material and resources. Owerri: Acada Peak Publishers, 2008.
• Smith, C. and Rees, G. Economic development. 2ndedition. Basingstoke: Macmillan.
• Soubbotina, T. P. “Beyond economic growth: An introduction to sustainable development.” 2nd edition. WBI Learning Resources Series, World Bank Institute2004.
• Will, A. Learning for Sustainability: Sustainable Development2007.

Identifiers

DOI

10.1515/hssr-2015-0013