ABSTRACT
This topic of the study is the Role of Social
Studies Education in the Development of leadership qualities among the
secondary school students in Afikpo South Local Government Area of Ebonyi
State. The purpose of this was to assess the extent to which social studies has
significantly impacted on the leadership qualities among the secondary
students. The population of the study was one thousand (1000) people. The
sample size was two hundred (200) respondents were selected randomly from the
analysis. Questionnaire was used for data collection while data collected were
analyzed using simple percentage. The researcher made the following findings.
The roles of social studies education in the development of leadership
qualities among the secondary school students can never be over-emphasized, but
it is alarming to note that the miss management of social inheritance
especially in Afikpo South Local Government Area of Ebonyi State, also the
research traced this problem to the lack implementation of social studies curriculum,
which has contributed to the poor development of leadership qualities among the
secondary school students. The researcher recommended that the school in Afikpo
South local Government Area of Ebonyi State should know the implication of
social studies. Curriculum on social studies should provide and improve the
level of social studies taught in secondary school in order to create
confidence and a sense of belonging among the secondary school students.
CHAPTER ONE
INTRODUCTION
Background
of the Study
Social studies is the study of man and
his physical and social environments and of how man interacts with others. Oketa (2001) defined social studies as a
discipline which focuses on man and his
relationship or interactions with society (other men) and with his environment.
Aneke (2005) stated that social studies is a programme of study which a society
uses actions which it considers important, concerning the relationship human
beings have with each other, their world
and themselves. Social studies is an area curriculum designed specifically for
the study of man and how his problems could be solved within the immediate
environment, not only concern with using timely and necessary curriculum
content that students perceive as being relevant, but preeminently emphasized
the need for helping pupils develop the competencies and attitude essential for
democratic living.
Social Studies is one of the basic
education subjects in Nigerian education system. Social Studies as school
subject deals with the study of man in relationship with his social and physical environment
(Nnamani, 2011). Environment is anything that surrounds man which influences
man’s thinking and ideas positively or negatively. The environment of man could
be social economics, politics, cultural and physical (Dubey in Ndan, 2011).
Social environment refers to people in our society and their relationship with
each other, how man interact, provide his needs and solve his problems, while
physical environment refers to physical things that surrounds man such as
building, atmosphere, plains, mountains and among others that influences his
behavior positively or negatively (Odedele & Egotanwa, 2012). However,
Engle (2012) defines Social Studies as a discipline on its own right, drawing
knowledge from all the social science disciplines dealing directly with social
ideas and problems as they occur to the average citizen. Similarly, Jiboku
(2012) observes that Social Studies is the aspect of learning which deals with
how to get on with one’s environment, both physical and human which involves
development of skills, knowledge, attitude and values that characterize
responsive and responsible citizenship in a free and democratic society. It is
a programme of study that a society uses to inculcate in the students the knowledge, skills, attitudes and activities
that are essential in man’s survival as he interact with his environment (Enem,
2012).
Social Studies is recommended to be
taught at the upper basic education levels in Nigeria. That is, JSS 1-3
respectively (Federal Republic of Nigeria, 2012). The philosophy of social
studies in Nigerian school is to make students competent in decision making,
problem solving, dealing with change and developing attitude appropriate for
effective citizenship in a pluralist democratic society (Okobia, 2013). This
philosophy cannot be achieved without effective implementation of designed
curriculum. Social Studies junior secondary school level desires its contents
from broad range of subjects such as Economics, Anthropology, Philosophy, Geography and History in addition to
elementary or basic science as a result of the importance of science and technology
in man’s day-to-day living (Bozimo &
Ikwumelu, 2013). However, Okobia (2013) maintained that Social Studies at JSS
level is an important subject because it is meant to prepare citizens for
active participation in the society and help students acquire basic knowledge,
positive attitude, values and social
skills needed for responsible citizenship and contributing member of the
society. Social Studies curriculum at JSS
level adopted broad field approach and covers he areas like culture,
time, continuity and change; people, individual and environments; individual
development and identity; individual, groups and institutions, power, authority
and governance; science, technology and society, global connection, social
issues, civic ideas and practice (Universal Basic Education, 2015).
Nevertheless, these revealed curriculum components cannot be achieved without
the availability and utilization of relevant resources.
The mind of young ones needs to be
exposed to critical thinking, analysis and problem solving strategies in a
fast-changing world. In striving to achieve these goals, Social Studies
curriculum employs a multi-disciplinary approach that takes cognizance of the
socioeconomic, political, religious, physical, scientific and technological
aspects of life. The contents of Social Studies at JSS level are thematically
organized in order to make teaching and learning realistic. The objectives
behind this position include; to help students develop ability to adapt to his
or her changing environment; becomes responsible and disciplines individuals
capable and willing to contribute to the development of the society; inculcate
right type of values in learner; develop a sense of comprehension towards other
people, their cultures, history and those fundamental things that could make
them human; develop the capacity to recognize the many dimensions of human
being in different cultural and social contents and develop a sense of
solidarity and sharing based on a sense of security in one’s own identity (UBE,
2015)
One of the problems of the less
developed countries is the problem of qualitative leadership. This type of
leadership is necessary to give the holistic touch to all sectors of the
society. Different disciples that are under human sciences have contributed different
theories to improve the leadership styles of governing the communities. But it
is dishearten that there has little or know development in the quality of
leadership among the countries of the world. What then is this quality
leadership the world lack?
According to Okoli (2015) qualitative
leadership that fundamental leadership that seems to improve the standard of
living of the people in all ramification. This definition implies that
qualitative education touches the following aspect of human life. Social,
Economy, Cultural, Educational, Religious, Moral etc. These qualitative
education is among the disciples that are interested in the development of the
society through purposeful leadership and inculcation of fundamental principles
of life among the people.
According to Uche (2014) qualitative
leadership is kind of leadership that
has meaningful direction, nature which is meant to bearing positive development
in the society.
According to Chukwu (2015) social
studies education has the following functions which when emulated by the
leaders is capable of transforming the human society into a better society.
Inculcation of positive vision, motivation, service to humanity, thoroughness,
management ability, Team building spirit, taking risk and all round human
improvement.
The above mentioned social studies
education functions are equally fundamental function of a qualitative leader
whose vision and mission are expected to bring a sustainable development to the
people. There is a co-relation between social studies education and qualitative
leadership in the society.
According to Nigeria’s National Youths
development policy (2001) the student comprises all the young people who are
under eighteen years and who are citizen of Nigeria within the recent year increasing
attention by the government, organizations, responsible parents and
professionals as well as education has been paid for the development of the
discipline of social studies with social educational principles and practical
skill that will enable them develop leadership qualifies saying thus “catch
them young students have innate talent that need to be exploited and developed.
The school is always seen as a powerful dynamic instrument for social,
political scientific and technological development of nations. The development
of leadership qualities through social studies has general been the corner
stone of educational policies. In Nigeria past police including the National
Policy on Education 1998 have been pursed with the sole objective to improving
the teaching the social studies through developing the students and their
qualities despite all efforts put in place, most students have not benefited
from the programmes, previous committed half based or both, such that no
serious impact has made on the student. Adegun (2015) Education is a form of
investment of human capital which yields benefits for national transformation.
He also stressed that producing more effective leader is essential to build a
better society and better world. Good leader develop through a never ending
process or self study, education training and experience.
Statement
of the Problem
There is a long
age battle for the purposeful leadership among the people of Afikpo South Local
Government Area Ebonyi State which has caused some degree of underdevelopment
to the society. This tussle among the community has brought enmity, hatred,
jealous, infrastructural delay, and inter-communal crises among the people.
This lack of purposeful leadership has
brought poor representation of the people in government or political position.
It has lead to poor accessibility of educational facilities among the people.
The disadvantage of purposeful leadership in Afikpo South Local Government Area
of Ebonyi State can only be imaging in seen in other to find purposeful
leadership to this community. Their had to be examination of cases of
purposeful leadership and effect of purposeful leadership in this society.
Among the human sciences we can say that the idea of purposeful leadership is
imbedded in social studies education because it is a disciples that deal with
human societies and activities of human beings in the society.
It is against these backdrops that the
researcher want to carryout a research on the roles of social studies education
in the development of leadership qualities among secondary school student in
Afikpo South Local Government Area of Ebonyi State.
Purpose
of the Study
The
purpose of the study is to find out the roles of social studies education in
the development of leadership qualities among secondary school students in
Afikpo South Local Government Area of Ebonyi State.
Specifically, the researcher intended
to determine:
i. to what extent has social studies impact
significantly on the leadership qualities of the students in Afikpo South Local
Government Area of Ebonyi State
ii. to what extent has social studies
education provided qualitative leadership training in the society.
iii. what are the constraints confronting the
success of leadership qualities of students in Afikpo South Local Government
Area of Ebonyi State
iv. what are the remedies of improving in the
leadership qualities.
Significance
of the Study
The
research work would be beneficial to the following people and institution,
ministry of education, parents, leaders, researchers, and members of academic
communities.
The ministry of education will benefit
from the finding of the research which would enable them to strengthen their
curriculum on social studies education so that it can become more useful in the
search for qualitative leadership. The
parent will find the findings of this research meaningful as they will advices
their children to study social studies education at all level of education in
order to become good leader.
The
leaders will find this research relevant to increase their sense of leadership
in the society.
The researchers on meaningful or
purposeful leadership will find this research beneficial in the act of theorize
qualitative leadership.
The members of academic community will
find this work beneficial because it will increase their sense of leadership
and carryout research on leadership.
Scope
of the Study
The
study is delimited to the role of social studies education in the development
of leadership qualities among the secondary school students. It covers some
communities in Afikpo South Local Government Area of Ebonyi State.
Research
Questions
The
following research question raised to guide the study
1. To what extent has social studies
significantly impacted on the leadership qualities of the students in Afikpo
South Local Government Area of Ebonyi State?
2. To what extent has social studies
education provided qualitative leadership training in the society?
3. What are the constraints confronting the
success of leadership qualities of students in Afikpo South Local Government
Area of Ebonyi State?
4. What are the remedies of improving in the
leadership qualities?
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