ABSTRACT
The study examined teachers ’
perception of the use of drama for teaching of Social Studies in primary
schools in Owerri Municipal Council Area of Imo State. To achieve the purpose
of the study, seven research questions were posed and two null hypotheses were
formulated. Descriptive survey research design was used for the study. The
population for the study comprised two hundred and eight four (465) primary
school teachers in twenty-five primary schools in Owerri municipal area council
of Imo State. Stratified random sampling technique was used to sample 327
primary school teachers. The instrument for data collection was a questionnaire
titled “Teachers’ Perception Questionnaire” (TPQ). The instrument was trial
tested to determine the reliability using primary school teachers in Nsukka
education zone of Enugu State, and reliability coefficient of 0.93was obtained.
The data collected for the study were analyzed using means and standard
deviations to answer the research questions while t-test and analysis of
variance were used to test the formulated hypotheses 0.05 level of
significance. The findings of the study were: drama as a method of teaching was
perceived by teachers as an advantage in teaching Social Studies in primary
schools; the extent to which Social Studies teachers perceived drama as
effective in teaching Social Studies is to a high extent; drama teaching method
is applied to 26 Social Studies topics to achieve the stated goals out of 30
topics; drama as a method of teaching are often used by teachers in 21 Social
Studies topics while 9 topics are rarely used by teachers; there are numerous challenges
hindering the effective use of drama in teaching Social Studies; qualification
has no significant influence on teachers’ perception of the use of drama for
the teaching of Social Studies in primary schools; gender has no significant
influence on teachers’ perception of the use of drama for the teaching of
Social Studies. The findings have some implication for students, teachers,
parents, ministry of education. Based on the findings of the study, it was
recommended among others that drama method should be frequently used in
teaching pupils at primary school level and physical conditions in classrooms
should be improved in order to accommodate drama activities. However,
implications of the study, limitations as well as suggestion for further studies
were also highlighted.
CHAPTER ONE
INTRODUCTION
Background of the Study
The
importance of education to human beings cannot be overemphasized. Globally,
education is considered as a human right that should be accorded to all human
beings and that accounts for why a lot of international human right bodies
consider education as a fundamental human right. Education is regarded,
globally, as a potent instrument for introducing and sustaining social change
in human societies, as well as shaping its destiny (Ifenkwe, 2013). Apart from
serving as a vehicle for enhancing upward social and economic mobility,
education is regarded as a key to social reconstruction and an instrument for
conserving, transmitting and renewing culture. These are requisites for social
integration, performance of productive tasks, and for effecting national
development (Federal Republic of Nigeria, 2004).
In
realization of the important role which education plays as an agent of national
development and globalization, there has been agitation for more functional and
qualitative education all over the world (Alaba, 2010). This agitation and
concern for quality education is reflected in the inauguration of Education for
All (EFA) in Jomtien (Thailand) in 1990 and Dakar in 2000. This was followed by
a meeting convened by the 56th General Assembly of the United Nations to
discuss the implementation of the Millennium Development Goals (MDGs).
Operationally, education is a gradual and systematic way of acquiring knowledge
to actualize one’s desired goal.
Though
there are divergent systems of education in developed and developing countries
of the world, education delivery come in stages which include pre-primary,
primary, secondary and tertiary stages. For example, education in Nigeria is
based on a system which involves three levels of institutional learning
processes, the primary school, the secondary school leveland the tertiary
levels. Primary education is very important in the Nigerian education system as
the first stage of compulsory education.
Primary
education is the first level of education where most Nigerian children come in
contact with formal education and foundation for success of other levels of
education after the family (NPE, 2004). Primary education plays a crucial
formative role in the survival of the whole educational system. The National
Policy on Education (2004) refers to the education at this level as the
education given in institutions for children aged 6 to 11 plus. The NPE also
added that since the rest of the education system is built upon it, the primary
level is the key to the success or failure of the whole system. There is
research evidence that successful adult intellectual development has its root
in the early years of primary education (Gysbers & Henderson, 2005; Sink
& Spencer, 2005). In line with the above view, Maduewesi (2005) who stated
that a sound primary education is a pre-requisite not only to sound secondary
and tertiary education but to continuing education. The objectives of primary
education in Nigeria according to the Federal Republic of Nigeria (FRN) in
National Policy on Education (2004) include to inculcate permanent literacy and
numeracy and ability to communicate effectively; lay a sound basis for
scientific and reflective thinking and give citizenship education as a basis
for effective participation in contribution to the life of the society. Others
include moulding character and developing sound
attitude and morals in the child and develop in the child the ability to adapt
to the Child’s changing environment. It also aims to give the child
opportunities for developing manipulative skills that will enable the child to
function effectively in the society with the limit of the child’s capacity and
provide the child with the basic tools for further education and advancement
including preparation for trades and crafts in the locality. It is through
Social Studies that it is hopped of these objectives will be achieved.
Social
Studies is one of the core subjects offered by pupils at primary school level
in attainment of the above objectives of primary school education. Social
studies refer to the subject matter, possessing skills, attitudes and
activities that focus on society and on individuals as members of a social
group.National Teachers’ Institute (NTI, 2000) opines that Social Studies is an
area of school curriculum specifically designed for the study of man and how he
fits into the society by utilizing the necessary attitudes, values and skills
at his reach. Social Studies is a discipline, if properly programmed and
effectively taught, should help to solve social problems that are facing
developing countries, especially Nigeria, where the old norms are fast losing their
grips without any effective substitute to replace them (Fadeiye, 2005; Bozimo
& Ikwumelu, 2009). Social Studies help to instill in man a disposition for
acceptance of attitudinal change or rebranding in order to tame the tide of
corruption which has enveloped all sectors of life in Nigeria. Bozimo and
Ikwumelu (2009) also opined that Social Studies is concerned not only with
knowledge but also with attitudes, skills and values. It gives an opportunity
for important social and moral issues such as attitudes to the destitute,
poverty, racialism and different types of government, cruelty to animals and children,
brutality and injustice to be introduced into the curriculum (Ikwumelu, 2002).
In
Social Studies, man is viewed as being at the centre. while his physical,
political, cultural, psychological and socio-economic environments encircle
him. Thus, Social Studies deal with relationship between man, and his physical
and social environments as well as his relationship with science and technology
(Nigeria Education Research Development Council in Fadeiye, 2005). Social
Studies can help the Nigerian citizens to generally develop the ability to
respect the worth and dignity of individuals; helps in the inculcation of
national consciousness and national unity; and instill in man a disposition for
acceptance of attitudinal change or rebranding in order to tame the tide of
corruption which has enveloped all sectors of life in Nigeria. However, Social
Studies in the elementary years are crucial if we expect the young people of
this nation to become active, responsible citizens for maintaining the
democratic values upon which this nation was established. Unless children
acquire the foundations of knowledge, attitudes, and skills in Social Studies in
the important elementary years, it is unlikely that teachers in the junior and
senior high schools will be successful in preparing effective citizens for the
21st century.
To
achieve these objectives, all teachers of Social studies in all affected levels
of education need to be familiar with the content and methods of teaching the
subject in order to interpret the content of Social Studies correctly and
encourage its learning. In addition, teachers need to acquire skills on
selection and utilization of Social studies methods. Whether a subject is
effective or not depends on the nature and quality of the.....
================================================================
Item Type: Project Material | Attribute: 107 pages | Chapters: 1-5
Format: MS Word | Price: N3,000 | Delivery: Within 30Mins.
================================================================
No comments:
Post a Comment