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TEACHERS
ATTITUDE TOWARDS TEACHING AND LEARNING OF SOCIAL STUDIES IN UPPER BASIC SCHOOLS
CHAPTER ONE
1.0
INTRODUCTION
1.1
BACKGROUND OF STUDY
MacDonald
(2005) describes an attitude as “a predisposition to act in a positive or
negative way towards persons, objects, ideas and events” several studies
conducted on teachers’ attitudes, a few of which Kratz (2009), Sweeney (2002)
have shown that teachers’ attitudes are important factors in the learning
process as well as in academic performance. Kratz found a significant
difference between teachers’ attitudes and students’ academic performance.
Learning
social studies brings the teacher into contact with contents, goals, teaching
methods, classroom environment and students. His disposition towards the above
reveals a positive or negative attitude. Examining this concept further Smith,
Saroson & Sarason (2002) identify three constituents of attitude: cognitive
(beliefs), emotional (feeling) and behavioral (action). The cognitive component
by itself is not an attitude. It transcends into feeling and then metamorphoses
into action; the final stage is attitude formation.
In other
words, action may be part of the attitude one has towards a thing person or
phenomenon. In his studies, Sterm (2003) concludes that, “the basic assumption
underlying all these is that teachers’ attitudes are significant for students’
learning”. Social Studies have been noted to be integrated both in content and
methodology. The introduction of new approaches to learning the subject needed
a change in the education of teachers. Literature review on the background of
teachers teaching the new social studies at any school level shows that
majority of them had their education with humanities or social science
background. Social studies teachers seem to lack the consensus about the nature
and importance of the subject.
Many of them
appear to exhibit a negative understanding of the subject (Uyoata, 2002).
However, despite the general misunderstanding, Uyoata observes that 65 percent
of the primary school teachers in his study expressed a positive attitude to
social studies. In the said study, most of the teachers preferred social
studies as separate subject such as history, civics, moral instruction and
geography. The teachers’ positive attitude, therefore, might have been built on
the preference for multidisciplinary approach, which has now been discarded for
the integrated approach. Osho (2006) undertook a study where he observes, among
others, that teachers with positive attitude (who were exposed to the
problem-solving strategy) had higher gains from the post- treatment scores on
their performance in social studies than their colleagues who used other
methods.
Cruickshank,
Jenkins & Metcalf (2003) write that effective teachers are generally
positive minded individuals who believe in the success of their students as
well as their own ability to help students to achieve. Borich (2000) contends
that effective teachers are those who use “meaningful verbal praise to get and
keep students actively participating in the learning process”.
In the
Nigerian classroom situation, it is observed that many teachers’ regards social
studies as a low status subject that could be taught any-how (Okon 2007) hence
making social studies hazy and distorted in image. Okon further contends that
prospective social studies students tend to have doubt regarding the high
status of the subject. Hobbs & Moroz (2001) found in their studies that
students believed social studies was useful but did not believe that social
studies would help them get a job. Among the social sciences, people seem to
think of social studies, as low status subject (Hobbs & Moroz 2001.
Teachers’
attitudes toward social studies have implications for the successful teaching
of essential skills and values, which are central to the social studies
education. Research on enthusiasm of the teacher is strongly connected to
students’ success Spark, (2008). Cruickshank, Jenkins and Metcalf (2003) report
that effective teachers are enthusiastic over their work.
1.2
STATEMENT OF THE PROBLEM
An attitude
is a mindset that affects how a person thinks and acts. Attitude can influence
a person’s performance positively or negatively. There certain things that will
trigger teacher’s attitude towards teaching and learning of social studies;
which may likely to be unavailability of teaching materials, lack of interest
of learning on the side of the students, lack of incentives to the teachers and
inability to pay salaries on time might contribute to the attitude of teaching
and learning of social studies in upper schools. Finally, several researches
has been carried out on teacher’s attitude on academic performance of students
but there has been no single research on teacher’s attitude towards teaching
and learning of social studies in upper basic schools.
1.3 AIMS AND
OBJECTIVES OF STUDY
The main aim
of the study is to examine teachers’ attitude towards teaching and learning of
social studies. Other specific objectives of the study include:
1. to
determine the effects of teacher’s attitude on the teaching and learning of
social studies.
2. to
determine the factors affecting teacher’s attitude towards teaching and
learning of social studies.
3. to
determine the factors affecting students attitude to learning of social
studies.
4. to
determine the extent to which teacher’s attitude affects teaching and learning
of social studies.
1.4 RESEARCH
QUESTIONS
1. What is
the effects of teacher’s attitude on the teaching and learning of social
studies?
2. What are
the factors affecting teacher’s attitude towards teaching and learning of
social studies?
3. What are
the factors affecting students attitude to learning of social studies?
4. What is
the extent to which teacher’s attitude affects teaching and learning of social
studies?
1.5
STATEMENT OF RESEARCH HYPOTHESIS
H0:
Teacher’s attitude has no significant effect on the teaching and learning of
social studies.
H1:
Teacher’s attitude has a significant effect on the teaching and learning of
social studies.
1.6
SIGNIFICANCE OF STUDY
The study on
teacher’s attitude towards teaching and learning of social studies will be of
immense benefit to the entire schools in Nigeria in the sense that it will help
the school management and the government as well to look into the factor that
leads to inappropriate attitude of social studies teachers and to find lasting
solutions to them. An example may be delay in salary payment, lack of materials
for teaching and so on; when all these are being put in place it may possibly
change the attitudes of social studies teacher. Finally, the study will
contribute to the body of existing literature and knowledge to this field of
study and basis for further research.
1.7 SCOPE OF
STUDY
The study on
teacher’s attitude towards teaching and learning of social studies is limited
to upper basic schools.
1.8
LIMITATION OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
1.9
DEFINITION OF TERMS
Attitude:-The
way one behaves, thinks or feels towards somebody or something.
Influence: –
The power to change or control something or somebody. The power to control or
change academic performance of pre-school children.
Ministry of
Education: – A government department concerned with giving people useful knowledge
Teacher: –
also called a school teacher is a person who provides education for students
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