THE INFLUENCE OF TEACHERS INSTRUCTIONAL METHODS ON STUDENTS ATTITUDE AND ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES EDUCATION IN JOS NORTH LGA, PLATEAU STATE
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- NGN 3000
BACKGROUND OF THE STUDY
Education is the most powerful agent of social and personal development that has a relatively formative effect on students. The primary goal of every level of education is to effect fundamental change in the student (Tebabal & Kahssay, 2011). Education can be viewed as a critical tool for nations' systematic and long-term human and material development. Every well-meaning society prioritizes this sector. It can be defined as the process of conveying knowledge, skills, attitudes, interests, talents, competencies, and cultural norms of a society to future generations in order to promote the society's continual progress. Curriculum is established for each school subject at various educational levels in order to realize the aforementioned educational benefits. Recognizing the importance of teachers in the execution of any educational strategy, Ukeje in Ebiringa (2012) stated that while education may open the door to modernity, the key is in the hands of the teacher. What happens in the classroom, particularly in the social studies classroom, is determined by the teacher. Any educational program can only be implemented successfully if teachers have gained the essential competencies in terms of knowledge, skills, values, and attitudes.
Teachers are needed to use appropriate teaching approaches that best suit specific objectives and level exit outcomes in order to facilitate the process of information transmission. In the past, many teaching practitioners used teacher-centered strategies to convey knowledge to students rather than student-centered methods. Until now, questions about the efficiency of teaching methods on student learning have continually piqued the interest of those working in the field of educational research (Hightower et al., 2011). Furthermore, research on teaching and learning is continually attempting to determine the amount to which various teaching strategies improve student learning growth. The effectiveness of this teaching and learning process is heavily reliant on the teacher's teaching technique. According to Whalen III (2012), the efficacy of a teaching approach is reflected in the results of the teaching-learning process in the form of marks, grades, and mean scores. Instructional approaches have been identified as a potent strategy for achieving effective teaching and learning. The relevance of quality and suitable instructional approaches in teaching can be shown in their efficient use during classroom instruction. Instructional approaches can be implemented using any of the instruments available to teachers in order to make learning more exciting and remembered. Farombi (1998) claims that teaching approaches have been achieved through the employment of texts, audio-visual, software, and hardware of educational technology. Farombi (1998) went on to say that the availability, adequacy, and relevance of instructional materials in classrooms can influence quality teaching, which in turn can improve students' learning and academic achievement. Farombi's expertise into tying teaching approaches to students' academic success is crucial in providing quality education.
There are two types of instructional methods: teacher-centered approaches and learner-centered approaches (Oigara, 2011). The lecture method, drilling, and questioning are examples of teacher-centered approaches. Learning occurs in a teacher-centered approach when teachers educate and then explore taught concepts by offering students exercises relevant to the teacher's presentation during or after the session. This is to determine whether students comprehended the information imparted to them by the teacher. Teachers are expected to be conversant with the language in which their students are learning. The instructional method is critical to the process of teaching as well as assessing or testing in order to identify students' weaknesses or areas they did not comprehend during the course of learning and the advancement of any school subject (Brad, 2000).
The introduction of multiple new disciplines at various levels of school is one of the novelties in the Nigerian educational system. Because it is a relatively new addition to the school curriculum, the Social Studies program is one of these curriculum innovations. Orakwe (2000) defines Social Studies instructional methods as approaches developed to impart desired information to students during classroom instruction. According to Agwu (2001), the various instructional methods use instructional materials for teaching, which may include textbooks, workbooks, charts, audio visual aids, chemicals, specimens, and other relevant things that will attract students' attention, and which should only be introduced by the teacher at the appropriate time. Simply said, instructional materials are those that a teacher uses to improve the effectiveness of instructions and to assist him or her communicate more effectively with the students.
Social Studies is a subject that strives to enable students who are creative, patriotic, responsible, and capable of contributing to the nation's progress (Ezegbe, 2008). According to Okojie (2005), the ultimate purpose of Social Studies is to provide individuals with information and awareness for effective relationships and life. Because of its importance in national development, it has received widespread popularity, even becoming one of the core courses at the elementary school level. Naturally, the importance of any school subject in the educational system is essentially determined by its potential to contribute to the general educational aims of that society. This is largely due to the fact that both the aims of education and the goals of the various school disciplines are derived from the requirements, challenges, and ambitions of society as a whole. Social Studies is one of the fundamental school courses taught at the primary level in Nigeria, and it is believed to contribute greatly to national development if taught successfully. (FRN, 2004)
The teaching of social studies in the form of three traditional topics, Economics, Geography, and History, may be traced back to the early history of education in Nigeria. The knowledge imparted to Nigerian students in these three subjects was foreign and British in nature. The Nigerian child was being schooled away from his immediate surroundings, his society, and his culture. The information acquired was completely meaningless to the youngster in Nigerian society. Social studies at the time were incapable of instilling in the Nigerian child a knowledge of his local surroundings, national consciousness, and national pride, among other things, all of which are primary aims of modern social studies. (Mezieobi, 2002)
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