IMPACT OF SOCIAL STUDIES EDUCATION IN THE CONTROL OF SOCIAL ILLS AMONG STUDENTS OF JUNIOR SECONDARY SCHOOLS IN ZAMFARA STATE, NIGERIA
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- Recommended for : Student Researchers
- NGN 3000
ABSTRACT
The study investigated Impact of Social Studies Education in The Control of Social Ills Among Students of Junior Secondary Schools in Zamfara State. The population of study comprised of 74 teachers, 7,590 students and 54 junior Secondary Schools in kaura Namoda, Shinkafi and Zurmi local Government Area of Zamfara State. The random sampling techniques was used to select 15 schools and 366 students respectively while the 20 Social Studies teachers in the 15 schools were purposively selected. The research has three objectives, three research questions, and three hypotheses. The instrument used for data collection was a structural questionnaire of a modified 4 points likert scale of strongly agreed, agreed, disagreed and strongly disagreed. The instrument was validated by experts. The researcher employed face to face method in distributing and retrieving of the questionnaire. A total of 370 (96%) respondents properly completed and returned the questionnaire, which vas coded into Statistical Package for Social Science (SPPS) for data analysis. The reliability coefficient of the instrument was .86 which was considered adequate for the internal consistencies of the instruments. The research hypotheses were tested using the independent t-test at 0.05 level of significance. The result of the findings revealed that there is no significant difference between Social Studies and the control of social ill in junior secondary schools in Kaura Namoda, Burnin Magaji, Shinkafi and Zurmi Local Government Areas of Zamfara State. The study recommended that effectiveness of teaching social studies education can be guaranteed to curb these vices using appropriate instructional aids, qualified teachers, and good administrative leadership styles in the school. Furthermore, all stakeholders in education are to be mobilized and sensitized towards building a common front for protecting examination integrity in our schools; that the risk factor and protective factors required to be frontally confronted viii while teaching Social Studies education by teacher in the Junior Secondary in Nigeria.
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