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SOCIAL STUDIES IN SELECTED SECONDARY SCHOOLS IN ILORIN KWARA STATE, NIGERIA: A

CASE STUDY

BY

ASMAU IMAM ABDUL KABIR

A dissertation submitted in fulfilment of the requirement for the degree of Doctor of Philosophy in Education

(Curriculum and Instruction)

Institute of Education

International Islamic University Malaysia

JULY 2013

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ABSTRACT

The purpose of education in Nigeria as in many other developing countries is the preparation of the individual to contribute to the development of the nation and for the transmission of the social and cultural values to new generations. Yet, the Nigerian society has been surrounded by a series of political, economic and social crises. For this reason, Social Studies is assigned the responsibility to develop in Nigerian youth an understanding of their societal values, knowledge, values and skills that would enable them to deal with and manage the forces of the world in which they live and learn how to live harmoniously in the society. Therefore, the aims of this study are to examine the contents and purposes of the Social Studies curriculum with special reference to its ability to instil high-quality moral values and good character in students and provide them the necessary skills, abilities and competencies which individual students require to participate in the development of the nation. The study explores the junior secondary schools’ Social Studies curriculum in Ilorin, Kwara State by employing the methods and procedures of the qualitative research tradition. The techniques and qualitative inductive data analysis approaches were used to analyse all forms of data such as interview, classroom observation and analysis of related documents. The study employed the case study design and involved six teachers, ten students, a curriculum developer and a staff from the Kwara State Ministry of Education curriculum development unit. The study found that the Social Studies Curriculum in Nigeria is well structured and consists of the aims and objectives of the subject, appropriate selection of teaching aids, textbooks and techniques to be used to achieve the aims. It was also discovered that the Social Studies junior secondary school curriculum has content and teaching approaches that are suitable for students’ moral development.

However, it was noticed that the failure of government to supervise curriculum implementation, inadequate motivation given to teachers towards the curriculum, lack of material resources, insufficient time and teacher motivation towards the curriculum are hindering effective implementation of the curriculum in Kwara State junior secondary schools. Thus, the general finding of this research indicates that there is a mismatch between the designed curriculum and the implemented curriculum. The study recommends among others that the Social Studies curriculum should be reviewed and interactive programme in the form of teacher training, seminars, forums and workshops should be organised to familiarise teachers with the curriculum and to upgrade teachers’ efficiency. This will enable them to acquire the pedagogical disposition for implementing the curriculum for students’ moral development and eventually realizing the Nigerian society’s ideals and values.

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iii

ثحبلا صخلم

ىعست دادعإ لىإ ةيمانلا لودلا نم اهيرغ في امك اييرجين في ميلعتلا فادهأ ةيمنت في ةهماسملل دارفلأا

ةثيدلحا لايجلأا في ةيعامتجلاا ةيفاقثلا ميقلا ثب لىإ ةفاضإ ،ةلودلا نأ لاإ ،

لمجا عقاو ح يرجينلا عمت ي

هب تامزلأا .ةيعامتجلااو ةيداصتقلااو ةيسايسلا

ةيعامتجلاا مولعلا ةدام ميمصت تم ،ببسلا اذله ةئيهتل

ةيعامتجلاا مهتفاقث مهفل ةييرجينلا ةملأا بابش

، تايدحتلا ةهجاوم ونح ةيفاقثلا تاراهلماب مهديوزتو

.عمتلمجا ةفاقث عم ةمجسنم متهايح يربدت ةمكح مبهاسكإو ،مبه ةطيلمحا اذه فدهي ،كلذ ىلع ءانبف

ردق ىدم في ةصاخو ،هفادهأو ةيعامتجلاا مولعلا جهنم تايوتمح ةسارد لىإ ثحبلا ميقلا سرغ ىلع هت

ب مهديوزتو ،بلاطلا ةايح في ةيكولسلاو ةيقلاخلأا

،ةيرورضلا تاراهلما بهاولماو

ةيقارلا

، ةيلاثلما تاءافكلاو

بلاطلا نم درف لكل ايساسأ ابلطم برتعت تيلا

، .ةلودلا ريوطت في مهسي يكل ىلعف

،كلذ ىلع

ثلا سرادلما في ةيعامتجلاا مولعلا جهنم ثحبلا اذه فشكتسي ثيح ،اراوك ةيلاو نرولإ ةنيدبم ةيونا

،يعونلا ثحبلا قرط ىلع كلذ في ةثحابلا تدمتعا ىلعو

ةقيرطلاو ةيليلحتلا تاينقتلا مادختسا

امك ،قئاثولا ليلحو ةيفصلا ةظحلالماو ةلباقلما في لثمتت تيلا تانايبلا ليلح في ةيعونلا ةيئارقتسلاا تنبت

ةلالحا ةسارد ةقيرط ةثحابلا

، ثيح ينملعلما نم دارفأ ةتس في ةلثملما ةنيعلا تنوكت

، ،بلاطلا نم ةرشعو

و .ميلعتلا ةرازو في جهانلما ةدحو نم فظومو ،جهنلما ميمصت في يربخو تجتنتسا

ةثحابلا ليلح نم

تانايبلا فادهأ ىلع وتيح هنأو ،ةديج سسأ ىلع نيبم ايرجين في ةيعامتجلاا مولعلا جهنم نأ لىإ

لثمتت تاياغو عوضولما في

، ةبسانلما ةنيعلما لئاسولا رايتخاو

، ةيسردلما بتكلاو

، ىلع ةينبلما تاينقتلاو

يرشت امك ،ةدوشنلما فادهلأا قيقح جئاتنلا

ىوتمح نأ لىإ لما

جهن

،يساردلا بيلاسأو

عم بسانتي هسيردت

.بلاطلا ىدل ةيقلاخلأا ميقلا ةيمنت ةبقارم في ةموكلحا قافخإ نأب ظحلاي ،كلذ عمو

،جهنلما قيبطت

ل مئلالما زيزعتلا مدعو ينملعمل

جهنلما ةيلاعف قوعي كلذ لك ،حاتلما تقولا ةلقو ،ةيساسلأا رداصلما ةلقو ،

،ةيوناثلا اراوك ةيلاو سرادم في

،لياتلابو بلا جئاتن يرشت

ميمصت ينب قورفلاو نيابتلا دوجو لىإ امومع ثح

ابلا حترقت كلذل ةجيتنف ،هقيبطت عقاوو جهنلما ةثح

جمابرلا ميظنتو جهنلما ةعجارم ىلع اتهاحترقم ةلجم في

تاودنلاو ينملعلما بيردت لثم ةيوبترلا

، تايدتنلماو

، لمعلا شروو ينملعلما فيرعتل ،

ةيمنتو جهنلما ةعيبط

،متهاءافك و

كلذ هلك يمنتل جهنلما ذيفنت نع ةيجوغاديبلا ةيفللخا باستكا لىإ مهلهؤي ةيقلاخلأا ميقلا ة

لاط ىدل امك ،مبه

ةيقلاخلأا ميقلا ةدايسو ، يرجينلا لياثلما عمتلمجا قيقح لىإ ةياهنلا في كلذ دؤي

.عمتلمجا في ةيقارلا

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APPROVAL PAGE

This thesis of Asmau Imam AbdulKabir has been approved by the following:

...

Mohyani Razikin Main Supervisor

...

Ismail Sheikh Ahmad Co- Supervisor

...

Muhammad Zahiri Awang Mat Co- Supervisor

...

Suhailah Hussien Internal Examiner

...

Nurahima Mohd. Yusoff External Examiner

...

Radwan Jamal Yousef El-Atrash Chairperson

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DECLARATION

I hereby declare that this dissertation is the finding of my own investigations, except where otherwise states. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at IIUM or other institutions.

Asmau Imam Abdul-Kabir

Signature ……… Date ………...……..

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

Copyright © 2013 by International Islamic University Malaysia. All rights reserved.

SOCIAL STUDIES CURRICULUM IN SELECTED SECONDARY SCHOOLS IN ILORIN KWARA STATE, NIGERIA:

A CASE STUDY

I hereby affirm that The International Islamic University Malaysia (IIUM) holds all rights in the copyright of this work and henceforth any reproduction or use in any form or by means whatsoever is prohibited without the written consent of IIUM. No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder.

Affirmed by Asmau Imam Abdul Kabir

………. ………...

Signature Date

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ACKNOWLEDGEMENTS

First of all my sincere thanks are due to Almighty ALLAH for giving me the necessary skills to bring this research work to completion despite the many personal and other challenges and distress encountered while carrying out this research.

(Alhamdu Lillah). I am grateful to the International Islamic University, Graduate Studies and Faculty of Education for giving me the privileged to carry out this study.

Completion of this doctoral dissertation was possible with the support of several people. With appreciation I offer my gratitude and respect to my supervisors for their time, knowledge and encouragement, Dr. Mohyani Razikin, Assoc. Prof. Dr.

Ismail Sheikh Ahmad and Dr. Muhamad Zahiri Awang Mat for their devoted efforts, valuable advice, leadership, guidance, continuous encouragement and their patience, and their constant motivation that push me to finish this study, and above all for granting me the honour to become one of their students.

I also graciously thank the participants who partake in this research work for generously parting with their precious time to respond to the interviews and in particular for the teacher who allowed me to observe them while teaching in class.

Also, I would like to thank those students who participated in this research work.

Without their participation and their teachers’ support, this study would not have materialized.

A special appreciation and gratitude goes to my family. A special thanks to my husband Assoc. Prof. Dr. Abdul Kabir Hussain Solihu, whose love, encouraging words and support made this possible, I could not survive this journey without all the assistance he gave. I thanked him for his endurance and consideration. Word cannot express how much I love him. I also thank all my friends who love and support me.

I am highly indebted to my children Bushra Omotayo Abdul Kabir, Abdul Rahman Bolaji Abdul Kabir, and Amin Opeyemi Abdul Kabir and Faiz Olayemi Abdul Kabir, for their endurance, co-operation, emotional support and prayers during the writing of this thesis. May Allah grant us all long life to reap the fruits of our labour.

I would like to express my special gratitude and thanks to my father, al-Sheikh Ya`qub Imam Ali-agan, my mother, Alhaja Fatimoh Ya`qub Imam Ali-agan and my late father-in-law, Alhaji Hussain Omomeji Agbaji. I express my sincere acknowledgement to my brothers and sisters, Alhaji Ibrahim Baba Imam Ali-agan, Dr.

Abubakar Imam Ali-agan, Lawyer Mubaraq Imam Ali-agan, Dr. Mrs. Sherifat Hussain-Abubakar, and all members of Imam Ali-agan family, and Alhaji Hussain Omomeji Agbaji family and people who have willingly helped me out with their abilities.

Finally, I pray to Allah to assist and reward all who have contributed in one form or another till the end of this research work. May Allah bless them all and crown their efforts with bright success. I am grateful for everyone’s helpful suggestion, I have learned so much from them.

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TABLE OF CONTENTS

Abstract ... ii

Abstract in Arabic ... iii

Approval Page ... iv

Declaration Page ... v

Copyright Page ... vi

Acknowledgements ... vii

List of Tables ... xi

List of Diagrams ... xii

List of Abbreviations ... xiii

CHAPTER ONE: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Statement of the Problem ... 4

1.3 Purpose of the Study ... 6

1.4Objectives of the Study ... 7

1.5Research Questions ... 7

1.6 Significance of the Study ... 7

1.7 Theoretical Framework ... 8

1.8 Definition of Terms ... 12

1.9 Limitation of the Study ... 13

1.10 Delimitation of the Study ... 14

1.11 Summary ... 14

CHAPTER TWO: LITERATURE REVIEW ... 15

2.0 Introduction ... 15

2.1.1 Education in Nigeria ... 15

2.1.2 The Philosophy of Education in Nigeria ... 17

2.1.3 Secondary Education in Nigeria ... 19

2.2 .1 Relationship between Values and Education ... 20

2.2.2 Moral and Character Development through Education ... 21

2.3 The Trend of Curriculum Development in Nigeria ... 23

2.3.1 Curriculum Development ... 24

2.3.2 The Development of Social Studies Curriculum in Nigeria ... 27

2.3.3 The Relationship between Social Studies Curriculum and Moral Education in Nigerian Secondary Schools ... 29

2.3.4 Social Studies in the Secondary School Curriculum in Nigeria .. 31

2.4 Concept of Social Studies ... 33

2.4.1 Defining Social Studies ... 33

2.4.2 The Social Studies Content ... 35

2.4.3 The Nigerian Junior Secondary School’s Social Studies Curriculum ... 36

2.4.4 The Outline of the Social Studies Curriculum in Nigeria ... 38

2.5 Moral Problems and Curriculum ... 41

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2.6 Social Ills among Teenagers in Nigeria. ... 42

2.7 Morality and Social Studies Education in Nigeria ... 44

2.8 Importance of Social Studies Education in Nigeria ... 46

2.9 Moral Education in Nigeria: Prospect and Retrospect ... 48

2.10 Islam and Human Relationship ... 49

2.11 Contribution of Islam to Human Social Relationship ... 55

2.12 Studies on Junior Secondary School’s Social Studies Curriculum in Nigeria ... 58

2.13 Summary ... 61

CHAPTER THREE: RESEARCH METHODOLOGY ... 65

3.0 Introduction ... 65

3.1.1 Rationale for Research Design ... 66

3.1.2 Rational for Choosing Case Study ... 70

3.1.3 Making Arrangement for the Study ... 71

3.1.4 Selection of the Participants ... 72

3.1.5 Research Participants ... 73

3.1.6 Sources of Data ... 73

3.2 Data Collection Procedure ... 77

3.2.1 Data Collection... 78

3.2.2 Data Analysis ... 81

3.3 Preserving Confidentiality ... 83

3.3.1 Confirmability and Dependability of Research Findings... 83

3.3.2 Credibility and Trustworthiness of the Study ... 84

3.3.3 Reliability ... 86

3.3.4 Generalizability and Transferability ... 88

3.4 Ethical Consideration ... 89

3.5 Pilot Testing ... 89

3.7 Summary ... 90

CHAPTER FOUR: DISCUSSION OF RESEARCH FINDINGS ... 93

4.0 Introduction ... 93

4.1 Description of the Participants ... 94

4.2 First category: Developmental Order ... 97

4.2.1 Theme 1. Curriculum Formation Process ... 97

4.2.2 Formulation of the Social Studies Contents ... 99

4.2.3 Sequence of the Curriculum Contents and Topics ... 104

4.2.4 The Organisation of Social Studies Curriculum for Moral Development ... 105

4.2.5 Organisation of the Lesson for Moral Development... 106

4.2.6 Design of Learning Activities ... 110

4.2.7 Curriculum Standard ... 114

4.2.8 Materials and Resources to Achieve Social Studies Objectives 116 4.3 Second Category: Philosophical Orientation ... 118

4.3.1 Theme 2: Social Studies Curriculum and Nigerian Educational Philosophy ... 118

4.4 Theme 3: Perceived Multiple Perspectives ... 120

4.4.1 Students’ Perceptions ... 122

4.4.2 Understanding Social Studies Goals ... 124

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4.4.3 Importance of Social Studies Goals ... 128

4.5 Theme 4: Moral Emphasis ... 131

4.5.1 Moral Development ... 132

4.5.2 Values identify for teaching ... 135

4.6 Theme 4: Society-bases ... 139

4.6.1 Preparing Students for Their Future and the Societal Needs ... 140

4.6.1.1 Preparing Students for Social Challenges in the Society ... 143

4.6.1.2 Solving Societal Problems ... 145

4.7 Third category: Implementation and impeding factors ... 147

4.7.1 Theme 5: Curriculum and Teaching Methods ... 147

4.7.1.1 Choosing Appropriate Methods ... 148

4.7.1.2 Teaching Approaches ... 151

4.7.1.3 Teachers’ Attitudes and Interest ... 156

4.7.1.4 Effect of Teachers’ Method ... 159

4.8 Theme 6: Examination Orientation ... 162

4.8.1 Influence of Junior Secondary School Examination ... 163

4.9 Theme 7: Problems associated with curriculum implementation ... 165

4.9.1 Lack of Teaching Materials ... 169

4.9.2 Insufficient Time Allocation ... 171

4.9.3 Parents’ Attitudes ... 174

4.9.4 Motivation and Remuneration for Teachers ... 175

4.10 Theme 9: Solution to the Problems ... 177

4.10.1 Emphasis on Civic Education ... 177

4.10.2 Teacher Involvement ... 179

4.10.3 Improvisation in Teaching ... 181

4.11 Summary ... 183

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATION ... 188

5.0 Introduction ... 188

5.1 Discussion of Research Finding ... 188

5.2 Research Question One ... 189

5.3 Research Question Two ... 193

5.4Research Question Three ... 195

5.5 Reflection on the Guiding Theoretical Framework ... 201

5.6 Research Implication ... 203

5.7 Contributions ... 206

5.8 Recommendations ... 208

5.9 Suggests Areas for Further Research ... 211

5.10 Conclusion ... 212

BIBLOGRAPHY ... 215

APPENDIX A: Consent Letter ... 231

APPENDIX B: Researcher’s Introduction ... 232

APPENDIX C: Interview Questions ... 233

Appendix E: Inter-rater Reliability Forms ... 261

Appendix F: Inter-rater percentage of Agreement ... 273

Appendix G: Inter Rater Reliability ... 275

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LIST OF TABLES

Tables No. Page No.

3.1 Rating for Reliability by Co-Raters 87

4.1 Characteristics of the Participants 94

4.2 Emerging Themes 96

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LIST OF DIAGRAMS

Diagram No. Page No.

1.1 Summary of Sources of Moral development Theory 9

3.2 Summary of Sources of data collection 74

3.2 Summary of Sources of data 82 3.3 Procedures of collecting, analyzing and inter 92

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LIST OF ABBREVIATIONS

CESAC: Comparative Education Studies and Adaptation Centre FME: Federal Ministry of Education

FRN: Federal Republic of Nigeria

JSCE: Junior Secondary Certificate Examination JSS: Junior Secondary School

NCE: National Council on Education

NCSS: National Council for the Social Studies NDES: Nigeria- Description of Education System NER C Nigerian Educational Research Council

NERDC: Nigerian Educational Research and Development Council SOSAN: Social Studies Association of Nigeria

SSS: Senior Secondary School

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CHAPTER ONE INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Education in Nigeria, as it is in many developing countries, has a specific mission of producing morally balanced individuals who portray high quality of moral standards.

Consequently, formal education in Nigeria is planned and carried out with the aim of benefiting individual students and the society at large (Federal Republic of Nigeria (FRN), 1998). This is because education is regarded as an instrument for social and economic reconstruction and that it is intricately linked to nation building (Sam, 2010).

Education as Gbemanja (1989) cited in Nwachuku (2006, p.1) described “is the process by which society deliberately transmits its cultural heritage through schools, colleges, universities and other institutions”. Thus, education is seen as a key to social mobility. Additionally, Fafunwa (2002) defines education as the collection of all the processes by which individuals develop the abilities, attitudes and other forms of behavior which are of incontrovertible value to their society. Therefore, no nation can be imagined which does not need education for laying the foundation of a sustainable development of the nation and to pursue the right course in future.

The Nigerian community needed prominent figures to fight for the development of the nation and who will bring progress to their society. Consequently, the National Policy on Education points out some specific aims and objectives of education that may help to develop high moral standards in individuals and make them able to actively participate in the developments of their society which include:

a) The development of the right type of values and attitudes for the survival of the individual and the Nigerian society, and

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b) The acquisition of appropriate skills, abilities and competence both mental and physical as equipment for the individual to live and contribute to the development of his society (FRN, 2004).

Thus, education is used for laying the foundation for a sustainable development of the nation. As a result, the Nigerian National Policy on Education (FRN, 2004), emphasized that all levels of the educational system in Nigeria should promote the values of respect for the worth and dignity of man and liberty and cultivate moral and spiritual values of inter-personal and human affairs. Consequently, subjects such as Social Studies, History, Religious Studies, Moral Education, and Geography were introduced into the school curricula to examine issues and problems of the society and to find solutions to those crises. Hence, it was the government’s commitment to produce citizens that are progressive, disciplined and caring in order to work for a better future of the Nigerian society.

In this regard, this research focuses on the curriculum of one of the subjects that inculcates moral and societal values in learners, Social Studies. Social Studies has become part of the school curriculum in Nigeria as a result of the efforts of Social Studies Association of Nigeria during the National Curriculum Conference held in Lagos in September 1969 (SOSAN, 2007). Social Studies is assigned the responsibility to develop in Nigerian youth an understanding of their societal values, knowledge, values and skills that would enable them to deal with and manage the forces of the world in which they live and learn how to live harmoniously in a society where many different groups co-exist (Obiodoa, 1991). Considering this, Nigerian policy recognizes the importance of Social Studies and makes it a core subject in Nigerian primary and secondary schools.

Subsequently, Social Studies has become the medium through which our societal values are being taught to the learners.

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The specific objectives of the secondary school Social Studies curriculum in Nigeria are to develop positive attitudes of togetherness and cooperation towards a sound and respectable nation through the transmission of appropriate values of honesty, integrity, hard work, fairness, justice and fair play as one's contribution to the development of the nation and the creation of awareness in the learners that discipline is essential for an orderly society. Thus, Social Studies at all levels of the education system is tailored towards the realization of Nigeria’s educational goals.

Since the general objective of Social Studies is to raise good people and responsible citizens, secondary school Social Studies curriculum should be furnished with values, according to FRN (1998). In this regard, it becomes clear that a meaningful Social Studies curriculum should be rewritten based on the requirements and needs of the time in order to achieve the utmost goals for the students in particular and the society in general.

The common assumption is that the curriculum that is of high quality is the one that meets the purpose prescribed for the subjects. Thus, utmost attention needs to be paid to the junior Secondary School Social Studies curriculum for upgrading the conditions of our nation. The researcher hopes that this study can be a guide for the curriculum planners, managers, experts and teachers to provide a guideline for improving junior secondary schools’ Social Studies curriculum. Based on these reasons, this study is concerned with the adequacy of the Social Studies curriculum on moral developments and its ability to prepare students to face social challenges in the society. The researcher chooses this topic based on some justifications which are as follows:

a) Nigeria seems far behind the developed countries, especially in the field of social conduct including moral values. So, to meet the challenges in the new era, there is a definite need to update our Social Studies curriculum.

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b) Nigerian society is lagging far behind in its quest for modernization.

Therefore, updating the Social Studies curriculum is important with regards to rapid development.

c) The Social Studies curriculum is not fully harmonized in our schools. This makes it necessary to search and discover.

1.2 STATEMENT OF THE PROBLEM

Despite all the benefits that may accrue from Social Studies education as stated above, commitments by the government to inculcate the correct type of values and attitudes for the survival of the individual and the Nigerian society are needed. Nigerian are facing various social, economic and educational difficulties regarding the structure of their school system.Thus, in Kwara state in particular and Nigeria in general, the situation has deteriorated to the extent that social ill and many immoral acts are rampant among the youths who are secondary school leavers.

The problems of teenage drug use, smoking, alcohol and teen pregnancy are evident in our society. This act of smoking in some cases leads to drug abuse such as marijuana, heroin and morphine. Teenagers’ alcohol consumption and tobacco smoking enhance the risk of using other drugs later. Another serious problem among teenagers is baby dumping. This act leads to a social disaster and has an adverse effect on both the individuals as well as in the community.

Presently, every newspaper in Nigeria is filled with stories about undesirable social ills as mentioned above. These problems are not peculiar to Nigerian society;

other developing countries are more or less facing the same problems. For instance, Malaysian teenagers are facing some social problems, including crime, violence, drug abuse, adultery, rapes, baby dumping and others. It was reported that the corpse of a

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little girl was discovered at a bus stop close to Johor Bahru (New Straits Times, 2010).

It was also reported that a foetus was dumped and later found in Bandar Puteri Puchong, Selangor by the roadside (New Straits Times, 2010).

Thus, Social Studies education has failed to inculcate the values of good citizenship in the learners (National Teacher’s Institute, NTI, 2007). Adebayo (2004, p. 7) also notices that, “in spite of the level of education of her citizens as well as the natural endowment of the nation; Nigeria is still lagging behind morally, economically, socially and politically.” what's amiss?

While Nigerian teenagers are well versed in Social Studies’ subject matters, as noticed by Ololobou (2009), their moral characters as responsible citizens are still lacking. It becomes obvious that secondary school leavers are not adequately morally prepared and the factors contributing to this situation are yet to be discovered. Social Studies curriculum really needs a positive change because the Nigerian educational system, particularly in the secondary schools, is producing youths who demonstrated mastery of the subject being taught, but cannot apply the knowledge gained to solve the problem in the society (Baikie, 2002). It is evident that, without effective curriculum the students cannot benefit and their concepts remain vague. Thus, the moral standards of our students are not so high. Also, little or no comprehensive study has been conducted in Nigeria. It is therefore, appropriate to investigate the junior secondary school Social Studies curriculum to know how well the content and pedagogical strategies of the curriculum in Nigeria are organized for inculcating moral values in the learners.

Besides that, the progress of Nigeria’s developments and stability heavily rely on its educational system. This is because education is a key to economic, political and social advancement. Social Studies is a predominant school curriculum because it

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is aimed towards the formation of social attitude and present students with the skill to recognize the values connected with their society. Furthermore, providing students with thorough knowledge of their society’s culture and historical development will help them to find solutions to the contemporary problems.

There is the problem of underachievement of the Social Studies curriculum goals of inculcating the right type of values and behaviours among junior secondary school students in Nigeria. To this end, pertinent questions that need to be addressed in this study are: What values should be taught? How should values be taught? What is the appropriate method to teach values in some selected junior secondary schools in Ilorin Kwara State of Nigeria?

1.3 PURPOSE OF THE STUDY

The purpose of this study is to explore the junior secondary school Social Studies curriculum currently being implemented in Nigerian secondary schools. The contents and purposes of the Social Studies curriculum are examined with special reference to its ability to instill high-quality moral values and good character in students and provide them the necessary skills, abilities and competencies which individual students require to participate in the development of the nation.

In addition, there is a need to understand how the goals and objectives of education and Nigerian educational philosophies are well-embedded in the Social Studies curriculum. Likewise, this study examines the Social Studies curriculum to point out the strengths and weaknesses in secondary schools in Nigeria and explores the opinions of teachers, students and curriculum developers on the Social Studies curriculum at junior secondary schools in Nigeria. Subsequently, it suggests measures for improvement of junior secondary school Social Studies curriculum in Nigeria.

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7 1.4 OBJECTIVES OF THE STUDY The objectives of this study are:

1. To investigate how junior secondary school Social Studies curriculum in Nigeria planned and organized for Moral development.

2. To explore the perceptions of teachers, students and curriculum developers on the Social Studies curriculum for moral development.

3. To examine how teachers implement junior secondary school Social Studies curriculum for moral development.

4. To investigate the real situation in teaching Social Studies in Nigeria

1.5 RESEARCH QUESTIONS

The research questions that guided the collection of the data for this study were as follows:

1) How is the secondary school Social Studies curriculum in Nigeria planned and organized for inculcating moral values in students?

2) What are the perceptions of teachers, students and curriculum experts towards Social Studies curriculum for moral developments in Nigerian secondary school?

3) How do the teachers implement junior secondary school Social Studies curriculum for moral development in Nigerian secondary schools?

1.6 SIGNIFICANCE OF THE STUDY

The findings of this study will add new knowledge to the improvement of junior secondary school Social Studies curriculum and its implementation with regards to the

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development of moral character in Nigerian citizens. The study also offers some new insights into the existing body of knowledge that the curriculum developers, experts and other stakeholders can use for the inculcation of the societal values and morality in the students. This is significant in the sense that will inspire and facilitate curriculum planners, managers, experts and teachers to provide guidelines for reconstructing the purpose of the secondary school Social Studies curriculum. Future research would use this study as a springboard to investigate the quality and provision for secondary school Social Studies curriculum in Nigeria.

1.7 THEORETICAL FRAMEWORK

There are a number of fundamental questions that help determine the development and implementation of a planned curriculum. Tyler (1949) recommends that the curriculum development should be guided by the following questions: What educational purposes should the school seek to attain?, What educational experiences can be provided to help achieve the purposes?, How can these objectives be successfully structured?, and how can we determine whether these purposes are being achieved? (Adapted from Kelly, 2009). Thus, an effective curriculum should address the aims and objectives the school seeks to accomplish.

Tyler (1949)’s model has been known as an objective orientated theory. The theory primarily focuses on selecting educational objectives; classifying the objectives into major parts; defining each objective in terms of behaviour; choosing and classifying learning experiences; and evaluating the outcome (Tyler, 1949). Tyler theory was developed based on the basic principle in the quality of education.

Tyler emphasises that, the developers in designing or developing a curriculum should consider “What educational purposes should the school seek to attain” (Tyler,

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1949, p.1). He asserts further that education should be seen as a process of improving learner’s attitudes and characters, and that the aims and objectives of education must be described as objectives that “represent the kinds of changes in behaviour that an educational institution seeks to bring about in its students” (Tyler, 1949, p.1).

Since moral development has been the aim of Social Studies education in Nigerian school curriculum, Tyler’s levels are extremely accurate as well as useful in understanding the phenomenon associated with the formulation process and implementation of Kwara State junior secondary school’s Social Studies Curriculum for moral inculcation. His approach raises a number of fundamental questions that help determine the development and implementation of a plan for instruction as mentioned above.

According to Tyler’s theory, curriculum can be classified into three main elements: objectives, content, and learning experiences.

Curriculum development

process

Diagnosis of needs

Curriculum contents

Instructional materia Learning

experince s

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Tyler’s curriculum development theory involve specifying the objectives, identifying learning experiences, formulating the experiences, and evaluating the outcome. His theory is connected with the educational purposes of sustaining social order, the development of knowledge and skills required to contribute effectively in the development of the nation.

He recommends that educational curriculum should be designed first by identifying the educational objectives. He described educational objectives as an outcome derived from scientific study of the learners and modern life. Additionally, he proposed that, the curriculum should establish the educational practices that will help in the realization of educational objectives.

His model provides the basis for formulating and evaluating curriculum objectives and activities that can present educators with the necessary techniques of administering the school programmes. Tyler’s theory is reinforced by educating educators how to state objectives in a clear and considerable technique (Fitzpatrick, Sanders & Worthen, 2004). Tyler’s curriculum theory was based on the following steps:

1. Organizing a curriculum committee.

2. Collecting needed information.

3. Establishing aims and objectives of the school.

4. Organizing the program's scope and sequence.

5. Having a plan or agenda.

6. Executing the program.

7. Assessing and improving the curriculum.

He proposes that the curriculum formulation process should follow the above specification. Tyler’s model would meet mostly the needs of the plan and

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implementation of Social Studies curriculum in inculcating good values in the students. He emphasises that curriculum committee should include teachers, students, educators, administrators, parents, and stakeholders. Additionally, the theory provides the principles for addressing the objectives of education, and describes the types of values, the way they are developed and the best way to disseminate them to the learners.

According to Tyler, curriculum should be organized in a logical way in order to achieve educational goals According to Ellenwood (2007), schools cannot operate without priorities and a set of values. Tyler asserts that to accomplish the intended curriculum objectives, the learner’s ability must be scientifically analysed so that the students' beaviour is in line with the curriculum objectives (Pinar, 2006).

According to Tyler’s theory, the prime objective of education is the cultivation of good values and attitudes among the students. He submits that the curriculum objectives can be achieved by developing the learner’s knowledge, skills, passions and character. This involves a substantial amount of time and uninterrupted interest in learning experiences that leads to a particular result. Tyler’s theory focuses on the organisation of objectives and evaluation of outcomes. Therefore, he recommended that the objectives and activities in curriculum should develop the behavior(s) desired by the society.

Tyler’s model emphasises that curriculum should be formulated based on particular objectives, and that the accomplishment of the curriculum should be evaluated based on how well learners achieve those objectives. Tyler (1949) believes that flaws in the curriculum such as the lack of clarity in the language of the curriculum, no clear objectives, unavailability of teaching and learning materials and poor implementation of the intended curriculum may serve as an obstacle to

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