ASSESSMENT OF THE IMPLEMENTATION OF

SOCIAL STUDIES CURRICULUM IN PRIMARY

BY

ADEYEYE ILELADEWA A
IEP/2017/040

July, 2023
 CHAPTER ONE

INTRODUCTION

1.0 Background to the Study

Primary education is the key to the success or failure of an educational system (FRN.

2004). It is the bedrock of a country’s educational system and a major determinant of the

quality of any nation’s educational sector as well as the catalyst to the growth and

development in social, political and economic systems (Ogunsanya, 1990). It is regarded as

the most profitable form of investment in education any nation can give to the individual

citizens and the society at large (Maduewesi, 2005). It is also the fulcrum for all levels of

education (Mbakwem and Asiabaka, 2007). As crucial as this level of education is, it does not

appear to have a corresponding attention from both the government as policy maker and

teachers as implementers of curriculum. Curriculum implementation refers to the actual

carrying out of policies and changes spelt out in the new curriculum (Garba, 1996). Here the

focus is on the teachers who are the main implementers although there are external agencies

that are implicated in the implementation process.

In Nigeria, participants outside the school include the ministries of education,

university institutes of education, boards of education, federal government education control

bodies, National Teachers Institute (NTI), National Education Research and Development

Council (NERDC), Joint Admission and Matriculation Board (JAMB), West Africa

Examinations Council (WAEC), National Universities Commission (NUC), National

Commission for Colleges of Education (NCCE), and foreign aid organizations. They plan or

assist in the introduction of innovation or change to the school. The role of outside

participants may vary from that of giving quiet assistance and logistic support to curriculum

change to active participation in mapping out change and the implementation. Participants
within the school include local school boards of education, parent’s teachers association

(PTA), principals/headmasters, staff and pupils/students.

Garba (1996) opined that the classification of local school boards and PTA’s as

participants within the school may not be strictly correct since they are not really members of

the school in the way that the staff and students are. However, because of their intimate

involvement in the affairs of the school, they may be regarded as participants within the

school. By far, the most important participants within the school are the

principals/headmasters, the teachers and the pupils/students who are finally responsible for

carrying out, on day-today basis, the details of the task of curriculum implementation.

The philosophical and psychological basis for the introduction of social studies

reflects the National Goals and objectives as contained in the national policy on education

(2004). In this document, education is supposed to be used as an instrument per excellence in

bringing about socio-economic transformation of the Nigerian society. Social studies has

been identified as one of the school subjects through which these goals could be realized. The

specific goals of social studies as remarked by Durbey and Barth (1980) was to inculcate into

the minds of the younger ones knowledge, skills and desirable attitudes to enable them think

rationally and act wisely. Laudable and promising as these policies are, their value lies in

their proper implementation. Those who are saddled with the responsibility of implementing

the policies (the teachers mainly) may be ignorant of one or all the policy prescriptions. What

is not clear is the number of primary school teachers that have knowledge of these

prescriptions and the way and manner such knowledge impact their classroom activities,

particularly, the instructional delivery. Oraifo, (2006) expressed that the major problem about

policy implementation is that those who should implement it do not poses copies, let alone

knowing what is in the policy. Ajayi (1995) observed that the halfhearted and haphazard

implementation strategies could lead to failure of realizing the dreams of the Nigerian
education policy. Teachers’ classroom instructional practices and their knowledge of the NPE

for primary education are crucial to the translation of these policies into workable classroom

practices. Thus, when their educational background, teaching skills, creativity and innovative

ability fall short of expectation or the expectation of world standard of teaching at this level,

then there is danger. Effective implementation of the social studies curriculum is still

bewitched with a lot of problems (Iheanacho, 2006). Ignorance of the policy document and

prescriptions, lack of skills, commitment and or dedication, inadequate resource materials,

low morale of teachers due to denied or delayed salaries and allowances, poor educational

background, amongst others are part of the problems. It is against this backdrop that the

researcher is motivated to carry out an assessment of the implementation of social studies

curriculum in primary schools in Ile-Ife metropolis.

1.1 Statement of the Problem

The primary level of education remains the key to the success or failure of the

educational system. However, in spite of being the foundation for other educational stages,

primary education in Nigeria seems neglected especially in the area of social studies

education. This negligence seems to be costly to the nation in view of the numerous social

problems confronting the youths of today. Problems such as cultism, anxiety during

examinations, culminating into examination malpractice, sexual promiscuity, vandalism, drug

abuse, teenage pregnancy, and other forms of anti-social behavior are part of the problems.

Social studies is a problem solving discipline as noted by Akinlaye et al [1996],

Dubey and Barth [19980]. It corrects the inadequacies of the individual and the society and

strives to instill in individuals, social attitudes and values such as cooperation, charity,

interdependence and ethical behaviors among other virtues. The strength of social studies lies

in its methodology rather than its body of knowledge. It is therefore pertinent to examine
critically the implementation of social studies curriculum in primary schools with emphasis

on those participants inside the school responsible for carrying out on a daily basis the task of

curriculum implementation.

1.2 Research Objectives

The objectives of the study include:

1. Find out whether there is any difference amongst social studies teachers in their

opinions on the extent of utilization of the inquiry approach in the classroom.

2. Find out whether there is any difference amongst social studies teachers in their

opinions on the availability of curriculum materials for teaching social studies.

3. Find out whether there is any difference in the influence of age amongst the pupils

regarding their awareness of useful social values in the society.

4. Find out whether there is any difference between male and female parents opinions on

pupils level of value awareness and social behavior in and out school as a result of classroom

exposures to social studies.

1.3 Research Questions

The following are the research questions that will guide the investigation:

1. Is there any significant difference amongst social studies teachers in their opinions on

the extent of utilization of the inquiry approach in the classroom?

2. Is there any significant difference amongst social studies teachers in their opinions on

the availability of curriculum materials for teaching social studies?

awareness of useful social values in the society?

4. What is the difference between male and female parent’s opinions on pupil’s level of

value awareness and social behavior in and out of school as a result of classroom exposures

to social studies?

1.4 Hypotheses

The following null hypotheses will be tested in the course of the study:

1. There is no significant difference amongst social studies teachers in their opinions on

the extent of utilization of the inquiry approach in the classroom.

2. There is no significant difference amongst social studies teachers in their opinions on

the availability of curriculum materials for teaching social studies.

3. There is no significant difference in the influence of age amongst the pupils regarding

their awareness of useful social values in the society.

4. There is no significant difference between male female parent’s opinions on pupil’s

level of value awareness and social behavior in and out of school as a result of classroom

exposures to social studies.

1.5 Basic Assumptions

This study is informed by the following underlying assumptions:

1. Social studies teachers often utilize the inquiry approach in the classroom because it

involves the learners in the lessons by allowing them full participation.

curriculum are in short supply.

3. Pupils age has a significant influence regarding their awareness of useful social values

in the society.

4. The sex of parents does not determine pupil’s level of value awareness and social

behavior.

1.6 Significance of the Study

This research work is on the assessment of the implementation of social studies

curriculum in primary schools in Ile-Ife metropolis. The findings and recommendations of

this study would be of advantage to schools and the country in general. The study could

reveal the need for a variety of curriculum materials necessary for effective implementation

of the social studies curriculum. The study could reveal the need for school curricular to be

constantly reformed and developed to meet societal needs and values. The study could also

enable curriculum planners, agencies, teachers, parents and other stakeholders in education to

support efforts that are directed towards curriculum development and implementation in

Nigeria. Furthermore, the findings of the study could provide a framework for organizing

seminars and workshops for teachers on the use of a variety of instructional methods and also

wise and skillful use of various kinds of instructional resources in the classroom. More

importantly, the findings would serve as useful reference point to subsequent research works.

1.7 Scope and Limitation of the Study

The main focus of this research work is to assess the implementation of social studies

curriculum in primary schools in Ile-Ife metropolis. This research work is limited to primary

schools in Ile-Ife metropolis only because the study cannot cover all the primary schools in
Osun state due to time and logistic constraints. The coverage of the study is restricted to

teachers, pupils and parents of selected primary schools offering social studies as a core

subject.
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

The importance of reviewing literature in a research work cannot be over emphasized.

This is because it helps in putting the problem under investigation in the proper perspective.

This chapter reviews literature on the implementation of social studies curriculum in primary

schools. The emphasis of this review will be on:

(a) Conceptual framework of the study

(b) Meaning of curriculum implementation

(c) Factors that influence curriculum implementation

(d) The teacher as an important personnel in curriculum implementation

(e) Curriculum materials for curriculum implementation in social studies

(f) The concept, nature and scope of social studies

(g) Methods and techniques for teaching social studies

(h) Value education and social studies as a value based education.

2.1 Conceptual Framework of the Study

A curriculum is a “plan or program of all experiences which the learner encounters

under the direction of a school” (Tanner and Tanner, 1980: 158) According to Gatawa

(1990:8), `it is the totality of the experiences of children for which schools are responsible”.

All this is in agreement with Sergiovanni and Starrat (1993), who argue that curriculum is
`that which a student is supposed to encounter, study, practice and master”. For others such as

Beach and Reinhatz (1998:97), a curriculum outlines a prescribed series of courses to take.

From the definition above, it is possible to state that a curriculum has the following

characteristics: it comprises the experiences of children for which the school is responsible, it

has content, it is planned and it is a series of courses to be taken by students. In addition, a

curriculum considers the learners and their interaction with each other, the teacher and the

materials; the output and outcomes of a curriculum are evaluated. Bringing all these points

together, the curriculum is viewed as a composite whole including the learners, the teacher,

teaching and learning methodologies, anticipated and unanticipated experiences, outputs and

outcomes possible within a learning institution.

2.2 Meaning of Curriculum Implementation

Garba (1995) defined curriculum implementation as the actual carrying out of

policies and changes spelt out in the new curriculum. Here the focus is on the teachers who

are the main implementers although there are external agencies who are implicated in the

implementation process.

Garba (1996) explained that participants in curriculum implementation refer to those

individuals, government and non governmental agencies who are responsible for

implementing any change in education. In Nigeria participants outside the school responsible

for implementing any change in education Include: ministries of education, university

institutes of education, boards of education, federal government control bodies, National

Teachers Institutions (NTI), National Educational Research Development Council (NERDC),

examination boards, National Universities Commission (NUC) and foreign aid organizations.

They plan or assist in the introduction of innovations or change to the school. The role of

outside participants may vary from that of giving quiet assistance and logistic support to
curriculum change to active participation in mapping out change and the implementation.

Participants within the school include local school boards of education, Parents Teachers

Association (PTA), Principals, Headmasters, Staff and Pupils /Students.

2.3 Models of Curriculum Implementation

Garba, (1996) made an exhaustive study of how innovation, whether in education, or

in other areas can be implemented. He identified three main models of implementation,

namely, the centre periphery model, the proliferation of centres model and the shifting

centres model.

The Centre Periphery Model

This is the first of Schon’s model. It rests on three main assumptions:

i. The innovation to be diffused exists fully realized in its essentials, prior to its diffusion. ii.

Diffusion is the movement of an innovation from the centre to its ultimate users.

iii. Directed diffusion is a centrally managed process of dissemination, training and the

provisions of resources and incentives.

The Proliferation of Centres Model

Schon in Garba, (1996) called his second model the proliferation of centres model.

This model is designed as though to extend the units and overcome the sources of failure

inherent in the simple model. This system retains the basic centres periphery structure but

differentiates primary and secondary centres. Secondary centres engage in the diffusion of

innovation while primary centers support and manage secondary centres. The effect is to

multiply many fold, the reach and efficiency of the diffusion system.

The Shifting Centers Model

movements which operate to fill in the gap within any established organization. The model

also may provide a useful guide to the understanding of the change process. Schon in Garba,

(1996) defined it’s characteristics as a system of innovation diffusion which can be

summarized as follows:

(a) It has no clearly established centre: centres appear to reach a peak and disappear to be

replaced by new centres within quite short periods of time.

(b) There is no stable, actually established message. The message shifts and evolves

producing fairly related messages.

(c) The system of the movement cannot be described as centre periphery, centres rise and

fall, messages change. But the movement is a diffusion learning system in which both

primary and secondary messages evolve rapidly along with the organization of diffusion

itself.

2.4 Factors That Influence Curriculum Implementation

The Teacher

As Whitaker (1979) asserts in the university of Zimbabwe (1995:26) module, the

teachers view their role in curriculum implementation as an autonomous one. They select and

decide what to teach from the prescribed syllabus or curriculum. Since implementation takes

place through interaction of the learner and the planned learning opportunities, the role and

influence of the teacher in the process is indisputable (university of Zimbabwe, 1995:28)

You could be thinking, “I understand that teachers are pivotal in the curriculum

implementation process, but what is their role in the curriculum planning process? “if the

teacher is to be able to translate curriculum intentions into reality, it is imperative that the
teacher understand the curriculum document or syllabus well in order to implement it

effectively (University of Zimbabwe, 1995:8). If the curriculum is what teachers and students

create together as Wolfson

(1997) states in Curriculum Implementation (university of Zimbabwe, 1995:28), the teacher

must play a more significant role in designing the curriculum. Teachers must be involved in

curriculum planning and development so that they can implement and modify the curriculum

for the benefit of their learners.

The Learners

Learners are also a critical element in curriculum implementation. While teachers are

the arbiters of the classroom practice, the learners hold the key to what is actually transmitted

and adopted from the official curriculum. The official curriculum can be quite different from

the curriculum that is actually implemented. The learner factor influences teachers in their

selection of learning experiences, hence their is need to consider the diverse characteristics of

learners in curriculum implementation (university of Zimbabwe, 1995:31). For example,

home background and learner ability can determine what is actually achieved in the

classroom.

Resource Materials and Facilities

Rodgers (2000) states that no meaningful teaching and learning take place without

adequate resource materials. This applies to curriculum implementation as well. For the

officially designed curriculum to be fully implemented as per plan, the government or

Ministry of education should supply schools with adequate resource materials such as

textbooks, teaching aids, and stationary in order to enable teachers and learners to play their

role satisfactorily in the curriculum implementation process (university of Zimbabwe,

1995:2). It is suggested that the central government must also provide physical facilities such
as classrooms, laboratories, workshops, libraries and sports fields in order to create an

environment in which implementation can take place. Makamure (2000), states that the

availability and quality of resource material and the availability of appropriate facilities have

a great influence on curriculum implementation.

Interest Groups

A number of these groups exist in almost all southern African development

community (SADC) countries. These include parents, parents and teachers associations,

school development associations (SDAs) and school development communities (SDCs) in

Zimbabwe, religious organizations, local authorities, companies and private school

proprietors.

The School Environment

One other factor that influences curriculum implementation concerns the particular

circumstances of each school (university of Zimbabwe, 1995). Rhodreck (1997) states in

Curriculum Implementation (University of Zimbabwe, 1995), that schools located in rich

socio-economic environments and those that have adequate human and material resources

can implement the curriculum to an extent that would be difficult or impossible for schools in

poor economic environments.

Culture and Ideology

According to Whitaker (1979) in the University of Zimbabwe (1995:28) module,

cultural and ideological difference within a society or country can also influence curriculum
implementation. some communities may resist a domineering culture or government ideology

and hence affect the implementation of the centrally planned curriculum.

Instructional Supervision

Curriculum implementation cannot be achieved unless it has been made possible

through the supervisory function of the school head. The head does this through:

• Deploying staff

• Allocating time to subject taught at the school

• Providing teaching and learning materials and

• Creating an atmosphere conducive to effective teaching and learning.

As stated in curriculum implementation (university of Zimbabwe 1995:36), the head

“monitors and guides curriculum implementation through ensuring that schemes of work,

lesson plans and records of marks are prepared regularly”. The head teacher maintains a

school tone and culture that creates the climate of social responsibility. Effective curriculum

implementation does not take place in a school where the head is incapable of executing

supervisory functions (Geoffrey and Rodgers, 2000).

2.5 The Teacher as Important Personnel in Curriculum Implementation

The teacher is the most important single factor in curriculum implementation (Adeoye, 2006).

Alaezi and Onwuka (1990) explain that when curriculum planners have put in their best to

present a curriculum for use in schools, when facilities and other material needs have been

provided, the resources person who would ensure that the curriculum objectives are realized

is the classroom teacher. Although there are other personnel whose works are quite as

important as the teachers, (for example, the school councilor) it is the teacher who is solely
responsible for the implementation of curriculum objectives and content especially the

programme of studies component of the curriculum. Among the important functions of a

teacher in curriculum implementation are:

i. Breaking down of the syllabus presented by curriculum planners into smaller segment

such as schemes of work, modules and unit;

ii. Selecting and organizing content in such a way as to make learning meaningful and

easy;

iii. Selecting appropriate learning objectives;

iv. Evaluating students performance in the program;

v. Reporting or communicating students performance to parents, school administration

and bodies needing them;

vi. Recognize the complex nature of school children development and reflect this in

planning classroom activities; vii. Act “in loco parent” for the learners in order to earn

their respect as he shows concern for their wellbeing.

Performing these functions entail the fact the teacher must poses some very important

personal characteristics which will enhance students learning. Onwuka (1985) listed some

proposition which should constitute these personal characteristics:

(a) A teacher should bring cheer and sunshine into the classroom each morning, then he

can infect his pupils with them;

(b) Even if he is ill, unhappy or sad, he should not let his physical and emotional state

become apparent and so spoil (ruin) the day for his pupils. He must take care of his problems

with maturity;

(c) A teacher must bring humor and humanity into every dealing with his pupils in and

out of class;
(d) He should never forget that humor including laughing at himself, ease many a tense

situation;

(e) A teacher should never be overdressed in the class as if he/she were going for a

fashion parade or some other entertainment show;

(f) A teacher should make friends with his pupils as one human being with another, not a

horse rider and his horse;

(g) He should never exploit his pupils/learners in any way. His relationship should be

clean with no strings attached;

(h) A teacher should always be kind, considerate and reassuring in his dealings with his

pupils;

(i) A teacher should be judicious in his use of authority and power. The sum of these

do’s and don’ts prescribed by Onwuka (1985:210-211) is that teachers must develop correct

attitudes towards the pupils they teach.

2.6 Curriculum Materials for Curriculum Implementation

Curriculum materials according to Ughamadu (2004) are indispensable in the

teaching learning process/curriculum implementation. The teacher is the central figure in the

use of curriculum materials for curriculum implementation. The teacher is expected to have

knowledge of a wide range of curriculum materials available for curriculum implementation.

Added to this is the need for the teacher to have knowledge of the roles of these materials in

the teaching-learning process; qualities of useful curriculum materials and other issues related

to curriculum materials.

Abolade (1998) defines curriculum materials as all those resources that serve as tools for

knowledge transmission and acquisition in a formalized system of education.

i. Printed Materials

These are the traditional tools of learning and instruction in formal educational systems

(Abolade 1998). They are usually such professionally produced publications such as

textbooks workbooks, revision notes, educational journals, magazines, cardboards, charts,

manuals and other periodicals. As a result of advanced technology other materials have come

under this category of printed materials. These later aids are photocopy, offset reproductions,

easel sheets, photographic prints etc. All now play significant roles in the field of education

and training.

ii. Non-print materials

The adjective, non print, is a misnomer here because instructional materials often classified

as non-print actually contain in them, printed materials. In the field of educational

technology, these non-print materials are usually called software and hardware (Abolade

1993). This category of instructional materials can further be classified into subgroups viz

(a) visual materials,

(b) audio materials and audio-visual materials

(c) educational media hardware.

Each of these can also be sub-divided into smaller classes. Whether or not a software is

commercially prepared or locally produced by users, there is still need to be cautions of the

way it is used. Its effectiveness in learning and instruction can only be well determined after

it has gone through evaluative processes.

iii. Community resources

invaluable roles that community resources, if appropriately utilized, can contribute to

learning and instruction. Abolade (1993) states that these resources can be classified into two

groups: (a) educational visits or trips to places that can supply additional learning experience

to that acquired under classroom environment. Community resources such as market places,

religious institutions, historical settings, amusement parks etc, all have specific roles to play

in education and training.

(b) Resource persons are often professionals and experts in their various fields of

specialization. They may be legal practitioners, medical personal, religious leaders, business

entrepreneurs who are capable of enlightening students on specific learning experiences. Not

until recently, many education industries were not conscious of the significant contributions

that resource persons bring to education.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This study is aimed at assessing the implementation of social studies curriculum in primary

schools in Ile-Ife metropolis. This chapter discusses the research design, sampling and

sampling technique, instrumentation, validity and reliability of instruments, procedure for

data collection and methods of data analysis.

3.1 Research Design

conceived so as to obtain answers to research questions and control variance. Research design

is important so as to determine the type of data required, how to collect and collate them, as

well as how to analyze and measure them (Razak & Ajayi, 2000). The research design

adopted for this study is the survey design. A survey design is a form of descriptive research

used when dealing with a very systematic collection of data or information from population

or a sample of the population (Abdullahi, 1995).

3.2 Population

The population of the study comprises of all the primary schools in Ile-Ife metropolis. All the

schools operate a common curriculum and the staffing situation is similar.

The population of subjects in the study also comprises of all the social studies teachers, final

year pupils and their parents in the selected primary schools. This comprises of twenty nine

[29] social studies teachers, nine hundred and sixty eight [968] pupils.

3.3 Sampling and Sampling Technique

Sampling is a systematic process used to select a required portion of a target

population [Razak & Ajayi, 2000]. This is the procedure which a researcher employs in

selecting elements to represent the entire population.

The study samples were drawn from the whole population.

3.4 Justification of Sample

needed information on the implementation of social studies curriculum in primary schools.

As the handlers of social studies curriculum through classroom implementation, the social

studies teachers are in the better position and the only source of information from which

relevant issues and ideas can be elicited from regarding the implementation of social studies

curriculum.

3.5 Research Instrument for Data Collection

For data collection the following research instruments were found to be useful:

i) Questionnaire

ii) Documentary sources

Questionnaire:

Due to the nature of this study, structural questions otherwise known as “close

ended” questionnaire in which alternative responses are provided was administered to the

respondents. The questionnaire was structured in a short straight forward and precise manner

in order to facilitate prompt responses, because long questionnaires often discourage

respondents. Three sets of close-ended questionnaires were developed and used for this study.

The three sets of questionnaires were designed for teachers, pupils and parents.

Documentary Sources

Efforts were intensified to search and make use of primary and secondary source of

data gathering related to the research study. The primary sources utilized include: official

curriculum materials documents, official state universal basic education board [SUBEB]

documents and official documents from the Osun state ministry of education. The secondary

sources included relevant text books, journal publications, unpublished thesis, policy papers,
newsletters, conference and seminar papers and other related materials written by various

authors on related field of knowledge. All these materials and previous researches were

reviewed in order to provide the theoretical foundation on which the research study was

based.

3.5.1 Validation of Research Instrument

In order to ascertain the extent to which the instruments used clearly measure what

that are designed to measure, the questionnaire items were adequately studied, modified and

corrected.

3.6 Data Presentation and Analysis Procedure

The primary goal of data analysis according to Abelso (1995) in Zubairu (2009) is to find

out whether our observations support a claim to behavior. In analyzing the data generated

from the responses of the respondents through the questionnaire, descriptive analysis was

used to describe the data in this research work. The data was computed and analyzed using

one way analysis of variance (ANOVA) and t-test for significant difference. By using

ANOVA and t-test it will be possible to ascertain whether there is any significant difference

between the variables involved in this study. The P≤0.05 level of significance was used as a

basis for accepting or rejecting the hypotheses formulated to direct this study.
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