PROBLEMS AND ISSUES IN THE TEACHING OF LARGE CLASSES IN SOCIAL STUDIES

PROBLEMS AND ISSUES IN THE TEACHING OF LARGE CLASSES IN SOCIAL STUDIES
ABSTRACT
          This
study identified the issue and problem in the teaching of large classes in
selected secondary school in Aramoko local Government Area of Ekiti State.
          The
data for the study was collected by the use of questionnaire.  Percentages were used to analyze the data.
          The
study revealed that most of the Social Studies teachers in Secondary School are
N.C.E holders with few years of experience. 
It also showed the implication of large classes for the teaching of
Social Studies.  It was also discovered
that instructional materials were not adequate.
          To
solve these problems it is recommended that the number of students in each
Social Studies class should be reduced to a maximum of thirty to a teacher, as
against the current position in some of the schools sampled where it is found
that some classes are over – populated with up wards of between 45 – 50 pupils
more experienced and qualified Social Studies teachers should be employed for
an improvement in the standard of the teaching of Social Studies in Secondary
School not only within the local government under study but in all schools
across the states.



TABLE OF CONTENTS
Title page
Certification
Dedication
Acknowledgement
Abstract
Table of Content
CHAPTER ONE
Introduction
Background to the study
Statement of the Problem
Purpose
The Significance of the study
Area pf study
Scope of study
Definition of items
CHAPTER TWO
Literature review
Social Studies teaching
Large class
Teaching large classes
Teachers perception
Objectives of Social Studies
CHAPTER THREE
Research Methodology
Research design
Population of the study
Sample
Instrumentation
Data collection
Data analysis
CHAPTER FOUR
Data analysis and discussion
CHAPTER FIVE
Summary and conclusion
Summary
Recommendation
Conclusion
Reference
Sample of questionnaire



CHAPTER ONE
INTRODUCTION
1.2     Background of the study
An important
feature in the introduction of Social Studies teaching is the attempt to
eradicate social vices in the society. 
Therefore, Social Studies is seen as capable of developing social
cohesion and the desirable values which society wants to hold.
As a school
subject, Social Studies integrates facts, concepts and generalization from a
number of disciplines, such as sociology, anthropology, geography, religion
studies, economics, political science and even history.  According to Makinde (2009), all these
subjects are referred to as branches of a tree with a common stem.
Social
Studies teaching plays an important role in the understanding of our society in
as mush as the study of the subject involves the study of MAN in his physical
and social environment.  Thus, man is
made the central figure and is looked at in relation to what he is, his needs
as clothing, shelter and the like.
Recent
empirical approach to studies shows that Social Studies teaching has been
facing series of problems in which a research carried out by Adeyoying (1977),
revealed that Social Studies as an amalgamation of history geography and civic
has show that teachers who so conceptualize Social Studies, teach the topics
outlines in bits.  What we see in such
classes is an emphasis on history perspective in one class period, geographical
facts is the next.  The teacher
approaches his subject with an emphasis on facts and therefore results to
lecturing.
Literature
shows that majority of teachers who handle Social Studies teaching in Secondary
Schools are teachers in other disciplines like government, geography, history
and other social sciences; therefore, a number of problems has been facing the
teaching of Social Studies.  It would be
of great importance to locate the extent of these problems and proffer
solutions to them.
1.2     Statement of the Problem
The study
inquires into teachers’ perception of the problem and issues in the teaching of
large classes in Social Studies with particular reference to Junior Secondary School
in Aramoko local government area of Ekiti
State.
          Among
the assumed and to be examine issues in Social Studies teaching are the
following:
1)               
The
general condition of schools;
2)               
The
teaching atmosphere;
3)               
Teaching
method;
4)               
Evaluation
and realization of objectives;
5)               
Students
– students interaction;
6)               
The
teachers’ perception of the problem and;
7)               
Solution
from the teachers perceptive.
1.3           
Purpose of the study
The purpose
of this study is to find out the effects and issues of teaching large classes
in Social Studies, how to formulate such classes and proffer solutions to any
problem and issues that might crop up.
1.4           
The Significance of the study
This study is
expected to produce authentic data to judgment on how teachers perceive the
teaching of large classes in Social Studies. 
It is hoped that the results of the study will provide an insight for
Social Studies decision makers and teachers on how to tackle the problems and
issues that might crop up in the teaching of large classes in Social Studies.  Findings are expected to enable teachers and
decision makers to cope with the nature of such large classes.  The scope, content of topics, and to use in
teaching the topics in such large classes and how to handle the classes.
Conclusively,
having carried out the study (research), the result, would be of tremendous
assistance to teachers of Social Studies and educational planners on how to
tackle the issues and problems of Social Studies teaching in view of large
classes in Ekiti State and the country as a whole.
1.5           
Area of Study
The area of
the study is Aramoko local government area of Ekiti State Secondary Schools.
1.6           
Scope of Study
This study is
limit to covered problem and issues in the teaching of large classes in Social
Studies in Aramoko Local Government area of Ekiti State.
1.7           
Definition of Terms
Social Studies: A broad field encompassing the
Social Science, the citizenship education, ethnics study, valve education and
everything else that had come down the Social Studies pike in recent years the
modern attempt at interdisciplinary and inter – related study of a topic, a
problem and matters that need to be clarified a concern or an appreciation a
problem approach through which man studies and leans about problems of survival
in his environment.
Teaching: Is an act of giving instruction,
educating, instructing, training, teaching and imparting knowledge for the
purpose of changes in behaviours.
Large Class: The environment of the teacher
student ration increased specifically at the primary and secondary school
levels.  Information from statistics
reveals that Nigeria
has the highest rate of environment compared with other African countries in
their educational institutions at all levels.
Problems: A problem is an obstacle which
makes it difficult to achieve a desired goal, objective or purpose.  It refers to a situation, condition or issue
that is yet unresolved.
Social Problems: In abroad sense, a problem exists
when an individual beasmesaware  of a
significant difference between what actually is and what is desired.
Issues: Are matters which directly or
indirectly affect many or all.



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