Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582897
Title: Social studies education in Nigeria : the challenge of building a nation
Author: Sofadekan, Adedayo Oyewole
Awarding Body: Brunel University
Current Institution: Brunel University
Date of Award: 2012
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Abstract:
The general aim in conducting this research is to investigate the teaching and learning of Social Studies in Nigeria and to understand how it is taught and its role in fostering tolerance and appreciation for cultural differences. However, teachers of Social Studies often adopt different methods. Hence, it is important to understand how their teaching impacts upon the day to day lives of Nigerians. This study is made up three discrete studies, each building upon the one before, but all three studies tell a story. Several types of data collection methods were used to obtain the findings. These included interviews, questionnaires and a class-based study. The first study explored qualitatively how ex-students have used the knowledge they gained in Social Studies in their daily lives. The second study was conducted to examine the challenges that teachers’ faced in the delivery of the Social Studies curriculum while the third study focused on the effectiveness of a scaffolded approach in the teaching and learning of Social Studies. The findings revealed that there is a tension in the curriculum between how participants perceived Social Studies and the purpose of Social Studies as defined by the Government in Nigeria. The aims and objectives of the current Social Studies curriculum jar with the issues that some participants identified as being relevant to their daily lives. It also revealed that not all the teachers are Social Studies specialists, there are some non-specialist teachers teaching Social Studies. This may have accounted for diversity of teaching methods and opportunities. It was also reported that the curriculum content in Social Studies is not adequate for addressing the social issues and problems that face Nigeria today. The findings also show that using a scaffolded approach seems to have promoted students’ learning around issues relevant to their lives in Nigeria. The findings from this study revealed that there is a tension in the curriculum; it is my contention that it can be improved by using a scaffolded approach and by ensuring that Social Studies specialists deliver the content.
Supervisor: Rivers, I.; Capel, S. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.582897  DOI: Not available
Keywords: Social studies ; Scaffolding ; Nigeria ; Education ; Nation-building
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