FACULTY OF EDUCATION
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Item Teachers' perception of social studies as a pedagogical tool for citizenship transformation and positive change in new Nigeria(Social Studies Educationists Association of Nigeria, 2023-01) Olasoji, E. O.; Adegboyega, L. O.; Omoniyi, T. O.Social Studies is a subject designed for knowledge, skills and values acquisition to transform citizens to become agents of change in their immediate and global environment. This study investigated teachers’ perception of Social Studies as a pedagogical tool for Citizenship transformation and positive change in new Nigeria. It was guided by three hypotheses. Descriptive survey design was adopted for the study. The population consisted of 166 Social Studies teachers from 47 public secondary schools in Ogbomoso. A total of 118 Social Studies teachers was sampled using purposive sampling technique. Teachers’ Perception of Social Studies Curriculum Questionnaire (TPSSCQ) with reliability coefficient of 0.98 was used for data collection. Percentage and Independent t- test was used to analyze the data at 0.05 level of significance. Findings from the study revealed that Social Studies curriculum content is a pedagogical tool suitable for citizenship transformation and positive change in new Nigeria. Based on these findings it was recommended that, Social Studies teachers in secondary schools should be sensitized on how to transform citizens through Social Studies contents to become agents of positive change in Nigeria.Item Teachers’ perception of social studies as a pedagogical tool for citizenship transformation and positive change in new Nigeria(Social Studies Association of Nigeria, 2023-01) Olasoji, E. O.; Adegboyega, L. O.; Omoniyi, T. O.Social Studies is a subject designed for knowledge, skills and values acquisition to transform citizens to become agents of change in their immediate and global environment. This study investigated teachers’ perception of Social Studies as a pedagogical tool for Citizenship transformation and positive change in new Nigeria. It was guided by three hypotheses. Descriptive survey design was adopted for the study. The population consisted of 166 Social Studies teachers from 47 public secondary schools in Ogbomoso. A total of 118 Social Studies teachers was sampled using purposive sampling technique. Teachers’ Perception of Social Studies Curriculum Questionnaire (TPSSCQ) with reliability coefficient of 0.98 was used for data collection. Percentage and Independent t- test was used to analyze the data at 0.05 level of significance. Findings from the study revealed that Social Studies curriculum content is a pedagogical tool suitable for citizenship transformation and positive change in new Nigeria. Based on these findings it was recommended that, Social Studies teachers in secondary schools should be sensitized on how to transform citizens through Social Studies contents to become agents of positive change in Nigeria.Item EFFECTS OF COOPERATIVE LEARNING AND FIELD TRIP STRATEGIES ON JUNIOR SECONDARY SCHOOL STUDENTS’ KNOWLEDGE OF AND ATTITUDE TO MULTICULTURAL CONCEPTS IN SOCIAL STUDIES(2014) Salako, E. T.The growing spate of ethno-religious crisis and insurgency that characterise the Nige-rian polity have been traced partially to inadequacies in the teaching of multicultural concepts in social studies. The teaching and learning of these concepts through cooperative learning and field trip strategies could discourage discrimination and promote mutual respect for other cultures. A number of studies had been carried out on cooperative learning and field trip strategies which confirmed their effectiveness on student achievement but majority of such studies had been limited to mathematics, geography, sciences and environmental education with little consideration for multicultural education. This study, therefore, determined the ef-fects of cooperative learning and field trip strategies on junior secondary school students‘ knowledge of and attitude to multicultural concepts in social studies. It further determined the moderating effects of ethnic origin and religion.The pretest-posttest, control group, quasi-experimental design with a 3x2x2 factorial matrix was adopted. Participants were three hundred and fifty-two junior secondary III stu-dents purposively selected from six secondary schools in Abeokuta, Ogun State. Participants were randomly assigned to cooperative learning strategy, field trip strategy and control groups; while treatment lasted ten weeks. Five instruments used were: Multicultural Concepts Knowledge Test (r=0.82), Multicultural Concept Attitude Scale (r= 0.86); Teachers‘ Instruc-tional Guide for Cooperative Learning Strategy, Teachers‘ Instructional Guide for Field Trip Strategy and Teachers Instructional Guide for the conventional method. Seven null hypothe-ses were tested at p<0.05 level of significance. Data were analysed using descriptive statis-tics, analysis of covariance and Scheffé post hoc test.Treatment had significant main effect on students‘ posttest knowledge scores in mul-ticultural concepts (F(2,340)=5.84; =.25) and attitude to multicultural concepts (F(2,340)=34.06; =0.40). Students in the cooperative learning group had higher mean knowledge score (x=10.14) than those in the field trip ( x =7.95) and the control group (x=10.09). Students in the control group obtained the highest adjusted posttest attitude score (x=82.26) while those in the cooperative learning group had x =79.05 and those in the field trip group had x =64.67. There was a significant interaction effect of treatment and ethnic origin on students‘ knowledge of multicultural concepts (F(2,340)=9.17; =0.32) while the coop-erative learning strategy benefited three hundred and ten students from Yoruba ethnic origin.The field trip strategy benefited forty-two non-Yoruba students. There was a significant main effect of treatment and religion on students‘ knowledge of multicultural concepts (F(2,340)=5.06; =0.13). The cooperative learning strategy benefited one hundred and nine-ty-eight students of Christian faith while the field trip strategy benefited one hundred and fif-ty-four students of Islamic faith.Cooperative learning and field trip strategies were both effective at enhancing stu-dents‘ knowledge of and attitude to multicultural concepts in social studies with ethnic fla-vour. Teachers should adopt both strategies to complement the conventional method for ef-fective teaching of multicultural concepts in social studiesItem Development and Effect of a Participatory Moral Education Programme on Pre-Service Teachers’ knowledge of and Attitude to Moral Concepts in Social Studies(2012) Kehinde-Awoyele, A. A.Social Studies as a subject is meant to involve pupils in meaningful learning activities to develop good citizenship and attitude to make informed decision on social matter. However, literature abounds that Social Studies is taught in schools using lecture methods which do not promote values and rational habits. This could be attributed to the fact that few studies have been carried out in the area of training of teachers to develop moral education programme. One of the ways by which students could be involved in meaningful learning as well as develop right affective domain is to integrate moral education programme into the learning process. This study, therefore, developed a moral education programme and determined its effect through the participatory approach on pre-service teachers‟ knowledge of and attitudes to moral issues in Nigerian colleges of education. The methodology is in two parts: first the study adopted the participatory approach to develop the moral education programme using Roberts programme development model; and secondly the efficacy of the programme was determined using the pretest- posttest, control group, quasi-experimental design with a 2x2x2 factorial matrix used. Intact classes made up of 308 female, and 160 male pre-service teachers from four colleges of education in Osun, Oyo, Ondo and Lagos states participated in the study. The instruments used were: Moral Knowledge Test (r = 0.78), Moral Attitude Scale (r = 0.85), Participatory Moral Education Programme for experimental group and Modified Conventional Learning Guide for the control group. The treatment lasted for ten weeks. Seven null hypotheses were tested at 0.05 level of significance. Data were subjected to descriptive statistics and analysis of covariance. The development of the moral education programme which involves, workshop, focus group discussion, presentation of posters, moral club by the pre-service teachers allows the enhancement of right conduct, honesty, fairness and skills of collaborative and broad team group activities. There was a significant main effect of treatment on pre-service teachers‟ knowledge of moral education (F(2,465)= 58.24, p <.05) and attitude (F(2,465) = 20.32, p < .05) Participants in the participatory group had higher knowledge mean score (x =10.63) than those in the modified conventional method (x = 8.76). Religion has significant effect on post-test knowledge scores of pre-service teachers‟ (F(2.465) = 17,29, p < .05), and attitude (F (2,465) = 3.70, p < .05). There is no significant effect of gender on pre service teachers‟ knowledge and attitude. However, female students had higher adjusted post-test mean knowledge score (x = 9.70) than the male students (x= 9.66). The participatory approach enabled the pre-service teachers to live in peace and relate better with others regardless of tribe, sex and religion. Participatory Moral Education Programme enhanced both the knowledge and also influence attitudes of Pre-service teachers in moral concepts in Social Studies. It is therefore, recommended that the participatory moral education programme should be used in social studies classrooms by all teachers because it is capable of improving learners‟ knowledge and attitude to moral issues.