This study examines the need to reduce deviant behaviours among junior secondary schools through the teaching of Social Studies. Deviant behaviours manifest in many ways among the junior secondary school students in Nigeria. The impact of such behaviour is not only felt in the academic achievement of students but also manifests in the social vices committed by these students in the community. This study raises question about the nature of deviant behaviours manifested by these students and also raises questions about the causative factors and the influence of Social Studies instruction in minimizing the rate of deviant behaviours among the students. The population of the study is the Social Studies teachers in Ekiti and Ondo States Secondary Schools. The sample consists of One hundred and fifty teachers of Social Studies selected through random sampling technique from Ekiti and Ondo States. Two research questions and two hypotheses were formulated for the study. The Instrument for the study was a questionnaire designed for teachers. The questionnaire elicits information on the teachers perception on if Social Studies instruction could serve as a means of reducing students deviant behaviours. The data collected from the respondents were analysed using t. test statistics. It was found that teachers perceived that the deviant behaviours of the students will reduce significantly if they were taught Social Studies contents in school specifically in its areas that teach morals and culture. It was therefore recommended that the teachers should emphasise the lessons derived from the teaching of any Social Studies concepts in the secondary school.
This paper investigated the relationship between motivation and teachers' job mobility in Ondo State, Nigeria. The study adopted a descriptive research of the survey type. The population consisted of all teachers of public secondary schools in Ondo State. Multistage sampling procedures were used to select the sample for the study. Stage one involved the use of simple random sampling technique to select 5 Local Government Areas from the 18 Local Government Areas in the State. The second stage involved the selection of 10 public secondary schools using purposive random sampling technique. 50 teachers were selected from each of the public schools using simple random sampling technique at third stage to make a total of 500 teachers as sample for the study. The content of the instrument was validated by relevant experts. The reliability was ascertained through test-retest method and Cronbach Alpha reliability coefficient method was used to determine the internal consistency of the items. The result yielded reliability coefficient of 0.87. Data collected were analyzed using descriptive and inferential statistics. Frequency counts, mean scores, percentages were used to answer questions raised while Pearson's Product Moment Correlation and t-test were used to test the hypothesis at 0.05 level of significance. The study revealed that the level of teachers' job mobility was low and that motivational issues have a very high impact on teachers' job mobility. It was therefore recommended among others that Government at all levels and education stakeholders should encourage teachers to be committed to their jobs by providing necessary conducive environments and incentives to ensure better performance for national development.
This paper examines issues relating to the concept of critical thinking, how to develop critical thinking abilities in students using Individualistic and Cooperative Learning Strategies to achieve powerful and effective Social Studies teaching. The study adopted the pre-test control group quasiexperimental design. A sample of 180 Junior Secondary School Class two (JSSII) students drawn from three secondary schools in Ekiti/West, Ikere and Ido-Osi Local Government Areas of Ekiti State Nigeria were selected for the study using stratified random sampling technique. Data were collected with the use of an instrument titled 'Social Studies Achievement Test (SSAT)'. The instrument was validated and had a reliability coefficient of 0.84. Two hypotheses were tested for the study and Analysis of Covariance (ANCOVA) was used to test the hypotheses. All the hypotheses were tested at 0.05 level of significance; Scheffe Post-Hoc Analysis were also applied. The results show that there is significant difference in the critical thinking and decision-making ability levels between the experimental and control groups, however, subjects exposed to cooperative learning strategy had the highest adjusted mean scores. The paper therefore, recommended that Social Studies teachers should employ the use of Cooperative learning strategy in their teaching to enhance the development of critical thinking and decision-making abilities in learners.
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