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All Journal Indonesian Journal of Elementary Teachers Education International Journal of Contemporary Studies in Education
Omiyefa, Muraina Olugbenga
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teachers’ Perception of Social Studies as an Instrument for Promoting Peaceful Coexistence in Nigeria Omiyefa, Muraina Olugbenga
International Journal of Contemporary Studies in Education Vol. 3 No. 1 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v3i1.874

Abstract

This study examined the teachers' perception of Social Studies as an instrument for achieving peaceful coexistence in Nigeria. The study adopted the descriptive research design with population comprising Social Studies teachers in both private and public secondary schools in Nigeria. The sample consisted 100 respondents selected using a multistage sampling procedure. The instrument used for the study was a self-constructed questionnaire titled “Perception of Social Studies for Peaceful Coexistence Questionnaire” (PSSPCQ) which was validated by experts. The reliability was established at 0.78 co-efficient. Frequency and percentages were used to analyse the research questions and t-test was used for the hypotheses generated. The study showed that Social Studies is effective in achieving peaceful coexistence by tolerating each other, preparing individuals through the acquisition of knowledge, attitude, values and skills necessary for social and civic responsibilities. Results also indicated that there was significant difference in the perception of teachers on the relevance of Social Studies in achieving peaceful coexistence based on school type and religion. The study therefore, recommended that Social Studies should also be taught at all levels of the Nigerian school system to ensure that the citizenry has all needed information needed for peaceful coexistence.
SOCIO-ECONOMIC STATUS, GENDER AND TEACHERS' FACTORS AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN ECONOMIC CONCEPT IN SOCIAL STUDIES OMIYEFA, MURAINA OLUGBENGA
Indonesian Journal of Elementary Teachers Education Vol. 5 No. 1 (2024)
Publisher : The University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijete.v5i1.9489

Abstract

The role of the teacher in the teaching-learning process is crucial for facilitating students’ learning.. However, there is a dearth of literature that incorporate socio-economic status such as parental (qualification, occupation, education, income), teachers' factors such as (qualification, work attitude and competence) and gender as they predict students’ academic achievement, particularly in economic concepts within the field of Social Studies. This study therefore investigated socio-economic status, gender and teachers' factors as predictors of students' academic achievement in economic concepts in Social Studies. The study adopted cross-sectional survey research design. Questionnaire was the instrument used to collect data from 350 respondents drawn from five senior secondary schools in Ibadan, Oyo State. Seventy students were selected each from the five schools drawn from Ibadan North local government areas of Oyo state. Data collected were analysed using chi-square and t-test at 0.05 level of significance. The result of the data analysis showed that there is prominent association between socio-economic status and students' academic achievement; there is significant relationship between teachers' factor and students' academic achievement and there is no significant relationship between academic achievement of male and female students in economic concepts in Social Studies. Based on the findings, it was recommended parents should improve the conditions of their home environment to suite the purpose of their children performing better in school work while teachers improve their method of instruction to address various personality traits of students.Keywords: Socio-economic status; Gender; Academic performance; Teacher’s factor
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