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TEACHERS AND STUDENTS’ ASSESSMENT OF EFFICACY OF SECONDARY SCHOOL SOCIAL STUDIES CURRICULUM IN PROMOTING UNITY IN DIVERSITY IN NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The aim of this study is to explore the perceptions and assessments of both teachers and students regarding the effectiveness of the secondary school social studies curriculum in promoting unity in diversity in Nigeria. Nigeria is a diverse country with numerous ethnic, religious, and cultural groups, and fostering unity among its citizens is crucial for sustainable development and peaceful coexistence.
This research employed a mixed-methods approach, combining quantitative surveys and qualitative interviews. A sample of secondary school teachers and students from various regions in Nigeria was selected to participate in the study. The quantitative data was analyzed using descriptive statistics, while thematic analysis was applied to the qualitative data.
Preliminary findings indicate that both teachers and students recognize the importance of the social studies curriculum in promoting unity in diversity. However, several challenges were identified, including inadequate instructional materials, limited teacher training in multicultural education, and a lack of emphasis on local cultural content in the curriculum. Additionally, variations in students’ prior knowledge and attitudes towards diversity influenced their perception of the curriculum’s effectiveness.
The study highlights the need for comprehensive curriculum reforms that address the challenges identified. Recommendations include the development of culturally relevant instructional materials, increased teacher training on multicultural education, and the inclusion of local cultural content in the curriculum. Furthermore, fostering positive attitudes towards diversity among students through interactive teaching methods, experiential learning, and community engagement is crucial for promoting unity.
This research contributes to the existing literature on curriculum development and multicultural education in Nigeria. It provides valuable insights into the perspectives of teachers and students regarding the efficacy of the social studies curriculum in promoting unity in diversity. The findings can inform policymakers, curriculum developers, and educators in designing and implementing effective strategies to enhance unity and social cohesion among Nigeria’s diverse population.
Keywords: social studies curriculum, secondary schools, unity in diversity, Nigeria, multicultural education, teacher perceptions, student perceptions.
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