TEACHERS’ EFFECTIVENESS IN THE TEACHING OF

SOCIAL STUDIES AT JUNIOR SECONDARY SCHOOL

LEVEL IN SABON-GARI LOCAL GOVERNMENT AREA OF
KADUNA STATE

By
AGBO JOHN
U18ZS2075

MARCH, 2022

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 TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope and Limitation of the Study
CHAPER TWO: REVIEW OF RELATED LITERATURE
2.1 Social Studies Teachers’ Effectiveness
2.2 Factors that Determine Social Studies Teachers’ Effectiveness
2.3 Concept of Social Studies
2.4 Concept of Gender
2.5 Concept of Location
2.6 Theoretical Framework
2.7 Review of Empirical Studies
2.8 Summary of Literature Review
CHAPTER THREE: METHODOLOGY
3.1 Design of the Study
3.2 Population for the Study
3.3 Sample and Sampling Technique
3.4 Instrument for Data Collection
3.4.1 Validation of the Instrument
3.4.2 Reliability of the Instrument
3.5 Method of Data Collection
3.6 Method of Data Analysis
CHAPTER FOUR: ANALYSIS OF DATA AND RESULTS
4.0 Introduction
4.1 Data Presentation and Analysis of Research Questions
4.2 Testing of Hypotheses
4.3 Summary of Findings
4.4 Discussion of Findings
CHAPTER FIVE: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions for Further Research
References
Appendix

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 Abstract

The main purpose of this study was to determine the effectiveness of the teachers in the
teaching of social studies at junior secondary school level in Sabon-Gari Local Government
Area of Kaduna State. Specifically, the study was guided by eight purposes, eight research
questions and eight null hypotheses. The design of the study was a descriptive survey
research design. The study was carried out in State, Nigeria Sabon-Gari Local Government
Area of Kaduna. The population of the study was comprised of 8,943 JSS II students. The
sample for the study was 370 respondents. The instrument for data collection was a
questionnaire developed by the researche.. The instrument was made up of two parts - A and
B. Part A was concerned with demographic data of the respondents which comprised of
location (Urban or Rural), Gender (male or female), Age and Religion. Part B consisted of
five (5) clusters. The reliability of the instrument was ascertained through trial- testing to
determine the internal consistency of the items and an overall reliability coefficient of 0.85
was obtained using Cronbach’s Alpha. This shows that the instrument was reliable and was
used for the study. The researcher adopted the direct approach in administering the
questionnaire to the respondents. This face-to-face and on the spot administration and
collection of the instrument was adopted in order to avoid wastage or loss of the instrument
as much as possible. Data collected from the respondents was analyzed using Mean and
standard deviation to answer the research questions while the null hypotheses were tested
using t-test statistic. All the hypotheses were tested at 0.05 levels of significance. The finding
of the study among others showed that to a high extent, social studies teachers’ master social
studies content. It was also found that to a high extent, use of appropriate learning resources
by social studies teachers contribute to their effectiveness in the teaching of social studies .
Result also showed that to a high extent, teachers’ instructional method influenced their
effectiveness in the teaching of social studies at junior secondary schools. The implications of
the above findings were examined and it was recommended among other things that teachers
should try to understand better the factors that influenced their effectiveness as this will make
them better teachers of the subject and will in turn influence students’ performance in the
subject. The assumption is that greater effectiveness will have concomitant positive influence
on students’ achievement in social studies. The limitations of this study were highlighted and
suggestions were made for further studies.

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 CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The future growth of any nation, even the most advanced nations of the world
depends quite considerably on the quality of education it provides for its citizens. The quality
of education depends upon inspired, satisfied and truly dedicated teachers. This in turn can
only be achieved through an effective teacher. Education is the gateway to national
development in Nigeria. If it is to be developed to meet her social, political, economic and
technological needs, there must exist effective social studies teachers to teach their respective
subjects. Therefore, the quest for an effective teacher in teaching social studies is borne out of
the desired need to attain the laudable goals of high educational standards coupled with the
much needed moral rectitude in our society today (Korve, 2008).
The attainment of the Education Millennium Development Goals (MDGs) and
Education for All Goals (EFA) which is geared towards ensuring that by the year 2015 all
children particularly girls, children in difficult circumstances and those belonging to ethnic
minorities have access to, and complete, free and compulsory primary education of good
quality depend to a large extent on teachers’ effectiveness and other students or learners
related factors. Education is an instrument for national development but if it is to achieve that
objective, emphasis must be placed on the quality of educational programmes undertaken as
well as the quality of teachers who implement them. This is because a quality or effective
social studies teacher produces qualitative education which in turn leads to rapid national
development (Barth, 2013).
The process of evaluating the effectiveness of teachers has changed over time along
with the definition of what effective teaching is, due in part to increasing state and federal
attention to school-level and classroom-level accountability for student learning. Effective
teaching has been defined in many ways throughout the years (Muijs, 2006; Cruickshank and
Haefele, 2011; Cheng and Tsui, 2012), and methods for measuring teachers’ effectiveness
have changed as definitions and beliefs about what is important to measure have evolved.
Although there is a general consensus that good teaching matters and that it may be the single
most important school-based factor in improving student achievement (Darling-Hammond,
2012; Wright, Horn, and Sanders, 2010), measuring teacher effectiveness has remained
elusive in part because of ongoing debate about what an effective teacher is and does. In a
discussion of research-based indicators of effective teaching, Cruickshank and Haefele

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(2011) stated that “an enormous underlying problem with teacher evaluation relates to lack of
agreement about what constitutes good or effective teaching”. Besides a lack of clear
consensus on what an effective teacher is and does—or perhaps because of it—there is not a
generally agreed-upon method for evaluating teacher effectiveness. Muijs (2006) further
stated that commonly used methods of evaluating teachers’ effectiveness include classroom
observations designed to measure teacher practices against some standard of effective
teaching and value-added models that set out to measure the contribution of individual
teachers to their students’ achievement gains.
Teachers have been shown to have an important influence on students’ academic
achievement and they also play a crucial role in educational attainment because the teacher is
ultimately responsible for translating policy into action and principles based on practice
during interaction with the students (Afe, 2012). Both teaching and learning of social studies
depends on teachers: no wonder an effective teacher has been conceptualized as one who
produces desired results in the course of his duty as a teacher (Uchefuna, 2012). Considering
governments’ huge investment in public education, its output in terms of quality of students
have been observed to be unequal with government expenditure. Consequent upon the
observed deterioration in the academic achievement, attitude and values of secondary school
students in public secondary schools, one wonders if the high failure rates and the poor
quality of the students is not a reflection of the instructional quality in the schools. In other
words the ineffectiveness of teachers in classroom interaction with the students could be
responsible for the observed poor performance of students and the widely acclaimed fallen
standard of education in Nigeria (Afe, 2012).
Teaching effectiveness has been accepted as a multidimensional construct since it
measures a variety of different aspects of teaching such as; subject mastery, effective
communication, lesson preparation and presentation (Onyeachu, 2013). The influence of
teachers’ teaching effectiveness on the learning outcome of students as measured by students’
academic performance especially in social studies has been the subject of several studies
(Adediwura and Tayo, 2011; Adu and Olatundun, 2010; Schacter and Thum, 2014; Starr,
2012). The above studies suggest that effective teaching is a significant predictor of students’
academic achievement. Therefore effective teachers should produce students of higher
academic performance. Poor academic performance of students in Nigeria has been linked to
poor teachers’ performance in terms of accomplishing the teaching task, negative attitude to
work and poor teaching habits which have been attributed to poor motivation (Ofoegbu,

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2004). It has also been observed that conditions that would make for effective teaching such
as resources available to teachers, general conditions of infrastructure as well as instructional
materials in public secondary schools in Nigeria are poor (Oredein, 2000). These prevailing
conditions would definitely show a negative influence on the instructional quality in public
schools, which may translate to poor academic performance, attitude and values of secondary
school students.
Although social studies teachers’ instructional effectiveness would significantly
influence students’ academic achievement, other factors such as socio-economic background,
family support, intellectual aptitude of student, personality of student, self-confidence, and
previous instructional quality have been found to also influence students’ examination score
either positively or negatively (Starr, 2012). Recent examinations of the factors that influence
students’ scores have identified variables associated with teachers’ effectiveness. The
existence of this factor is not surprising since a major function of schools is to put in place
contexts in which students can learn, and the more successfully they manage these
interactions, the more effective the teacher is likely to be. To this end, Blankstein (2012) had
stated that students’ grades and test scores are not good indicators of the quality of teachers’
instruction.
In support of the above view, a study carried out by Joshua (2011) showed that
Nigerian teachers condemn the use of student achievement scores as indicators of teachers’
competence, performance or effectiveness. Since students’ academic scores are not the only
predictors of teachers’ effectiveness, researchers have sought other fairer ways of evaluating
teachers’ effectiveness. Students, administrators, colleagues and the teachers’ self-evaluation
have been used to evaluate teachers’ effectiveness. Students’ competence in the evaluation of
the effectiveness of their teachers has been of great concern to researchers in education.
However, studies have shown that students’ ratings are valuable indicators of teachers’
effectiveness (Imhanlahini and Aguele, 2006; Pozo-Munzo, 2009). Despite the fact that there
are research reports in support of students’ rating of their teachers’ effectiveness, Nuhfer
(2004) and Pozo-munzo (2009) warned that students rating should be one of a comprehensive
evaluation system and should never be the only measure of teachers’ effectiveness. The
school administrators’ evaluation has also been used to evaluate teachers’ effectiveness.
The teaching of social studies has been accepted in many societies as one of the most
critical pivot of educational practices which is essentially charged with the responsibility of
aiding the child in his interpretation of the social frameworks including the associated

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problems in which he operates as a human individual, (Akintola, 2011). Akintola also defined
social studies as the integrated study of man as he battles for survival in the environment both
physical and social. It promotes awareness, appreciation, and understanding of the reciprocal
relationship between man and the environment. The nature and objectives of social studies in
Nigerian secondary schools emphasizes students’ familiarity with their physical and social
environment; improved social relationships and interactions, skills and ability to think
relatively, critically, creatively and independently all of which are relevant to problem
solving as a totality of man’s experiences in the society and a problem-approach discipline. It
becomes imperatives for student’s active participation in the learning process (Akintola,
2011). Various authorities in social studies shared similar view of what social studies is. In
2011, the board of Directors of National Council for social studies held that social studies is
the integrated study of social science and humanities to promote civic competence within the
school program. Social studies provides coordinated and systematic study, drawing
disciplines such as Economics, Geography, History, Philosophy, Law, Political Science,
Psychology, Religion, Sociology as well as appreciate content from humanities and natural
science.
In line with the above, Mkpa (1998), explained that social studies consist of
knowledge, skills, process and values to which learners are exposed to, in order for them to
successfully achieve stated educational purpose. Furthermore, Kissock (2012), maintained
that social studies content is primarily made up of facts and statements which can be proved
true. Gurney (2007) held that apart from social science, other subjects like Literature, Art,
Music can contribute valuable insight for children in their study of human groups. The
students themselves are still another source of content for social studies. Akintola, (2011) at
the Nigeria Educational Research council conference held at Jos spelt out the definition of
social studies as the learning of man’s interactions with his social and physical environment,
that it is not only study, but the way of life, since man is influenced by his physical, social,
political, economic, psychological and cultural environments.
It is important that social studies teachers understand the role social studies is
expected to play in the society in order to achieve the desired result of exposing students to
social studies learning and teaching. The teacher should have sense of direction; this implies
that there is need for goals and objectives of social studies. The most important thing is that,
social studies is a ready tool used to sharpen the society. Social studies was found to be very
effective means of bringing together all the diverse and heterogeneous groups that made up

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Nigeria. Teachers’ effectiveness in the teaching of this subject therefore cannot be
overemphasized. Also, studies have shown that gender has implication on instructional
effectiveness. For example, Kissock (2012) stated that males’ teachers are more effective in
teaching social studies than their female counterparts. This means that gender may also affect
teachers’ instructional effectiveness in teaching social studies. Similarly, the school location
or environment may have impact on the effectiveness of teachers in teaching social studies.
For example, studies have shown that teachers in urban areas are more effective than their
counterparts in rural areas (Eze and Nnennaya, 2013). It is therefore important that this study
is carried out in Sabon-Gari Local Government Area of Kaduna State where the performance
of students in social studies has been very poor which in part may be caused by teachers’
ineffectiveness in teaching the subject. It is against this background that the researcher is
interested in finding out how effective the secondary school teachers are in the teaching of
social studies at the junior secondary schools in Sabon-Gari Local Government Area of
Kaduna State, Nigeria.
1.2 Statement of the Problem
The issue of poor academic performance of students in social studies has been of
much concern to all and sundry. This poor performance to some extent is attributed to
students’ factors and sometimes teachers’ effectiveness in teaching the subject. The quality of
education on the other hand depends on the teachers as reflected in the performance of their
duties. Over time, students’ academic performance in both internal and external examinations
had been used to determine excellence in teachers and teaching. Result from earlier
researches revealed deficiency in the effective teaching of social studies at junior secondary
school in Sabon-Gari Local Government Area of Kaduna State. The factors responsible for
such ineffectiveness include; inadequate and unqualified social studies teachers, inadequate
teaching aids, poor infrastructures, and inappropriate use of methodology and instructional
materials. Despite the importance of social studies such as students’ familiarity with their
physical and social environment; improved social relationships and interactions, skills and
ability to think relatively, critically, among others, most students exhibit nonchalant attitude
towards the subject which may be as a result of teachers’ ineffectiveness in teaching the
subject. It is based on the above problems that the researcher is interested in carrying out this
study to determine the effectiveness of social studies teachers in teaching of the subject in
junior secondary school in Sabon-Gari Local Government Area of Kaduna State.
1.3 Objectives of the Study

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 This study is intended to determine the effectiveness of the teachers in the teaching of
social studies at junior secondary school level in Sabon-Gari Local Government Area of
Kaduna State. More specifically, the research has the following objectives;
1. To determine the extent to which teachers mastery of the social studies content
contributes to his effectiveness
2. To determine the extent to which the use appropriate learning resources by social
studies teachers contribute to their effectiveness.
3. To determine the influence of teachers’ instructional method on their effectiveness.
4. To determine the extent which the use of appropriate classroom management style by
social studies teachers contributes to their effectiveness.
5. To determine the influence of communication skill on social studies teachers’
effectiveness.
1.4 Research Questions
The following research questions guided the study
1. To what extent do social studies teachers master social studies content?
2. To what extent does the use of appropriate learning resources by social studies teachers
contribute to their effectiveness in the teaching of social studies at junior secondary
schools?
3. To what extent do teachers’ instructional method influence their effectiveness in the
teaching of social studies at junior secondary schools?
4. To what extent do the use of appropriate classroom management style by social studies
teachers contributes to their effectiveness in teaching of social studies at junior secondary
schools?
5. To what extent does teachers’ Communication Skill influence his effectiveness in
teaching social studies at junior secondary schools?
1.5 Hypotheses
The following null hypotheses were formulated to guide the study and were tested at
0.05 level of significance.
H01: There is no significant difference between the opinions of respondents on how
teachers’ mastery of social studies content contributes to their effectiveness in the teaching of
social studies at junior secondary schools.

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H02: There is no significant difference between the use of appropriate learning resources by
social studies teachers and their effectiveness in the teaching of social studies at junior
secondary schools.
H03: There is no significant difference between teachers’ instructional method influence and
their effectiveness in the teaching of social studies at junior secondary schools.
H04: There is no significant difference between the use of appropriate classroom
management style by social studies teachers and their effectiveness in teaching of social
studies at junior secondary schools.
H05: There is no significant difference between teachers’ Communication Skill influence and
teachers’ effectiveness in teaching social studies at junior secondary schools.
1.6 Significance of the Study
The findings of the study have both theoretical and practical significance.
Theoretically, several suppositions and suggestions have been made on how teachers’
effectiveness in teaching his subject influenced students’ academic achievement. For the
purpose of this study therefore, Expectancy theory by Victor Vroom, theory of social
learning by Albert Bandura and Extrinsic theory of motivation by Abraham Maslow are
significant, because the theories provided insight on how cognitive motivation increases ones
effectiveness. The findings of this study will therefore add credence to the tenets of these
theories.
Practically, the parents, students, teachers, researchers and policy makers would
benefit from the findings of the study. The joy of parents is to see their children excelling in
academics. This wish has eluded most parents. However the finding of this study if
implemented would help the parent to enroll their wards into the right school where only
effective teachers are employed to teach social studies.
The finding of this study would also be of benefit to the students. This is because the
students are functional members of the society. The outcome or product of effective teaching
is consumed by the society. The values inculcated by an effective social studies teacher
would help to build the society socially, economically and politically. Social studies
curriculum among other things emphasized honesty, leadership, followership, nationhood,
etc. these values if translated into the students will go a long way to building a healthy
society.
The finding of this study would help the teachers to understand better the factors that
influenced their effectiveness, thus making them better teachers of the subject. These will in

7
turn influence students’ performance in the subject. The assumption is that greater
effectiveness would have concomitant positive influence on students’ achievement in social
studies.
The outcome of this study would also help school administrators to identify what to
emphasize in the course of supervising teaching and learning in the school system.
Supervision is an integral part of the school system which ensures proper curriculum
implementation. This study is particularly important because it will help school
administrators to quickly identify those factors such as punctuality, mastery of content, the
issue of appropriate learning resources or teaching aids, the use of appropriate class
management style that contribute to teachers effectiveness.
The findings of this study will provide additional literature for subsequent researchers
to draw from the course of conducting researches, and also reveal problems which could be
the basis for further research, thus contributing to the existing knowledge of teacher
effectiveness in the teaching of social studies in junior secondary schools. The finding of the
study will also help researchers to identify the various ways of measuring teacher
effectiveness.
1.7 Scope of the Study
This study focused on teachers’ effectiveness in the teaching of social studies at junior
secondary schools in Sabon-Gari Local Government Area of Kaduna State. The study was
limited to junior secondary school students of both public and private secondary schools
Sabon-Gari Local Government Area of Kaduna State. The indices of teacher effectiveness
that were investigated include; teachers’ instructional method, the use appropriate learning
resources, the use of appropriate classroom management style, teachers’ mastery of the social
studies content, qualification, gender and teachers’ experience.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

The review of related literature is presented and discussed under the following

Headings and sub-headings; Conceptual Framework, Theoretical framework, Review of

related empirical studies and summary of literature review.

Conceptual Framework

 Social Studies Teachers’ Effectiveness

 Factors that Determine Social Studies Teachers’ Effectiveness

 Concept of Social Studies

 Concept of Gender

 Concept of Location

Theoretical Framework

 Expectancy Theory by Victor Vroom

 Theory of social learning by Albert Bandura

 Extrinsic theory of motivation by Abraham Maslow

Review of Related Empirical Studies

 Studies on Teachers’ Effectiveness.

2.1 Concept of Social Studies Effectiveness

The concept of effectiveness had been defined by different authors in different ways

but all having similar meaning. Olaitan (2003) sees effectiveness as knowledge, skills,

attitudes and judgment generally required for the successful performance of a task. These

knowledge, skills, mindsets, and thought patterns, when used whether singularly or in various

combinations, results in successful performance on a job. In the opinion of Katane (2001),

effectiveness has to do with the ability of a teacher to integrate different kinds of knowledge

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and use them synergically. Oliva (2002) posited that effectiveness involves knowledge, skills,

attitudes, values, motivation and beliefs people need in order to be successful in a job.

Effective teaching of social studies in any learning environment requires demonstration of

various competencies which invariably enable students to learn by improving their

knowledge, skills, attitudes and values. An effective teacher is expected to teach the subject

contents having possessed the expected competencies. Siddiqui (2010) observed that the

teacher is expected to possess a deep knowledge of his/her subject matter competency to

effectively impart his/her instruction to students.

Effectiveness can also be seen as the degree to which objectives are achieved and the

extent to which targeted problems are solved. In contrast to efficiency, effectiveness is

determined without reference to costs and, whereas efficiency means "doing the thing right,"

effectiveness means "doing the right thing." Effectiveness is the level of results from the

actions of employees and managers. Employees and managers who demonstrate effectiveness

in the workplace help produce high-quality results. For instance, a social studies teacher who

is effective, will constantly produce students who have good results. If he’s ineffective, he

will struggle to make students pass examination. The effectiveness of a teacher has an

enormous impact on students’ outcome or performance/achievement.

The idea of effective teacher for each individual is variable. Students´ perception,

opinions and/or experiences about an effective teacher are different. An effective teacher has

been considered, sometimes, as a perfectionist, encouraging, approachable and caring, other

times as intelligent, but above all, as enthusiastic, funny, clever, affective and understanding,

open, and with a relaxed style while teaching (Koretz, 2002). Learning is enhanced by the

teachers´ knowledge, enthusiasm and responsibility towards creating a warm class climate

enhancing “the students desire to learn and to accept the challenges of thinking and enquiring

into all that is offered by the teacher”. Stronge (2014) stated that teaching is vocational, and

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most effective teachers are passionate about their chosen profession. However, he also added

that an effective teacher is always in a constant learning process due to changes in terms of

the students’ characteristics, the curriculum, the community, and finance among many others.

According to Gibbs (2002) “Teachers need to be able to survive the demands, threats

and challenges within the diverse circumstances of teaching” Gibbs stated that an effective

teacher needs the capacity to be persistent, flexible, and innovative on new teaching

approaches and be prepared in the case of failure. For Stronge (2014) an effective teacher has

a psychological influence on the students, having a strong influence on their achievement.

According to Killen (2006), an effective teacher is the one who has clear objectives and own

goals of teaching. A teacher can provide the students with the answer of a question, which

can be effective only if the main objective is simply to compare and analyze different results.

However, if the objective is to make the student think about the option of providing different

possible answers, the teacher, in this case, may be regarded as ineffective. Smith (1995)

stated that teachers and teaching need to be creative to allow the students learn naturally.

Smith also added that educational institutions should spend more time on “doing” and less

time on “talking about learning and teaching” In addition, Gurney (2007) suggested that

instead of reflecting on theory and practice, we should reflect on what we do in the

classroom.

Effective teachers need to focus on students’ achievement. Alton-Lee (2003) pointed

out that an effective link between school and cultural context is needed; apart from being

caring, and enhance assessment, feedback and evaluation, as well as being responsible to

students learning process, the curriculum goals, the multiple tasks and the contexts. Gurney

(2007) added that to be an effective teacher there should be an interaction among different

factors. One of them is the teacher´ knowledge, enthusiasm and responsibility for learning.

Another factor is that effective teachers should provide the students with activities and

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assessment that encourages them to learn (and learn through experience), as well as having an

engaged feedback. Finally, to create a warm environment and a relationship with the students

in which respect will enhance learning. According to Borich (2000), the responsibilities of

effective teachers are to have lesson clarity, instructional variety, teacher task orientation,

engagement in the learning process and student success rate.

Therefore, effective teachers do not teach in front of the class doing a good

demonstration on the extensive and deep content knowledge, they teach to promote and

enhance learning. Besides, they know how to manage, not only their knowledge, but also the

classroom and the students in terms of discipline. Therefore, to be effective teachers also

imply to have a series of qualities, in terms of professional and personal skills.

These days, many people can be teachers, but the question is, how many people can

be effective teachers. Clearly, to be an effective teacher is more complicated and difficult

than many people think. To be an effective teacher does not only involve having a deep

content knowledge, but also organizational, management and communication skills, being

able to organize instructions, and providing relevant assessment and fair evaluations. In

addition, an effective teacher is responsible to create a warm classroom climate, to promote

enthusiasm, motivation and an interactive teacher-student relationship. Also, it implies to be

caring and understandable, and above all, to enhance learning.

Effective teachers are distinguished by their dedication to the students and to the job

of teaching, and feel responsible for the achievement and success of the students and own

professional development. Effective teachers really believe that all students can learn,

although all learn differently. They strive to motivate and engage all their students in learning

rather than simple accepting that some students cannot be engaged and are destined to do

poorly. There are many different types of teachers. For instance, among many others, there

are those who walk into the classroom, and some students do not even notice them; also there

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are some who seem to be authentic dictators, and students are even afraid to ask anything in

the classroom. There are those who read from a book, or talk constantly, during the whole

lesson, while students keep just copying; or even those who just talk, and by the end of the

lesson, students do not even know what the lesson was about, because the objectives,

structure and/or theme were not clear, even for the teacher (Rice, 2003).

2.2 Factors that Determine Social Studies Teachers’ Effectiveness

According to Watson and DeGeest (2005), the following factors must be put into

consideration when talking about an effective teacher. These factors among others include;

Content Knowledge

For many, including teachers, the most obvious requirement to be an effective teacher

is the content knowledge of the subject. According to the McBer Report (DFES, 2000)

students expect a teacher to have good content knowledge to be considered effective, which

inspire the students’ confidence in the teacher. In addition, Ferguson & Womackl (1993)

stated that “effective communication of content knowledge is a hallmark of good teachers”.

However, having good content knowledge is just one of many vital factors and qualities,

which an effective teacher needs to have in order to enhance learning and achievement.

Good Planning

Having good content knowledge is not so effective without a well-planned lesson. A

lesson plan makes the content and the session interesting and involving. Good planning

facilitates clear explanations, and it provides a wide range of resources suitable to students

needs. It assists with effective use of oral questioning, giving instructions, being flexible, and

having an impact on the students´ stimulation to encourage their interest and participation.

Effective teachers should give meaning to the subject by facilitating relevant material to the

students wherever possible, and by finding means to stimulate interest on it. Besides, they

must be prepared to reconsider whether the material and methodology is suitable to be re-

13
presented in the classroom. Craig and Dickenson (2003) pointed out that good planning

ensures that lessons include periods where students are allowed to have discussion in open or

close groups or in pairs. Good planning organizes the material which allows doing more and

better during a session. Gurney, (2007) also pointed out that students should be allowed to

give the teacher their feedback in order to improve own knowledge, methodology and

learning environment if needed. Cruickshenk & Haefele (2011) stated that “effective teachers

are able to qualitatively do more with the same amount of time” However, good planning also

implies classroom management and organization to achieve learning.

Classroom Management

Effective teachers manage and organize the classroom, in the beginning of the year,

according to the students’ needs and preferences to create an optimistic and warm learning

environment for all the students, and enhance learning. Emmer (2003) stated that “effective

teachers takes time in the beginning of the year and especially on the first day to school to

establish classroom management, classroom organization and expectations for students

behavior”

According to Sokal (2003) classroom management seem to be a high priority for

novice and experience teachers. However, management is not parallel to strict rules; in fact,

management is to anticipate students´ needs, and then prepare a suitable year plan,

procedures, activities, assessment, evaluation criteria, and above all, clear instructions to the

students to promote students motivation, enthusiasm and learning. Effective teachers use low

classroom rules, and more routines to maintain a relaxed and warm environment to enhance

learning. Marzano (2003) stated that “minimum number of classroom rules, which tend to

focus on expectations of how to act toward one another, maintain a safe environment, and

participate in learning”. While classroom management focus on instructions which influences

the students in terms of psychological behaviour to learn, classroom organization influences

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the students’ motivation to learn created from the physical learning environment. Effective

teachers organize the classroom to promote learning and interaction, and have to create an

optimal learning environment where students feel comfortable and relax in terms of

decoration, accessibility and mobility.

Communication Skills

Communication skills are vital for anyone who has a teaching job. Effective teachers

are always effective communicators. They communicate clearly about course objectives,

content and testing, making sure to provide a rationale for learning particular material and

adapt instruction to their student's level of knowledge and skill. Lacks of communication

mean that the students will not understand key concepts at all, or they will do incorrectly.

Effective teacher can take something that is complex and present it in a way that can be easily

absorbed by the students, and through different verbal and non-verbal communications

(Prozesky, 2000).

Teachers’ Confidence

Teachers’ confidence plays an important role in effectiveness. Confidence to teach

subject matter influences the teaching outcomes (Bandura, 1997). If effective teachers believe

in themselves, they achieve a lot in the classroom, and students know who is in charge, and

the teacher knows what material to cover, and how to teach it.

Effective teachers are passionate about teaching and the subject. If the teachers do not love

their job, the students perceive it, influencing in their low motivation. Besides, if they do not

love the subject, therefore, how can the students are going to love it? Effective teachers have

an energy that almost makes them glow and they tackle each lesson with a sense of challenge,

rather than routine. Wolk (2001) stated that when the teacher is passionate about learning can

create an “infectious classroom environment” Besides, Gurney (2007) pointed out that when

the teachers show enthusiasm, and there is interaction in the classroom, the work of learning

15
process is turned into a pleasure. In addition, teachers who are enthusiastic about their

subjects and learning, motivate students, and therefore increase achievement (Stronge, 2014).

Motivation for Learning

Motivating students make them more receptive and excited about the subject, make

them be aware of the value and importance of learning, and have a better attitude to learn.

Effective teachers makes the students increase their academic self-concept, their interest in

the subject and the desire to learn more, and therefore to have a high level of achievement

(NWREL, 2001). It also been stated that students see the effective teacher as a motivational

and a leader when the teacher encourages them to be responsible for their own learning. Also

when high standards and challenge tasks and a variety of strategies such as cooperative

learning (Fisher, 2003); and when relevant reinforcement and feedback have been provided

during the process, enhancing learning as a result. Humour can be a powerful ingredient in

every lesson. Effective teachers do not need to be clowns, but it is beneficial to have good

sense of humour, and been willing to share jokes with the students to break negative-cold

barriers.

Assessment and evaluation

Effective teachers really believe every student is capable of achieving success, and

they do all they can to find ways of making each student successful. Assessment can be an

effective learning process. Effective teachers have good expertise in a variety of assessment

methods, equitable practice, and a good and fair evaluation system. They teach to encourage

students to take greater responsibility for their own learning. They also make sure that their

students know what the objectives and goals of the learning program are; understand how

these goals will be assessed; know whether they are on the pathway to achieve success; and

are actively involved in evaluating their own leaning. Effective teachers request formal and

informal responses from students during the semester, and use the information to improve

16
their courses as they are being taught. According to Cameron (2002), students should be able

to understand that assessment is a part of their learning process and not just one activity to fill

the subject.

To conclude, to be an effective teacher is not an easy task. In fact, it is a complex

process. It is not only concerned with success in short-term, but also with appropriate values

and success of long term achievement. Effective teachers need to have good professional and

personal skills. Content knowledge, together with good planning, clear goals and

communication, good classroom management and organization, and consistently high and

realistic expectations with the students are essential factors to be effective teachers. Besides,

they need to feel responsible for the students learning process, regardless the students’

aptitude to learn. The teachers, as well as having effective personal and professional skills,

serve as example of lifelong learners, and are investors of their own education.

Moreover, the effective teacher will combine professionalism with care,

understanding, fairness, and kindness. They also have to be passionate, enthusiastic,

motivated about teaching and learning. They have to create a warm classroom environment

where students feel comfortable, and have a sense of belonging, as the environment is

conductive to learn. Effective teachers are innovative, invite students to approach and

interactions, and also values diversity. It can be said that those who have the capacity to

inspire students to reach their fullest potential on learning through their qualities and

professional and personal skills are effective teachers.

2.3 Concept of Social Studies

The concept of social studies has been variously defined by various authors. In 2012,

the national council for the social studies (NCSS) adopted the following definition of social

studies. Social study is the integrated study of the social sciences and humanities to promote

civic competence within the school programme, social studies provide coordinated,

17
systematic study drawing above listed subject areas as well as appropriate content from

humanities. The primary purpose of social studies according NCSS (2012) is to help young

people develop the ability to make informed and reasoned decision for the public good as

citizens of a culturally diverse, democratic society in an independent world.

Barth (2013) in his studies on social studies issues provide a simpler definition of

social studies as the interdisciplinary integration of social studies and humanities concepts for

the purpose of practicing, problem solving and decision making for developing citizenship

skills on critical social issues. Several authors have attempted persistently to provide varied

definitions of the discipline.

According to Mkpa (1998), social studies consist of knowledge, skills, processes and

values to which learners are exposed to in order for them to successfully achieve stated

educational purposes. Gurney (2007), defines social studies as a discipline that concerns itself

with learning about people, how and where they live, how they form and structure societies,

how they govern themselves and provide for psychological needs, how and why they love

and hate each other, how they use and misuse the resources of the planed that is in their

home. Kissock (2012), seems to adopt a similar view by defining the concept of social studies

as “a programme of study which a society uses to instill in the learner the knowledge, skills,

attitudes, and actions it considers important concerning the relationship human being have

with each other, their world and themselves”. The emphases again are on the needs of the

society and relationship between human being and his environment.

Social Studies is primarily concerned with the study of people, their activities and

relationships, as they interact with one another and with their physical and socio-cultural

environment in an effort to meet their needs (to live and to make a living). It is essentially the

study of human group experiences. Social Studies programmes provide experiences through

which students are expected to gain knowledge and insights, develop and practice a variety of

18
skills and attitudes as well as human understanding and social responsibility. Social Studies

lessons help students to explain human experiences in the past and present and develop in

them the ability to anticipate and prepare for the experiences of the future, to make sense out

of the world as they find it and build better worlds than they do find. Above all Social Studies

(lessons should) help pupils to feel valued and valuable.

Social studies education is primary considered as a social science subject basically

because it studies human behaviour in relation to his immediate environment. Man’s

environment which is the main concern of social studies can be compartmentalized into

social, physical, cultural, religious, economic etc.

Social studies therefore means, the study of man and his/her physical and social

environment, the impartation of knowledge, skills, attitudes and values to assist a person

develop into a balanced individual who knows his role in society and is equipped and

prepared or willing to play it. Because of the importance of social studies in our society, it is

therefore important to determine the effectiveness of social studies teachers in teaching the

subject at junior secondary school in Sabon-Gari Local Government Area of Kaduna State.

2.3.1 Objectives of Social Studies Education

1. Create awareness of and sensitivity to man’s environment.

2. Influence man’s attitudes positively to social, cultural political values and total

environment.

3. Enable men to acquire skills for solving societal and environmental problems.

4. Equip men with the basic understanding of the knowledge of the total environment.

5. Encourage voluntary participation in social and civic duties while developing the

sense of responsibility.

19
2.3.1 Role of Social Studies Education in National Development in Nigeria

Social studies education as an area of study has a lot of contributions towards the

attainment of the national objectives. It involves the adult and the young within the society to

develop their competencies to enable them solve and manage the socio- economic and

physical forces arising in their midst. It is not concerned with either the study of men per say,

rather with the study of man within the context of his environment, his social, physical,

political, economic, cultural and technological environment. (Ezegbe, 1994).

Introduction of social studies education into Nigeria school’s curriculum cannot be

over emphasized. This is due to the fact that it infuse in the young a love of the country

thereby fostering national unity which is essential to our development as a nation. It

contribute in achieving national objective by relying on its peculiar methodology using

inquiry, topical, problematic, project activities and other approaches to expose the children to

the pros and cons of various situation, so that they can arrive at their own independent,

conclusions based on reasoned judgment. Social studies education in Nigeria have a special

task to perform in transforming Nigeria into a modern state (Sheshi, 2002). They include

healing the social and political wounds of the past decades, nurturing the most recent hopes in

good ethnic group relationship and nationalism, and the engendering constructive reforms to

make the nation a just and progressive society. It also helps to foster the desire for self –

reliance, national efficiency and national pride. Moreover, social studies education contribute

in the attainment of national goals through citizenship education citizenship education refers

to the culture of certain behaviours, knowledge outlooks and values which are found in the

culture which the individual participate (Sheshi, 2002). A citizen however, is one who

conforms to certain accepted practices, hold a particular belief that is loyal to certain values,

participate in certain activities and conforms to norms which are often local in character. It

contribute in making citizens understand the diversity among the people of Nigeria and

20
further leads them to see the cooperation and later-dependence among them which are among

the major elements of nation-building and further plays the role of making the people

appreciate and respect the cultural diversity of Nigeria and to realize the need for

cooperation, unity and peace in the country (Sheshi, 2002).

Other roles played by social studies according to Mezieobil (2003) include:

1. The development of National consciousness and commitment as necessary ingredients for

nation building.

2. The inculcation of social value and skills for active social life

3. The development of intellectual skills, knowledge and abilities for better understanding of

the immediate and remote environment.

4. Developing rational thinking ability for practical social life.

5. Identifying and solving problems using problem solving techniques

6. Promoting value awareness and utilization of some values in tackling dynamic problems

in the society.

2.4 Concept of Gender

The concept gender has been subjected to varied definitions. Okeke (2008) refers to

gender as the socially and culturally constructed characteristics and roles which are ascribed

to males and females in the society. According to the author, these ascribed roles and

responsibilities created in the families, societies and cultures includes the expectations held

about the characteristics, aptitudes, and likely behaviour of both men and women. These

expectations can change over time and also varies between cultures. Eze and Nnennaya

(2013) describe gender as the roles, relationships, status, expectations, obligations, and the

entire notion of what is ascribed by culture to males and females at a given point in time.

These attributes, opportunities and relationships are socially constructed and are learned

through socialization processes.

21
 Gender is therefore not synonymous with sex. While sex is the biological composition

of man and woman, gender refers to those roles and expected behaviours which are socially

and culturally ascribed to males and females. In the context of this study therefore gender can

be defined as the characteristic, behaviours and psychological attributes expected of an

individual on the basis of being born male or female.

2.5 Concept of School Location

One of the factors that have implication on the teachers’ instructional effectiveness is

school location. While assessing the influence of school location on teachers’ instructional

effectiveness, Onyeachu (2013) found that there was significant difference in the

effectiveness of teachers due to location. The study shows that achievement in social studies

to some extent depend on school location. Related findings from a study by Eze and

Nnennaya (2013) showed that location conceivably may have consequences on how well

students learn at school as rural schools are disproportionately likely to have inadequate pool

of qualified teachers and insufficient funds to maintain up-to-date learning facilities. School

location therefore may be a factor influencing teachers’ effectiveness in teaching social

studies at junior secondary schools.

2.6 Theoretical Framework

It is important to review theories that are relevant to this study. The theoretical

framework for this study is based on Albert Bandura’s theory of social learning and Abraham

Maslow theory of motivation.

Expectancy Theory by Victor Vroom (1964)

Expectancy theory proposes that an individual will decide to behave or act in a certain

way because they are motivated to select a specific behavior over other behaviors due to what

they expect the result of that selected behavior will be. In essence, the motivation of the

behavior selection is determined by the desirability of the outcome. However, at the core of

22
the theory is the cognitive process of how an individual processes the different motivational

elements. This is done before making the ultimate choice. The outcome is not the sole

determining factor in making the decision of how to behave. Expectancy theory is about the

mental processes regarding choice, or choosing. It explains the processes that an individual

undergoes to make choices. In the study of organizational behavior, expectancy theory is

a motivation theory first proposed by Victor Vroom of the Yale School of Management. This

theory emphasizes the needs for organizations to relate rewards directly to performance and

to ensure that the rewards provided are those rewards deserved and wanted by the recipients.

The individual makes choices based on estimates of how well the expected results of a

given behavior are going to match up with or eventually lead to the desired results.

Motivation is a product of the individual’s expectancy that a certain effort will lead to the

intended performance, the instrumentality of this performance to achieving a certain result,

and the desirability of this result for the individual, known as valence. The Expectancy

Theory of Motivation explains the behavioral process of why individuals choose one

behavioral option over another. The theory explains that individuals can be motivated

towards goals if they believe that: there is a positive correlation between efforts and

performance, the outcome of a favorable performance will result in a desirable reward, a

reward from a performance will satisfy an important need, and/or the outcome satisfies their

need enough to make the effort worthwhile. Vroom introduces three variables within the

expectancy theory which are valence (V), expectancy (E) and instrumentality (I). The three

elements are important behind choosing one element over another. Since motivation is an

essential element in determining teachers’ effectiveness, the finding of this study will add

credence to the tenets of this theory.

23
Theory of Social Learning by Albert Bandura

Bandura (1977) proposed a psychological theory titled “social learning theory”. The

major premise of Bandura’s social learning theory, which he has recently renamed social

cognitive theory, is that we learn by observing others or by the activities of the environment.

His work centers on personality being developed as a result of an interaction between three

things. These three things are the environment, behaviour and one’s own psychological

processes. Much of Bandura’s work is built around the experimental method where he will

manipulate one of these three areas and measure the effects on the other. A second specific of

Bandura’s beliefs is that modeling can have more impact than direct experience. The four

variables that are involved in modeling according to Bandura are; attention, retention,

reproduction and motivation. One must be paying attention, be capable of retaining what they

have observed, be able to translate the observation into action and be motivated to imitate the

observed action.

It is Bandura’s view that the learner plays a prominent role in cognitively selecting,

organizing and transforming stimuli from the environment in which he is found. Accordingly,

we learn by watching the events of the environment. By social learning theory therefore,

humans are seen as social animals, who, through observations of their social world or the

interpretations of such observations collect large amounts of data or information through

which complex and skilled performances are learned. In actual sense, a great amount of what

man learns is by observation and imitation. Sometimes, we learn to do good or bad based on

what we have observed others do or how those who do those things are treated.

An effective social studies teacher produces students with good result and high

academic achievement. Most of the students who achieve high do so because they want to be

like their teachers (i.e. imitation and observation) who are effective in teaching the subject.

Since this study is interested in studying teachers effectiveness in teaching social studies at

24
junior secondary school, this theory (social learning theory) is relevant. The findings of this

study may add credence to the tenets of this theory.

Extrinsic Theory of Motivation by Abraham Maslow

This theory of motivation was proposed by Abraham Maslow (1970). Extrinsic

motivation is the desire to engage in an activity because of external rewards or pressures, not

because we enjoy the task or find it interesting. In other words, extrinsic motivation is when

one is motivated by external factors as opposed to the internal drives of the intrinsic

motivation. It drives one to do things for tangible rewards or pressures, rather than for the fun

of it. Teachers become more effective especially when they are reward each time they exhibit

the qualities of an effective teacher – enhancing students’ academic achievement.

This theory has a relationship with regards to teachers’ effectiveness in the sense that,

some teachers are in dire desire to be effective not for the fun of it but for the rewards that

awaits them. Hence, all these could be termed extrinsic motivation of the teachers which

encourages them to engage in such activities that would make them attain the height of an

effective teacher. Where qualifications of paper rewards are discouraged and emphases are

based on skill and competence, teachers will exhibit high level of effectiveness because of

the reward that is attached to it. Also negative motivation such as non-payment of salaries

hinder teachers from exhibiting high level of effectiveness.

Either way, extrinsic motion is crude, easy and effective. However, it focuses people

on the reward and not the action. Stop giving the reward and they will stop the behaviour,

which in this case is ineffectiveness. This theory is relevant to this study because when

teachers are motivated regularly, it will make them attain high level of effectiveness.

25
2.7 Review of Related Empirical Studies

It is appropriate to review researches that have been conducted which relate closely

with teachers’ effectiveness in teaching. Laura (2012) carried out a research on statistical

analysis of teaching effectiveness from students’ point of view. The study used descriptive

research design. The population of the study was 9,561 students from Udine University, Italy.

The sample size for the study was 416 students randomly drawn from three faculties across

the University. The instrument for data collection was a questionnaire developed by the

researcher comprising of 18 items. The instrument was validated by experts and trial tested.

The reliability index of the instrument using Cronbach’s Alpha was 0.77. Direct

administration and retrieval method was used by the researcher to collect the needed data for

the study. Mean and standard deviations were used for answering the research questions,

while t-test statistics was used to test the null hypotheses at 0.05 level of significance. The

findings of the study among others showed that teachers’ effectiveness is a good determinant

of students’ academic achievement in school. Result also showed that knowledge of subject,

good communication skills, sound knowledge of the use of instructional resources among

others were found as indices for measuring teachers’ effectiveness.

Gwazam (2010) carried out a research titled: Teachers’ effectiveness and attitude as

predictors of students’ achievement in mathematics. The study adopted an ex-post-facto

research design. The population of the study was 3,899 students. The sample size for the

study was 250 students randomly drawn from Senior Secondary School 2 (SS2) in Education

Zone B of Benue State, Nigeria. The instrument for data collection was a questionnaire

developed by the researcher comprising of 30 items. The instrument was validated by experts

and trial tested on 20 students inorder to determine the reliability of the instrument. The

overall reliability index of the instrument using Cronbach’s Alpha was 0.91. Direct

administration and retrieval method was used by the researcher to collect data for the study.

26
Pearson Product Moment Correlation Coefficient was used to answer the research questions

while multiple regression analysis was used to test the null hypotheses at 0.05 level of

significance. The findings of the study among others showed that there is a significant

relationship between teachers’ effectiveness and students’ academic achievement in

mathematics.

Muhammad (2015) examined empirically the essential determinants of teachers’

effectiveness in higher education institutions (HEIs) in Pakistan. The design of the study was

causal and cross sectional research design. The study was based on primary data collected

through a structured questionnaire from 155 students studying in higher education institutions

in Rawalpindi and Islamabad region. Descriptive, correlation, and regression analyses were

used to analyzed the data. The results of the study indicated that professional competence,

subject matter expertise, classroom management, and feedback had positive and statistically

significant effect on teachers’ effectiveness. The study provided useful insight with regard to

the essential predictors of teachers’ effectiveness in higher education institutions. The results

offered opportunities to the academicians, administrators, and regulators of higher education

institutions to plan and implement appropriate interventions to enhance the teachers’

effectiveness for desirable learning outcomes. The study also extended the existing

knowledge of teachers’ effectiveness in institutions of higher education in Pakistan.

Jeff and Smart (2006) carried out a study on an empirical evaluation of teachers’

effectiveness; the emergence of three critical factors. The aim of the study was to clarify the

nature of teacher effectiveness and develop a measure for evaluating teacher effectiveness.

The design of the study descriptive survey. The study was conducted in two phases. In phase

one, 148 undergraduate students were asked to identify qualities of effective teachers. In

phase two, items from existing instruments, intended to measure effective teaching, were

combined with items generated from students in phase one to form a meta‐inventory. The

27
meta‐inventory was administered to 266 undergraduate psychology students. The result of

factor analysis revealed that teacher effectiveness is multi‐dimensional in nature, comprising

three factors; respect for students, ability to challenge students, organization and presentation

skills. In addition, the findings from the study supported several teacher effectiveness

dimensions evident in past researches.

Nzewi (1985) studied the competences needed and possessed by teachers of primary

science. The study aimed at finding out those basic competencies which teachers of primary

science need for effective teaching of primary science and to find out the extent to which

teachers possess the identified competencies. Descriptive research design was adopted for the

study. Four research questions and four null hypotheses were posed. The study was carried

out in Anambra State of Nigeria. Two groups of primary school teachers comprise the study

population. They are primary school teachers who possess Teacher Grade II Certificate (TC

II) and those teachers who in addition to TC II also possess the Associate Certificate in

Education (ACE). The instrument used for data collection was a questionnaire. The

questionnaire consisted of forty competencies items. These teachers were required to rate

their performance on each competency using the five point scale. The questionnaire was

validated by three experts and tried tested. The overall reliability index for the instrument was

0.87. Mean and standard deviations were used answer the research questions while t-test

statistic was used to test the null hypotheses at 0.05 level of significance. The result of the

study identified seven competencies considered very important for primary science teaching.

Among the competencies are: ability to communicate with pupils by giving clear explicit

directions, sound knowledge of subject matter, among others. Result also showed that there

was no significant difference between the mean ratings of male and female teachers on the

competences needed and possessed by teachers for effective teaching of primary science.

28
 Joshua (2011) carried out a study to assess the teaching effectiveness or professional

role performance of Mathematics teachers in Nigeria, and how such effectiveness was

influenced by three selected teacher characteristics. Four research questions and two null

hypotheses were tested. Descriptive research design was adopted for the study. The study

sample consisted of 200 Mathematics teachers drawn randomly from the population of 285

secondary school Mathematics teachers in Cross River State. A 45-item questionnaire on

professional roles and another on teacher characteristics were used for data collection. The

questionnaire was validated by experts. The overall reliability coefficient of the instrument

using Cronbach’s Alpha was 0.79. Mean and standard deviations were used to answer the

research questions, while t-test statistics was used to test the hypotheses at 0.05 level of

significance. The findings of the study showed that the Mathematics teachers in the sample

schools were rated by their students as effective in all the eight dimensions of teaching

(professional roles) and this effectiveness was not significantly influenced by any of the two

teacher characteristics – gender and qualification. The work reviewed is similar to this in that

both took into consideration the professional roles of a teacher and the influence of some

teacher characteristics such as teacher’s gender and qualification. While the study reviewed

centered only on Mathematics, this study is on social studies.

Agharuwhe and Ugborugbo (2009) carried out a study to determine the influence of

teachers’ classroom effectiveness on students’ academic performance in public secondary

schools in Delta State, Nigeria. The study was descriptive in nature and involved 979

teachers, made up of 450 males and 519 females, drawn from 72 out of the total of 361 public

secondary schools in the State by stratified random sampling technique. Academic

performance records of 50 students per teacher, which is 48,950 students’ scores were also

used. Two questionnaires and a rating scale were used to collect data for the study. The

instruments were validated by three experts and Cronbach’s alpha value of 0.98 and 0.79

29
respectively were obtained from the two questionnaires used for the study as reliability

coefficients. Four hypotheses were tested at 0.05 level of significance using correlation,

simple regression, t-test, and single factor analysis of variance. The results showed that

effective teachers produced better performing students. However, the observed differences in

students’ performance were statistically not significant. This could be due to the influence of

student and school environment related factors which were not included in the study. It was

concluded that teachers’ effectiveness is not the only determinant of students’ academic

achievement. The above study was carried out to determine the influence of effectiveness on

performance while the present study is to determine the influence of effectiveness on

teaching social studies.

2.8 Summary of Literature Reviewed

The review of literature is viewed from three perspectives namely; conceptual

framework, theoretical framework and empirical studies. The conceptual perspective

reviewed the concepts of effectiveness, social studies teacher effectiveness and concept of

social studies. Effectiveness was defined as knowledge, skills, attitudes and judgment

generally required for the successful performance of a task. It was also seen as the ability of a

teacher to integrate different kinds of knowledge and use them synergically. Social study is

defined as the integrated study of the social sciences and humanities to promote civic

competence within the school programme, social studies provide coordinated, systematic

study drawing above listed subject areas as well as appropriate content from humanities.

From the theoretical perspective, three theories were reviewed; the expectancy theory by

Victor Vroom, theory of social learning by Albert Bandura and Extrinsic theory of motivation

by Abraham Maslow. Though these theories presents diverse concepts and views, their

propositions tend to converge on the influence of these theories on teachers’ effectiveness. In

addition, review of some empirical studies showed that some researches have been carried

30
out in some areas related to this study. However, none of the reviewed studies or any other

one available to the researcher addressed the issue of teachers’ effectiveness in teaching

social studies at junior secondary schools especially in Sabon-Gari Local Government Area

of Kaduna State, Nigeria. Based on this glaring gap, the researcher felt the need to fill this

gap by embarking on this study.

31
 CHAPTER THREE

RESEARCH METHOD

3.0 Introduction

In this chapter, the researcher describes the procedure that was adopted in the study

under the following sub headings: Design of the Study, Area of the Study, Population of the

Study, Sample and Sampling Technique, Instrument for Data Collection, Validation of the

Instrument, Reliability of the Instrument, Method of Data Collection and Method of Data

Analysis.

3.1 Research Design

The design of the study was descriptive survey research design. This design is aimed

at finding, describing, and reporting events without manipulation. Nworgu, (2006) defines a

survey design as collecting data on, and describing in a systematic manner, the features,

characteristics or facts about a given population. Ali (2006) describes the descriptive survey

design as one in which a group of people are studied by collecting and analyzing data from

only a few of the people considered to be representative of the entire group or phenomenon.

The design is appropriate for this study since it was used to elicit information or facts about

teachers’ effectiveness in teaching of social studies at junior secondary school in Sabon-Gari

Local Government Area of Kaduna State, Nigeria.

3.2 Population of the Study

The population of the study was all the Junior Secondary School students in public

and private schools in Sabon-Gari Local Government Area of Kaduna State, Nigeria. The

total population of JSS students in Sabon-Gari Local Government Area of Kaduna State is

27,044 comprising 13,203 males and 13,841 females (Kaduna State Annual School Census

Report, August, 2020). JSS 2 students will be used for this research. The choice of these

category of students is that they know their teachers better than the JSSI students. The JSS3

32
students are also excluded from the study because JSS3 is an exam class, the students may

not be seen in school during data collection for the study. Hence the choice of JSS2 is

appropriate. The table below summarized the population for the study.

Table 3.1: Population for the Study

SCHOOL JSS 1 JSS 2 JSS 3

Boys Girls Total Boys Girls Total Boys Girls Total

Public School 3,093 6,164 3,304 3,425 6,729 3,253 3,851 7,104
3,071
Private School 1,307 1,252 2,559 1,127 1,087 2,214 1,141 1,133 2,274
Total 4,378 4,345 8,723 4,431 4,512 8,943 4,394 4,984 9,378
Source: Kaduna State Annual School Census Report, August, 2020

3.3 Sample and Sampling Technique

Out of the total population 8,943 JSS 2 comprises of 4,431 males and 4,512 females

students for the study, 375 JSS 2 Students were randomly selected from 5 junior secondary

schools in the study area. The sample for the study comprises of 186 females and 189 males

respondents. The sample was considered appropriate for the study as recommended by

Cohen, Mannion and Morrison, (2011) for a population of several thousands. A multi-stage

sampling technique was used in drawing the sample for the study. According to Nworgu

(2006), a multi-stage sampling technique involve two or more stages of sample selection.

Thus, in the first stage, five secondary schools was selected from the local government area

in the state using simple random sampling technique. Simple random sampling was used

inorder to give every secondary school equal chance of being selected for the study. The

simple random sampling technique was adopted to ensure that every secondary school in the

local government was given equal chance of being selected for the study. In the second

stage, only schools that offer social studies at the junior secondary school were purposively

selected for the study. The table below summarized the sample size for the study.

33
Table 3.2: Sample size for the study

S/N NAMES OF SCHOOL SAMPLES TOTAL

MALES FEMALES
1 Government Girl Secondary School 30 75
45
Samaru
2 New Era In’t. School Sabon Gari 38 38 76
3 Comprehensive College Railway Sabon 36 41 77
Gari
4 Government Day Secondary School Sabon 33 43 76
Gari
5 Government Girls Secondary School 34 37 71
Sabon Gari
Total 186 189 375

3.4 Instrument for Data Collection

The instrument for data collection was a questionnaire developed by the researcher.

The instrument is made up of two parts - A and B. Part A is concerned with demographic

data of the respondents. Part B consist of five (5) clusters with 5 items each. Cluster ‘A’

dwelt on teachers’ mastery of social studies content. Cluster ‘B’ is on teachers’ use of

appropriate learning resources in teaching social studies. Cluster ‘C’ dwelt on teachers

methodology, Cluster ‘D’ is on appropriate classroom management by social studies teachers

and cluster ‘E’ dwelt teachers’ communication skill. The five clusters have a total of 50 items

modeled on a four (4) point rating scale. The response options for items in Cluster A, B, C, D

and E are – Very High Extent (VHE = 4), High Extent (HE = 3), Low Extent (LE= 2) Very

Low Extent (VLE = 1).

3.4.1 Validation of the Instrument

In order to ascertain the validity of instrument, it was face validated by the supervisor.

The supervisor was requested to ascertain the adequacy and appropriateness of the instrument

in eliciting responses from the respondents in answering the research questions and in testing

34
the hypotheses. His comments and suggestions were used to modify and restructure the

instrument.

3.4.2 Reliability of the Instrument

The reliability of the instrument was ascertained through trial- testing to determine the

internal consistency of the items. The reliability coefficients were determine using Cronbach

Alpha. Cronbach’s alpha, according to Ali (2006), is mainly used for internal consistency

reliability calculation when the test items are non- dichotomously score and no response is

deemed correct or wrong. Thirty (30) respondents were used for trial-testing the instrument

from a local government that will not be part of the study. The reliability co-efficient for

clusters A, B, C, D and E are 0.87, 0.91, 0.79, 0.82 and 0.80 respectively, while the overall

reliability coefficient of 0.85 was obtained. This shows that the instrument was reliable and

was used for the study.

3.5 Method of Data Collection

The researcher adopted the direct approach (face-to-face) in administering the

questionnaire to the respondents. This face-to-face and on the spot administration and

collection of the instrument was adopted inorder to avoid wastage or loss of the instrument as

much as possible. This was done inorder to ensure high return.

3.6 Method of Data Analysis

Data collected from the respondents was analyze using Mean and standard deviation

to answer research questions. A mean value of 2.50 and above was used as criterion for

accepting an item. This means that a mean value of 2.50 and above was regarded as high

extent while a mean value below 2.50 was regarded as low extent. The null hypotheses were

tested using t-test statistic. All the hypotheses were tested at 0.05 level of significance. Any

significant or probability value that is less than or equal to 0.05 was regarded as significant

while a probability value above 0.05 was regarded as not significant.

35
 CHAPTER FOUR

ANALYSIS OF DATA AND RESULTS

4.0 Introduction

This chapter presents the results of data analysis based on data collected for the study.

A total of three hundred and seventy five (375) questionnaires were administered to 375 JSS

II students in the five selected schools in the area of study. Three hundred and seventy (370)

questionnaires were duly filled and returned. This gives a total of 370 respondents. Hence

data analysis and interpretation were based on this number. The presentation follows the

sequence of the research questions and the null hypotheses that guided the study.

4.1 Data Presentation and analysis

Research Question One
To what extent do social studies teachers master social studies content?

Table 1: Mean and Standard Deviation of Respondents on the extent Social Studies
Teachers Master Social Studies Content
N = 370
S/N Items SD Dec.
Breaking of social studies syllabus into scheme of
1 2.75 0.85 HE
work
Ability to give related examples during social studies
2 2.54 0.81 HE
lesson.
3 Formulation of appropriate instructional objectives 2.71 0.59 HE
Ability to present the minimum content of subject
4 2.66 0.64 HE
matter, tailored to the students’ knowledge
Ability to provide information about objectives and
5 2.65 0.59 HE
assessment methods in social studies curriculum
Ability to apply the established curriculum with a
6 certain amount of flexibility for a better class 3.01 0.73 HE
participation
Ability to interweaves social studies content with other
7 2.92 0.65 HE
courses
Ability to attend and respond clearly to questions asked
8 2.58 0.64 HE
in class
Ability to explain clearly the various concepts in social
9 2.54 0.59 HE
studies
Ability to cover social studies syllabus and in good
10 2.76 0.75 HE
time.
Cluster Mean 2.71 0.21 HE

36
 Result presented in Table 1 showed the mean and standard deviations of respondents

on the extent Social Studies Teachers Master Social Studies Content. Result showed that all

the items in table 1 had mean ratings within the range of 2.50 – 3.49 for high extent. These

mean the respondents agreed that to a high extent; social studies teachers break social studies

syllabus into scheme of work, give related examples during social studies lesson, Formulate

appropriate instructional objectives, present the minimum content of subject matter, tailored

to the students’ knowledge, provide information about objectives and assessment methods in

social studies curriculum, apply the established curriculum with a certain amount of

flexibility for a better class participation, interweaves social studies content with other

courses, attend and respond clearly to questions asked in class, explain clearly the various

concepts in social studies and cover social studies syllabus and in good time. The cluster

mean of 2.71 with a standard deviation of 0.21 showed that to a high extent, social studies

teachers master social studies content.

37
Research Question Two
To what extent do the use of appropriate learning resources by social studies teachers
contribute to their effectiveness in the teaching of social studies at junior secondary
schools?
Table 2: Mean and Standard Deviation of Respondents on the extent the use of
appropriate learning resources by social studies teachers contribute to their
effectiveness in the teaching of social studies
N = 370
S/N Items SD Dec.
11 Effective use of chalk board /white board 2.83 0.67 HE
Use of appropriate instructional tools for social studies
12 2.85 0.71 HE
teaching
Ability to improvised instructional resources for socials
13 2.90 0.23 HE
studies class
14 Ability to use improvised instructional materials 3.30 0.92 HE
15 Use of computer in teaching 1.80 0.98 LE
16 Use of overhead projectors in teaching social studies 1.92 0.99 LE
17 Use of smart board/interactive white board 2.12 0.99 LE
Cluster Mean 2.53 0.34 HE

Result presented in Table 2 showed the mean and standard deviations of respondents

on the extent the use of appropriate learning resources by social studies teachers contribute to

their effectiveness in the teaching of social studies. Result showed that items 11, 12, 13 and

14 had mean ratings within the range of 2.50 – 3.49 for high extent. These mean the

respondents agreed that to a high extent; effective use of chalk board/white board, use of

appropriate instructional tools for social studies teaching, ability to improvised instructional

resources for socials studies class and ability to use improvised instructional materials

contribute to social studies teachers’ effectiveness in teaching the subject. However, use of

computer in teaching, use of overhead projectors in teaching social studies and use of smart

board/interactive white board contribute to social studies teachers’ effectiveness to a low

extent. This is because their mean ratings are within the range 1.50-2.49 for low extent. The

cluster mean of 2.53 with a standard deviation of 0.34 showed that to a high extent, use of

38
appropriate learning resources by social studies teachers contribute to their effectiveness in

the teaching of social studies.

Research Question Three

To what extent does teachers’ instructional method influence their effectiveness in the

teaching of social studies at junior secondary schools?

Table 3: Mean and Standard Deviation of Respondents on the extent teachers’

instructional method influence their effectiveness in the teaching of social studies at

junior secondary schools

N = 370
S/N Items SD Dec.
18 Application of variety of approaches in teaching 2.74 0.62 HE
19 Appropriate use of questioning skills 2.70 0.59 HE
20 Adaptation of instruction based on students differences 2.60 0.60 HE
21 Use of appropriate pace and tempo in teaching 3.02 0.72 HE
22 Use of appropriate teaching method 2.95 0.67 HE
Ability to use variety of assessment method in social
23 2.56 0.62 HE
studies class
Cluster Mean 2.76 0.27 HE

Result presented in Table 3 showed the mean and standard deviations of respondents

on the extent teachers’ instructional method influence their effectiveness in the teaching of

social studies at junior secondary schools. Result showed that all the items in table 3 had

mean ratings within the range of 2.50 – 3.49 for high extent. These mean the respondents

agreed that to a high extent, teachers’ instructional method influence their effectiveness in the

teaching of social studies. These instructional method include; application of variety of

approaches in teaching, appropriate use of questioning skills, adaptation of instruction based

on students differences, use of appropriate pace and tempo in teaching, use of appropriate

teaching method and the ability to use variety of assessment method in social studies class.

The cluster mean of 2.76 with a standard deviation of 0.27 showed that to a high extent,

39
teachers’ instructional method influence their effectiveness in the teaching of social studies at

junior secondary schools.

40
Research Question Four

To what extent does the use of appropriate classroom management style by social studies

teachers contribute to their effectiveness in teaching of social studies at junior secondary

schools?

Table 4: Mean and Standard Deviation of Respondents on the extent the use of
appropriate classroom management style by social studies teachers contributes to their
effectiveness in teaching of social studies at junior secondary schools
N = 370
S/N Items SD Dec.
24 Ability to minimize distractions 2.56 0.60 HE
Ability to use proximity control in reducing
25 2.74 0.82 HE
inappropriate behavior
26 Ability to insure positive interaction with students 2.74 0.78 HE
27 Appropriate time management 2.95 0.79 HE
28 Ability to reinforce desired behavior appropriately 2.96 0.70 HE
29 Maintenance of constant eye contact with students 2.77 0.71 HE
30 Insure participation by all the students 2.90 0.71 HE
Maintenance of quiet and orderly atmosphere in the
31 2.92 0.75 HE
classroom
32 Ability to motivate students to learn 2.87 0.73 HE
33 Ability to identify students’ individual differences 2.89 0.77 HE
Cluster Mean 2.83 0.26 HE

Result presented in Table 4 showed the mean and standard deviations of respondents

on the extent the use of appropriate classroom management style by social studies teachers

contribute to their effectiveness in teaching of social studies at junior secondary schools.

Result showed that all the items in table 4 had mean ratings within the range of 2.50 – 3.49

for high extent. These mean the respondents agreed that to a high extent, appropriate

classroom management style by social studies teachers contribute to their effectiveness in

teaching of social studies. These classroom management style include; ability to minimize

distractions, ability to use proximity control in reducing inappropriate behavior, ability to

insure positive interaction with students, appropriate time management, maintenance of

constant eye contact with students, maintenance of quiet and orderly atmosphere in the

41
classroom and ability to identify students’ individual differences among others. The cluster

mean of 2.83 with a standard deviation of 0.26 showed that to a high extent, the use of

appropriate classroom management style by social studies teachers contribute to their

effectiveness in teaching of social studies at junior secondary schools.

Research Question Five

To what extent does teacher’s Communication Skill influence his effectiveness in teaching

social studies at junior secondary schools?

Table 5: Mean and Standard Deviation of Respondents on the extent teacher’s

Communication Skill influences his effectiveness in teaching social studies at junior
secondary schools.
N = 370
S/N Items SD Dec.
34 Ability to use body language 2.72 0.76 HE
35 Ability to interact satisfactorily with students. 2.91 0.78 HE
36 Good command of English language 2.66 0.73 HE
37 Ability to communicate clearly about course objectives 2.72 0.81 HE
38 Ability to present complex concepts in simple language 2.96 0.75 HE
39 Ability to use verbal communication 2.66 0.74 HE
40 Ability to use non-verbal communication 2.78 0.79 HE
Cluster Mean 2.77 0.33 HE

Result presented in Table 5 showed the mean and standard deviations of respondents

on the extent teacher’s Communication Skill influence his effectiveness in teaching social

studies at junior secondary schools. Result showed that all the items in table 5 had mean

ratings within the range of 2.50 – 3.49 for high extent. These mean the respondents agreed

that to a high extent, teacher’s Communication Skill influence his effectiveness in teaching

social studies. These communication skills include; ability to use body language, ability to

interact satisfactorily with students, good command of English Language, ability to

communicate clearly about course objectives, ability to present complex concepts in simple

language and ability to use verbal and non-verbal communication. The cluster mean of 2.77

with a standard deviation of 0.33 showed that to a high extent, teacher’s communication skill

influence his effectiveness in teaching social studies at junior secondary schools.

42
4.2 Testing of Hypotheses

Hypothesis One:

There is no significant difference between the mean rating of students in public and private

secondary schools on how teachers mastery of social studies content contributes to their

effectiveness in the teaching of social studies at junior secondary schools.

Table 9: t-test Analysis of the Difference in the Mean Ratings of students in public and

private secondary schools on how teachers’ mastery of social studies content contributes

to their effectiveness in the teaching of social studies at junior secondary schools.

School Ownership SD t-cal Sig. Dec.

Public 2.70 0.21

-0.22 368 0.82 NS
Private 2.71 0.22

α = 0.05, NS = Not Significant

The result in Table 9 shows the t-test analysis of the significant difference in the mean

ratings of students in public and private secondary schools on how teachers’ mastery of social

studies content contributes to their effectiveness in the teaching of social studies at junior

secondary schools. Result shows that a t-test calculated value of -0.22 was obtained with a

degree of freedom of 368 and a significant value of 0.82. Since the probability value of 0.82

is greater than 0.05 set as level of significance for testing the hypothesis, this means that the

result is not significant. The null hypothesis which stated that; there is no significant

difference between the mean rating of students in public and private secondary schools on

how teachers mastery of social studies content contributes to their effectiveness in the

teaching of social studies at junior secondary schools is not rejected. Inference drawn

therefore is that respondents from public and private schools had the same opinion on how

43
teachers’ mastery of social studies content contributes to their effectiveness in the teaching of

social studies at junior secondary schools.

Hypothesis Two:

There is no significant difference between the mean rating of students in public and private

secondary schools on how appropriate learning resources contribute to teachers’ effectiveness

in the teaching of social studies at junior secondary schools.

Table 10: t-test Analysis of the difference between the mean rating of students in public
and private secondary schools on how appropriate learning resources contribute to
teachers’ effectiveness in the teaching of social studies at junior secondary schools.
School Ownership SD t-cal Sig. Dec.

Public 2.14 0.35

-1.02 368 0.31 NS
Private 2.17 0.32

α = 0.05, NS = Not Significant

The result in Table 10 shows the t-test analysis of the difference between the mean

rating of students in public and private secondary schools on how appropriate learning

resources contribute to teachers’ effectiveness in the teaching of social studies at junior

secondary schools. Result shows that a t-test calculated value of -1.02 was obtained with a

degree of freedom of 368 and a significant value of 0.31. Since the probability value of 0.31

is greater than 0.05 set as level of significance for testing the hypothesis, this means that the

result is not significant. The null hypothesis which stated that; there is no significant

difference between the mean rating of students in public and private secondary schools on

how appropriate learning resources contribute to teachers’ effectiveness in the teaching of

social studies at junior secondary schools is not rejected. Inference drawn therefore is that

respondents from public and private schools had the same opinion on how appropriate

learning resources contribute to teachers’ effectiveness in the teaching of social studies.

44
Hypothesis Three:

There is no significant difference between the mean rating of students in public and private

secondary schools on how the use of appropriate instructional method by teachers contribute

to their effectiveness in the teaching of social studies at junior secondary schools.

Table 11: t-test Analysis of the difference between the mean rating of students in public
and private secondary schools on how the use of appropriate instructional method by
teachers contribute to their effectiveness in the teaching of social studies at junior
secondary schools.
School Ownership SD t-cal Sig. Dec.

Public 2.77 0.28

0.48 368 0.63 NS
Private 2.75 0.27

α = 0.05, NS = Not Significant

The result in Table 11 shows the t-test analysis of the significant difference between

the mean rating of students in public and private secondary schools on how the use of

appropriate instructional method by teachers contribute to their effectiveness in the teaching

of social studies at junior secondary schools. Result shows that a t-test calculated value of

0.48 was obtained with a degree of freedom of 368 and a significant value of 0.63. Since the

probability value of 0.63 is greater than 0.05 set as level of significance for testing the

hypothesis, this means that the result is not significant. The null hypothesis which stated that;

there is no significant difference between the mean rating of students in public and private

secondary schools on how the use of appropriate instructional method by teachers contribute

to their effectiveness in the teaching of social studies at junior secondary schools is not

rejected. Inference drawn therefore is that respondents from public and private schools had

the same opinion on how the use of appropriate instructional method by teachers contribute to

their effectiveness in the teaching of social studies at junior secondary schools.

45
Hypothesis Four:

There is no significant difference between the mean rating of students in public and private

secondary schools on how the use of appropriate classroom management style by social

studies teachers contribute to their effectiveness in the teaching of social studies at junior

secondary schools.

Table 12: t-test Analysis of the significant difference between the mean rating of
students in public and private secondary schools on how the use of appropriate
classroom management style by social studies teachers contribute to their effectiveness
in the teaching of social studies at junior secondary schools.
School Ownership SD t-cal Sig. Dec.

Public 2.84 0.26

1.17 368 0.24 NS
Private 2.81 0.27

α = 0.05, NS = Not Significant

The result in Table 12 shows the t-test analysis of the significant difference between

the mean rating of students in public and private secondary schools on how the use of

appropriate classroom management style by social studies teachers contribute to their

effectiveness in the teaching of social studies at junior secondary schools. Result shows that a

t-test calculated value of 1.17 was obtained with a degree of freedom of 368 and a significant

value of 0.24. Since the probability value of 0.24 is greater than 0.05 set as level of

significance for testing the hypothesis, this means that the result is not significant. The null

hypothesis which stated that; There is no significant difference between the mean rating of

students in public and private secondary schools on how the use of appropriate classroom

management style by social studies teachers contribute to their effectiveness in the teaching

of social studies at junior secondary schools is not rejected. Inference drawn therefore is that

respondents from public and private schools had the same opinion on how the use of

appropriate classroom management style by social studies teachers contribute to their

effectiveness in the teaching of social studies at junior secondary schools.

46
Hypothesis Five:

There is no significant difference between the mean rating of students in public and private

secondary schools on the influence of teachers’ communication skills on their effectiveness in

the teaching of social studies at junior secondary schools.

Table 13: t-test Analysis of the difference between the mean rating of students in public
and private secondary schools on the influence of teachers’ communication skills on
their effectiveness in the teaching of social studies at junior secondary schools.
School Ownership SD t-cal Sig. Dec.

Public 2.74 0.33

-1.50 368 0.13 NS
Private 2.79 0.34

α = 0.05, NS = Not Significant

The result in Table 13 shows the t-test analysis of the significant difference between

the mean rating of students in public and private secondary schools on the influence of

teachers’ communication skills on their effectiveness in the teaching of social studies at

junior secondary schools. Result shows that a t-test calculated value of -1.50 was obtained

with a degree of freedom of 368 and a significant value of 0.13. Since the probability value of

0.13 is greater than 0.05 set as level of significance for testing the hypothesis, this means that

the result is not significant. The null hypothesis which stated that; there is no significant

difference between the mean rating of students in public and private secondary schools on the

influence of teachers’ communication skills on their effectiveness in the teaching of social

studies at junior secondary schools is not rejected. Inference drawn therefore is that

respondents from public and private schools had the same opinion on the influence of

teachers’ communication skills on their effectiveness in the teaching of social studies at

junior secondary schools.

47
4.3 Summary of Findings.

1. The finding of the study showed that to a high extent, social studies teachers master social

studies content.

2. The result of the study showed that to a high extent, use of appropriate learning resources

by social studies teachers contribute to their effectiveness in the teaching of social studies.

3. Finding showed that to a high extent, teachers’ instructional method influence their

effectiveness in the teaching of social studies at junior secondary schools.

4. Result showed that to a high extent, the use of appropriate classroom management style

by social studies teachers contribute to their effectiveness in teaching of social studies at

junior secondary schools.

5. The finding of the study showed that to a high extent, teacher’s communication skill

influence his effectiveness in teaching social studies at junior secondary schools.

4.4 Discussions of the Results

The findings of the study are discussed in line with the research questions and the null

hypotheses raised in the study. They are discussed with research findings in literature

reviewed.

Result presented in Table 1 showed the mean and standard deviations of respondents

on the extent social studies teachers master social studies content. Result showed that all the

items in table 1 had mean ratings within the range of 2.50 – 3.49 for high extent. These mean

the respondents agreed that to a high extent; social studies teachers break social studies

syllabus into scheme of work, give related examples during social studies lesson, Formulate

appropriate instructional objectives, present the minimum content of subject matter, tailored

to the students’ knowledge, among others. The result from the test of hypothesis one also

showed that respondents from public and private schools had the same opinion on how

teachers’ mastery of social studies content contributes to their effectiveness in the teaching of

social studies at junior secondary schools. The finding of the study is consistent with Laura

48
(2012) who carried out a research on statistical analysis of teaching effectiveness from

students’ point of view and found that teachers’ knowledge of subject, good communication

skills, sound knowledge of the use of instructional resources among others were found as

indices for measuring teachers’ effectiveness. It can be seen from the result that no teacher

can be effective without having good knowledge of the subject matter.

Result presented in Table 2 showed the mean and standard deviations of respondents

on the extent the use of appropriate learning resources by social studies teachers contribute to

their effectiveness in the teaching of social studies. Result showed that to a high extent, the

use of appropriate learning resources by social studies teachers contribute to their

effectiveness in the teaching of social studies. Result from the test of hypothesis two showed

that there was no significant difference between the mean rating of students in public and

private secondary schools on how appropriate learning resources contribute to teachers’

effectiveness in the teaching of social studies at junior secondary schools. The finding of the

study agrees with Nzewi (1985) who studied the competences needed and possessed by

teachers of primary science and found that ability to communicate with pupils by giving clear

explicit directions, sound knowledge of subject matter, appropriate use of learning resources

among others were identified as competences needed and possessed by teachers for effective

teaching of primary science.

Result presented in Table 3 showed the mean and standard deviations of respondents

on the extent teachers’ instructional method influence their effectiveness in the teaching of

social studies at junior secondary schools. Result showed that all the items in table 3 had

mean ratings within the range of 2.50 – 3.49 for high extent. These mean the respondents

agreed that to a high extent, teachers’ instructional method influence their effectiveness in the

teaching of social studies at junior secondary schools. Result from the test of hypothesis three

showed that there was no significant difference (p>0.05) between the mean rating of students

49
in public and private secondary schools on how the use of appropriate instructional method

by teachers contribute to their effectiveness in the teaching of social studies at junior

secondary schools. The finding of the study is consistent with Agharuwhe and Ugborugbo

(2009) who carried out a study to determined the influence of teachers’ classroom

effectiveness on students’ academic performance in public secondary schools in Delta State

and found that teachers’ instructional method significantly influence their effectiveness and

leads to better performing students.

Result presented in Table 4 showed the mean and standard deviations of respondents

on the extent the use of appropriate classroom management style by social studies teachers

contribute to their effectiveness in teaching of social studies at junior secondary schools.

Result showed that to a high extent, the use of appropriate classroom management style by

social studies teachers contribute to their effectiveness in teaching of social studies at junior

secondary schools. Finding from the test of hypothesis four also showed that respondents

from public and private schools had the same opinion on how the use of appropriate

classroom management style by social studies teachers contribute to their effectiveness in the

teaching of social studies at junior secondary schools, hence hypothesis four was not rejected.

The finding of the study is consistent with Marzano (2003) who stated that “minimum

number of classroom rules, which tend to focus on expectations of how to act toward one

another, maintain a safe environment, and participate in learning”. While classroom

management focus on instructions which influences the students in terms of psychological

behaviour to learn, classroom organization influences the students’ motivation to learn

created from the physical learning environment. Effective teachers therefore organize the

classroom to promote learning and interaction, and have to create an optimal learning

environment where students feel comfortable and relax in terms of decoration, accessibility

and mobility.

50
 Result presented in Table 5 showed the mean and standard deviations of respondents

on the extent teacher’s Communication Skill influence his effectiveness in teaching social

studies at junior secondary schools. Result showed that to a high extent, teacher’s

communication skill influence his effectiveness in teaching social studies at junior secondary

schools. Hypothesis five also tested using t-test and it was found that there is no significant

difference between the mean rating of students in public and private secondary schools on the

influence of teachers’ communication skills on their effectiveness in the teaching of social

studies at junior secondary schools. The finding of the study agrees with the words of

Prozesky, (2000) that Communication skills are vital for anyone who has a teaching job.

Prozesky stated that effective teachers are always effective communicators. They

communicate clearly about course objectives, content and testing, making sure to provide a

rationale for learning particular material and adapt instruction to their student's level of

knowledge and skill. Lacks of communication skill by the teacher means that the students

will not understand key concepts at all. Effective teacher can take something that is complex

and present it in a way that can be easily absorbed by the students, and through different

verbal and non-verbal communications.

51
 CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS

This chapter discusses the results presented in chapter four, conclusions, the

implications of the study and recommendations. The chapter also presents the limitations of

the study and suggestions for further research as well as the summary of the study.

5.1 Summary

This research work was to determine the effectiveness of the teachers in the teaching

of social studies at junior secondary school level in Sabon-Gari Local Government Area of

Kaduna State. In order to achieve the aim of the research, the research is divided into five

chapters. Each chapter dealt with a specific aspect of the research as detailed below;

Chapter one of the research works consist of, background to the study, statement of

the problem and objectives of the study, Research questions, revealed hypotheses scope of

the study, significance of the research work and definition of terms were also explained based

on the topic of under study.

Chapter two of this work reveals the literatures or related works of several authors on

the same line of the topic at hand. This chapter also looks into the Conceptual Framework,

Theoretical framework, Review of related empirical studies and summary of literature

review.

Chapter three of this project work discusses the research methodology; the research

design, population of the study, sampling and sampling technique, instrument used for the

study and method of data analysis.

Chapter four of this work exhibits the data presentation and analysis. This is done

through the use of mean and standard deviation to avoid ambiguity and give easy and

accurate data analysis.

52
 Chapter five of the research work discusses the summary of finding, conclusion and

recommendations. Some limitations to the study were also itemized.

5.2 Conclusions

From the foregoing discussions based on the results of the study, the following

conclusions were made.

1. Social studies teachers master social studies content to a high extent.

2. The use of appropriate learning resources by social studies teachers contribute to their

effectiveness in the teaching of social studies to a high extent.

3. To a high extent, teachers’ instructional method influence their effectiveness in the

teaching of social studies at junior secondary schools.

4. The use of appropriate classroom management style by social studies teachers contribute

to their effectiveness in teaching of social studies at junior secondary schools.

5. Teacher’s communication skill influence his effectiveness in teaching social studies at

junior secondary schools. To a high extent, gender influence teachers’ effectiveness in

teaching social studies at junior secondary schools. School location influence teachers’

effectiveness in teaching social studies at junior secondary schools. Result showed that to

a high extent, years of teaching experience influence teachers’ effectiveness in teaching

social studies at junior secondary schools.

5.3 Recommendations

On the basis of the findings of this study, the following recommendations were made.

1. Teachers should try to understand better the factors that influenced their effectiveness,

this will make them better teachers of the subject. This will inturn influence students’

performance in the subject. The assumption is that greater effectiveness will have

concomitant positive influence on students’ achievement in social studies.

2. The school administrators should also try to identify what to emphasize in the course of

supervising teaching and learning in the school system. Supervision is an integral part of

53
 the school system which ensures proper curriculum implementation. School

administrators should try to identify those factors such as punctuality, mastery of content,

the issue of appropriate learning resources or teaching aids, the use of appropriate class

management style that contribute to teachers effectiveness.

3. The government should also make to train and re-train teachers on the use of appropriate

classroom management style, instructional resources and good command of English

Language. These, no doubt will go along way to enhancing teachers’ effectiveness in

teaching social studies.

5.4 Suggestions for further studies

Based on the findings of the study, the following suggestions were made for further

research.

1. Replication of the same study can be done in other State of the federation.

2. Replication of the study could be undertaken over a long period of time using larger

sample size.

3. Teachers’ effectiveness in the teaching of others subjects in junior secondary school can

be researched.

54
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59
 QUESTIONNAIRE ON
TEACHERS’ EFFECTIVENESS IN THE TEACHING OF SOCIAL STUDIES AT
JUNIOR SECONDARY SCHOOL LEVEL IN SABON-GARI LOCAL
GOVERNMENT AREA OF KADUNA STATE

Department of Social Studies,

Ahmadu Bello University,
Zaria,
Kaduna State.

Dear respondent,

I am a B.ed student of Ahmadu Bello University Zaria, undertaking a research on the above

topic. Please answer the questions to the best of your knowledge. The findings of this study

will be used for academic purposes only. I therefore request for your cooperation and all

information provided will be treated with utmost confidentiality.

Thank you for your cooperation.

Yours Faithfully,

AGBO JOHN
U18ZS2075
Researcher
PART A: PERSONAL DATA

Please fill the spaces provided by ticking (√) where applicable in the boxes below:

1. Gender: (i) Male [ ] (ii) Female [ ]

2. Religion: (i) Islam [ ] (ii) Christianity [ ] (iii) Other [ ]

3. Age range (a) 16-20 years [ ] (c) 21-25 years [ ] (c) 26-30 years [ ] (d) 31 years &

above [ ]

4. Marital Status (a) Married [ ] (b) Single [ ]

60
 SECTION B
INSTRUCTION: The following are some suggested indices for measuring teachers’
effectiveness in teaching social studies at junior secondary school level. For each item, you
are requested to tick () against your response in the space provided. The response categories
for the effectiveness scale are: Very High Extent (VHE = 4), High Extent (HE = 3), Low
Extent (LE= 2) Very Low Extent (VLE = 1)

Cluster A: Knowledge of Subject Matter

S/No ITEMS VHE HE LE VLE
1 Breaking of social studies syllabus into scheme of work
2 Ability to give related examples during social studies lesson.
3 Formulation of appropriate instructional objectives
Ability to present the minimum content of subject matter,
4
tailored to the students’ knowledge
Ability to provide information about objectives and assessment
5
methods in social studies curriculum
Ability to apply the established curriculum with a certain
6
amount of flexibility for a better class participation
7 Ability to interweaves social studies content with other courses
8 Ability to attend and respond clearly to questions asked in class
9 Ability to explain clearly the various concepts in social studies
10 Ability to cover social studies syllabus and in good time.

Cluster B: Teachers’ use of appropriate learning resources

S/No ITEMS VHE HE LE VLE
11 Effective use of chalk board /white board
Use of appropriate instructional tools for social studies
12
teaching
Ability to improvised instructional resources for socials
13
studies class
14 Ability to use improvised instructional materials
15 Use of computer in teaching
16 Use of overhead projectors in teaching social studies
17 Use of smart board/interactive white board

Cluster C: Social Studies Teachers’ Instructional Method

S/No ITEMS VHE HE LE VLE
18 Application of variety of approaches in teaching
19 Appropriate use of questioning skills
20 Adaptation of instruction based on students differences
21 Use of appropriate pace and tempo in teaching
22 Use of appropriate teaching method
Ability to use variety of assessment method in social studies
23
class

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 Cluster D: Appropriate Classroom Management
S/No ITEMS VHE HE LE VLE
24 Ability to minimize distractions
Ability to use proximity control in reducing
25
inappropriate behavior
26 Ability to insure positive interaction with students
27 Appropriate time management
28 Ability to reinforce desired behavior appropriately
29 Maintenance of constant eye contact with students
30 Insure participation by all the students
Maintenance of quiet and orderly atmosphere in the
31
classroom
32 Ability to motivate students to learn
33 Ability to identify students’ individual differences

Cluster E: Teachers’ Communication Skill

SN ITEMS VHE HE LE VLE
34 Ability to use body language
35 Ability to interact satisfactorily with students.
36 Good command of English language
37 Ability to communicate clearly about course objectives
38 Ability to present complex concepts in simple language
39 Ability to use verbal communication
40 Ability to use non-verbal communication

62