Status of Universities and Secondary School Teachers’ Use of Instructional Strategies for Teaching Social Studies In Southwestern Nigeria.

Abstract

This study specifically investigated the reported claim that Social Studies does not achieve its goals in Nigeria because of the problem of instructional ways chosen by the teachers of the subject which makes the concepts or tenets taught impracticable by students. The failure therefore encouraged social incompetency and the non-accomplishment of citizenship education expected of Nigerian youths especially.

Teachers of Secondary Schools and the lecturers of Social Studies in the six Universities that offer the subject constituted the population of the study. Lecturers of this subject in the six universities and the teachers of Social Studies in three purposively selected Secondary Schools taken from the three senatorial zones of each state in southwestern Nigeria were made to fill inventories on the teaching methods they employ in their teaching.

Data were collated and the results show that many instructional methods were not employed by both the lecturers of Social Studies in universities and teachers of the subject in secondary schools. Universities’ lecturers however employ more instructional methods than the secondary school teachers of the subject. It was recommended that seminars, conferences and workshops should be mounted in order to gear up these teachers to making use of appropriate teaching instructional methods for teaching in their schools.

Keywords: Status, Instructional Strategies, Teaching