Teaching of Social Studies in Nigerian Schools: A Case for Activity Methods

Abstract

Aim of the Study: this study examined the effect of using Activity based methods to teach Social Studies in Primary School Pupils in Nigeria. The Pupils used for the study were randomly picked in a primary school located in Ikere Ekiti. Methodology: The sample included 240 pupils out of a total of 497 pupils in primary five. Based on their performances in the recent conducted promotion examination, the pupils were listed and assigned to classes A and B systematically so as to concentrate on only the bright ones in the class. A was made the experimental group and B the control group. At the end of six weeks of intensive coaching, a test was administered to the two groups by the researcher and two research assistants respectively. Findings: the findings of this study revealed that there was a significant difference between the pupils in the experimental group (Group A) and those in the control group (Group B) in terms of their performance in the test administered after treatment. The group taught using the activity method performed better in terms of achievement. However, there was no significant difference in the performance of male and female pupils. Conclusion: it is recommended that teachers of Social Studies at the primary school level should identify teaching strategies and resource materials which facilitate learning and better comprehension of the subject matter of social studies. Recommendations: Despite the obvious benefits of the Activity based teaching, most teachers do not use that method of teaching social studies. Teachers of Social Studies especially at this level should be complaint to this method and other innovative methods of teaching the subject especially at the pre-primary and primary school level.