Secondary School Social Studies Research Articles

Assessment of the Use of Emerging Educational Technologies in The Teaching and Learning of Social Studies in Secondary Schools in Ogoja Education Zone of Cross River State, Nigeria

This paper examined the level of usage of emerging technologies in the teaching and learning of Social Studies in secondary schools in Ogoja Education Zone of Cross River State, Nigeria. The paper maintained that teaching and learning are crucial in any educational endeavour, and Social Studies is an indispensable component of the school curriculum that requires the best, modern technological approach in its pedagogical process. The study was anchored on Bruner’s theory of instruction and survey research design. The population comprised all Social Studies teachers in public secondary schools in Ogoja Education Zone of Cross River State. This amounted to 234 teachers and 1855 students in five local government education authorities (LGEA). Using stratified and simple random sampling technique, three LGEAs were selected from which 72 teachers and 282 students were chosen for the study. A structured and validated questionnaire was the major instrument for data collection. Data was analysed using simple percentages, mean and standard deviation. Result showed that only very few teachers and students were aware emerging technologies and the utilisation in the study area. The major challenge in the use of emerging technologies is unavailability and inaccessibility of resources to procure and operate the technologies. It was recommended that faculties and colleges of education should provide adequate teacher-education training to enhance teachers’ capacity to use emerging technologies in schools.

Effects Integrating Personalized Learning Environment On Students’ Achievement in Social Studies in Secondary Schools in Imo State

This study is aimed at determining the effects integrating Personalized Learning Environment on students’ achievement in social studies in secondary schools in Imo State, Nigeria. A Qusi-experimental research design with non-equivalent intact groups, pre-test and post- test was adopted in this study. The population of the study comprised the entireUpper Basic( Junior Secondary School) students of 94,963 with 47,481 male and 48,481 female in the 68 secondary schools in Owerri Zone 1 of Imo State. Purposive sampling technique was used as the sample techniques. 39 Jss 2 students (19 male and 20 female) in one school were in treatment one (personalised learning environment) group, while 43 Jss 2 students (21 male and 22 female in the school were in treatment two (lecture method) group. The instrument for data collection was Researcher Made Social Studies Achievement Test (RMSSAT). The items in the instrument were subjected to content and face validation by five specialists, three specialists from Educational Measurement and Evaluation and two from Educatonal technology. The reliability of the research instrument was established using Kuder-Richardson (K-20) and this gave a reliability coefficient of 0.86. Mean and standard deviation were used to answer the research questions while the hypotheses were tested using Analysis of Covariance (ANCOVA) F- test statistics at 0.05 level of significance was used to interpret the result. From data analysed, the findings from study are: Personal Learning environment is effective in the improvement of students’ academic achievement and also revealed that personal learning is more effective on the male students than on the female students. The study recommended among others that: since the use of personalized learning environment has been found to enhance achievement in social studies, teachers of social studies should employ this technologically enriched method to teach students in the classroom more ewspecially those abstract to topics.

중등학교 사회과 교사의 사회적 소수자 관련 수업 실태

This study aims to understand the current experiences of secondary school social studies teachers in teaching lessons related to social minorities, and to explore ways to improve the way social minorities are addressed in the curriculum, textbooks, and lessons. To achieve these goals, I conducted a survey and interviews. 66 secondary school social studies teachers nationwide participated in the survey and 5 in the interviews. Based on the results of the survey and interviews, the current secondary school social studies teachers are teaching “dry” classes that rely on textbooks and avoid controversy as much as possible due to their caution towards students who belong to social minorities and students who have negative attitudes towards social minorities. The implications of the findings are discussed in terms of the social studies curriculum and textbooks as follows. First, in terms of the social studies curriculum, it is suggested that more detailed guidelines for teaching about social minorities should be provided. Secondly, I suggest that the way in which social studies textbooks address ‘values issues’ needs to be reviewed and revised.

Cell Phone Use in American Civics and History Classrooms

The use of digital devices in K-12 classrooms has become increasingly contested with their ubiquity. This study examines policies governing cell phone use in elementary and secondary school civics, social studies, American government, and history classes in the United States. Cell phone policies implemented by teachers differ vastly across and even within schools. Data from an original national survey of civics and history teachers conducted by the Civic Education Research Lab at Georgetown University were used to examine cell phone policies nationwide. While there was near universal agreement among teachers about the importance of digital tools for learning, the propriety of using cell phones for instruction was hotly contested. Grade level and school characteristics, such as school size, Title I status, and one-to-one school programs, were better predictors of cell phone policies than teacher characteristics. Teachers with more years of experience were the most likely to institute strict cell phone policies. These findings indicate that there is no one-size-fits-all policy for cell phones and provide insights for teachers and schools for adapting workable strategies given the school context.

Academic Writing Training Programs to Developing Teachers’ Writing Skills for Publication

This action research-based writing training is a component of the community service initiative organized by social studies lecturers at the Teacher Training Faculty of Tanjungpura University. The training adopted an action research approach, which involved some cycles, each comprising planning, implementation, observation, and reflection stages. This approach was chosen to encourage participants to share their insights to improve the training quality. The research goal was to gather teachers' perceptions and recommendations for enhancing the quality of action research-based academic writing training. The study involved 33 secondary school Social Studies teachers taking place at SMK 2 Singkawang. To collect data, an open-ended questionnaire was utilized. The results revealed that teachers faced challenges in accessing internet resources and suggested extending the duration of the training. They also recommended providing more comprehensive information and examples for each section of the research article. Lastly, the teachers expressed a positive view of the training.

Challenges Against Implementation of Social Studies Curriculum for Moral Development in Nigerian Junior Secondary Schools: Ilorin as Case Study

This study explores the challenges against the implementation of Junior Secondary School Social Studies curriculum for moral development in Ilorin, Kwara State, Nigeria. The study is a qualitative one that employed a case study research approach. The qualitative tools of interview and observation were used to gather data to address the research questions. A total of 12 teachers with a variety of years of experience were selected to participate in the study. Purposive sampling procedures were used to select the sample for the study. For data analysis, teacher perspectives were gathered and examined for emerging themes and trends among teachers in their perspectives. The result showed that the junior secondary school Social Studies curriculum has content and teaching approaches that are suitable for students’ moral development. Equally, the study revealed that class congestion, inadequate and inappropriate resource materials, wide syllabus and examination pressure were among the factors hindering effective implementation of the curriculum for moral inculcation. Some recommendations were also offered for the improvement of the Social Studies curriculum.

A Proposed Conceptualization of a Training Program for Secondary School Social Studies Teachers in Light of the Degree of Use and Challenges to Employ Some Applications of Artificial Intelligence in Education

The study aimed at identifying the use degree of secondary school social studies teachers for some applications of Artificial Intelligence in three axes (planning, implementation and evaluation) of the lesson, and the challenges faced by the teachers of social studies when employing the applications of artificial intelligence in education. The sample of the study included (130) high school social studies teachers. The study was applied in the second semester of the academic year 1441 AH. The study restricted to a random sample of high school social studies teachers in the city of Riyadh in Saudi Arabia. The study tool included a questionnaire divided into four axes to answer the questions of the research. The study depended on the descriptive methodology. The study found that the use degree of high school social studies teachers for some applications of Artificial Intelligence was low; and that there are a set of challenges that obstruct their use of the applications. In light of that, a proposed conceptualization for a training program for the teachers of social studies was developed to train them on the applications of Artificial Intelligence.

Improvisation Competencies Possessed by Junior Secondary School Social Studies Teachers in Rivers State, Nigeria

The study focused on the improvisation competencies possessed by junior secondary school social studies teachers in Rivers State. Ex-post facto research design was used for the study. The population was made up of all the social studies teachers in the 23 Local Government Area of Rivers State. The sample size of the study was one hundred and thirty five (135) social studies teachers selected through simple random sampling techniques (74 male and 61 female). The instrument for data collection was a questionnaire. The reliability of the instrument was determine through test-retest techniques and a reliability coefficient of 0.86 was attained, in analyzing the data collected, a statistical package of social science (S.P.S.S) for window version 15.0 was employed. Mean and standard deviation were used to answer the research questions while independent t-test and one way analysis of variance (ANOVA) was used to test the hypothesis at 0.05 level of significance. The findings of the study show that teacher’s qualification, gender an years of experience influences social teacher’s improvisation competencies. On the strength of the above findings, it was recommended among others that qualified teachers be employed to teach the subject, improvisation be made part of teacher education programme while government and stakeholders in education should create conducive atmosphere for social studies teachers.

The Effect of Social Studies and Science Teachers’ Interactions with their Students in Social Media and Anxiety in Social Environments on Various Variables

The aim of this research is to examine the effects of secondary school Social Studies and Science teachers’ interactions with their students in social media and the effects of anxiety in social environments on various variables. The sample of the study, which was conducted using the survey model, consisted of 216 Social Studies and Science teachers. Data were collected according to the gender, age, branch, professional seniority, education level and social media usage time of the sample. The Social Media Teacher Student Interaction Scale developed by Korucu and Usta (2017) and the Liebowitz Social Anxiety Scale developed by Dilbaz (2001) were used as data collection tools. Since the teachers’ responses to the items in the scale showed normal distribution, the data were analysed using parametric tests. Some of the results obtained from the research are as follows: it was determined that there was no significant difference in the opinions of teachers in terms of gender, branch, professional seniority, education level and duration of social media use. However, it was concluded that there was a significant difference in terms of age variable in terms of teachers’ use of social media in student interaction. According to this result, it was determined that teachers between the ages of 21-30 use social media more for student-teacher interaction

Teacher characteristics and effective teaching among secondary school teachers in calabar education zone, cross river state nigeria

The study examined the influence of teacher characteristics (teacher qualification and year of teaching experience) on effective teaching among secondary school social studies teachers in Calabar education zone of Cross River State Nigeria. To achieve this objective, two hypotheses were formulated and tested. The survey research design was adopted for the study. The sample consist of One hundred and sixty-four (164) teachers in sixty (60) secondary schools in the zone. One structured questionnaire titled “Teacher Characteristics and Effective Teaching Questionnaire’’ (TCETQ) was developed by the researcher and validated by experts in Sociology of Education and in measurement/Evaluation, it had a reliability coefficient of .75 & .92 developed using split half reliability method. One-way analysis of variance (ANOVA) was the statistical tool used to test the hypotheses at 0.05 level of significance. The result of the analysis revealed that teachers’ qualification and year of experience significantly influence effective teaching. Based on the findings, it was recommended among others that teachers should be encouraged to frequently go for professional development long and short term courses in order to acquire knowledge that can facilitate delivery and those who have spent more years should see the need to give room for mentor-mentee relationship for the betterment of the system.

The Corpse Everyone Loved by Hannah Hess

Reviewed by: The Corpse Everyone Loved by Hannah Hess Susan Addelston (bio) the corpse everyone loved Hannah Hess Fulton Books https://fultonbooks.com/books/?book=the-corpse-everyone-loved 329 pages; Print, $19.95 While one is admonished never to speak ill of the dead, this corpse in particular is loved only because he is dead! We're not suggesting necrophilia here, [End Page 100] but it is true that with one exception, noted below, no one had a kind word to say about this particular body. William Hennessey's corpse was discovered in a high school science laboratory after hours. Suddenly, there is an embarrassment of suspects. Almost the entire faculty for one, a large part of the student body for others, and not even the custodial staff is beyond suspicion. Mrs. Hess, who had me at the dedication page, has written a fast-paced, intricately plotted contemporary New York city mystery with some surprising plot twists and believable characters. One supposes that all English teachers believe in their inner hearts that they can write the Great American Novel. Most would be happy to finish even one book for publication. Mrs. Hess's first published book The Third Side of the Desk was an intriguingly perceptive account of the intersectional interests of teachers, students and parents. She has subsequently taken to writing her own favorites—mysteries. The first novel, Honest Deception, relied on her own background as a young Jewish-German refugee just before World War II. There was enough macabre history there to encourage me to read all of her subsequent novels. In the interest of full disclosure, we note that my friendship with the author is professional, she's a retired New York City Secondary School English Teacher who also served as a high school assistant principal and principal, while I served as a Secondary School Social Studies teacher in the same urban environment, albeit in different schools. Having gotten that out of the way, mystery books are not my favorite genre. I'm never sharp enough to guess the endings no matter how many obvious (to others) clues are strewn about. With non-fiction social studies books, I can feel superior—I know how they end! It's easy to identify with known characters and their stories. Fictional inventions require a lot more work on the reader's part for any satisfying reward. In this case, however, there are many reasons why this book is worthy of such an effort. If you're reading this—thank a teacher. If you have a high school diploma (perhaps as much as ninety percent of our population) the setting will be ever so familiar. If you've ever had any interactions with the police, good or bad, it's fun, albeit a little sugar coated, to have at least one as a major character. If you've had children, the heroine's interactions with her own three, the youngest a preternaturally accepting teenage son, will surely cause a sympathetic nod of the head. If you've ever had a pet, there's a dog in [End Page 101] this story, giving a reader the urge to reach down to pet silky warm fur. That's a rather large section of the population for which this urbane book will be as comforting as a glass of wine after a long day—something else that both the author and her characters share a liking for. Just why was this particular corpse so loved [sic] by so many? The irony is many layered. One would think that teachers as a profession would hardly be exciting enough to be murdered and in school no less. This corpse, however, had some interesting sidelines as a drug dealer, sexual predator, bully and oh, yes—a not very good teacher! The students struggle to survive his poorly taught classes, knowing that high grades and important college recommendations might come from his pen. He makes it quite clear to his unfortunate pupils just what some of them, females especially, must do to earn desperately needed passing grades. It turns out that the only woman who truly cared for him, or at least the man she thought she...

Personal Variables and Students' Academic Performance of Virtual Classroom Learners of Social Studies in Secondary Schools in Uyo Local Government Area, Akwa Ibom State

The study examines the factors of age, gender and location of social studies students and their performance on a virtual classroom platform. The study adopted the quasi-experimental design. A specific class arm of 50 Junior Secondary School (JSS) 3 students that were treated to a social studies lesson on family. The researcher developed a Social Studies Achievement Test (SSAT) with a reliability coefficient of .861; Cronbach Coefficient Alpha Statistics was administered to elicit student performance. The data collected were grouped based on age, gender and location. Mean (X ) score analysis indicated variance in performance based on personal factors, but, there was no significant correlation with academic performance of social studies students when taught using a virtual classroom platform, It was concluded that age and gender significantly influence students' academic performance in social studies using virtual classroom platform. The state government and education stakeholders adopted a virtual classroom strategy and teachers should be trained to use virtual classroom platforms for instruction for optimum educational effect in the study area.

Determining the Empowerment Level of Secondary School Social Studies Teachers in Classroom Questioning Skills in Kuwait

Determining the Empowerment Level of Secondary School Social Studies Teachers in Classroom Questioning Skills in Kuwait

Fostering National Unity and National Consciousness in Ghana through Social Studies Education

Social Studies as a subject in Ghana, has the potentials of teaching functional knowledge and desirable values into students for fostering national unity and consciousness. This study sought to find out the national unity and national consciousness contents in junior and secondary school social studies curricula in Ghanaian schools as well as the perception of students on social studies' role in promoting national unity. The study adopted a descriptive survey design with content analysis. A sample of 208 Form Three Senior High School students from Ofori Panin Senior High School was selected through a convenience sampling technique. Findings of the study showed that contents for the promotion of national unity and national consciousness as part of social studies education were moderately provided for in the JHS and SHS syllabi. Students also have a favourable view of social studies education as an instrument for the promotion of national unity and consciousness. However, the teaching and learning of the subject is challenged by the inadequate period allocation on the time table for SHS, non-use of TLMs by teachers, and overloaded syllabus.

Sosyal Bilgiler Ders Kitaplarında Cinsiyet Rolleri

The aim of this study is to examine the visual elements in social studies textbooks taught in secondary schools in terms of gender roles. In the study, the visual elements in the secondary school social studies textbooks were examined in terms of with whom, in what actions, in which places, in which professions and with what objects adult women and men and girls and boys were shown. The sample of the research includes visual items in the 5, 6, and 7th grade social studies textbooks selected by the Ministry of National Education to be taught in secondary schools in the 2019-2020 academic year. This study is a qualitative study and includes a document analysis technique and a content analysis on the visuals in the social studies textbooks. In the research, it has been determined that the visuals in the secondary school social studies textbooks contain elements based on gender roles. It is seen that textbooks contribute to teaching, reinforcement and reproduction of gender-based roles in this way. The findings reveal that the images of boys and girls and adult women and men in the secondary school social studies textbooks contain gender stereotypes.

Predictive Power of Students’ Success in Secondary School Social Studies and Turkish Revolution History and Kemalism Lessons on Turkish Revolution History and Kemalism High School Entrance Test

This research was designed using a quantitative research-based correlational survey method as the object of this research is to predict the power of students’ success in secondary school social studies and Turkish Revolution History and Kemalism lessons on R.T. Turkish Revolution History and Kemalism High School Entrance Test. A convenience sampling, one of the purposive sampling techniques, was used in the research. The research was carried out with 24 secondary schools in the city center of Kutahya and a total of 960 students studying in these schools. In the research, it was observed that there were both correlational and predictive significant relationships between two lessons. According to the findings obtained in the research, it is seen that there is a statistically significant positive relationship between 5th, 6th and 7th grade students' first written exam success scores for the Social Studies lesson during the fall term. In this context, it is important for teachers to act with the awareness that the learning areas and units are not independent from each other and prioritize the elimination of the deficiencies experienced in the related learning subjects. It is seen that the learning deficiencies experienced in the unit or learning areas in the Social Studies lesson affect the success of the upper grade students.

SOCIAL STUDIES CURRICULUM AT THE CROSSROADS: IMPLEMENTATION OF THE SECONDARY SCHOOL SOCIAL STUDIES CURRICULUM IN CHINGOLA DISTRICT OF ZAMBIA

Curriculum implementation is one of the key aspects of the curriculum development process. The success of any educational policy depends on the accomplishing of the objectives of the policy. However, despite the desire to make learning more relevant to the needs of the learners by bringing into context all the skills, attitudes, values and competencies from the three subject areas (Geography, History and Civics) into one (Social Studies). The implementation of the 2013 revised junior secondary school Social Studies curriculum still remain a challenge. The purpose of this study was to analyse the implementation of the junior secondary school Social Studies curriculum in Chingola district. The researchers used a phenomenological research design. 71 participants comprising of 40 teachers of Social Studies, 20 learners of Social Studies, 10 secondary school head teachers and the District Education Standards Officer were sampled for the study. Data was collected from the District Education Standards Officer, Head teachers and teachers using interview schedules. From the learners, data was collected using focus group discussion schedules and then a document analysis schedule was also used to collect data from policy documents and school-based curriculum implementation documents. Thematic analysis was used to analyse the data. The findings revealed that the time allocated to the implementation of Social Studies in schools was inadequate. Further, Social Studies was being taught through specialization by teachers who were trained in subject areas like Geography, History and Civic Education a scenario which contributed to the poor performance of learners. The researchers recommended that the Ministry of General Education through the Curriculum Development Centre should consider allocating more time (periods) to the implementation of Social Studies, expedite the training and recruitment of Social Studies teachers and encourage Continuous Professional Development (CPD) meetings both at district and school levels for the purpose of capacity building. Article visualizations:

Differential effects of state testing policies and school characteristics on social studies educators’ gate-keeping autonomy: A multilevel model

ABSTRACTUsing data on secondary school social studies teachers (n = 6,702) from the Survey of the Status of Social Studies (S4), a multilevel model, and an Item Response Theory (IRT) analysis, this study examined the associations of state testing policy and school characteristics on secondary social studies teachers’ instructional autonomy as it relates to various state testing policies. Through multi-level analysis, this study suggests several key conclusions that have implications for policy and practice related to social studies teaching and learning. First, teachers who work in low-income, high minority schools report lower levels of autonomy than those in high-income, low minority schools. Second, the existence of state-mandated social studies tests and sanctions against low-performing schools are related to lower levels of teachers’ instructional autonomy. Finally, teachers who work in high minority schools perceive lower levels of autonomy when they teach in states that punish underperforming schools based on test results relative to those in states that do not. We suggest that policy-makers should reconsider the way state-mandated tests evaluate teachers, schools, and students in order to allow teachers to hold ample instructional autonomy and implement quality ambitious social studies education, especially in low-income, high-minority schools.

Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates

The aim of this study is to determine the opinions of teacher candidates on how teacher efficiency should be through peer assessment and active learning. For this purpose, an implementation was performed on the presentation skills of the social studies teacher candidates at a state university. In the study group, there are 28 teacher candidates as 10 males and 18 females. The study was designed in the case study. For 9 weeks, 8 groups gave lessons and a general assessment was performed for 1 week. The teacher candidates, in groups of twos, made presentations in accordance with the class level related to the subjects included in the secondary school social studies program. The presentations are based on critical, empathetic, reflective and project-based thinking. As the data collection tool, preliminary and final assessment forms consisting of open-ended questions were distributed. During the process, the teacher candidates were asked to keep individual and group reflective diaries. The diaries were used to support the final assessment forms. The data were coded through content analysis and analyzed by using the NVIVO 12 program. The main theme in the findings obtained was coded in accordance with peer assessment and active learning. The main themes were determined as The Effect on Peer Relationships, The Effect of Being Assessed, The Effect on the Assessor, and The Effect of the Process. The Category, Code and Dimensions were also shaped according to the main themes. The findings of the reflective diaries support the final assessment. At the end of the process, teacher candidates stated that peer assessment made a positive contribution to them, their relationships with their peers were negatively affected sometimes and active learning contributed to their personal development, professional knowledge, and collaborative works.

Values-based social studies learning the Malay culture in secondary schools in developing social studies skills of learners

This research is mainly based on social issues on moral decrease among learners in Elementary Schools in Riau Province such as cheating habits, absences, bullying, student brawls and smoking habits as the effect of the disorganized educational system in developing the character building of learners. This research is aimed to assess how effective learning process in Social Studies in Secondary Schools through values-based social studies learning the Malay culture in secondary schools in developing social skills of learners in Riau Province. From educational philosophy perspective, lesson planning, learning process, and learning outcomes are integral parts. This research is conducted in CIPP model evaluation methods, purposive random sampling, and mixed methods. It is concluded that firstly, the grounding philosophy in values-based social studies learning the Malay culture in secondary schools in developing social skills of learners in Riau Province implementing the 2013 curriculum is mainly based on social reconstruction philosophy and progressive.