SOCIAL STUDIES TOPICS

EFFECT OF PROJECT METHOD ON PERFORMANCE OF STUDENTS IN SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS IN JIGAWA STATE, NIGERIA


                                                                        BY

                                                            Yusuf ADAMU,
                                           (B.A. ED, SPECIAL EDUC/SOCIOLOGY)
                                                          P13EDFC8031

            A DISSERTATION SUBMITTED TO THE SCHOOL OF POSTGRADUATE STUDIES,                                           AHMADU BELLO UNIVERSITY, ZARIA

  IN PARTIAL FULFILLMENT OF THE REQUIRMENTS FOR THE AWARD OF A MASTERS’                           DEGREE IN EDUCATION (CURRICULUM AND INSTRUCTION)
DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND CURRICULUM, FACULTY OF                                                                           EDUCATION
AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA MAY, 2016

                                                                              iii
DECLARATION

I hereby declare that the work in the dissertation entitled Effect of Project Method on the performance of students in Social studies in Junior Secondary Schools in Jigawa State, Nigeria has been carried out by me in the Department of Educational Foundations and Curriculum. The information derived from the literature has been duly acknowledged in the text and a list of references provided. No part of this dissertation was previously presented for another degree or diploma at this or any other Institution.


Yusuf ADAMU                                                                                                               Date


 iv


                                                            CERTIFICATION

This dissertation entitled EFFECT OF PROJECT METHOD ON THE PERFORMANCE OF STUDENTS IN SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOLS IN JIGAWA STATE, NIGERIA by YUSUF ADAMU meets the regulations governing the award of the degree of Masters in Education (Curriculum and Instruction) of the Ahmadu Bello University, and is approved for its contribution to knowledge and literary presentation.

Dr. A. A. Dada                                                                                                 Date
Chairman, Supervisory Committee

 Dr. A. Guga                                                                                             
Member, Supervisory Committee                                                                    Date

Dr. B. A. Maina
Head of Department                                                                                         Date

Prof. K. Bala               
Dean, School of Postgraduate Studies                                                               Date

                                                                           
                                                                                       v

                                                                          DEDICATION

This dissertation is dedicated to my father; Adamu, mother; Khadija, wife; Fatima and children; Ahmed, Abdulrazaq and Khadija for their support.





                                                                                vi

                                                                 ACKNOWLEDGEMENTS
All praise is to Allah. I would like to express my deep appreciation to the members of supervisory committee, Dr. A. A. Dada and Dr. A. Guga for their contributions, encouragement and assistance in many different ways. Thank you very much for your constructive criticism, suggestions and inspiration, without which this would not have emerged and completed. I am extremely grateful to all those who have provided me with their help, encouragement and assistance in one way or the other towards the completion of my programme. Also, worthy of acknowledgement are my lecturers, Dr. S.U. El-Yakub, Dr. (Mrs) H. O. Yusuf, Dr. A. F. Mohammed, Dr. B. Maina, Dr. M. Bawa, Dr. (Mrs.) H. Y. Audi and Dr. W. A. Ehinmidu among others. I must also appreciate the support and friendship of the entire 2012/2013 Med Curriculum and Instruction students, most especially Baba Babo, Silas John, Samail Abubakar, Samail Hussaini, Ibrahim Ibrahim, to mention but a few, for their unquantifiable support and prayers, they are indeed unforgettable for their contributions. Special thanks go to my entire family members for their immeasurable moral, financial support and prayers throughout my educational carrier. May Allah reward them with Aljanna Firdausi.
                                                                                      vii

                                                                            ABSTRACT
The study examined the effect of project method on the performance of students in Social studies in junior secondary schools in Jigawa State, Nigeria. The study was carried out with the objectives to; determine the difference between the performances of students taught social studies using project method and those taught with conventional method in junior secondary schools in Jigawa state; examine the extent to which gender difference affect the performance of students taught social studies using project method in junior secondary schools in Jigawa state; and compare the performance of students taught social studies using project method in rural and urban junior secondary schools in Jigawa state. Three research questions and three null hypotheses were postulated in line with the stated objectives. The study was conducted using quasi-experimental research design. The study used a target population of 12,380 JSSII students from Dutse education zone in Jigawa State. The total of fifty-two (52) students were sampled as experimental group, while sixty-five (65) students were sampled for the control group making the total of one hundred and seventeen (117) students, comprising of seventytwo (72) male and forty-five (45) female students. Data for the study was collected through the pre-test, treatment and post-test using a teacher made instrument (Test), which consisted of 30 objective test items and a treatment package. Data collected were analyzed statistically through the use of the descriptive (mean and standard deviation) and inferential statistics of independent sample t-test. It was found that, there was significant difference in the performances of students taught social studies using project method and those taught with conventional method in junior secondary schools in Jigawa State and there was no significant difference in the extent to which gender difference affect the performance of students taught social studies using project method in junior secondary schools in Jigawa State among other finding. Based on the findings, recommendations were made that project method should be incorporated into the teaching of Social studies at the secondary school level since it stimulate students to effectively learn and retain the concepts presented to them. Teachers should ensure they plan their lessons with equal learning opportunity for both male and female students in junior secondary schools in Jigawa State.

                 

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GUIDANCE AND COUNSELLING PROJECT TOPICS

THE INFLUENCE OF PERSONALITY VARIABLE ON PREDISPOSITION TO DEVIANT BEHAVIOURS AMONG ADOLESCENTS

(A CASE STUDY OF EPE LOCAL GOVERNMENT AREA OF LAGOS STATE)

                                                            BY

                                             OLOWOOJE TOLUTOPE

                                     MATRIC NO: EKSU/EPE/12/0623

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF GUIDANCE AND COUNSELLING, FACULTY OF EDUCATION, EKITI STATE UNIVERSITY, ADO-EKITI IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF BACHELOR OF SCIENCE (ED) GUIDANCE AND COUNSELLING

                                           DECEMBER 2017

         CERTIFICATION

This is to certify that this project was carried out under my supervision by Olowooje Tolulope with matriculation number EKSU/EPE/12/0623 and has been approved as meeting the requirement of the faculty of education, Department of Guidance and Counseling, Ekiti state university, Ado Ekiti Nigeria.

________________                                                                _______________

   Mr. Agoi F.A                                                                                Date

   Supervisor

_______________                                                                            _______________

 Mrs Aranmolate T.R                                                                      Date

 Head of department

________________                                                                _______________

Dr. O.A. Viatonu                                                                                       Date

Directorate of Degree Programme                                        

________________                                                                _______________

External Examiner                                                                          Date

                                                               ii

                                          DEDICATION

This project is dedicated to my father in heaven God Almighty , the author and finisher of our faith whom by his grace foreknew predestined and made this work a success and for seeing me through my academic years, and to my parents, Mr and Mrs OLOWOOJE and my siblings without whose caring support and prayers it would not have been possible.

                                               

iii

                                         ACKNOWLEDGEMENTS

My profound gratitude goes to God Almighty the creator of all mankind for his mercies towards me from the beginning of the academic programme to the end, and for a successful project well done.

My immense regards goes to my honorable supervisor, a great father, and a wonderful lecturer and a friend indeed, Mr Agol, I pray that the lord will richly reward you in double folds according to his riches in glory.

My sincere gratitude goes to my loving and ever caring parents, Mr and Mrs Olowooje who were there for me due to their love and desire for education and above all, their prayers which brought me this far. I couldn’t have ask God for more, because they all I ever need. I pray that God should prolong their lives so as to eat the fruit of their labour.

My special and profound gratitude goes to my loving siblings, Olowooje Bukola, Olowooje Afolashade and Olowooje Oluwadamilare, not leaving behind Mr and Mrs Oyibojaboh for their support financially and their words of advice. I say big thanks, I bless the name of the lord and I pray that God will prolong your lives and provide for all your needs.

Last but not the least, many thanks to my amiable friends, Akinyemi Omobolanle Folashade, Adesegun Oluwatobi, Olaniyi John, Adekunle Oluwasegun for their love and support. God bless you all.

                                                          v

                                     

The main aim of this story is to find out the effects of deviant supervisors on students academic performance of secondary school students in Epe Local Government Area of Lagos State. For this study, four secondary schools were involved, the instrument used was questionnaire. A total of sixty teachers participated in the study. Frequency counts average and simple percentages were employed for both descriptive and influential analysis. Based on the finding, the study recommendation were moral and religion teaching should be encourage in all schools . The principals should be given the required power and authority to manage their schools under guiding headlines and laws. The school system should be staffed with adequate and qualified teachers and the effort should be made to retain these teachers by improving career prospects in teaching professions.

                                                                  

                                      TABLE OF CONTENT

Title page

Certification

Dedication

Acknowledgement

Abstract

Table of content

CHAPTER ONE: INTRODUCTION

1.1   Background of the Study                                                                      1

1.2   Statement of Problem                                                                           7

1.3   Purpose of the Study                                                                                      8

1.4   Research Questions                                                                              8       

1.5   Research Hypotheses                                                                           9

vii

1.6   Scope And Limitation Of The Study                                                    9

1.7   Significance Of The Study                                                                    10

1.8   Definition Of Terms                                                                             10

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction                                                                                          13

2.1 Theories on Personality Development                                                  14

2.2 Erikson’s Psychosocial Developmental Theory                                             15

2.3 Vygotsky’s Socio-cultural Theory of Development                             17

2.4 Bandura’s Social Learning Theory                                                                 18

2.5 Eysenck’s Theory of Personality Development                                              19

2.6 Criminological Theories Involving Personality                                               20

2.7 Social Learning Theory of Criminology                                                         26

                                                                   viii

2.8 Differential Association                                                                        27

2.9 Definitions                                                                                            28

2.10   Imitation                                                                                           31

2.11 Social Learning Theory in Action                                                       32     

2.12 Social Learning and Substance Use                                                    36

2.13 Social Learning and Substance Use                                                    40

2.14   Extroversion and Introversion                                                                   45

2.15   Self – Esteem                                                                                    48

2.16   Summary of Literature Review                                                                   52

CHAPTER THREE: METHODOLOGY

3.1 Research Design                                                                                   54

3.2 Population of the Study                                                                       54

                                                          ix

3.3 Sampling Size and Sampling Technique                                                        55

3.4 Research Instrumentation                                                                     55

3.5 Validity of Research Instrument                                                           55

3.7 Reliability of the Instrument                                                                 55

3.8 Administration of Instrument                                                               56     

3.9 Method of Data Analysis                                                                      56

CHAPTER FOUR: DATA ANALYSIS AND PRESENTATION                   

4.1 Presentation and Analysis of Data                                                             57         

4.2 Discussion Of Result Section Two Part B                                            88

CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 Summary                                                                                             95

5.2 Conclusions                                                                                          96

                                                                   x

5.3 Recommendations                                                                                96

5.4 Suggestion for Further Studies                                                             97

REFERENCE                                                                                             99

APPENDIX I                                                                                              107

APPENDIX II                                                                                             113

                                                         

xi

                 

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YORÙBÁ TOPIc: ÀGBÉYẸ̀WÒ ÌWÉ “OLÚ ỌMỌ” GẸ́GẸ́ BÍ ÀWÒJÌJÌ IPÒ ỌMỌ NÍ ILẸ̀ YORÙBÁ

ÀGBÉYẸ̀WÒ ÌWÉ “OLÚ ỌMỌ” GẸ́GẸ́ BÍ ÀWÒJÌJÌ IPÒ ỌMỌ NÍ ILẸ̀ YORÙBÁ

LÁTI Ọ́WỌ́

OKETADE OLAYINKA SOLOMON

NỌ́NBÀ ÌDÁNÍMỌ̀: 1402/03/04/002

NÍ ÌBÁMU PẸ̀LÚ GBÍGBA ÌWÉ Ẹ̀RÍ TI NCE NÍ ILÉ Ẹ̀KỌ́ MICHAEL ỌTẸDỌLA COLLEGE OF PRIMARY EDUCATION, EPE, LAGOS STATE P.O BOX 1028 LAGOS STATE

ORÍ KÌN-ÍN-NÍ

1.1     ÌFÁÀRÀ

Láì ṣe àní àní gbajúmọ̀ ni ìwé eré oníṣe “olú ọmọ” ní àwùjọ Yorùbá. ẹni tí ó kọ ìwé olú ọmọ ni ọ̀jọ̀gbọ́n Akínwùnmí Ìṣọ̀lá gbájúmọ̀ ònkọ̀wé.

Àwọn Yorùbá bọ̀ wọ́n ní “bí kó bá nídìí obìnrìn kìí jẹ́ kúmólú. Ta ni kò mọ̀ pé obìnrin tí o bá jẹ́ Kúmólú a jẹ́ pé ikú ti pa olú tàbí olórí ilé wọn ní àsìkò tí a bí ọmọbìnrin náà ni?

Ẹfúnróyè Tinúubú jẹ́ obìnrin akọni ní àwùjọ Yorùbá tí Ìṣọ̀lá fi hàn nínú ìwé eré oníṣẹ olú ọmọ.

Aṣíwájú àwọn obìnrin ni a mọ ìyálóde Tinúubú sí ní Èkó àti Ẹ̀gbá ní ìgbà ayé rẹ̀. Sàdédé kọ́ ni ó jẹ́ aṣíwájú obìnrin, ìwà àti ìṣe tí ó ń gbé ṣe ní ọ̀nà kan sí èkejì, agbára àti ẹ̀mí ìgboyà àti àwọn nnkan mìíràn ní, ìgbà ayé rẹ̀ ní ọ́ sọ ó dí1) olú láàárín àwọn ọmọ ní ilẹ̀ Èkó àti Ẹ̀gbá pàápàá jùlọ ilẹ Ẹ̀gbá.

Ohun pàtàkì ti Tinúubú gbé ṣẹ ló mú kí ó yàtọ̀ sí àwọn ẹ̀dá bíi tirẹ̀. Ohun tí ìtàn mìíràn sọ nípa rẹ̀ ni ó fi hàn nínú ìwé olú ọmọ pé olú ni Tinúubú láàárín ọmọ. Lákotán ìwé olú ọmọ tí Akínwùnmí Ìṣọ̀lá kọ jẹ́ àwòjijì ipò ọmọ ní ilẹ̀ Yoprùbá.

1.2     ỌGBỌ́N ÌWÁDÌÍ

Èyí ni ọgbọ́n tí olùwádìí ló láti jẹ́ kí a mọ òdodo bí ẹ̀rí tí ó kọ sélẹ̀ ṣe lẹ ṣe é fọkàn tán. Ọgbọ́n ìwádìí ní ọgbọ́n tí olùwádìí ń lò láti ṣe ìwádìí lórí kókó ọ̀rọ̀ kan.

Ọgbọ́n tí olùwádìí lò fún iṣẹ́ rẹ̀ yìí ni ọgbọ́n ònkọ̀wé alátínúdá lórí ìwé ìtàn àròsọ kíkà àti eré oníṣe bákan náà.

Ìwádìí tó gba ìrònú jinlè ni ìwádìí yìí tí ó sí fí bí ọ̀nkọ̀wé ṣe ṣàfihàn ipò ọmọ ní ilẹ̀ Yorùbá nínú ìwé yìí (Olú ọmọ). Olùwádìí ka ìwé eré oníṣe Olú-ọmọ láti le sọ bí ipò ọmọ ti ri ní ilẹ̀ Yorùbá. Olùwádìí tún ka àwọn ìwé mìíràn àti pẹ̀lú àfikún ìmọ̀ àwọn ọ̀jọ̀gbọ́n ni olùwádìí fi gbé iṣẹ́ yìí jáde.

1.3     SÁBÀBÌ IṢẸ́ ÌWÁDÌÍ

Ohun tí o fa sá bàbí tí olùwádìí fi yàn iṣẹ́ ìwádìí yìí láàyò ni pé, ó fẹ́ mọ bí ipò ọmọ ti rí ní àwùjọ Yorùbá. Olùwádìí sì fẹ́ jẹ́ kí a rántí àwọn olú ọmọ ní ilẹ̀ Yorùbá tí wọ́n ti hùwà akọni ní ilẹ̀ wa kí wọ́n tó di olóògbé àti wipe olùwádìí fé kí àwọn ọ̀nkọ̀wé ní ìmọ́ tó gbòòrò sí i lórí pàtàkì ọmọ ní ilẹ̀ Yorùbá.

Olùwádìí tún fẹ́ kí àwọn òbi ṣe gírí láti rán àwọn ọmọ wọn lọ́wọ́ nípa ìwé kíkà àti iṣẹ́ kíkọ́ kí irúfẹ́ ọmọ bẹ́ẹ̀ le di olú láàárín àwọn ọmọ.

1.4     OHUN ÈLÒ ÌWÁDÌÍ

Àwọn ohun èlò tí olùwádìí lò fún iṣẹ́ ìwádìí rẹ̀ nígbà tí ó ń ṣe ìwádìí yìí ni owó àti ìwé.

Olùwádìí ka oríṣiríṣio ìwé fún iṣẹ́ ìwádìí rẹ̀. ìwé bíi Olú ọmọ tí Akínwùnmí Ìṣọ̀lá kò Olú ọmọ tí D.O Àdìsá kọ, Àtẹ ọ̀rọ̀ tk ọ̀mọ̀wé Olúwakẹ́misọlá Ìdòwú Ọ̀sghọ́ àti Ọ̀gbẹ́ni Ọlátúndé Kọ́mọláfẹ́ kọ. wá gbọ́ tí Dúró Adélékẹ̀ kọ. Àṣà àti ìṣe Yorùbá tí C.L Adéoyè kọ àti bẹ́ẹ̀ bẹ́ẹ̀ lọ.

1.5     ÀÀLÀ IṢẸ́ ÌWÁDÌÍ

Èyí ni àwọn ibi tí iṣẹ́ ìwádìí yóò tàn dé àtí ibi tí olùwádìí yóò mẹ́nu bà nínú iṣẹ́ ìwádìí náà. Àwọn ibi tk ìwádìí yìí yóò mẹ́nu bà ni, ohun tó fa sábàbí iṣẹ́ ìwádìí yìí, èyí ni ipò ọmọ ní ilẹ̀ Yorùbá.

Àwọn nnkan mìíèan tí a ó rí nínú ìṣẹ́ yií ni oríkí lítírẹ́ṣọ̀ àti ìsọ̀rí lítírésọ̀ ni èdè Yorùbá eré oníṣe àti àwọn ọgbọ́n kíkọ eré oníṣe àpilẹ̀kọ.

Kí ní ọmọ onírúurú ọmọ àti orúkọ ní ilẹ̀ Yorùbá ipò ọmọ ní ilẹ̀ Yorùbá, àhunpọ̀ ìtàn ìwé olú ọmọ ipò ọmọ ní ilẹ̀ Yorùbá nínú ìwé olú ọmọ.

Àwọn nnkan mìíràn tí a ó mẹ́nubà ni oríkí lítíréṣọ̀ àti ìsọ̀rí lítíréṣọ̀ ní èdè Yorùbá. Ìtunmò eré oníṣe àti àwọn ọgbọ́n kíkọ eré oníṣẹ àpilẹ̀kọ ta a ni a ń ot ni ọmọ àti onírúurú ọmọ pẹ̀lú orúkọ ní ilẹ̀ Yorùbá.

Ìpò ọmọ ní ilẹ̀ Yorùbá àhunpọ̀ ìtàn ìwé olú ọmọ àti ipò ọmọ ní ilẹ̀ Yorùbá nínú ìwé olúọmọ. àwọn nnkan wọ̀nyìí ni a ó mẹ́nubà nínú iṣẹ́ ìwádìí yìí.

                 

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