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Assessment of Implementation of Social Studies Curriculum for Effective

Citizenship in Upper Basic Education of Cross River State of Nigeria

Article · February 2020

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European Journal of Social Sciences
ISSN 1450-2267 Vol. 59 No 1 February, 2020, pp. 63-77
http://www.europeanjournalofsocialsciences.com/

Assessment of Implementation of Social Studies Curriculum for

Effective Citizenship in Upper Basic Education of
Cross River State of Nigeria

Sunday David Edinyang

Department of Social Science Education, Faculty of Education
University of Calabar, Calabar-Nigeria
E-mail: [email protected]
Tel: +2348036107294

Veronica Nakanda Effiom

Department of Social Science Education, Faculty of Education
University of Calabar, Calabar-Nigeria
E-mail: [email protected]
Tel: +2348160572075

Effiom, John Edwin

Department of Social Science Education, Faculty of Education
University of Calabar, Calabar-Nigeria
E-mail: [email protected]
Tel: +2348036811992

Ushie Doris
Department of Social Science Education, Faculty of Education
University of Calabar, Calabar-Nigeria
E-mail: [email protected]
Tel: +08069056394

Abstract
This study examined teachers’ the implementation of Social Studies curriculum for
effective citizenship in Cross River State, Nigeria. Two research questions were formulated
and transformed to statements of hypotheses to guide the study. Literature review was
carried out based on the variables under study. Survey research design was utilized. A
stratified random sampling technique was used in selecting the 250 respondents sampled
for the study. A validated 20 items four point likert scale questionnaire was the instrument
used for data collection. Data was analysed using Pearson’s Product Moment Correlation
statistical tool. The result of the study revealed that there is a significant relationship
between availability of instructional materials and curriculum implementation for effective
citizenship, and teachers’ attitude has a significant relationship with the implementation of
Social Studies curriculum for effective citizenship. It was recommended that teachers need
to be acquainted with new Social Studies, civic and citizenship developments and how
these can be incorporated into diverse aspects of classroom social studies curriculum
implementation.

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Keywords: Curriculum implementation, Social Studies, Citizenship, Civic Education,

Teachers attitude, Instructional materials.

1. Background to the Study

Children when adequately trained in the societal norms and values make for effective future
development and advancement of the society, and education is the only indispensable tool for training
children in the societal norms and values. It is seen as the corner stone for individual development and
societal advancement. Education is universally perceived and acknowledged as an effective tool for
meaningful development in every society, be it social, economic, technological and political. It is for
the development of individuals into sound and effective citizens for social advancement. Indeed, the
Nigerian idea of acquisition of knowledge depends on the need to "form people into sound and
compelling residents" (Federal Republic of Nigeria, 2004:7). Achievement of this way of thinking
prompted the selection of the Nigerian national educational objectives among which are the teaching of
national cognizance and national solidarity and the teaching of right sorts of qualities and frames of
mind for the endurance of the individual and the Nigerian culture (Mezieobi & Edinyang, 2013).
The quest for actualization of the afore stated national goals of education led to the introduction
of some new school subjects and curricular offerings in Nigerian education system among which was
Social Studies education programme. Okam and Bozimo (2002) maintained that Social Studies is
capable of promoting effective citizenship education and it is widely recognized as one of the subjects
designed to promote effective citizenship education as designed in the national educational philosophy.
In the glamour for nation building, Cross River State government has invested tremendously in
the education system. There exists a number of subjects both hypothetical and handy brought into the
school educational program as establishment for building a nation. Hence and from the beginning,
citizenship was transmitted through socialization and the utilization of schools to ingrain citizenship
rights and commitments. This procedure has anyway not been acknowledged by excellence of the
results in the successful investment in national exercises since school children didn't get a grip of the
requirement for compelling citizenship Education. With all these, students couldn't see the full degree
of the components collaborating in what makes up a resident. All these and a lot more to make
reference to, later came about into the joining of virtues and citizenship into formal social studies
educational plan.
Social studies is one of the Nigerian school subjects which is outfitted towards the advancement
and instruction of young people. Social studies gives adequate privileges towards the sustaining of
various sort of values in the life of our young residents, for example, self-acknowledgment, better
human connections, self and national solidarity, social and political progression, logical advancement
and so forth. Social Studies is a course of concentration that develops people in different areas of his
communication with his kindred partner (Osakwe, 2012).
The focal centered of this incredible subject is on the advancement of personal capability,
reconciliation of information, aptitudes and attitude in settling cultural issues, issues and difficulties of
the general public. It is an order that ruminates and investigates the dynamic circumstance of our
general public and furthermore move in the direction of the changing idea of information among the
residents. Besides, social studies encourages new and incorporated methodology which planned for
settling cultural and ecological issue (Imogie, 2010; Akpochato, 2013).Hence our society needs a new
value system that will assist the citizens to appreciate better the true meanings of society, loyalty,
services as well as appreciating the Plato Philosophical statement which says that laws which are not
established for the good of the state are bogus law. Effective citizenship, therefore is not only
significant to an individual but also to the whole society because it provides societal awareness and
understanding, promotes political participation, develops love and responsibility to the nation, it
inculcates civic obligations and values in the life of the learners, builds in them the spirit of national
consciousness and patriotism etc.

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All these importance, as listed above are the major target of social studies education, it enables
the citizen to know the social standards and social qualities which their general public values and
maintains it. This will lead them to know the contrast between their own culture and that of others
(Mezieob, 1992 & Ikwumelu,1993). Again, citizens that participate in the political process of his
country, have a greater love to their nations by sacrificing their personal interests in favour of their
nation, payment of taxes, showing of commitment towards social improvement of his community
concern for others, appreciation of moral values as well as developing a sense of right judgement
towards others, willingness to develop national consciousness and patriotism habit for nation building,
given due respect to the constituted authority and development of cultural heritage in the life of the
learners.
From the above analysis, it seems that effective citizenship is a must, as it reflects in all human
endeavours of an individual and societal interest. Considering its relevance, the implementation of
social studies curriculum should not only be looked upon as a means of preparing learners for life, but
should look at it as life itself. Implementers of this content should be aware of the interests and
motivates the learners towards that direction (Mezieobi 1992).
Social studies must be taught in Nigerian schools for constructivist purpose, for hardwork, for
building good characters, for creativity, for reflective thinking, for problem solving, for obedience etc.
if the contents of curriculum did not include the above listed virtue. Social studies curriculum should
be repositioning and focused towards inculcation of these virtues in the life of our citizens.
The major aim of teaching social studies at all levels of education is to produce good and
effective citizens for effective national development, but the objectives has not been realised. This is
certainly true, because the current high rate of crime in Nigerian society that has evaded the country is
an indication of lack of proper culturing and socialisation of our young citizens. For example many of
our daily newspapers report on daily bases, incidence of vices and crimes such as equipped theft,
hijacking, killings, medicate misuse, suicide shelling and battling among the national gathering
individuals that should be improved models for the residents and other forms of atrocities (Gele, 2012).
It is believed that the achievement of Upper Basic Social Studies objectives will enhance
peaceful and harmonious social living among the diverse cultural and ethnic groups in Nigeria. On the
contrary, the recent upsurge of social ills in Nigeria leaves traces of doubt in the minds of the citizenry
as to whether the Upper Basic Social Studies objectives are being achieved in Nigeria.
However, teachers are the implementers of Social Studies curriculum and the observers of
students’ behaviours in schools. According to Mkpa (2009), teacher is an expert who intentionally and
purposely utilizes his/her abundance of experience, preparing, aptitudes, abilities, dispositions,
interests, information on content with the assistance of instructional materials, strategies/methods to
give to a less experienced individual. Instructors have the academic information on the substance,
materials and strategies for showing Social Studies for the achievement of anticipated goals.
Instructors' attitudes are significant factors in the learning procedure. Disposition is an
inclination to act in a constructive or pessimistic manner towards people, articles, thoughts and
occasions (MacDonald, 2005). Training Social Studies carries the educator into contact with substance,
objectives, showing techniques, study hall condition and school children. The instructor's aura towards
the above uncovers a positive or negative mentality toward the subject.
Likewise, instructional materials are necessary in educating and learning and the planned
program can't be effectively executed without them. Instructional materials give data and chances to
school children to utilize what they have realized. Wilkins (1974), agrees with Miller and Seller
(2010), and sees that, without asset materials, the educator will be unable to set the targets that he/she
might want his school children to achieve. It would imply that school children can't be shown utilizing
the most appropriate techniques. However, people doubt whether Social Studies is actually inculcating
the right types of values and attitudes in the citizenry especially in the learners as stipulated in the
stated objectives.

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This is because, Social Studies by its objectives in Upper Basic Education (UBE) is expected to
inculcate into the citizens desirable knowledge of their environments; the right forms of citizenship
training, the basic skills of reflective thinking, conflict management, problem-solving amongst others
for solving the societal problems; the spirit of cooperation, tolerance, comradeship and togetherness for
unity in Nigeria. However, in recent times in Nigeria, numerous social vices have erupted and
threatened social security, social life and national development in Nigeria. This very phenomenon has
posed a lot of worries and questions on the part of stakeholders and policy makers. In the face of these
social ills, one wonders whether the implementation of Social Studies curriculum has any impact on
citizenship effectiveness in Upper Basic Education of Cross River State, Nigeria.

1.2. Purpose of the Study

The purpose of this study is to assess the implementation of Social Studies curriculum for effective
citizenship in Upper Basic Education of Cross River State, Nigeria.
Specifically, the study sought to;
i. assess the availability of instructional materials and curriculum implementation for
effective citizenship
ii. examine teachers’ attitude and the implementation of Social Studies curriculum
implementation for effective citizenship

1.3. Statements of Hypotheses

The following hypotheses are stated to guide the study;
i. There is no significant relationship between availability of instructional materials and
curriculum implementation for effective citizenship
ii. Teachers attitude has no significant relationship with the implementation of Social Studies
curriculum implementation for effective citizenship

2. Literature Review
2.1. Teachers Appropriate Teaching Methods and Curriculum Implementation for Effective
Citizenship
Instructional materials have been seen as an amazing methodology to achieve effective educating and
learning. The significance of value and satisfactory instructional materials in educating and learning
can happen through their compelling usage during educating in classroom. Instructional materials here
incorporate all the apparatuses that the educators can use to make the learning all the more fascinating
and noteworthy.
As indicated by Farombi (2018), instructional materials incorporate books, broad media,
programming and equipment of instructive innovation. He further opines that the accessibility,
sufficiency and pertinence of instructional materials in homerooms can impact quality educating,
which can have constructive outcome on school children' learning and Social Studies educational
program execution. The understanding from Farombi on connecting instructional assets to educational
plan execution serve basic in the usage of Social Studies educational program usage.
An exploration did by Sumra and Rajani (2016) demonstrated that various students completed
auxiliary instruction without obtaining fundamental abilities that are required throughout everyday life.
This shows increment in number of school children has been organized over the number and nature of
instructional materials (Hakielimu, 2007; Makombe et al, 2010). A few examinations have explicitly
indicated that educating in network auxiliary schools is poor as these schools need vital showing
offices, for example, furniture for staff and school children, books, science hardware, games and game
gear (Benell and Mukyanuzi, 2005).
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John (2016) look at the degree to which the choice of instructional materials in schools in
Rombo District use quality and sufficient instructional materials in classes and how this has advanced
scholarly execution of school children. This examination depended on three targets including: to
investigate the perspectives on educators and school children on the degree to which instructional
offices influence school children execution, to look at the difficulties that instructors in network
auxiliary schools face in getting to instructional materials and to survey the systems that instructors use
to limit the difficulties of accomplishing and utilizing quality instructional materials. The investigation
received a cross sectional overview plan. The investigation populace included all schools in Rombo
area. Out of 38 schools in Rombo area 5 schools were haphazardly chosen for information assortment.
In each school, 5 instructors and 20 school children filled semi organized survey. Likewise leaders of
each school and 1 optional region training official were met. Coming up next were discoveries of the
examination: first, instructional materials are the way in to instructors' and school children' exhibition.
Furthermore, most network optional schools in Rombo District endure deficiency of fundamental
instructing and learning materials. Thirdly, the investigation uncovered that instructors utilized various
procedures to limit the difficulties of achieving and utilizing quality instructional materials like getting
books and improvation. The examination suggests that there should be adequate assets for improving
the accessibility of instructional materials in every single school.
As per Oni (2018), instructional assets are instructors' vital factor in sorting out and giving
training. This is so on the grounds that they help to expand an idea that the instructor proved unable,
without an instructional material. This permits school children to learn all the more easily subsequently
impacting emphatically their scholarly presentation. Balogun (2012) remarked that Social Studies
educational program can't be executed adequately without the presence of materials for instructing.
This is on the grounds that instructional materials help the individuals who figure out how to create
critical thinking abilities and logical frames of mind. Explaining further on a similar point, Ajayi and
Ogunyemi (20106 underscored that when instructional materials are given to address relative issues of
showing process, school children will approach the reference materials referenced by the educator, and
furthermore every school children will have the option to learn at their own pace. The general outcome
is that school children will perform much better.
Amuzu (2018) analyzed the degree of instructors' use of instructional assets in showing Social
Studies in Basic Schools. The examination likewise analyzes the different instructional assets that can
be used by Social Studies instructors' for showing purposes inside West Mamprusi District in Northern
Region, Ghana. The specialist utilized subjective strategy for information assortment and dissecting.
The specialist inspired data from respondents utilizing organized meetings. The exploration
concentrated on Basic Schools inside West Mamprusi District. Two research questions were planned
for the exploration. The enlightening exploration configuration was utilized for the examination. The
focused on populace comprised of head instructors, educators and school children in essential schools
inside West Mamprusi District. Ten (10) Basic Schools were haphazardly chosen for the examination.
Twenty (20) Social Studies instructors and twenty (20) students, two (2) each were chosen from the ten
(10) schools utilizing purposive testing. All head instructors from the ten (10) essential schools were
additionally met. The investigation discovered that educators don't utilize instructional assets in the
educating of social examinations from the meetings directed. The causal variables for not utilizing
instructional assets in educating from the meetings incorporate; exercise in futility in planning and
sorting out instructional assets to show a specific theme, trouble to acquire and costly to purchase by
either the instructor or school, money related imperatives, educators absence of recognizable proof of
materials and HR, absence of information by the instructor of what kind of crude materials and asset
people to depend on for use so as to upgrade the learning limits of his/her school children, and
instructors basing their absence of instructional asset use to their numerous long periods of
involvement with showing the subject. In light of the discoveries, proposals were made that Social
Studies educators should be given direction on the need to consistently show the subject utilizing
instructional assets through inservice preparing, workshops, and classes.

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As indicated by Adeogun (2011), schools, whose instructors utilize more instructional assets
perform superior to schools, whose educators don't utilize instructional materials. This validated the
investigation by Babayomi (2019) that tuition based schools performed superior to state funded schools
since school children and instructors are given adequate and quality educating and learning assets.
From this significance, schools at all degrees of training have been encouraged to have quality and
satisfactory instructional offices to empower powerful educational program usage for their school
children.
Orakwe (2014) examined that the use of instructional materials in social studies curriculum
implementation at five junior secondary school in Igberian, Anambra state. The population consisted of
two hundred (200) teachers and three thousand and eighty eight (3,088) students, twenty five (25)
teachers and two hundred (200) students were selected through random and stratified sampling
techniques. Questionnaire, observation and instructional interview were employed. The questionnaire
was meant to carefully investigate teachers zeal to improvise materials that were not available. The
unstructured interview was meant to skill probe into teachers attitude in the use of resources materials.
The questionnaire was administered in respect of availability of materials, and responses were scored.
The observation was in respect of skill display, appropriate tens to lesson and topic, while unstructured
interview was in respect of improvisation supply and usability. Each instrument from the study
indicated that out of the (10) instructional materials provided for each of the five (5) schools, 4 items
were available only at 20% level while (2) items were not available at all. The study indicated that few
of these instructional materials were frequently used while others were never used. The study is related
to this present study in that if considered a very important aspect of social studies curriculum
implementation which is “Instructional materials” social studies curriculum cannot be effectively
implemented without the use of instructional materials, excursion field trips, projects and group
activities. However, the study failed to consider other aspects of social studies curriculum
implementation such as teachers qualifications, curriculum content, methodology and learning
environment. The reason for the present study is to cover these area lift out.
Citizenship is a principle center of Social Studies which their assignment is to prepare their
adolescents to be for an aggregate activity. Case and Clark (2019) developed the destinations of social
examinations training by reflecting four reasons of citizenship instruction: beginning, overhauling,
singular improvement, and scholarly data. Lion's share of social examinations educators consider
citizenship transmission as their key job and try to rouse nationalism, social legacy, and political
qualities (Barr, Barth, and Shermis, 2017).
Once more, Okobia (2011) surveyed the accessibility and educators' utilization of instructional
materials and assets in the execution of junior optional school social examinations educational program
in Edo state. Three research questions were raised and one theory was defined. An example of fifty
Social Studies educators were arbitrarily chosen from fifty junior optional schools in five
neighborhood government regions of Edo State. Information examination was done utilizing t-test for
the theory and straightforward rates for questions one and two. The outcomes indicated that
instructional materials and assets accessible were horribly lacking. It was additionally seen that there
was no distinction in the utilization of instructional materials between master social examinations
educators and non-authority instructors. It is hence prescribed that instructional materials and assets be
made accessible for the educating of Social Studies.
The counsel exuded from the way that instructional offices have an intense factor to subjective
training. The decree is that "educating is indivisible from taking in however taking in is distinct from
instructing." This implies instructors do the educating to cause the school children to learn, yet with
quality and sufficient instructional offices, school children can learn without the educators. As
indicated by Akande (2015), learning can happen through one's connection with one's condition.
Condition here alludes to instructional offices that are accessible to encourage school children learning
result.

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Instructional materials, for example, the size of study hall, sitting position and plan,
accessibility of tables, seats, writing slates, retires on which instruments for practicals, are significant
in the showing exchange (Far, 2017 and Farombi, 2018). As per these researchers, accessibility of
instructional materials can work best if different conditions are met, for example, the nature of study
hall. I would include, the nature of educators to utilize these assets.

2.2. Teachers Attitude and Curriculum Implementation for Effective Citizenship

Educators' frames of mind are significant factors in the learning procedure just as in scholastic
execution and educational plan usage. Kratz (2009) found a noteworthy contrast between educators'
frames of mind and Social Studies educational plan execution. Learning Social Studies carries the
educator into contact with substance, objectives, showing strategies, study hall condition and school
children. His aura towards the above uncovers a positive or negative attitude. Looking at this idea
further Smith, Saroson and Sarason (2012) distinguished three constituents of disposition: subjective
(convictions), enthusiastic (feeling) and social (activity). The psychological part independent from
anyone else isn't a disposition. It rises above into feeling and afterward transforms energetically; the
last stage is mentality arrangement. As it were, activity might be a piece of the mentality one has
towards a thing individual or wonder.
Sterm (2013) reasons that, "the fundamental suspicion basic all these is that instructors' frames
of mind are huge for educational program usage and school children' learning". Social Studies have
been noted to be incorporated both in substance and approach. The acquaintance of new methodologies
with learning the subject required an adjustment in the instruction of educators. Writing survey on the
foundation of instructors encouraging the new social examinations at any school level shows that
dominant part of them had their training with humanities or sociology foundation.
Özbek and Susam (2017) analyzed the mentalities of imminent educators concentrating
academic arrangement instruction towards citizenship and citizenship training dependent on their
sexual orientation, zone of specialization, ethnicity and land zone. The examination clarifies the
worldwide ramifications of the ideas of citizenship, and citizenship training. A quantitative
methodology utilizing poll review was received for this examination. The example of the investigation
comprises of 460 planned educators. They were chosen from 1000 imminent instructors concentrating
educational development training in 2016 to 2017 scholastic year, with greatest variety examining
strategy. For information assortment, nationalism mentality scale and enthusiasm training scale were
utilized. Energy disposition scale includes ''dazzle citizenship'' and ''valuable citizenship'' while
enthusiasm training scale includes a solitary measurement. The information gathered were broke down
with autonomous example t test, one way Anova, least huge distinction (LSD), Bonferonni, Dunnett's
C just as mean, and standard deviation. The examination uncovered that there was a huge contrast in
the mentalities of the imminent educators towards citizenship and citizenship training dependent on
their territory of specialization and ethnicity, however there was no distinction in their attitude
comparable to their sexual orientation and topographical area. At the end of the day, the end drawn is
"sexual orientation" and "topographical region" factors didn't assume a significant job in the
arrangement of planned instructors' frames of mind towards citizenship (either daze citizenship or
productive citizenship), and towards citizenship training; despite the fact that "ethnicity" and "major"
factors assumed a significant job in their mentalities towards citizenship and citizenship instruction. On
one hand, the individuals who called themselves Kurds and the individuals who called themselves
Turks had diverse comprehension of citizenship and citizenship instruction. Then again, those that took
an interest in the instructive development program from normal sciences divisions and those that
partook in the program from humanities offices had a particular comprehension about citizenship and
citizenship training
Mansir (2016) researched assessment of Social Studies educational plan execution for the
achievement of citizenship training among junior optional school school children of Kaduna State,
Nigeria. It was led with the goals to; decide the degree to which social examinations educational plan
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substance has helped in the achievement of citizenship training in Kaduna State; inspect the degree to
which Social Studies instructors are prepared for the accomplishment of citizenship training in Kaduna
State; look at the degree to which accessible instructional materials can be used in the fulfillment of
citizenship instruction in Kaduna State; evaluate how Social Studies learning condition can help in the
fulfillment of citizenship training in Kaduna State; and find out the degree to which social
examinations encouraging strategies are successfully utilized for the achievement of citizenship
instruction in Kaduna State. Five comparing research questions were raised, while five invalid theories
were planned for test. The examination was a review look into structure. A sum of 12 educators and
372 school children were inspected for the examination utilizing irregular testing procedure.
Information was gathered utilizing a scientist structured instrument labeled "Social Studies Curriculum
Implementation Questionnaire (SSCIQ)". Information assembled were dissected utilizing spellbinding
insights, for example, mean and standard deviation while all the invalid theories were tried utilizing
chi-square measurements at 0.05% alpha degree of noteworthiness. Discoveries among others
demonstrated that critical distinction exists between the social examinations educational plan substance
and the degree which citizenship training can be accomplished by school children in Kaduna State.
Result additionally uncovered that there is no huge contrast between low prepared social examinations
educators and the accomplishment of citizenship instruction by school children in Kaduna State.
Social Studies instructors appear to come up short on the agreement about the nature and
significance of the subject. A large number of them seem to show a negative comprehension of the
subject (Uyoata, 2012). In any case, in spite of the general misconception, Uyoata sees that 65 percent
of the grade teachers in his examination communicated an inspirational disposition to Social Studies.
In the said examination, the greater part of the instructors favored Social Studies as isolated subject, for
example, history, civics, moral guidance and topography. The educators' inspirational attitude,
subsequently, might have been based on the inclination for multidisciplinary approach, which has now
been disposed of for the coordinated methodology.
Osho (2016) embraced an examination where he watches, among others, that instructors with
inspirational attitude (who were presented to the critical thinking procedure) had higher additions from
the post treatment scores on their presentation in Social Studies than their partners who utilized
different strategies. Cruickshank, Jenkins and Metcalf (2013) compose that viable educators are
commonly positive disapproved of people who have confidence in the accomplishment of their school
children just as their own capacity to assist school children with achieving. Borich (2010) fights that
successful instructors are the individuals who utilize significant verbal applause to get and keep school
children effectively taking an interest in the learning procedure. In the Nigerian study hall
circumstance, it is seen that numerous educators' sees social examinations as a low status subject that
could be instructed at any rate subsequently making Social Studies murky and twisted in picture
(Okon, 2017).
Okon further battles that planned Social Studies school children will in general have question
with respect to the high status of the subject. Hobbs and Moroz (2011) found in their investigations that
school children accepted social examinations was valuable however didn't accept that Social Studies
would assist them with finding a new line of work. Among the sociologies, individuals assume of
Social Studies, as low status subject (Hobbs and Moroz, 2011). Instructors' mentalities toward Social
Studies have suggestions for the effective instructing of basic aptitudes and qualities, which are vital to
the social examinations training. Research on energy of the educator is emphatically associated with
school children' prosperity (Spark, 2008).
According to Maduewesi (2011), social studies curriculum is actually overloaded. Some
advanced level topics are now treated in JSS Class. Some of these topics introduced into the school
time table, though irrelevant, are made compulsory. The students hardly have enough time to do
private study which is very essential. Sometimes learners are taught by disgruntled, ill-motivated
teachers and this does not encourage effective teaching/learning to take place. This may eventually
cause dissatisfaction in learning. Also when the topics studied in class have no social relevance to the

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learners, they begin to lose interest in school and may eventually leave school. Obanya (2013)
observed that one way dissatisfaction is noticed in Nigeria's educational system today is a strong lack
of interest in school work among students. Examination malpractice is another reason for ineffective
implementation of social studies curriculum in schools.
When the learner is certain of passing his JSCE and collecting his certificates without going
through the stress of studying he becomes dissatisfied of whatever the teacher does in the class. This is
in support of Offorma (2015) who said that the greatest challenge to education in Nigeria today is
examination malpractice.
In an empirical study by Tunarie (2010) who evaluated the NCE Social Studies programme of
Rivers State College of Education. The research was carried out to evaluate the NCE Social Studies
programme of Rivers State College of Education, Port Harcourt with the view to determine the extent
to which the objectives of the programme are being realized. The respondents of the study were the
final year students and the lecturers. Three hypotheses were rised and tested. Questionnaire and tests
scores of the period under study that is, 1988/1989 were the major sources of data for the study. The
instruments employed were the (X2) chi-square, phi-correlation coefficient and simple percentage in
the analysis of data. The revelation of the findings of the research work shows that the objectives of
NCE Social Studies Programme are good. Others are hindrances to the achievement of the programme
objectives and these include adequacy of instructional materials, text books and the predominant use of
lecture methods in instructional strategies. The study equally reveals that the performance of students
under study has been satisfactory in spite of the aforementioned hindrances in the proposed
achievement of objectives.
Galadima (2010) did a research with focus on teachers’ assessment of the impact of social
studies education on the development of effective citizenship: a case study of Chanchaga local
government area of Niger state-Nigeria. The researcher used Likert type scale instrument. A total of
(1500) respondents were drawn from (15) secondary schools. Ten (10) teachers were drawn from each
of the (15) schools sampled. The data gathered were than analyzed statistically using simple
percentages to find out the significant relationship between the variables adopted by the study. The
findings revealed that teacher assess social studies teaching as the best channel through which good
citizenship education can effectively achieved. He also found that social studies teachers do not teach
significantly different from non-social studies teachers in terms of methodology. He therefore,
recommended that social studies teachers should use more democratic procedures and classroom
interactive processes to change the negative attitude of the learners. Thus, agreeing to the use of
inquiry as a more democratic way of teaching social studies.
Idowu (2008) investigated the extent to which practical teaching of social studies curriculum
was implemented in Kwara state with a view of findings solutions to the identified problems. The plan
and strategy of investigation used in the study to obtain answer to research questions was a survey
design which is same with the present study. The population comprised of all social studies teachers in
junior secondary school in Kwara State. One hundred and fifty (150) secondary schools were randomly
chosen from (242) grant aids schools in the three educational zones (A, B, C) of the state. Fifty social
studies teachers were chosen from each of the three zones. The instrument for data collection was a
questionnaire. All the items in the questionnaire were of two point scale of “agreed” (A) and Disagreed
(D)”. Each respondents was expected to indicate his or her agreement or disagreement to the statement
provided. The researcher personally administered to the teachers and collected from them the
questionnaire. From the analysis of the results it showed that most of the schools do not have well
equipped social studies workshops, instructional materials and that social studies teachers are not
adequately trained teachers.
Onipe (2014) carried out a study on the evaluation of Social Studies educational program on
esteem explanation, ability and use; among junior optional schools school children in Kano city. The
scientist embraced a clear overview, the examination test contained twenty educators, one hundred and
twenty school children and twenty guardians. Irregular inspecting educating was utilized in the choice

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of test. The two maininstrument utilized were poll and narrative sources. The essential wellspring of
narrative utilized was legitimate educational plan materials and pertinent course readings framed the
auxiliary source. Onipe received two ways to deal with information examination. The inherent
examination of the JSS educational plan materials and factual investigation of the information
gathered. The JSS Social Studies educational plan materials were exposed to basic assessment so as to
dissect the segment parts. The discovering demonstrated that the school children level of significant
worth explanation skill was insufficient and that instructors place a lot of accentuation on educator –
focused technique than movement based or school children arranged strategy. The examination found
that Social Studies goals and educational plan content are esteem arranged and that social examinations
can assist with decreasing the issues of indiscipline among school children.

3. Methodology
The method for this examination is survey research blue print. The examination concentrated on
researching the degree of Social Studies educational outcome of Social Studies educational plan usage
and its upgrades which are proper in instilling imperative information and qualities for accomplishing
compelling citizenship in Upper Basic Education.
Cross River State, Nigeria. Cross River State is located in the South-South geopolitical zone of
Nigeria which comprises of eighteen Local Government Area namely: Abi, Akpabuyo, Bakassi, Boki,
Calabar Municipality, Calabar South, Ikom, Etung, Obubra, Ogoja, Bekwarra, Yala, Yakurr,
Odukpani, Biase, Akamkpa, Obudu and Obanliku respectively. Cross River State is divided into three
education zone namely: Ogoja Education Zone comprise of six area education authority, Ogoja,
Bekwarra, Obanliku, Obudu, Yala. Ikom Education Zone comprise of Ikom, Boki, Etung, Obubra,
Yakurr and Abi and Calabar Education Zone comprised of Akpabuyo, Bakassi, Calabar Municipality,
Calabar South, Biase and Akamkpa Local Government Areas.
Cross River lies at the southern part of Nigeria between latitude 80 421 230 391 East of the
Greenwich Meridian and latitude 50 571 and 230 991 North of the Equator. It covers the land mass of
approximately 12,961 square kilometers and is bounded in the North by Benue State, in the south by
Atlantic Ocean in the East by Republic of Cameroon and in the West by Ebonyi, Akwa Ibom State.
The state is made up of 132 dominant ethnic groups. They are: Efik, Quas, Ejagham, Olulumo-Ikom,
Ikom, Okuni, Yala, Nkum, Bakor, Atam, Mbembe, Ufia, Yako, Leggbo, Bahumono, Lakaa, Lokoi and
Bokyi to mention but a few. The tourist attraction in the area are Calabar carnival, Tinapa, Museum,
Kwa River, Marina Resort, Yakurr international new yam festival, Forest reserve in Boki. Agriculture
is the main stay of the economy of the state as over 85% of the total populations are farmers. Some of
the produce from agriculture is fish, palm oil, banana, vegetable, oranges, cocoa, maize, rice, garri,
pepper, cassava, kolanuts and fruits. This commodity generates income for them when taken to the
market for sale.
The region is marked by twofold maxima precipitation that peaks in the long stretches of July
and September. The state records a normal yearly precipitation measure of 3000mm and relative
dampness of above 85% (NAA meteorological forecast, 2006).
The state has four open tertiary foundations; University of Calabar in Calabar district, Cross
River University of Technology (CRUTECH) in Calabar South Local Government Area. School of
Health Technology in Calabar Municipality, Cross River College of Education, Awi, in Akamkpa
Local Government Area, Institute of Technology and Management in Yakurr Local Government Area,
School of Nursing, Itigidi in Abi Local Governmrnt Area, Federal College of Education, Obudu, and
private University, Arthur Javis University, Akpabuyo, Nogak Polytechnic Ikom, Owoche College of
Education, Bekwarra.
The population of the study consists of all the 326 Social Studies teachers in twelve 272
Secondary schools f Cross River State. The population of students in public junior secondary schools
in the state as at 2018/2019 academic session was 42, 32. Stratified sampling technique was adopted in

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the study. 30% of schools and 250 teachers were sampled for the study. The instrument for data
collection was a questionnaire tittled: Implementation of Social Studies Curriculum and Effective
Citizenship Questionaire (ISCECQ).
The reliability index of the instrument was 0.82 using Cronbach Alpha reliability method in
checking the degree of consistency of the instruments. Data was analyzed using the Pearson’s Product
Moment Correlation at 0.05 level of significance (i.e. 95% confidence interval) with the help of
Statistical package for Social Sciences (SPSS) version 20.

4. Results/Findings
The examination of information dependent on every theory of the investigation is displayed. This is
trailed by translation of results and conversation of discoveries. The result is presented hypothesis by
hypothesis.

4.1. Hypothesis One

The first hypothesis states that there is no noteworthy connection between accessibility of instructional
materials and educational program execution for successful citizenship. Pearson Product Moment
Correlation was utilized for information examination. The aftereffect of the examination is displayed in
Table 1.
The aftereffect of the examination in Table 2 uncovered that accessibility of instructional
materials created a mean score of 15.69 with a standard deviation of 4.77 while successful citizenship
delivered a mean score of 33.48 with a standard deviation of 5.89. The outcome further uncovered that
the determined r-ratio of .101 got with a p-value of .111 at 248 degrees of opportunity met the
condition required for noteworthiness at the .05 level. In view of this, the invalid theory which
expressed that there is no huge connection between accessibility of instructional materials and
educational program execution for compelling citizenship was dismissed demonstrating that there is a
noteworthy connection between accessibility of instructional materials and educational program usage
for effective citizenship in the study area.

Table 1: Pearson Product Moment Correlation analysis of the relationship between availability of
instructional materials and effective citizenship (N=250)

Variables x SD r-ratio Df p-level

Availability of (X) instructional materials 15.69 4.77 .101** 248 .111
Effective citizenship (Y) 33.48 5.89
*Significant at .05 level; p<.05.

4.2. Hypothesis Two

The second hypothesis states that teacher’s attitude has no significant relationship with the
implementation of Social Studies curriculum implementation for effective citizenship. Pearson Product
Moment Correlation was used for data analysis. The result of the analysis is presented in Table 2.
The consequence of the investigation in Table 2 uncovered that instructors attitude created a
mean score of 18.48 with a standard deviation of 1.98 while viable citizenship delivered a mean score
of 33.48 with a standard deviation of 5.89. The outcome further uncovered that the determined r-
proportion of .057 acquired with a p-estimation of .373 at 248 degrees of opportunity met the condition
required for centrality at the .05 level. In light of this, the invalid theory which expressed that
educator's attitude has no huge association with the execution of Social Studies educational program
usage for powerful citizenship was dismissed showing that instructor's mentality has a huge
relationship with the implementation of Social Studies curriculum implementation for effective
citizenship in the study area.
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Table 2: Pearson Product Moment Correlation analysis of the relationship between teachers attitude and
effective citizenship (N=250)

Variables x SD r-ratio Df p-level

Availability of (X) instructional materials 18.48 1.98 .057 248 .373
Effective citizenship (Y) 33.48 5.89
*Significant at .05 level; p<.05.

4.3. Results/Findings
This section focuses directly on the discussion of findings that emerged from the result of analysis. The
discussion was carried out hypothesis-by-hypothesis.

4.3.1. Availability of Instructional Materials and Curriculum Implementation for Effective

Citizenship
It was uncovered from the discoveries acquired from examination and testing of speculation one that
the invalid theory was dismissed. This inferred there is a noteworthy connection between accessibility
of instructional materials and educational program execution for powerful citizenship. The finding of
this examination underpins Farombi (2018) that the accessibility, sufficiency and significance of
instructional materials in homerooms can impact quality educating, which can have beneficial outcome
on school children' learning and Social Studies educational program execution. The knowledge from
Farombi on connecting instructional assets to educational plan execution serve basic in the usage of
Social Studies educational program usage. It additionally underpins the finding of Balogun (2012) that
Social Studies educational plan can't be actualized viably without the presence of materials for
instructing. This is on the grounds that instructional materials help the individuals who figure out how
to create critical thinking abilities and logical frames of mind.
The finding of the investigation likewise bolsters the finding of Adeogun (2011) that schools,
whose instructors utilize more instructional assets perform superior to schools, whose educators don't
utilize instructional materials. This confirmed the examination by Babayomi (2019) that tuition based
schools performed superior to government funded schools since school children and educators are
furnished with adequate and quality instructing and learning assets. From this significance, schools at
all degrees of training have been encouraged to have quality and sufficient instructional offices to
encourage effective curriculum implementation for their students.

4.3.2. Availability of Instructional Materials and Curriculum Implementation for Effective

Citizenship
It was uncovered from the discoveries got from examination and testing of speculation two that the
invalid theory was dismissed. This inferred there is a critical connection between educators attitude and
educational plan usage for successful citizenship. The finding of this examination is pair with Kratz
(2009) that there is a critical distinction between educators' dispositions and Social Studies educational
program execution. Learning social examinations carries the educator into contact with substance,
objectives, showing strategies, homeroom condition and school children. His manner towards the
above uncovers a positive or negative mentality. Sterm (2013) reasons that, "the fundamental suspicion
basic all these is that instructors' frames of mind are critical for educational program execution and
school children' learning". Social Studies have been noted to be incorporated both in substance and
technique. The acquaintance of new methodologies with learning the subject required an adjustment in
the training of instructors.

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5. Conclusion
In accordance with the outcomes from this research, it was concluded that: there is a significant
relationship between availability of instructional materials and curriculum implementation for effective
citizenship, and teachers attitude has a significant relationship with the implementation of Social
Studies curriculum implementation for effective citizenship. Social Studies is one of the Nigerian
school subjects which is outfitted towards the advancement and instruction of our youngsters. It give
adequate open doors towards the sustaining of various sort of temperances in the life of our young
residents, for example, self-acknowledgment, better human connections, self and national solidarity,
social and political progression, logical and mechanical improvement and so forth. The focal point of
this incredible subject grapple on the advancement of urban ability, combination of information,
aptitudes and attitude in settling cultural issues, issues and difficulties of the general public. It is a
control that ruminates and investigates the dynamic circumstance of our general public and furthermore
move in the direction of the changing idea of information among the citizens.

6. Recommendations
The following recommendations are made to guide this study;
1. There ought to be satisfactory early planning for educators employment based on precise
information. Such planning ought to incorporate moving the teacher program from its
conceptual and hypothetical direction to drawing in students in commonsense teaching
methods including social constructivists, transformative and intelligent request learning.
2. Improvising with teachers from other subjects such as religious studies, accounting, business
studies, agricultural science, geography, sociology, economics, political science without prior
retraining is not the best for effective citizenship development. Such planning should make
regular in-service training a priority for civic education teachers.
3. Teachers need to be acquainted with new Social Studies, civic and citizenship developments
and how these can be incorporated into diverse aspects of classroom social studies curriculum
implementation.

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