SCHOOL TYPE AND STUDENTS ATTITUDE TOWARDS THE STUDY OF SOCIAL STUDIES


SCHOOL TYPE AND STUDENTS ATTITUDE TOWARDS THE STUDY OF SOCIAL STUDIES

TABLE OF CONTENT

Title page………………..i

Certification………….…ii

Dedication………………iii

Acknowledgement……….iv

Table of content……...…v

Questionnaire

CHAPTER ONE:

Introduction

1.1    background to the study

1.2    statement of the problem

1.3    purpose of the study

1.4    research questions

1.5    research hypotheses

1.6    significance of the study

1.7    basic assumptions of the study

1.8    delimitation of the study

1.9    limitation of the study

1.10    operational definition of terms

CHAPTER TWO:

Review of related literature

2.1    theoretical framework 

2.2    conceptual review

2.3    empirical review

2.4    gender-mix and students attitude to school programme

2.5    school ownership and students attitude to school programme

2.6    school location and students attitude to school programme

2.7    size of the classroom and students attitude to school programme

2.8    summary of the literature review

CHAPTER THREE:

Methods

3.1    research design

3.2    area of the study

3.3    population of the study

3.4    sample and sampling technique  

3.5    instrument     

3.6    validity and reliability of the instrument

3.7    administration of the instrument

3.8    method of data analysis    

Chapter one

Introduction

1.1    Background to the Study

    According to Walbery (2001) school environment refers to teacher or students perception of the school moral or social-psychological environment that affects learning. In other words, it is the external condition and influence in the school that can influence the attitude and academic achievement students irrespective of their intelligent quotient.

    Schools vary in size, type (private or public), co-educational and single sex, structure, complexity and levels as bureaucratic organization based on whether such school is located in urban or rural area. Ibia (2005) opined that in addition to educational materials supplied to schools, the school setting based on school type also influenced teaching/learning of the students and as well as the level of the students’ academic achievement. Thus, the specific type of school dictates what is taught, how it is taught and what materials available. They are variables that affect students’ attitude towards the learning of Social Studies either positively or negatively. Hence, the school type which constitute; school ownership, gender-mix of school, school location and size of the classroom remains an important factor that should be well managed to enhance students’ positive attitude towards the learning of Social Studies in secondary schools.

    Ekpo (2016) opined that the extent to which students’ learning could be enhanced depends on the location of the school, the structure and size of the classroom, a well equipped library and availability of instructional facilities. This implies that a well planned and conducive school type will gear up expected outcomes of education that will facilitate good social, political and economic emancipation, effective teaching and learning process, which will inturn influence the attitude of students positively and boast their academic performance.

    According to Lewy (2003) attitude toward the study relates to behavior, feelings, affection and judgment by the learners towards any piece of study. This construct is intrinsically related to other construct such as students’ perception and students’ interest about learning. Adzemba (2006) defined learning as a relatively permanent change in behavior due to practice and experience. This definition is a confirmation of Akoja (2006), who viewed learning as a result of insight, practice, experience or stimuli in the environment. To buttress the view, school type means the immediate surroundings or location of the school, school ownership, gender-mix of school, size of the classroom among others. For learning to be meaningful and effective, the school type (learning environment) must be well planned, managed and its determines to a large extent how a student behaves and interacts, that is to say that the school type in which the students are enrolled tend to mould their behavior so as to meet the demands of life whether negatively or positively.

    Godson (2005) posited that students with low performance and high rate of failure have much to do with negative attitude toward learning. When schools are able to provide interesting activities for their students, define the way those activities are being engaged in, allow participation by the students and their parents in school decision making, there will be great influence on how the students will feel and react (attitude) to school life and studies. In other words, the school type that is more engaging arouses positive attitude in the students. Poor attitude by students in Social Studies can be linked to some environmental influences such as school location, school facilities and size of the classroom. Adeogun (2001) supported this view, when he posited that the attitude of students towards learning can be traced to the type of learning environment to which they were exposed. Similarly, Albert (2010) pointed out that creating and enriching physical school environment had been shown to improve students’ attitude towards learning, thus positively influencing test scores. Also, Tsavga (2011) maintained that school type plays a vital role in determining how students perform or respond to circumstances and situations around them. This implies that a conducive learning environment could boast a child’s attitude positively and academic performance in Social Studies.

1.2    Statement of the Problem

    School type is a product of school location, school ownership, gender-mix of school and size of the classroom. According to Ajewole and Okebukola (2005), a number of factors are said to have contributed to the students’ poor attitude and performance in schools. The author’s stressed that a host of these factors may surround students’ poor attitude and performance in school which may include; school location, size of the classroom, lack of resource materials, poor school library, the teaching method and the type of learning environment (school type) available for both teachers and the students. From the author’s view, the poor attitude of students in secondary school may be a reflection of the school type.

    Moreso, the viability of a school and it components (facilities has been viewed as measures that determines the quality of students it will graduate into the macro-society. Apart from students’ background, school type constitutes or has a significant impact in students’ attitude and achievement in Social Studies. In many cases, the effects of school type are greater than that of the family background. Difficulties resulting in students’ failure may not necessarily lie with the child but with the educational system and in particular the school type.    

    However, it is not known to what extent the school type influences students’ attitude to the learning of Social Studies in Ibiono Ibom Local Government Area. Against this background, this study seeks to examine how school type influences students’ attitude to the learning of Social Studies in Ibiono Ibom Local Government Area of Akwa Ibom State, Nigeria.

1.3    Purpose of the Study

    The main purpose of this study was to investigate school type and students’ attitude to learning of Social Studies in Ibiono Ibom Local Government Area. Specifically, the study aimed at the following objectives:

1.    To examine the influence of gender-mix of school on students’ attitude to the learning of Social Studies

2.    To investigate the extent to which school ownership influence students’ attitude to the learning of Social Studies

3.    To examine the influence of School location on students’ attitude to the learning of Social Studies

4.    To assess the influence of size of the classroom on students’ attitude to the learning of Social Studies.

1.4    Research Questions

    The following research questions guided the study:

1.    To what extent does gender-mix of school influence students’ attitude to the learning of Social Studies?

2.    To what extent does school ownership influence students’ attitude to the learning of Social Studies?

3.    To what extent does school location influence students’ attitude to the learning of Social Studies?

4.    To what extent does the size of the classroom influence students’ attitude to the learning of Social Studies?

1.5    Research Hypotheses

    The following hypotheses were formulated for this study:

1.    There is no significant difference between gender-mix of school and students’ attitude to the learning of Social Studies

2.    There is no significant difference between school ownership and students’ attitude to the learning of Social Studies

3.    There is no significant difference between school location and students’ attitude to the learning of Social Studies

4.    There is no significant difference between size of the classroom and students’ attitude to the learning of Social Studies

1.6    Significance of the Study

    It is envisaged that this study will provide information for parents, educators and school administrators to reflect upon various factors that influence students’ attitude to the learning of Social Studies. In so doing, they can investigate the possibility of improving or introducing these factors to their schools, which may consequently lead to enhancing students’ educational outcomes as well as encouraging positive attitude towards the learning of Social Studies in schools.

    Moreso, this study will also be significant because the findings will stimulate parents, school administrators, teachers, stakeholders in education and curriculum planners on the relevance of conducive learning environment; they will inturn find a lasting solution to the problems and challenges in the teaching and learning of Social Studies in schools. Also, the study will be of relevance to students themselves as it will be made known to them variables that influences their attitude (positively or negatively) to the learning of Social Studies in schools. In the samevain, the findings of this study will also serve as a reference material for future research.

1.7    Basic Assumptions of the Study

    The following assumptions were made to guide this research study:

1.    It is assumed that a good school type which constitute; school location, gender-mix of school, school ownership and size of the classroom will help to encourage students’ positive attitude to the learning of Social Studies.

2.    That Social Studies is a subject that is taught in public schools from junior secondary one to junior secondary three (JSS1-JSS3)

3.    That the same curriculum content is used in all public schools.

1.8    Delimitation of the Study

    This research work focuses on school type and students’ attitude to learning of Social Studies in Ibiono Ibom Local Government Area, Akwa Ibom State. Only influence of gender-mix of school, school ownership, school location and size of the classroom were considered for this study. Other variables such as school facilities were not selected for this study. Also, this study was delimited to junior secondary three students (JSS3) in public secondary school in Ibiono Ibom Local Government Area.

1.9    Limitation of the Study

    The inability of the researcher to cover the whole public secondary schools in Ibiono Ibom Local Government Area constituted major hindrance or limitation to this study. Moreso, scarcity of current literature in some related areas, may affect the generalization of the study findings.

1.10    Operational Definition of Terms

School Type:    As related to the study, school type refers to those factors (gender-mix of school, school ownership, school location and size of the classroom) that can encourage the development of students’ attitude to school programme or subject.

Attitude:        Attitude refers to the feelings or opinion about something or someone, or a way of behaving that is caused by this. As related to this study, attitude connotes with the predisposition or tendency to respond positively or negatively towards a certain idea, object, person or situation.

Social Studies:        As used in the study, Social Studies refers to a subject that is taught in secondary schools; from junior secondary one to junior secondary three (JSS1 – JSS3).

.

SCHOOL TYPE AND STUDENTS ATTITUDE TOWARDS THE STUDY OF SOCIAL STUDIES



TYPE IN YOUR TOPIC AND CLICK SEARCH.






RESEARCHWAP.NET

Researchwap.net is an online repository for free project topics and research materials, articles and custom writing of research works. We’re an online resource centre that provides a vast database for students to access numerous research project topics and materials. Researchwap.net guides and assist Postgraduate, Undergraduate and Final Year Students with well researched and quality project topics, topic ideas, research guides and project materials. We’re reliable and trustworthy, and we really understand what is called “time factor”, that is why we’ve simplified the process so that students can get their research projects ready on time. Our platform provides more educational services, such as hiring a writer, research analysis, and software for computer science research and we also seriously adhere to a timely delivery.

TESTIMONIES FROM OUR CLIENTS


Please feel free to carefully review some written and captured responses from our satisfied clients.

  • "Exceptionally outstanding. Highly recommend for all who wish to have effective and excellent project defence. Easily Accessable, Affordable, Effective and effective."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I saw this website on facebook page and I did not even bother since I was in a hurry to complete my project. But I am totally amazed that when I visited the website and saw the topic I was looking for and I decided to give a try and now I have received it within an hour after ordering the material. Am grateful guys!"

    Hilary Yusuf, United States International University Africa, Nairobi, Kenya.
  • "Researchwap.net is a website I recommend to all student and researchers within and outside the country. The web owners are doing great job and I appreciate them for that. Once again, thank you very much "researchwap.net" and God bless you and your business! ."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "Great User Experience, Nice flows and Superb functionalities.The app is indeed a great tech innovation for greasing the wheels of final year, research and other pedagogical related project works. A trial would definitely convince you."

    Lamilare Valentine, Kwame Nkrumah University, Kumasi, Ghana.
  • "I love what you guys are doing, your material guided me well through my research. Thank you for helping me achieve academic success."

    Sampson, University of Nigeria, Nsukka.
  • "researchwap.com is God-sent! I got good grades in my seminar and project with the help of your service, thank you soooooo much."

    Cynthia, Akwa Ibom State University .
  • "Sorry, it was in my spam folder all along, I should have looked it up properly first. Please keep up the good work, your team is quite commited. Am grateful...I will certainly refer my friends too."

    Elizabeth, Obafemi Awolowo University
  • "Am happy the defense went well, thanks to your articles. I may not be able to express how grateful I am for all your assistance, but on my honour, I owe you guys a good number of referrals. Thank you once again."

    Ali Olanrewaju, Lagos State University.
  • "My Dear Researchwap, initially I never believed one can actually do honest business transactions with Nigerians online until i stumbled into your website. You have broken a new legacy of record as far as am concerned. Keep up the good work!"

    Willie Ekereobong, University of Port Harcourt.
  • "WOW, SO IT'S TRUE??!! I can't believe I got this quality work for just 3k...I thought it was scam ooo. I wouldn't mind if it goes for over 5k, its worth it. Thank you!"

    Theressa, Igbinedion University.
  • "I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much researchwap.com, infact, I owe my graduating well today to you guys...."

    Joseph, Abia state Polytechnic.
  • "My friend told me about ResearchWap website, I doubted her until I saw her receive her full project in less than 15 miniutes, I tried mine too and got it same, right now, am telling everyone in my school about researchwap.com, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work"

    Christiana, Landmark University .
  • "I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!."

    Musa, Federal University of Technology Minna
  • "I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!."

    Ali Obafemi, Ibrahim Badamasi Babangida University, Niger State.
  • To contribute to our success story, send us a feedback or please kindly call 2348037664978.
    Then your comment and contact will be published here also with your consent.

    Thank you for choosing researchwap.com.