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Selection and Utilization of Social Studies Instructional Methods by Secondary School Teachers in Ebonyi State
Content Structure of Selection and Utilization of Social Studies Instructional Methods by Secondary School Teachers in Ebonyi State
- The abstract contains the research problem, the objectives, methodology, results, and recommendations
- Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
- Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
- Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
- Chapter four contains the data analysis and the discussion of the findings
- Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
- References: The references are in APA
- Questionnaire.
Abstract of Selection and Utilization of Social Studies Instructional Methods by Secondary School Teachers in Ebonyi State
The study focused on selection and utilization of Social studies instructional methods by secondary schools teachers in Ebonyi State. Five purposes of study were formulated to guide the study. Five research questions rooted in the purpose were also formulated and three null hypotheses were also made to guide the study. The design of the study was descriptive survey research design aimed at eliciting information from the respondents based on the research questions that guided the study. The population of the study comprises 250 Social studies teachers in three education zones of Ebonyi State. The instrument used for data collection was checklist and data were analyzed using frequency tables, mean and standard deviation, while t-test was used in analyzing the three null hypotheses. The findings of the study revealed that, there was wide spectrum of instructional methods available for use in teaching Social studies, that most of the instructional methods available were selected and utilized by Social studies teaches in teaching the subject. The findings also revealed that poor qualifications of teachers, unclear objectives of the subject, inadequate instructional aids, poor funding, among others were the factors that adversely affect selection and utilization of Social studies instructional methods by secondary school teachers in Ebonyi State. Based on these findings, some recommendations were made, VIZ: that government and Ministry of Education should employ qualified and competent teachers to teach Social studies, government and Ministry of Education should also as a matter of urgency provide instructional aids and organize workshops on improvisation of instructional materials for Social studies teachers.
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