INFLUENCE OF SOCIAL STUDIES EDUCATION ON ETHNIC INCORPORATION AND PEACEFUL CO-EXISTENCE AMONG JUNIOR SECONDARY SCHOOL PUPILS IN KATSINA STATE, NIGERIA  

ABSTRACT

This study examined the impact of Social Studies Education on ethnic integration and peaceful co-existence among JSS students in Katsina State. Four objectives, four research questions and four hypotheses were formulated to guide the study. Thus, survey research method was adopted for the study. And total population of 266,689 of all the JSS students in the state, the sample of 514 respondents from 14 schools were selected through the systemic random sampling, Out of 514 questionnaires distributed, 495 were returned. The population of the study includes JSS II and JSS III with the total of 95,911 male students and 68,418 female students bringing the students to total of (164,329 of JSS II and III students) across the state. The study was carried out with the use of the structure questionnaire which was divided into section A and B. By means of likert four point scale the researcher prepared questionnaire for the collection of data. The instrument was validated by team of supervisors and experts in statistics and language, reliability index power of 0.78 was found for the suitability of the instrument, the data collected was analyzed using t-test statistics in SPSS, in order to test the hypotheses at 0.05 level of significance, for hypothesis one, two, three and four, the hypotheses were tested and three were retained, while one was rejected. In other words, hypotheses 1, 2 and 4 were retained, while a hypothesis 3 was rejected.The result showed among other findings that there was no significant difference in the impact of social studies education on ethnic integration and peaceful coexistence among male and female JSS students in Katsina State. The result of the findings revealed further that there is no significance difference between rural and urban JSS social studies students on the impact of social studies education on ethnic integration and peaceful coexistence in Katsina State. Based on the findings, the researcher recommends periodic review of the social studies education curriculum so as to meet the needs of the changing society, organization of seminar, workshops and conferences, the use of instructional materials and effective teaching methods and using scientific approaches in teaching and learning process, qualified, competent and committed social studies teachers should be provided to schools.

CHEPTER ONE

INTRODUCTION

1.1 Background to the Study

The main objective of education in any nation is to attain full development of a person to become functional to him and the nation at large. In Nigeria, the main objectives of education derived from the national policy on education (2004).Isstriving towarda free and a democratic society; a just and egalitarian society; a united strong and self- reliant nation/society; a land full of bright opportunities for all citizens, In other words, it involves the general wellbeing of an individual. Nigeria is faced with many political and social problems. Social studies as a core subject in primary and secondary school was recognized by the new national policy on education as a vehicle for the attainment of the part of national goal.

Nigeria as a multicultural nation has experienced various crises as a result of differences in culture and religion. This has brought about ideological differences among her people. Therefore, there is a great need for the nation to be integrated for peaceful coexistence of her people (Ojo, 2006). The amalgamation of northern and southern protectorates in 1914 by Sir Fredrick Lugard was aimed at bringing people of Nigeria together in order to have a common heritage and live as one nation. National development can be made possible only if the citizens of the country are united, connected and work together successfully. Ojo (2009) stated that Nigeria is a country with diverse ethnic groups, have differences in culture, tradition, norms and customs. Since the amalgamation of Nigeria in 1914 by the colonial masters, Nigeria has been facing ethno-tribal crises, religious crises, political crises, social uprising, marginalization, favouritism and all kinds of corruption. All these problems stand as the factors that hinder integration and peaceful co-existence.

Ojo (2009) also mentions some of the effort made by subsequent governments of Nigeria to enhance ethnic integration and peaceful co-existence. Such efforts include series of national conferences, federal character and quota system, National Youth Service Corps (NYSC), national sports festival and cultural festival. Also, the government encouraged inter-tribal marriages where people from different ethnic group can get married, so as to enhance integration and peaceful co-existence among the various ethnic groups who get married. The need for ethnic integration was demonstrated by the government of Nigeria When it included the issue in the 1999 constitution in section 15 subsection 2 and 3. Also included in that section is the freedom of movement

Though Katsins State has been relatively, but it can not be devoid of conflicts because different ethnic groups ars residing in almost every part of the state. Some of these conflicts arise as a result of polities‟ religious and economic aspect. The problems are; the ethnic conflicts that erupted in 15^th January, 1966, it is popularly known as “Zanga Zanga‟‟ in Hausa which means riot; the 1999 Shia movement organized a kind of machine parade known as “Muzahara‟‟; the revivalnof the sharia in katsina state in 2000. And wrong preaching by a postor started and Kafanchan in Kaduna state

Social studies education is designed to bring about ethnic integration and peaceful co-existence. As a result of this fact, the traditional subjects that make up the social sciences could not actually foster ethnic integration and peaceful co-existence separately; Social studies education was birthed to help us do this. Ololobbu (2000) conceptualized Social studies as an organized integrated study of man and his environment, both physical and social, emphasizing on cognition, functional skills and desirable attitudes, and actions for the purpose of producing effective citizenry. Social studies education is out to solve the problems of disunity, corruption, tribalism etc, through the inculcation of positive thinking and patriotism among students of primary and secondary schools.

Social studies is a key subject in the curriculum of schools in Nigeria. Its introduction into schools in Nigeria dates back to the early 1960; like any other subject, its acceptance by Nigerian educators and students alike has not been without some misunderstanding, part of which includes the believe its introduction as a school subject, would eventually displace history and social science, which had been properly entrenched in the curriculum of school (N.T.I /STUP, 2007).

As observed by Maina (2006), Nigeria is pluralistic in many ways; ethnical, linguistic, cultural and religious. Islam and Christianity have made in-roads into these ethnic groups and have won large followership. For this reason, one has no doubt to say that Islam and Christianity contain fundamental moral principles on which other aspects of Nigerian society and their culture are based. Religious education preserved and transmits many norms to the large society.

The democratic dispensation in Nigeria faces a lot of problems centered on religions and ethic aspect. The manifestation of what happened in Jos Sept.2002; ethnoreligious crisis in1998, Zangon Kataf crisis in Kaduna State 7^th September, 2001; Kano and the recent crisis in Yalwan Shendam Plateau State in June 2004 was testimony that indicated the problems of ethnicity in Nigeria. As a result of ethnic tension here and there in the country, the issues become a subject of discussion among students, teachers, parents, traders, stockholders etc. Most of the ethno-religious conflicts in Nigeria begin from one state and spreads to other parts of the country. According to Arisi,(2011), the knowledge taught in social studies is considered essential for worthwhile living and promoting ethnic integration and unity in Nigerian society. This is based on the fact that much of the content of social studies is designed on the basis of the problems of the nation and proper solutions to many problems.

Social Studies as a problem solving discipline can be used to transform the nation into a united and peaceful country. Social Studies Education is a field of study that is concerned with people in the society. Social Studies developed as a school subject which brings together many experiences of man as problems and new experience arise in an attempt to relate with members of the community in the environment (Omooba, Obi and Olabode,2008). The Social Studies objectives and that of the national policy on education go hand in hand, when effectively utilized by the Ministry of Education; Curriculum Planners, Schools administrators, teachers and students. Nigeria would be united and this could reduce the crises which result in the destruction of live and property in Nigeria and subsequently lead to under development.

Therefore, the more the research conducted in Social studies education issue, the more the chance will be opened for making the subject more coherent in the educational structure. The research will pave way for further research into the field of social studies and entire Curriculum issue; this will give opportunities for planners to utilize relevant findings for shaping the future of Nigerian education.

It is against this background that this study examines the impact of social studies education on ethnic integration and peaceful coexistence among junior Secondary School students in Katsina State, Nigeria.

1.2       Statement of the Problem

This study is concerned with finding out the impact ofsocial studies education; promote ethnic integration and peaceful coexistence among JSS students in Katsina State, Nigeria. The ethnic integration and peaceful co-existences have seriously and negatively affected the socio- economic and political development in Nigeria as a nation. Ethnic integration and peaceful co-existences have also become vital tools for mobilization and manipulation in the country, they have been so manipulated that virtually all institution in the public and private sectors have been polarized along ethnic and religious lines. Civil servant, community, social workers, teachers and students are most victims of intimidation and appression in their place of work. Our unity and peaceful co-existences values should have a force that will encourage Nigerians to appreciate the great benefits derivable from working together as Nigerians in honesty and a better future irrespective of our ethnic and

religious differences.

The focus of the study is to find out whether the contents of social studies education are adequate to cater for crisis resolutions, prevention of ethnic tension and mistrust in Katsina State Junior Secondary Schools. Social studies is a subject that deals with man and how he influences his physical and social environment and vice versa. With the effective utilization of social studies objectives, ethnic integration and peaceful coexistence will be achieved. Nigeria is a diverse nation; politically, culturally, linguistically and religiously. With plenty ethnic groups living side with each other, Nigeria is made up of about four Hundred (400) ethnic groups; three (3) types of religion and over one Hundred and eighty two million, thirty thousand and four hundred (182,030,400) people living together and interacting with one another (NPC,2017,). Quite often misunderstandings do occur, resulting in ethnic clashes or religious dispute.  The problem of the study was to determine if the contents of the social studies education are highly effective in promoting ethnic integration and peaceful co-existing, reading, writing and understanding habits among the different ethnic groups in junior Secondary School Students in Katsina State.

The problem here is that the objective of social studies education has not been achieved in Nigeria. This is mainly because the old method of teaching is still in use by teachers who teach the subject. It is still teacher-centred, rather than students-centred. In other word, teachers do all the talking and demonstration in the class, while students sit and listen. Another problem is on the social unrests apart from the indices that indicate the limit of the status of social studies education in our schools and colleges. This is based on the assumption that those youth who have engaged in violence and other social vices today have not been adequately taught vital concepts of social studies education such as the concept of culture, religion, tolerance, and intertribal marriage e.t.c. This situation has generated a lot of controversy and series of complains coming from across section of the larger society over the failure or inability of the subjects thought in our schools to foster ethnic integration and peaceful coexistence among school children.

Another problem is on the taxonomy of educational objectives. An effective educational objective must cover the cognitive, effective and psychomotor domain. Today, teachers and learners emphasize mostly on cognitive domain neglecting the effective and psychomotor domain which are equally important in teaching and developing critical thinking. This is the reason why our educational qualifications are based on paper alone leaving our behaviour and physical skills and abilities.This is one of the reasons we have negative attitudes and lack understanding of our various ethnic groups, thereby bringing about disintegration. The Nigerian society has suffered so much due to lack of understanding and acceptance of our different cultural and religious ideologies. Nigeria is one hundred years old and fifty six years of political independence; yet no significant development has taken place, Instead, the resources which apparently should be used for the development of the nation are used to repair facilities that were destroyed as a result conflicts. On the other hand, Social studies objective must effectively be used by the teacher and students alike since it was meant to solve problems that face man and his environment using the three domains of educational objectives.

The problem of study hinges on the determination to investigate into the Impact of Social Studies in Ethnic Integration and Peaceful Coexistence among JSS Students in

Katsina State.

1.3       Objectives of the study

The general objective of this study is to determine the impact of Social Studies Education on ethnic integration and peaceful co-existence among junior secondary school students in Katsina State, Nigeria. To achieve this, the following specific objectives are to;

1. Find out the impact of Social Studies Education objectives on ethnic integration and peaceful co-existence among JSS students by gender in Katsina State; ii. Find out the impact of Social Studies Education contents on ethnic integration and peaceful co-existence among JSS students based on geographical location in

Katsina State; iii. Find out the impact of Social Studies Education teaching method and resources on ethnic integration and peaceful co-existence among JSS students based on schools type in Katsina state; iv. Find out the impactof Social Studies Education evaluation techniques on ethnic integration and peaceful co-existence among JSS students regarding their levels in

Katsina State;

1.4       Research Questions

To achieve the objectives stated above, the study addressed the following questions:

1. What is the impact of Social studies education objectives on ethnic integration and peaceful co-existence among male and female JSS student‟s in Katsina

State?

1. What is the impact of Social Studies Education contents on ethnic integration and peaceful co-existence among JSS students of Rural and Urban, in Katsina state?

• What are the impact of Social Studies Education teaching method and resources on ethnic integration and peaceful co-existence among JSS Students of public and private in Katsina State?

1. What is the impact of Social Studies Education evaluation techniques in promoting ethnic cooperation and peaceful co-existence among JSS II and JSS

III studentsin Katsina State?

1.5       Null Hypotheses

The following null hypotheses were formulated and tested at pc.05 significance level to guide the research:

HO₁- There is no significant difference in the impact of Social Studies Education objective on ethnic integration and peaceful co-existence among male and female JSS students in of Katsina state.

HO₂- There is no significant difference between Urban and Rural, JSS student in the impact of Social Studies Education contents on ethnic integration and peaceful coexistence in Katsina State.

HO3 - There is no significant difference between public and private JSS students in the impact of Social Studies Education teaching method and resources on ethnic integration and peaceful co-existence in Katsina State.

HO₄ - There is no significant difference between the impact of Social Studies Education evaluation techniques in enhancing ethnic cooperation and peaceful coexistence among JSS II and JSS III students in Katsina State.

1.6 Significance of the Study.

The impoetance of the study is increase the awereness of the dangers of violence to students in various educational institution of learning and in the socio- economic and political development of Nigeria. Teachers, students, curriculum planners, schools administrators, muslims, Christians,  government, private sectors, and researchers of religion, economics, sociology and history in Nigerian schools will find the work benefiting to them asit furnishes them with current information on the country social, economic, political and religious development, various ethnic groups  inorder to stimulate  strategies and way of combating the re-occurrence of violent action and this could reduce the crise which result in the distruction of live and property in Nigeria.

This study will be useful to all Nigerians especially the teachers and students of educational institutions where Social Studies Education is being used and taught. The study will contribute to the unity of the various ethnic groups in Nigeria and also sensitize the citizens on the importance of living together as one nation.  

The study will help the Social Studies Education planners in placing added emphasis on ethnic integration in the Social Studies Education. The study will enable the subject specialist in the field of social studies to contribute in the formulation and development of Social Studies objectives. Also, to select and organize the means of the curriculum in writing and assessment of social studies syllabus and text books, which must reflect ethnic integration and peaceful coexistence.

The study will help the school administrators to incorporate their training need. The study will provide the teachers with the opportunity to identify the needs, interest and difficulties of their students it will also help them make use of right methods and instructional material in teaching with effective participation of students from various cultural and religious groups so as to enhance ethnic integration and peaceful co-existence.

With regard to this, the study will help the Katsina State Government to effectively provide the required instructional materials that are relevant to the Social Studies in both public and private schools for the successful teaching of Social Studies Education in achieving ethnic integration and peaceful co-existence among students. On the part of students, the study will bring about positive change in their behaviour, thereby improving their attitudes toward fellow citizens from other tribes and religions and work for unity and diversity.

This work will enable teachers and students of Social Studies to use the right concepts and methodologies in teaching and learning of the subject. Also, it will give the curriculum implementers adequate knowledge of the importance of effective use of the taxonomy of educationin achieving the behavioural objectives in Social Studies topics and will enhance ethnic integration and peaceful co-existence.

The study tries to acquaint educational planners, professionals and public members on the approaches for solving one of the greatest Nigeria problems that is, achieving unity in diversity through the encouragement of peace education. It is also intended to show means of resolving conflict which is very important aspect in any democratic dispensations. The study also paved a way for further researches into the missing link of curricula aspect on ethnic integration and peaceful coexistence among students.

Lastly, the study will help the government to identify ways by which the much needed national unity, ethnic integration and peaceful co-existence in Nigeria could be perfectly achieved. Inthis research social studies is pointed as a subject that should be made comprehensive in attaining peace and propagate the values of living together and strengthening the nature of human relation.

 

 

1.7       Scope of the Study

This study is restricted to public and private junior secondary schools in Katsina Stateand it will only focus on the impact of Social Studies Education on ethnic integration and peaceful coexistence among junior secondary school students in Katsina State, Nigeria.

The major concern is to find out the opinions of students on how best Social Studies Education should be implemented to reduce or curb ethnic mistrust and enhance peaceful coexistence among junior secondary schools in Katsina State.

Katsina State is made up of 34 Local Government Areas, with about four hundred and fourteen (414) public and private Junior Secondary Schools. And a total number of two hundred and sixty six thousand six hundred and eighty nine (266,689) male and female students of JSS 1, 2, and 3 (Ministry of Education Research and Statistic Department Katsina, 2017),

For convenience of the study, fourteen (14) junior Secondary Schools were used. These fourteen schools represent the total number of JSS across the state. The study will, therefore, be limited to all students of JSS 2 and 3 level of schooling. The JSS 2 and 3 students have a total number of ninety five thousand, nine hundred and eleven (95,911) male students and sixty eight thousand, four hundred and eighteen (68,418) female students, which bring it to a total number of one hundred and sixty four thousand, three hundred and twenty nine (164,329) students across the State. As such, the respondents for the study are drawn from among the students of class 2 and 3 of the junior Secondary

Schools.

INFLUENCE OF SOCIAL STUDIES EDUCATION ON ETHNIC INCORPORATION AND PEACEFUL CO-EXISTENCE AMONG JUNIOR SECONDARY SCHOOL PUPILS IN KATSINA STATE, NIGERIA  

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