EFFECTIVE EVALUATION IN TEACHING AND LEARNING SOCIAL STUDIES

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EFFECTIVE EVALUATION IN TEACHING AND

LEARNING SOCIAL STUDIES

June, 2013

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CHAPTER ONE (INTRODUCTION)

1.1 BACKGROUND OF THE STUDY

Designing and implementing appropriate

mechanisms for tracking students progress and

providing feed back is a complex endeavor for all

teachers, but social studies presents some unique

challenges for assessment and evaluation. Social

studies includes many ways of thinking and knowing:

form the naira tike of history and the mathematical and

statistical reasoning of economic to the visual and

graphic component of geography studies and the deep

understand of differs perfectives and beliefs

understand the study of public issues and current

affairs. Event within a single social studies discipline,

the kinds of learning to be assessed cover a wide range.

Many key social studies outcomes such as critical

thinking, social studies responsibility, and informed

decision making are hard to define compared to

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outcomes from other subjects. Further more, some of

these complex goals such as the development of

responsible citizen, may not be evident until after

students have left school and engaged in tasks such as

informed voting, social action, and other forms of civil

participant.

As a result of these varied and constants outcomes,

the field of social studies has had great difficulty

reaching consensus on its key concepts and purposes,

including what constitutes sound assessment and

evaluation. Because social studies is concern with

affairs in the real world, it has always been subject o

pressures from that world, (the political dimension

noted earlier). This has certainly been true in the areas

of evaluation.

Therefore, this research work is designed to

investigate into such challenges and problems that are

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encountered by social studies teachers in the process of

evaluation the performance of their student in social

1.2 STATEMENT OF THE PROBLEM

The trend in assessment and evaluation in social

studies, as in other part of the curriculum are in a state

of flux. The issue of the evaluating is very complex.

Evaluating student progress is one of the most difficult

things for social studies teachers. It takes time and

hard work to develop the range of procedures and

instruments necessary to adequately provide feedback

to both teacher and students (formative evaluation) and

end-point information for students, parent and other

stake holders of social studies education(summative

evaluation). Informed, reasoned discussion by

researchers, practitioners and policy makers is a must.

Therefore, research work will offer various means of

evaluation and assessment in teaching and learning of

social studies.

1.3 SIGNIFICANCE OF THE STUDY

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A meaningful project research must be the one that

will contribute either directly or indirectly towards

solving a particular problem of the society.

Similarly to this study, it is designed to contribute

towards effective evaluation of social studies

teaching and learning Social Studies in different

perspective as follows:

This research work enables the social studies

teachers to be award about the definition and

importance of evaluation in conducting their work

effectively, it is noted that some social studies

teachers develop misconception about the secret

behind evaluation so that this work will clear their

misconception and make them at alerted towards

the roles of evaluation.

Once again, the study enables the social

studies teachers to be award about the problems

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which they encountered in the course of evaluating

social studies teaching and learning. Sound

understanding of the problem will help to know the

measures that would be taken for addressing the

issue.

This study is very significant to teachers as it

is designed to provide the workable solutions that

militates against effective evaluation in teaching

and learning social studies therefore, ways for

improvement would be highlighted together with

appropriate techniques that need to be employed

for evaluating social studies teaching and learning.

In addition, this research work is in line with

needs of educational institution and government on

their effort to use evaluation as a means of

determining the success of social studies

programme.

1.4 OBJECTIVES OF THE STUDIES

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The research was designed to determine the

following objectives:

a) To find out whether social studies teachers do

evaluates their students.

b) To identify the various means of evaluating

students in social studies.

c) To identify problems militating against effective

evaluation in social studies.

d) To identify the efforts made by social studies

teachers to overcome with the problems.

1.5 RESEARCH QUESTIONS

1) Do social studies teachers evaluate their students

regularly?

2) What are the various means of evaluating students

in social studies?

3) What are the efforts made by social studies teachers

to overcome the problems?

4) Does social studies teachers encounter with

problems in evaluating process?

1.6 SCOPE AND LIMITATION OF THE STUDY

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Evaluation is a broad concept that touches all

angles of human life because in every activities of

man there is need to find out how far the target or

set goals are achieved. Many students perceive that

evaluation takes place only in teaching and

learning situation, but it is misconception.

Evaluation takes place everywhere like in business,

contract, medical practice, place of works etc. This

broadness nature of social studies necessitated us

to mention the scope of our study so that it help us

to concentrate mainly on our particular area of

study.

The scope of this study is mainly on the

problems that are encountered by social studies

teachers in the course of evaluating the

performance of their students in Junior Secondary

Classes. Once again as it is generally believed that

things are change from one time to another

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because what is problem today may be not a

problem tomorrow, therefore this study give

attention mainly to the present decade.

The limitation against this study are lack of

sufficient time because the time given for the

completion of this study is less than a year inspite

of large number of social studies teachers and the

need of adequate time for processing and analysis

of data collected.

1.7 DEFINITION OF KEY TERMS

- Evaluation: the act of examination something in

order to judge its value, quality, importance, extent

or condition.

- Instructs for evaluation: Refers to the any method,

techniques or procedure that can be employed in

order to defer mine the success of a programmer.

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- Test : is a series of question, problem or practical

task

- Measurement: this is the process of putting stand

by using number to represent the performance of

student and it would be inter for evaluating purpose

- Assessment: A judgment about the some thing (e.g.

student) base on understanding of the task taught to

them, it is also import character in the issue of

evaluation

- Continues assessment: is a continues process of

gathering data about students’ performance over a

given period of time.

- Social studies; is an academic discipline devoted to

the study of man in relation the physical and social

environment.

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1.8 SUMMARY

The project is aimed of find out the problems and

prospect that militate against effective evaluation

of social studies. Also it is targeted to determine

the effectiveness of social studies evaluation

especially in junior secondary schools within Kano

metropolis. Therefore, the research has significant

roles to play towards encouraging social studies

teachers to double efforts to assess the student

performance. Thus, some fundamental questions

are states out to be answered at the end of

research work.

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CHAPTER TWO

LITERRATURE REVIEW

2.1 INTRODUCTION: -

This chapter is designed to review related literature

through consultation of text books. Articles, journals

and all other sources that are directly or indirectly

related to our area of investigation. The chapter is

aimed to contain the definition and goals of social

studies education. It also discuss in detail about

evaluation and some important concepts under

evaluation.

2.2 CONCEPT OF SOCIAL STUDIES

Kadiri (2012) explain that social studies is a

holistic subject that is interested on the social, physical

and emotional characteristics of man. This means it is a

broad curriculum that de-emphasized subject boundary

rather emphasizes inter disciplinary approach to the

study of human activities. In social studies man and his

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activities are investigated as a whole not in part”. Social

studies is badedons the foundation of different field of

study it draws it contained from social science subject

such as history, political science, economics,

anthropology and geography.

2.3 AN OVERVIEW OF PHILOSOPHY FOR JUNIOR

SECONDARY SCHOOL SOCIAL STUDIES: -

The basic philosophy of social studies at JSS

level is man and his environments. Social studies at

this level assume the integrated approach. The

programme emphasizes a conceptual and topical

approach with practical use of the inquiry model. The

inquiry model is designed to generate questions that

make thinking from recalling and observing to such

higher cognation level of classifying, synthesizing and

evaluating.

The breath of the curriculum includes

knowledge, skills, values, and attitudes. The sequence

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of themes and topics in the social studies programme

for JSS is based on the concept of the expanding

environment. Basically, social studies curriculum

attempts to instill in the learners desired knowledge,

values, and skills for investigating, analyzing and

explaining the interrelationship that exists in the social

world for the purpose of citizenship education.

Galadanci N.K (2012).

Social studies is an integrated study of the social

sciences and humanities to promote civil competence

with a primary purpose of helping young people develop

the ability to make informed and reasoned decisions for

the public good as citizens of a culturally diverse

democratic society in an independent world.

Kissock (1981) defined social studies as a

programme of study which a secrety uses to instill in

their younger ones attitudes, beliefs, knowledge and

values it.

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Kadiri (2002) wrote that:

“Social studies is a holistic subject that is

interested on the social, physical, and emotional

characteristics of main this means, it is a broad

based curriculum that de-emphasizes subject

boundary to the study of human activities. In

social studies, man and his activities are

investigated as a whole not parts.

Social studies is based on the foundation of different

frills of study. It draws its content from social science,

subjects such as history, political sciences, economics,

ant enology, sociology and geography.

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2.4 OBJECTIVES OF SOCIAL STUDIES IN JUNIOR

SECONDARY SCHOOL

Onephe (2004), the junior secondary school level,

the objective of social studies include,

1. To make the student aware of the problems of his

country and of the world in general and to appreciate

the inter dependence between people.

2. To create awareness and understanding of the

evolving social and physical environment its natural,

man made cultural and spiritual resources, together

with the rational use and conservation of these

resources for development.

3. To develop in the student a positive attitude to

citizenship and a derive in them to make a positive

personal contribution to the creation of a united

Nigeria.

4. To develop a capacity to learn skilled essential to the

formation of a satisfactory professional life, that is pride

in the job and sand judgment.

5. To develop in the student an appreciation of his

cultural heritage and a desire to preserve it.

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2.5 CONCEPT OF EVALUATION

Evaluation is concerned with the value or worth of the

object measured. It is value judgment on the

desirability or otherwise of the result of measurement.

From the instructional view point, Gronlud (1981)

stated that evaluation is the systematic process of

determine the extent to which instructional objectives

have been achieved similarly, Sunnal and Haas (2012)

described evaluation as the process of using

information to make judgment about how effectively a

programme meets the needs of the learner. Thus,

evaluation involves obtaining information to objectively

the performance of learners in the light of stated

objectives in all aspect of learning.

In the process of defining evaluation, it is important

to give brie highlight about measurement

In order to clarity the concept. Measurement is the

assignment of numbers to pecans or objects according

to established rules or criteria. In involves a

quantitative description of the degree to which a learner

possesses a given characteristic. The number assigned

may be scores on a test. The rule for assignment of

number involves noting the correct answers to the task.

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2.6 TYPES OF EVALUATION

Evaluation has been divided into two major types

such as follows: -

1- formative evaluation

2- summative evaluation

FORMATIVE EVALUATION

1. Formative evaluation is the process of

assessing the progress of learners by

identifying areas of difficulties through

diagnoses and remedial actions it is done as

the instructional process. It is basically carried

out to provide continues feedback information

so that steps can betaken to clear confusion,

doubts, and prevent the accumulation of errors

that may be costly to correct. At the programme

level it guides the development and

implementation of the programme to make

necessary adjustment for improvement. The

continuous nature of this type of evaluation

provides a better opportunity for the realization

of stated goals and objectives

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2. SUMMATIVE EVALUATION:-

Is carried out at the end of the lesson, unit or

programme implementation to ascertain the level of

achievement of stated goals and objectives. It is

essentially done to determine the value or worth of

the final outcome of the lesson, unit or programme

2.7 PURPOSE OF EVALUATION

Wale (2000) stated that Evaluation serves

several purposes to all stake holders in the social

studies education: -

1. It is used to assess the progress of learners by

highlighting areas of strengths and weaknesses.

2. It is motivational. This is because feedbacks from

evaluation spur learners to work harder to improve

their performance.

3. It helps to ascertain the effectiveness of

instruction in the light of attainment of stated

learning outcomes.

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4 Feedback information from evaluation help

parents to0 know the performance of their children

and words.

5 It helps in the collection of useful data which can

be analyzed and used to amend modify, accept or

reject aspect of the social studies programme.

2.8 ASPECTS TO EVALUATE IN SOCIAL STUDIES

EDUCATION.

Ololobou (2010) mentions and exclaims some

aspects that need to be evaluated in social studies.

These aspects are as follows: -

1 Evaluation of students learning outcomes

2 Evaluations of teachers’ effectiveness

3 Evaluations of social studies program

1. EVALUATION OF STUDIES’ LERNING OUTCOMES

Social studies student are the clients of the

education process. The focus of the instructional

process is geared towards eliciting positive and the

desirable change in the behaviors of the students

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therefore evaluation of students learning outcomes

involve the collection and into predation of data

indicating the progress of the students. Form and

informal assessment teachings are indent fid and

selected to facilitate the process. The assessment

teachings chosen depend on the behavior the

teacher expects the learners to demonstrate. The

social studies teacher, should ensure that this cover

all aspects of behavior (cognitive, psychomotor and

affective). Evaluation of learners performances go

through a cyclical process of form phases namely:-

preparation assessment, evaluation and reflection.

2. EVALUATION OF TEACHERS EFFECTIVENESS

The social studies teacher is the curtail figure in the

implementation of social studies program. His

actions can make or mar the realization of program

goals. Hence, the need to constantly evaluation the

teacher to improve his effective ness. This exercise

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involves the teacher and others class interactive

process to ascertain how thy contribute to the

attainment of out lined goals and objectives. The

evaluation process covers the teachers’ academic

and professional directly organizes instruction and

his evaluation of the performance of learners

MERDC (2010)

3. EVALUATION OF THE SOCIAL STUDIES PROGRAM

Social studies programme evaluation is the systematic

process of gathering of gathering and analyzing

information on some or all aspects of the programme in

order to make judgment or decisions on the

programme. The essence is to improve the program by

highflying its strengths and weaknesses so that

decisions are made on the aspect to maintain, improve

or terminate. (proves(1971). Social studies programme

evaluation is not necessarily conducted at the end of

programme but in on-going process of Identifying areas

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of concern, collecting and analyzing data judging and

making decisions to improve the efficiently of the

program. It is a shared, cooperative and collaborative

effort involving all the major stakeholders in social

studies education. The process can be done formally

and informally. In Nigeria social studies programme

evaluation has been slow. However, the few efforts

embarked upon have led the curriculum at various

levels. This is in line wife the dynamic nature of social

studies.

2.9 TOOLS FOR MEASURING COGNITIVE LEARNING

OUTCOMES IN SOCIAL STUDEIS CLASS

The cognitive domain is concerned with the

intellectual aspect of learning. It draws attention to the

thinking process of the learners. Bloom taxonomy of

educational objective out lined six well defined hire

archival levels of knowledge comprehension,

application, analysis, syntheses and evaluation in the

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domain evaluation of social studies cognitive learning

outcomes can be done using the following teachings

1- Oral questioningly/ discussion

2- Assignment

3- Essay type test

4- Objective type test

5- Project

2.10 TOOLS FOR MEASURING AFFECTIVE

LEARNING OUTCOMES

The affective domain of learning cancers expression of

feelings appreciation values, Beliefs, interest, habits,

social relations, emotional adjustments, attitudes, and

life style learners develop feeling and emotions as they

know, perceive, conceive and think. Krathwohl (1964)

classified the affective domain into five levels which

comprise receiving, responding. Valuing, organization,

characterization by a value or value complex. Social

studies is largely are emphasizes to make learners

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worthy citizens. The evaluation of this aspect of learning

requires the teacher to use informal evaluation

techniques such as:-

1- check list

2- rating scale

3- conference

4- records of behavioral / anecdotal records

5- Brief explanations would be provided on the

techniques heisted.

2.11 TOOLS FOR MEANSURING LEARNING

OURCOME IN PSCHO-MOTOR DOMAIN

The psycho-motor domain concerns the skills

area of learning. A skill is the ability to become

proficient in the performance of task. Social studies

teachers are encouraged to develop psycho-motor of

leaning. Example of skills to be inculcated include

Intel lacteal, communication, manipulative group

work and study skills. Dopey et-el (1980 ). Pscho-

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motor learning outcome are best evaluated through

performance based activities. Granlund (1981)

suggested two ways of accomplishing this. Process

evaluation; which involves the teacher observing the

lanners as they perform practical skills acquisition

activities and product evaluation. Which involve the

assessment of the quality criteria? The data collected

through these procedures can be used to judge the

skill performance level; and also for the improvement

of the skill behaviors of learners specifically, the

social studies teacher can use the following

techniques:

1- class discussion

2- essay test

3- observation

4- work samples

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2.12 RINCIPALES AND CHARACTERRISTICS

OFEFFECTIVE EVALUATION ON SOCIAL

STUDIE

Evaluation processes in social studies should be

guided by the following principals:

1- focus on objectives

2- comprehensive nears

3- continuity

4- cooperativeness

2.13. STUDIES ON EVALUATION IN SOCIAL STUDIES

According to Ololobou (2009) there are three major

aspects to be evaluate in social studies programme.

These aspects are as follows

1. Evaluation of students learning outcomes

2. evaluation of teachers effectiveness

3. Evaluation of the social studies programme.

1. Evaluation of students learning outcomes

Kisock (1980 in Ololobou (2009), explained that

social studies students are the chients of the educative

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process the focus of the instructional process is geared

towards eliciting positive and desirable changes in the

beheviours of the students therefore evaluation of

student learning outcomes involve the collection and

interpretation of data indicating the process of the

students, formal and informal assessment techniques

are identified and selected to facilities he process the

assessment technique chosen depends on the

behaviour the teachers expects the learners to

demonstrate the social studies should ensure that this

covers all aspects of behavior (cognitive psychomotor

and effective). Evaluation of learners performance go

through a cyclical proves of four phases namely

preparation assessment evaluation and reflection.

1. FOCUS ON OBJECTIVES: evaluation produced in

social studies should be directed at finding out the

extend which set objective have been chinked. The

dives selected and used are to bear direct relevance

to the stated objectives. Achievement of cognitively

or rented objectives should be assessed through

the use of formal evaluation teachings, whereas

psycho-motor and affective objectives require the

use of informal tools to asses their achievement.

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2. COMPREHENSIVE NEARS: his principal implies

that evaluation procedures adopted should cover

all aspects of learning to give a total and balanced

feedback on the growth and progress of learning.

This All learning domains (cognitive, psych-motor,

and affective) should be assessed and evaluated to

do this effect of learning using one teacher of

evaluation causes a great dement to all state

holders in social studies education.

3. CONTINUITY: Evaluation in social studies is an

on-gong process that requires the behaviors of

learning to be checked constantly and oppressed in

the light of out lined objectives. Constant and

continues evaluation enables the teacher to clear

confusions misconceptions and prevent the

accumulation of errors that may costly to rectify

content evaluation also privates the teacher

opportunity for additional efforts during instructed

to take remedial actions to assists weak learning

monthly, thermally and at the and the school yea,

evaluation should be conducted to ascertain the

progress made by learners.

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4. COOPERATIVENESS: Evaluation in social studies

in not a one man show although teacher occupies a

prime place in the teaching and learning social

studies, evaluation of per dormancies of learners

should involve all the stake holders. The teacher,

parents learner educational administrators,

counselor should be involved in sharing assessment

information, the evaluation processes and

assessment of a plan of action that will support the

continued growth of the abilities of learners a regular

process of information sharing between the

stallholders above the growth and performances of

learners will further encourage participation self

directed study which will baneful learners.

2.13 STUDIES ON EVALUATION IN SOCIAL STUDIES

According to Ololobou (2009), there are three major

aspects to be evaluated in social studies programme.

These aspects are as follows:

1) Evaluation of students learning outcomes.

2) Evaluation of teachers effectiveness

3) Evaluation of the social studies programme.

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1) Evaluation of students learning outcomes.

Kissock (1980) in Ololobou (2009), explained

that social studies students are the clients of

the educative process. The focus of the

instructional process is general towards

eliciting positive and desirable changes in the

behaviors of the students. Therefore

evaluation of students learning outcomes

involve the collective on the interpretation of

data indicating the process of the students,

formal and informal assessment techniques

are identified and selected to facilities the

process. The assessment technique chosen

depends on the behavior the teacher excepts

the learners to demonstrate. The social

studies should ensure that this covers all

aspect of behavior (cognitive psychomotor and

affective). Evaluation of learners performance

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go through a cyclical process of four phases

namely, preparation, assessment evaluation

and reflection.

2) Evaluation of teachers and effectiveness

Kissock (1980) in Ololobou (2009), explained

that the social studies teacher is the

important figure in the implementation of the

social studies programme, his actions can

make or mar the realization of programme

goals. Hence the need to constantly evaluate

the teacher to improve his effectiveness, this

exercise involves the teacher and others

closely assessing his effort in and out of the

class interactive process to ascertain how

they contribute to the attainment of outline

goals and objectives. The evaluation process

covers the teachers academic and

professional training and personality

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characteristics. These directly or indirectly

affect the way and manner the teacher

organizes instruction and evaluate the

learners programme. (NERDC 2010).

3) Evaluation of the social studies programme

Nuhu (2010), social studies programme

evaluation is the systemic process of

gathering and analyzing information on some

or all aspects of the programme in order to

make judgment or decisions on the

programme by highlighting. Strengths and

weaknesses so that decisions are made on the

aspect of maintain, improve or terminate.

Provus (1971), suggested that social studies

programme evaluation is not necessarily

conducted at the end of programme but is an

no-going process of identifying area of cancer.

Collecting and analyzing data judging and

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making decisions to improve the efficiency of

the programme that is it is shared co-

operative and collaboration effects involving

all the major stakeholder in social studies

education. The process can be done formally

and in formally. In Nigeria social studies

programmes evaluation has been slow.

2.14. SUMMARY

The chapter is directed towards reviewing

literatures that are directly or indirectly related to our

topic of investigation. The chapter gives comprehensive

explanation about the concept of social studies and

concept of evaluation different types and principles for

effective evaluation are highlighted and analyzed the

importance of evaluation and it’s uses in teaching and

learning social studies are vividly described.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter is designed to shows the methods and

instruments used by the research in the process of

collection data. It also contains detail explanation about

the populating of the study, sampling technique,

sample of the study and the study and sampling size. It

also deals with administration of research instrument.

POPULATION OF THE STUDY

Population which means the entire number of

elements / variables or object that are under the study

is very important to be pointed out for the purpose of

very research work. Therefore, the population of this

study comprises the entire teachers of social studies

particularly those who teaching in different Junior

Secondary Schools within Kano metropolitan. Kano

state Senior Secondary Schools Management Board

(KSSSSMB) (2010) revealed that there is total number

of 89 Junior Secondary Schools within Kano

metropolitan. Once again the total of social studies

teachers in those schools are four Hundred and twenty

two (422) specifically, the population of this study

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covered four hundred and twenty two social studies

teachers that are teaching in eighty nine (89) different

Junior Secondary Schools within Kano metropolis.

of Gwale Local Government Area of Kano state.

3.3 SAMPLE AND SAMPLING TECHNIQUE

As a result of large. Number of research population,

the researchers are incapable to meet each member of

the population due to the time factor but the research

decided to use sample means that to take manageable

portion of the population so as to represent the entire

population.

The research employed the use of simples

population are given equal chance to be among the

sample. By using this sampling techniques, this total

number of one hundred (100) teachers were randomly

select form fifty (50) different junior secondary schools

are available in Kano metropolitan area

3.4 SAMPLE SIZE

One hundred (100) social studies teachers were

randomly select form fifty (50) secondary schools that

are selected to represent the entire population of the

study below is a table that displays the name of selected

schools together with of teachers selected from each

school

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S/N NAME OF SCHOOLS L.G.A NO OF TEACHERS

SELECTED

1. G.SS GWALE Gwale L.G 2

2. GG JISS Turaki Hasshim Gwale L.G 2

3. G.J.SS Sabon Sara Gwale L.G 2

4. G.S.S G/Dutse Gwale L.G 2

5. GGSS Sani Mainagge Gwale L.G 2

6. GJSS Jarkasa Gwale L.G 2

7. G.J.SS Chiranchi Gwale L.G 2

8. GGSS Hasiya Bayero Kano Municipal 2

9. G.JSS Gidan Makama Kano Municipal 2

10. GGSS Shekara Kano Municipal 2

11. GGSS Sabuwar Kofa Kano Municipal 2

12. G.SS K/Nassarawa Kano Municipal 2

13. GJISS Yola Kano Municipal 2

14. GJSS Marina Kano Municipal 2

15. G.S.S Kwarin Gogau Fagge L.G 2

16. GJSS Masallchi Fagge L.G 2

17. GGSS Fagge k/kudu Fagge L.G 2

18. GJISS Kurna Fagge L.G 2

19. JISS Bulukiya Fagge L.G 2

20. GJSS Wambai Fagge L.G 2

21. GJSS Garma Nassarawa L.G 2

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22. GJSS Badawa Nassarawa L.G 2

23. GJSS Barigade Nassarawa L.G 2

24. GJSS Kwana hudu Nassarawa L.G 2

25. GJISS Gunduwa Nassarawa L.G 2

26. GJISS Fakawa Nassarawa L.G 2

27. GJSS Kofar ruwa Dala L.G 2

28. GGSS Dala Dala L.G 2

29. GGSS Gwammaja (II) Dala L.G 2

30. GJSS Dan dishe Dala L.G 2

31. GJSS Koki Dala L.G 2

32. GSS K/Mazugal Dala L.G 2

33. GJSS Uguwa uku Tarauni L.G 2

34. GJSS Na’ibawa Tarauni L.G 2

35. GGSS Hotoro Tarauni L.G 2

36. GSS Hotoro Tarauni L.G 2

37. Mal. Babba Isl. Sec. School Tarauni L.G 2

38. GJSS Farawa Tarauni L.G 2

39. G.SS Panshekara Kumbotso L.G 2

40. GJSS Gadama Kumbotso L.G 2

41. GJSS Kumbotso Kumbotso L.G 2

42. GJSS Yan shana Kumbotso L.G 2

43. GJSS Zawaciki Kumbotso L.G 2

44. GJSS Hayi Kumbotso L.G 2

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45. GJSS Dausayi Ungogo L.G 2

46. GJSS Fanisau Ungogo L.G 2

47. GJSS Jaba Ungogo L.G 2

48. GJSS R/Zaki Ungogo L.G 2

49. B.U.K Staff sec. school Ungogo L.G 2

50. GGSS Sabon Gida Gwale L.G 2

TOTAL 50 100

3.5 RESEARCH INSTRUMENT

Researchers are varied as their topics of research are

different. This necessitated the use of different

instrument for data collection decanting on nature of

the study. For the use of questionnaire. Although data

were sourced from text books, journals, articles and

internet, for compiling relevant information as review of

related literature the researchers use questionnaire as

the major instrument for gathering their data.

The questionnaire is designed which contains two

parts such as par “A” and “B” part “A” deals with

personal information of the respondent such as age, sex

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qualification and year of teaching experience. Where a

the second par which is part “B” deals which general

question in relation to the problem of study,

Part “B” as I mentioned earlier, deals with general

information in which 20 relevant question that illicit

respondents were carefully arranged and designed in

order to have relevant data from the respondents.

Once again these 20 questions were designed in four

sets and each set carries fice questions. The first set

deals with finding out the knowledge of evaluation. The

second sec concern with the ways and teaching employ

by social studies teachers in evaluating social studies

teaching and learning the third se gives attention to the

problem encountered by social studies teachers in the

course of evaluating teaching and learning social

studies. Where the fifteen set illicit responses about the

ways in which the problem of evaluation in teaching

and learning evaluation can be overcame.

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3.6. ADMINISTRATION OF RESEARCH

INSTRUMENT

The questionnaire is designed by using simple and

precise language so that it world be well understood

and responded easily by the sampled teachers.

Once questionnaire were pointed and distribution

to the laming sampled of one hundred teacher that are

located in different junior secondary school within Kano

metropolitan area each member of the sample was met

in face to face contact and provided with a copy of

questionnaire and asked them in a polite manner to

respond according to the instruction contains on the

questionnaire.

The respondents were given at least a day to fill

their questionnaire. The reason behind giving a day is

to assure good and full chance for teachers to study the

questionnaire and understand it well before responding.

The researchers assured the respondents that all their

responses world be treated with confidentially and

mainly for the purpose of this research work.

It is very fortunate that the whole one hundred

questionnaires that were distributed were brought back

fully responded and handed to us for interpretation and

analysis.

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3.7 METHOD OF DATA ANALYSIS

The reliability and effectiveness of every research

depends largely on how the collected data are analyses.

Different methods and techniques are employed by

different researchers for data analysis. Therefore this

study as a descriptive in nature employs the use of

simple and analyzed by using frequency distribution

table.

3.8 SUMMARY

The chapter as discussed above deals with

research methodology. A detail explanation is given on

the instruments that would be sue for data collection.

These instruments are questionnaire and observation.

The population of the study is he entire social studies

teachers within Kano Metropolis. Due to the vast nature

large number of social studies teachers in the area, the

researchers systematically selected 100 teachers to be

used as a sample.

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CHAPTER FOUR

DATA PRESSENTATION AND NANLYSIS

4.1 INTRODUCTION

This chapter is designed to present and analyzes

the data collected from the respondents. The

researchers employed the use of simple percentage

method by arranging the data in frequency distribution

table. An analysis of each data collected world be put

under each table.

4.2 DATA ANALYSIS AND PRESENTATION

The Analysis and presentation of data is conducted

base on simple percentage and use of frequency

distribution table the responses of every questionnaire

items are presented in a single table in which the

numbers of responses together with their percentage

are shown.

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4.2.1 TABLE 1= your SEX

SEX NO OF RESPONDENT PERCENTAGE

MALE 80 80%

FEMALE 20 20%

TOTAL 100 100%

The above table shows that 80% of the respondents

are male teachers and another 20% of the respondents

are female teachers. It can be analyzed that each sex

have been not equal in the process of collection data

priority in the process of collecting data.

4.2.2 TABLE 2: YOU’RE AGE

AGE NO OF RESPONDENT PERCENTAGE

18 – 25 7 7%

26 – 35 36 36%

36 – 45 23 23%

46 – ABOVE 34 34%

TOTAL 100 100%


full in age range of 18-25 years 36% fall in age range of

26-35- years, where 23% Fall in age range of 36 – 45

years 34% fall in age range of 46 to above. This means

that most of the teachers of social studies in Junior

Secondary Schools are in age range of 26 – 35 years of

age.

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4.2.3. TABLE 3: Your Present Qualification.

The above table that 12% of the social studies teachers

have ND/OND Diploma with education, 52% have NCE,

11% have advance diploma with out education 6% have

1st Degree with education, 19 have 1st degree without

education.

It can be concluded from the above table that the

vast majority of those who teach social studies in junior

secondary school have teaching qualification because

52% have teaching qualification whereas the 48% are

unqualified teachers.

VARIABLES NO. OF

RESPOND.

PERCEN

TAGE.

ND/OND/Advance Diploma with Education

12 12%

ND/OND/Advance Diploma with Education

11 11%

NCE 52 52%

1st Degree/HND with Education 6 6%

1st Degree/HND without Education

19 19%

TOTAL 100 100%

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4.2.4 TABLE 4:- For how long have you been teaching

social studies in junior secondary school?

Variables No. of respondents percentage

0-5 years 14 14%

6-10 years 16 16%

11-15 years 31 31%

16-20 years 28 28%

21 years to above 11 11%

Total 100 100%

The above table reveals that 14% of the

respondents have teaching social studies for 0-5 years,

16% for 6-10 years, 31% for 11-15 years, 28% for 16 to

20 years, while the remaining 11% for 21 years to

above.

It can be analyzed from the above table that

majority of the respondents have teaching experience

for eleven to twenty years.

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4.2.5 5: Your area of specialization

Variable No. of respondents Percentage

Social Studies 52 52%

Other 48 48%

TOTAL 100 100%


Specialized in social studies, where as the 48% of the

respondent do not specialized in social studies

It can be analyzed from the above table that

majority of those who teach social studies in junior

secondary school have specialized in the field of social

studies.

4.3.1 TABLE 1: Do you agree that evaluation is

necessary for effective teachers and learning social

studies.

variables No of respondents percentage

Agree 56 56%

Not Agree 38 38%

Undecided 6 6%

Total 100 100%

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The above table implies that 56% of the

respondents are aware the role of evaluation for

affective teaching and learning social studies 38% of the

respondents do not aware, while the remaining 6

remain undecided.

It can be deducted from the above table that yet

some social studies teachers do not aware about

evaluation as an important aspect for teaching and

learning social studies.

4.3.2. TABLE 2: Teaching of social studies without

effective evaluation is not meaningful.

Variable No of responses Percentage

Agree 70 70%

Not Agree 20 20%

Undecided 10 10%

Total 100 100%

The above table implies that 70% of the respondent

identified the important the important of effective

evaluation in teaching and learning to be meaningful,

20% of the respondent can not identified the use of

effective evaluation in teaching and learning to be

meaningful the other 10% remain undecided.

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4.3.3 TABLE 3; it is mandatory for every social studies

teachers to acquire more knowledge of evaluation.

VARIABLES NO OF RESPONSES PERCENTAGE

Agree 40 40%

Not Agree 28 28%

Undecided 32 32%

TOTAL 100 100%


attends seminar, workshop or training mainly for

acquiring more knowledge on evaluation 28% of the

respondents have never attend while the remaining 32%

remain undecided.

It can be summarized from the above table social

studies teacher attend training on evaluation.

4.3.4. Table 4; many social studies teachers encounter

problems in the process of evaluation of social studies

teaching and learning

VARIABLES NO OF RESPONDENTS PERCENTAGE

Agree 35 35%

Not Agree 46 46%

Undecided 19 19%

TOTAL 100 100%

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encounter many problems in the process of evaluation

of social studies teaching and learning 46% are not

agree, while 19% are undecided.

4.3.5 TABLE 5; Lack of professional expertise among

social studies teacher’s leads to poor evaluation of

social studies teaching and learning.

Variable No of responded Percentage

Agreed 70 70%

Not Agreed 0 0%

Undecided 30 30%

Total 100 100%

The above table that shows 70 of the respondents are

accepted lack of professional expertise can lead poor

evaluation, while 30% remain undecided.

4.3.6 Table 6 Poor evaluation facilities in the school

hinder effective evaluations of social studies teaching

and learning.

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VARIABLES NO OF RESPONSES PERCENTAGE

Agree 35 35%

Not Agree 45 45%

Undecided 20 20%

Total 100 100 %

The above table shows 35% of the respondents known

that poor evaluation facilities in the school hinders

effective evaluation, 45% are not aware about the poor

evaluation facilities can hinder effective evaluation while

20% are not specified or are not decided.

4.3.7 TABLE 7: Social studies teachers do not make

their evaluation to be comprehensive as they do not

evaluate three domains of learning.

Variable No of respondents Percentages

Agree 27 27 %

Not agree 63 63 %

Undecided 0 0 %

TOTAL 100 100 %

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The above table point out that 27% of the

respondents are aware about the three domains that

need o be evaluated in social studies programme where

as 63% are not aware about these domains.

It can be interpreted from the above table that the

significant majority of social studies teachers are

completely not aware about the three domains.

4.3.8 TABLE 8: Many social studies teachers face

difficulties in the effective evaluation through the three

domains of learning.


Agree 25 25 %

Not agree 60 60 %

Undecided 15 15 %

Total 100 100 %

The above table indicates that 25% of the respondents

have been facing difficulties in the effective evolution on

the three domains of learning, 60% of the respondents

have never been facing any difficulties in effective

evaluation through the three domains of learning. While

15% remain undecided.

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4.3.9 TABLE 9: Social studies teachers make their

evaluation to be comprehensive by covering cognitive,

effective and psychomotor domains.


Agree 88 88 %

Not agree 9 9%

Undecided 3 3%

Total 100 100 %

The above table indicates that 88% of the

respondents make their evaluation to be comprehensive

by covering all the three domains of learning, the 9% of

the respondents do not make their evaluation to cover

all the three domains of learning, while the remaining

3% remain undecided.

It can be justified from the above table that the

significant majority of social studies teachers are

capable to make their evaluation to be effective by

covering the three domains learning, where as only 9%

cannot make it effective.

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4.3.10 TABLE 10: Many social studies teachers fail to

evaluation effective domain of learning.

Variables No. of respondents Percentage

Agree 20 20%

Not Agree 65 65%

Undecided 25 25%

TOTAL 100 100%

The above table reveals that 20% of the respondents are

fail in evaluating affective domain of learning, 65% of

the respondents are fail in evaluating effective domain

of learning where 25% are not decided.

4.3.11 TABLE 11: Many social studies teachers depend

on test and oral questioning in evaluation the

performance of their students.


Agree 74 74%

Not Agree 26 26%

Undecided 0 0%

TOTAL 100 100%

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The above table implies that 74% use test to evaluate

the performance of their students, while the remaining

26% are not in this process for evaluating their

students.

It can be concluded from the above table that most

of social studies teachers decide largely on test and oral

questioning for the evaluation of the performance of

their students. Where as few teachers are not use using

test and oral question.

4.3.12 TABLE 12: Rating scale and anecdotal record are

important tools for evaluation but they are neglected by

social studies teachers.


Agree 52 52%

Not Agree 40 40%

Undecided 8 8%

TOTAL 100 100%

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From the above table it displays that 52% of the

respondents are mostly neglecting some important tools

of social studies evaluation, 40% are not accepted

rating scales and anecdotal record are neglected while

8% are not decided.

4.3.13 TABLE 13: Inadequate materials lead to

improper evaluation of students’ performance.


Agree 12 12%

Not Agree 82 82%

Undecided 1 1%

TOTAL 100 100%


ensure inadequate evaluation materials lead to

improper evaluation of students performance, 82% are

not accept, while the remaining 1% are undecided.

It can be generalized from the above finding that

the significant majority of teachers are not provided

with materials for evaluating the performance of their

students. This means that evaluation will never be

effective with out necessary tools.

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4.3.14 TABLE 14: Social studies teachers considered

heir lesson objectives during evaluation of the students’

performance.


Agree 22 22%

Not Agree 76 76%

Undecided 2 2%

TOTAL 100 100%


adopt heir lesson objectives during evaluation of the

students’ performance, 76% are not considering their

lesson objectives during evaluation while 2% are

undecided.

4.3.15 TABLE 15: You cannot defect how for your

lesson objectives are achievement if the evaluation is

not properly conducted.

Variables No. of respondents Percentage Agree 100 100% Not Agree 0 0% Undecided 0 0%

TOTAL 100 100%

The above table implies that 100% of the

respondents agree that lesson objectives cannot be

achieved if the evaluation is not properly conducted.

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CHAPTER FIVE

5.1 SUMMARY OF RESEARCH FINDING

From all indications, evaluation is necessary in

teacher and learning social; studies because it

determines how far the objectives are achieved.

It is also noted hat the purpose of evaluation

includes discovering the weakness and strength of

stu8dents progress as well as providing information

available to both parents and school authority or

students progress.

However, it was found out that the use of different

evaluation techniques, professional expertise of

teachers, availability of all necessary tools for

evaluation, covering the three domains of learning and

focusing on objectives are determinants of effective

evaluation in social studies.

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Teachers that are considered professionals and

specialized in social studies found evaluation easier

than social studies teacher who accidentally stumbled

over the subject; therefore, specialization in the field of

social studies enhances proper planning of lessons, and

use of varieties of evacuation techniques.

In addition, the research reveals that formal

evaluation techniques are predominantly used by

socially studies teachers, while informal evaluation

techniques are rarely used because some teachers are

not aware of them. Also, test and assignment are

regarded as the most effective evaluation techniques in

social studies because the significant percentages are

strongly agreed with assertion.

5.2 Recommendation

The following recommendations are suggested for

effective evaluation of social studies in Junior

Secondary Schools.

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The government should ensure that the

recruitment. So that only a person who has the

professional skill’s and subject mastery would be

assigned to teach social studies.

Secondly, the government should keep regular

supervision and inspection specifically on how teachers

exercise their evaluation, so that and they should

provide adequate evaluation materials for social studies

teachers. The provision of evaluation facilities will

enhance teachers to male effective evaluation of student

performance.

In addition, the school authority must enhance

cooperativeness in the process of evaluation. This will

enable teachers, parents and all other educational

stakeholders to be actively involved in the process of

evaluation.

A seminar pr workshop needs to be regularly

organized within and outside the school for resolving

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any problems that are encountered by social students

teachers in the process of evaluating student’s

performances.

The school authority must ensure that every

socials studies teacher keep his evaluation continues in

nature, so that the cumulative rate of students

performance should be detect.

5.3 CONCLUSION

Evaluation is the background of every teaching and

learning activities not only in secondary school level of

education but also at all levels. Evaluation is sad to

make information available for the performance of both

students and teachers in the process of their interaction

with teacher in the process of their interaction with

materials. It also provides data about the efficiency of

the programme so that area of weakness and strength

are detected through evaluation.

EFFECTIVE EVALUATION IN TEACHING AND LEARNING SOCIAL STUDIES

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