CHALLENGES OF EFFECTIVE TEACHING OF SOCIAL STUDIES IN SENIOR SECONDARY SCHOOL

TOPIC IS SUITABLE FOR:
1. Department of Education

2. Department of Social Studies Education

3. Department of Curriculum Studies

TOPIC: CHALLENGES OF EFFECTIVE TEACHING OF SOCIAL STUDIES IN SENIOR SECONDARY SCHOOL

TABLE OF CONTENT
Abstract

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Definition of Terms

CHAPTER TWO: REVIEW OF LITERATURE

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Summary of Literature Review

CHAPTER THREE: METHODOLOGY

3.0 Introduction

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size

3.4 Sampling Technique

3.5  Instrument for Data Collection

3.6 Validity of the Instrument

3.7 Reliability of the Instrument

3.8 Method of Data Collection 

3.9 Method of Data Analysis

3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.0 Introduction

4.1 Data Presentation    

4.2 Demographic Analysis 

4.3 Analysis of the Influence of Teacher-related Challenges on the Effective Teaching of Social Studies in Senior Secondary Schools in Gwagwalada Area Council, Federal Capital Territory

4.4 Analysis of the Effect of Instructional Material-related Challenges on the Effective Teaching of Social Studies in Senior Secondary Schools in Gwagwalada Area Council, Federal Capital Territory

4.5 Analysis of the Influence of Student-related Challenges on the Effective Teaching of Social Studies in Senior Secondary Schools in Gwagwalada Area Council, Federal Capital Territory

4.6 Analysis of the Effect of School Environmental-related Challenges on the Effective Teaching of Social Studies in Senior Secondary Schools in Gwagwalada Area Council, Federal Capital Territory

4.7 Test of Hypotheses

4.8 Discussion of Finding

CHAPTER FIVE: SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Limitations of the Study

5.5 Recommendations

5.6 Suggestions for Further Studies

REFERENCES

APPENDIX

ABSTRACT
This study was carried out to examine the challenges of effective teaching of social studies in senior secondary schools in the Gwagwalada Area Council, Federal Capital Territory. The study was specifically carried out to examine the influence of teacher-related challenges on the effective teaching of social studies in senior secondary schools in the Gwagwalada Area Council, Federal Capital Territory; assess the effect of instructional material-related challenges on the effective teaching of social studies in senior secondary schools in the Gwagwalada Area Council, Federal Capital Territory; determine the influence of student-related challenges on the effective teaching of social studies in senior secondary schools in the Gwagwalada Area Council, Federal Capital Territory; and examine the effect of school environmental-related challenges on the effective teaching of social studies in senior secondary schools in the Gwagwalada Area Council, Federal Capital Territory. The study employed the descriptive research design. The population of the study consisted of 1248 respondents comprising social studies teachers and Junior Secondary School II students in selected schools within the study area. Hence, a questionnaire was used for data collection, while the data collected were analyzed using mean and standard deviation. The hypotheses were tested using the logistic regression statistical tool. A total of 303 respondents were selected as the sample size using the Taro Yamane formula and the multi-stage sampling technique involving stratified and convenience sampling methods. The participants consisted of social studies teachers and Junior Secondary School II students who were directly involved in the teaching and learning of social studies. From the responses obtained and analyzed, the findings revealed that teacher-related challenges significantly influence the effective teaching of social studies at B=0.684, Wald=10.214, and P=.001. The study also showed that instructional material-related challenges significantly affect the effective teaching of social studies at B=0.714, Wald=8.423, and P=.004. Likewise, the study further revealed that student-related challenges significantly influence effective teaching of social studies at B=0.731, Wald=8.472, and P=.004. The study also revealed that school environmental-related challenges significantly affect effective teaching of social studies at B=0.693, Wald=8.486, and P=.004. The study therefore recommends that educational authorities and school administrators should provide adequate instructional materials, improve school facilities, organize regular teacher training programs, and encourage positive student participation to enhance effective teaching of social studies in senior secondary schools.

Keywords: Teacher-related challenges, instructional materials, student-related challenges, school environment, social studies teaching.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
The ideas of social development, national cohesion, civic consciousness, and responsible citizenship are still important aspirations of modern societies that are aiming towards sustainable growth and democratic stability. Education plays a pivotal role in achieving these goals, as it is a medium through which values, norms, attitudes, and skills essential for effective engagement in community life can be passed on. Abdullahi and Yerima (2021) stated that education experiences play a major role in sustainable democratic governance and national development in nurturing informed and responsible citizens. In the same vein, Ekiugbo (2021) reiterated that education is a potent tool for rebranding the value of the society and for national development. The complexity of the social relations, technological changes, and multicultural interactions has further increased the importance of educational programs that foster social responsibility and collective consciousness. In this regard, Omolara (2024) stated that the educational systems are now expected to instill values that would help in the sustainable development of the nation, social harmony, and civic involvement of the younger generation.

From the general role of education in contributing to the progress of the society, social studies has a unique role as a school subject that is aimed at creating civic competence, social awareness, value orientation, and effective citizenship. The subject is a combination of knowledge from a number of social science subjects that will enable learners to have the ability to understand human relationships and societal processes. Adu (2021) argued that SS curriculum management is still relevant in meeting national development goals, as SS fosters socially desirable attitudes and behaviors. This attitude is also evident in the statement of Muhammad (2025) that SS education offers learning opportunities for learners to have access to the current socioeconomic realities and acquire skills necessary for national transformation. Similarly, Bawuro et al. (2025) highlighted that SS fosters peacebuilding and conflict resolution by promoting tolerance, cooperation, and responsible decision-making. These learning roles have helped further reinforce the relevance of SS in the current school system.

This has led to an increasing focus on SS teaching and learning that will produce meaningful learning outcomes. Good teaching in the subject will include the use of suitable teaching methods, classroom management, teaching and learning resources, and learner engagement strategies that are effective in producing behavior changes that are observable in relation to the learning objectives. Waiswa (2024) states that the learner-centered instructional approach fosters participation and boosts civic and social skills among learners. Ashun (2022) also noted the role of quality instructional supervision in fostering effective classroom practices and maintaining educational standards. On the other hand, Azugbene and Onyekpe (2025) posited that inclusive teaching practices enhance learning opportunities and promote wider participation of different categories of learners. Multicultural dimensions in SS teaching have also been noted by Obiagu et al. (2025), as they enhance the classroom experience and foster social inclusiveness. Good teaching is thus still a key factor in the achievement of the educational objectives of social studies programs.

With the focus on improving educational outcomes, there has been a growing interest in studying the factors related to the effective teaching and learning of SS in particular settings. The relationship between teachers, students, teaching materials, and school environment is an important part of the teaching and learning process. Birabil and N. (2023) argue that the achievement of the objectives in the SS can significantly rely on the context in which teaching is done. Cimatu (2025) also observed that classroom experiences are determined by a variety of instructional realities that impact teachers' professional practices and the engagement of learners. Chia and Abdulsamad (2025) pointed out that social studies continues to play a pivotal role in fostering social cohesion and diversity education through effective implementation processes. Likewise, Okam and Ibrahim (2025) argued that quality assurance in SS education needs to be given constant attention in the way curriculum is delivered and in the practices in schools. In light of this, the present study aims at exploring the problems encountered in effective teaching of social studies in junior secondary schools in the Gwagwalada Area Council, FCT, with emphasis on teacher-related, instructional material-related, student-related, and school-environment-related problems.

1.2 Statement of the Problem

The effectiveness of the teaching process is the determinant of the achievement of the goals of social studies at the junior secondary school level. Social studies should help learners to build civic competence, moral values, social responsibility, peaceful coexistence, and active citizenship. Abdullahi and Yerima (2021) stated that the subject is in a strategic position in promoting democratic governance and national development through the development of responsible citizens. Likewise, Omolara (2024) pointed out that social studies is a tool for sustainable national development as it develops the desired social values and attitudes. But this depends on good teaching that can make curriculum goals into learning results. If the teaching effectiveness is affected, the ability of the subject to meet its educational and social objectives may be seriously diminished.

The current state of education shows that there is an increasing concern on the effectiveness of Social Studies teaching in many junior secondary schools. Previous research has revealed that factors such as teacher competence, availability and use of instructional resources, learner participation, and school conditions are associated with curriculum implementation and classroom delivery (Ashun, 2022; Birabil & N., 2023). Moreover, Muhammad (2025) noted that the role of SS is growing more challenging and is required to respond to the new socio-economic realities as the demands are growing higher for classroom teaching processes. Likewise, Adu (2021) pointed out that the effective implementation of the curriculum is still crucial to the realization of the developmental goals contained in the Social Studies curriculum. The continued concerns about the delivery of instruction indicate the need for empirical studies that explore the factors that affect effective instruction in particular educational contexts.

Specifically, teacher factors like pedagogical competence, instructional skills, classroom management, and commitment to curriculum implementation may determine the quality of Social Studies instruction. Meanwhile, access and use of learning resources continue to be key factors in effective learning and teaching in the classroom, and in the acquisition of knowledge (Azugbene & Onyekpe, 2025; Waiswa, 2024). Student variables such as participation, motivation, attention and readiness to learn can also impact the attainment of learning goals. Moreover, the school environment has been a focus of interest as the school facilities, learning environment, and institutional support systems play a crucial role in teaching effectiveness. Cimatu (2025) identified a lot of instructional realities that impact the classroom experiences, teaching practice, and learner outcomes.

While there are various studies which have looked at SS from different angles, there is still a dearth of empirical studies that have looked at the combined effect of teacher-related, instructional material-related, student-related and school environmental-related challenges on the effective teaching of SS in junior secondary schools in the Gwagwalada Area Council of the Federal Capital Territory. This gap gives rise to uncertainty about the level of impact these factors have in the study area on instructional effectiveness. Therefore, this study is needed to give empirical proof of the nature and magnitude of these problems. It is hoped that the findings will help in making informed educational planning, better teaching practices, and better implementation of the SS curriculum objectives. Thus the study is aimed at investigating the effect of teacher related, instructional material related, student related and school environment related problems on the effective teaching of Social Studies in junior secondary schools in Gwagwalada Area Council, Federal Capital Territory.

1.3 Objective of the Study

The main obective of this study is to examine the challenges of effective teaching of social studies in junior secondary school

The specific objectives are:

1.Examine the influence of teacher-related challenges on the effective teaching of Social Studies in junior secondary schools in Gwagwalada Area Council, Federal Capital Territory.

2.Assess the effect of instructional material-related challenges on the effective teaching of Social Studies in junior secondary schools in Gwagwalada Area Council, Federal Capital Territory.

3.Determine the influence of student-related challenges on the effective teaching of Social Studies in junior secondary schools in Gwagwalada Area Council, Federal Capital Territory.

4.Examine the effect of school environmental-related challenges on the effective teaching of Social Studies in junior secondary schools in Gwagwalada Area Council, Federal Capital Territory.
Other parts of chapter one include:
1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter therefore focuses on the concept of social studies, implementation of social studies in junior secondary school, nature and scope of social studies in junior secondary schools, the need for effective teaching of social studies in junior secondary school, etc. The chapter covers the following subheadings:
Conceptual Review

Theoretical Framework

Empirical Review

Summary of Literature Reviewed

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Research Design: The study adopted a descriptive research design.

Population of the Study: The population of the study comprises respondents drawn from selected junior secondary schools in Gwagwalada Area Council, Federal Capital Territory, including Social Studies teachers and students.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 303 participants.

Sampling Technique: The study employed a multi-stage sampling technique involving stratified sampling and convenience sampling to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire titled “Challenges of Effective Teaching of Social Studies in Secondary Schools” as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, particularly Logistic Regression Analysis, were used to test the hypotheses

CHAPTER FOUR; DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following findings are made:

i. The study found that teacher-related challenges significantly influence the effective teaching of Social Studies in senior secondary schools in Gwagwalada Area Council, Federal Capital Territory, as evidenced by inadequate number of qualified teachers (B = 0.684, p = 0.001), lack of teachers’ training and professional development (B = 0.573, p = 0.013), heavy workload (B = 0.492, p = 0.016), limited use of innovative teaching methods (B = 0.438, p = 0.027), low motivation and poor welfare conditions (B = 0.619, p = 0.006), and inadequate preparation and planning (B = 0.526, p = 0.016). This was further confirmed by the corresponding hypothesis test, which showed that all the p-values were below the 0.05 level of significance (p < 0.05), leading to the rejection of the null hypothesis. This implies that teacher-related challenges significantly affect the effective teaching of Social Studies in senior secondary schools.

ii. The study found that instructional material-related challenges significantly affect the effective teaching of Social Studies in senior secondary schools in Gwagwalada Area Council, Federal Capital Territory, as evidenced by inadequate availability of textbooks (B = 0.621, p = 0.005), shortage of teaching aids (B = 0.714, p = 0.004), lack of modern instructional materials (B = 0.536, p = 0.014), poor maintenance of instructional materials (B = 0.447, p = 0.028), inadequate access to digital learning resources (B = 0.593, p = 0.009), and high cost of instructional materials (B = 0.481, p = 0.023). This was further confirmed by the corresponding hypothesis test, which showed that all the p-values were below the 0.05 level of significance (p < 0.05), leading to the rejection of the null hypothesis. This implies that instructional material-related challenges significantly affect the effective teaching of Social Studies in senior secondary schools.

iii. The study found that student-related challenges significantly influence the effective teaching of Social Studies in senior secondary schools in Gwagwalada Area Council, Federal Capital Territory, as evidenced by students’ lack of interest in Social Studies (B = 0.582, p = 0.008), poor attendance and irregular participation (B = 0.463, p = 0.025), inadequate background knowledge (B = 0.647, p = 0.005), negative attitudes towards Social Studies (B = 0.518, p = 0.016), large class size (B = 0.731, p = 0.004), and inadequate study habits (B = 0.496, p = 0.022). This was further confirmed by the corresponding hypothesis test, which showed that all the p-values were below the 0.05 level of significance (p < 0.05), leading to the rejection of the null hypothesis. This implies that student-related challenges significantly affect the effective teaching of Social Studies in senior secondary schools.

iv. The study found that school environmental-related challenges significantly affect the effective teaching of Social Studies in senior secondary schools in Gwagwalada Area Council, Federal Capital Territory, as evidenced by inadequate classroom facilities (B = 0.628, p = 0.005), overcrowded classrooms (B = 0.554, p = 0.010), poor school infrastructure (B = 0.471, p = 0.020), inadequate electricity supply (B = 0.693, p = 0.004), unconducive school environment (B = 0.512, p = 0.017), and poor availability of school facilities such as libraries (B = 0.436, p = 0.037). This was further confirmed by the corresponding hypothesis test, which showed that all the p-values were below the 0.05 level of significance (p < 0.05), leading to the rejection of the null hypothesis. This implies that school environmental-related challenges significantly affect the effective teaching of Social Studies in senior secondary schools.

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction

5.2 Summary of the Study

5.3 Conclusion

5.4 Recommendations

5.5 Limitation of the Study

5.6 Suggestions for Further Studies

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