ROLE OF SOCIAL STUDIES EDUCATION IN ADDRESSING ENVIRONMENTAL ISSUES IN JUNIOR SECONDARY SCHOOL: A CASE STUDY OF BWARI

TOPIC: ROLE OF SOCIAL STUDIES EDUCATION IN ADDRESSING ENVIRONMENTAL ISSUES IN JUNIOR SECONDARY SCHOOL: A CASE STUDY OF BWARI

THIS TOPIC IS ALSO SUITABLE FOR:
1. Social Studies Education
2. Education
3. Educational Management
4. Curriculum Studies
This research material contains:
1-Chapter One to Five
2-Recent References/citations
3-Tables/Charts/Graphs in Chapter Four
4-Accurate Data Analysis
5-Table of Contents
6-Questionnare

ABSTRACT
This study was carried out to examine the role of social studies education in addressing environmental issues among junior secondary school students in Bwari. The study was specifically carried out to examine the role of social studies education in promoting environmental issues awareness among junior secondary school students in Bwari, examine the role of social studies education in promoting students’ knowledge of environmental protection and hygienic practices among junior secondary school students in Bwari, evaluate the role of social studies education in promoting students’ participation in environmental protection and sanitation activities among junior secondary school students in Bwari and determine the role of social studies education in promoting positive attitudes toward environmental conservation among junior secondary school students in Bwari. The study employed the descriptive survey research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using mean scores and standard deviation. A total of 1248 junior secondary school students constituted the population, while a sample size of 303 was determined using Taro Yamane formula and a validated sample size of 288 was used for the study using stratified and convenience sampling techniques. From the responses obtained and analyzed, the findings revealed that social studies education promotes environmental awareness among students at mean scores ranging from 3.40 to 3.50, enhances knowledge of environmental protection and hygienic practices at mean scores ranging from 3.40 to 3.49, improves students’ participation in environmental protection and sanitation activities at mean scores ranging from 3.40 to 3.44, and fosters positive attitudes toward environmental conservation at mean scores ranging from 3.40 to 3.45, all above the cutoff mean of 3.0. The study therefore recommends that social studies curriculum should be strengthened with environmental content, teachers should adopt participatory teaching methods, schools should organize regular sanitation and environmental awareness programmes and government should provide adequate instructional materials to enhance effective teaching of environmental concepts in social studies.
Keywords: Social Studies Education, Environmental Awareness, Environmental Protection, Hygiene, Junior Secondary School Students.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Education has always been recognized as one of the key tools to promote intellectual growth, moral development and societal transformation. In countries, formal education has continued to play an irreplaceable role in fostering the development of informed citizens with the necessary knowledge, values, and skills to become part of society, economy, and politics in a meaningful way. It goes beyond the teaching of academic content, to include the shaping of ethical attitudes, critical thinking and responsible citizenship which all play their part in sustainable national development. Omolara (2024) posited that education was a mechanism of change through which individuals got civic values, social consciousness and behavioural dispositions that are required for progress in the society. Likewise, Malik (2024) claimed that educational institutes worked as the spark for national development by generating analytical skills and social responsibility among students. Babalola and Olawuyi (2021), additionally, narrated that schools played a vital role in socializing and inculcating norms, values and democratic ideals in the society which were crucial for peaceful co-existence. Charlyn et al. (2025) likewise argued that the learning experience helped students become more proficient in analyzing society and in acting appropriately towards new development issues. Thus, education has remained a source of mental and moral development on which societies can build responsible citizens who will make significant contributions to the wellness of the nation.
Education has been shaped to fit the needs of the new millennium and to meet the new challenges of the world, and in this context, environmental sustainability became a basic pillar of human development. The environment is the sum of the physical, biological and socio-cultural components that are necessary for the continuation of human life and have an effect on the quality of life. Thus, environmental problems are considered as situations and activities that affect the balance of these natural systems such as pollution, deforestation, land degradation, generation of waste and biodiversity loss among others that need to be managed responsibly. Omorogiuwa (2023) reported that environmental problems were the result of the ongoing relationship of man and his natural habitat, thus there is need for environmental awareness among the citizens. According to Kola-Olusanya et al. (2023), EE facilitated the development of knowledge, values, attitudes and skills that fostered sustainable environmental practices. Similarly, Eneji et al. (2023) argued that introducing environmental concepts to learners at an early age fostered their understanding and awareness of environmental conservation and responsible use of environmental resources. Akinlade (2024) also noted that schools were suitable places for fostering environmentally responsible behaviours as the pupils eventually acquired long-term attitudes and practices that could guide their engagement with the environment during their adulthood. It is a natural consequence of this kind of educational orientation that the relevance of school subjects that bring civic values and environmental awareness together are highlighted.
Social Studies is one of the subjects included in the Junior Secondary School curriculum with a strategic place on the grounds of its interdisciplinary dimension and citizenship education. Social Studies can be considered an integrated discipline that deals with the interdependent relationships of people, society, institutions, culture and environment and aims at building informed, responsible and socially responsive citizens. History, geography, economics, political science, sociology and other relevant disciplines are combined into the subject to enable learners to understand the reality of society and their roles in the community. Muhammad and Gaya (2025) found that SS helped develop civic competence in learners by providing the knowledge, attitudes, and values that enable them to engage effectively in problem-solving and decision-making processes related to societal issues such as environmental sustainability. Agbabiaka and Albert (2025) also noted that the topic fostered environmental awareness by providing learning opportunities focused on sanitation, conservation, resource management, and collective civic responsibility. Lawal Aisha et al. (2025) also acknowledged that SS helped learners to understand how human activities relate to the environment and to make informed decisions to ensure sustainability. Furthermore, Omolara (2024) argued that the practical approach of Social Studies allowed the transfer of classroom learning to real life, which enhanced the learners' ability to make decisions in their communities that are good for the environment.
The importance of the instructional significance of Social Studies is more pronounced during the Junior Secondary School phase when the learners are experiencing significant cognitive, emotional and moral growth which forms the basis of their civic orientation in future. In this stage of education, learners should be able to develop long-term values, attitudes and behaviour traits that promote their responsible relationship with the society and the physical environment. Educational experiences that can be delivered through Social Studies thus are a critical way to promote environmental awareness and environmentally responsible citizenship among adolescents. Malik (2024) suggested that the most effective learning approach for the environment was the method that involved the environment of the learner and his day-to-day life. The same applies to Eneji et al. (2023) who stated that contextualized learning boosted learners' understanding through linking theoretical concepts with phenomena of the environment. In this context, Bwari Area Council, Federal Capital Territory (FCT) provides a good forum to look at the role of Social Studies education since educational institutions within the council still offer platforms for the development of civic and environmental awareness among Junior Secondary School students. Babalola and Olawuyi (2021) continued to hold that this was largely due to the impact of community characteristics on educational experiences and learners' perception of civic responsibilities. Investigating the role of Social Studies education in addressing environmental issues in Bwari, therefore, provides valuable academic insights into the relationship between classroom learning, environmental awareness and good citizenship in the local context.

1.2 Statement of the Problem
Social Studies education is strategically placed in the Junior Secondary School curriculum as it is expected to develop the knowledge, values, attitudes and practical skills needed for responsible citizenship and sustainable interactions with the environment. The subject aims to foster awareness of environment by equipping the learners with knowledge of the impact of human actions on the environment and the need to take environment friendly actions. A meaningful learning experience in SS was meant to help the learners become civic and environmental conscious as stated by Muhammad and Gaya (2025). Likewise, Omorogiuwa (2023) pointed out that environmental education in school programmes fostered a sense of responsibility for environmental conservation and sustainable development. The ideal learner who has been exposed to the learning and teaching of SS should have a good awareness of the environment and should also have good practices that will make a contribution to the environment and responsible citizenship in the school and community.
However, observable facts suggest that the current situation is characterised by many Junior Secondary School students with low level of environmental consciousness as evidenced in the indiscriminate disposal of waste, low level of sanitation and poor level of participation in activities which promote environmental sustainability. These behaviours indicate that the hoped-for impact of SS education on learners' environmental attitudes and practices may not be fully enjoyed in the school system. Agbabiaka and Albert (2025) argued that good teaching of Social Studies should motivate learners to act responsibly as citizens. Similarly, Akinlade (2024) argued that EE should be able to instigate lasting behaviour changes rather than an acquisition of theoretical knowledge. The seeming mismatch between the goals of teaching and learning SS and the practice of the students with respect to the environment therefore raises concern as to how effective the subject is in dealing with environmental issues among Junior Secondary School pupils in Bwari Area Council.
While some studies have focused on Social Studies education in other learning environments and others on environmental awareness, little empirical effort has been shown to find out the specific function of Social Studies education in addressing environmental issues for the Junior Secondary School students of Bwari Area Council. Much of the research conducted so far has focused on environmental education or citizenship development without carefully considering the role of the SS in developing students' environmental knowledge, attitudes and practices in the local context. Malik (2024) pointed out that environmental learning should be responsive to the challenges of learners' immediate environment, and Omolara (2024) reiterated that learning should generate responsible behaviours in the society. The contextual gap called for the present study which is to investigate the contribution of Social Studies education in solving environmental problems in Junior Secondary Schools of Bwari. The results should provide empirical data that can enhance the practice of teaching and learning, facilitate EE and encourage responsible environmental behavior of learners.
1.3 Objectives of the study
The main objective of this study is to assess role of social studies education in addressing environmental issues in junior secondary school: a case study of Bwari.  The specific objectives are to: 
1.Examine the role of social studies education in promoting environmental issues awareness among junior secondary school students in Bwari.
2.Examine the role of social studies education in promoting students' knowledge of environmental protection and hygienic practices among junior secondary school students in Bwari.
3.Evaluate the role of social studies education in promoting students' participation in environmental protection and sanitation activities 
4.Determine the role of social studies education in promoting positive attitudes toward environmental conservation among junior secondary school students in Bwari.
Other parts of chapter one include:
1.4 Research questions
1.5 Hypotheses
1.6 Significance of 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 Education, the concept of environmental issues, types and causes of environmental issues, the role of Social Studies Education in addressing environmental issues, environmental awareness, and the teaching of environmental issues etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprised junior secondary school students selected from some public and private junior secondary schools in Bwari.
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, proportionate, and convenience sampling to select the respondents.
Research Instrument: The study utilized a structured questionnaire titled “Role of Social Studies Education in Addressing Environmental Issues in Junior Secondary School Students in Bwari” 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.
Full outline for chapter three;
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
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that social studies education plays a significant role in promoting environmental issues awareness among junior secondary school students in Bwari, as evidenced by mean scores ranging from 3.40 to 3.50, all above the acceptance benchmark of 3.00. This indicates that respondents accepted all the items relating to the role of social studies education in promoting environmental issues awareness.

ii. The study found that social studies education plays a significant role in promoting students’ knowledge of environmental protection and hygienic practices among junior secondary school students in Bwari, as evidenced by mean scores ranging from 3.40 to 3.49, all above the acceptance benchmark of 3.00. This indicates that respondents accepted all the items relating to the role of social studies education in promoting knowledge of environmental protection and hygienic practices.

iii. The study found that social studies education plays a significant role in promoting students’ participation in environmental protection and sanitation activities among junior secondary school students in Bwari, as evidenced by mean scores ranging from 3.40 to 3.44, all above the acceptance benchmark of 3.00. This indicates that respondents accepted all the items relating to students’ participation in environmental protection and sanitation activities.

iv. The study found that social studies education plays a significant role in promoting positive attitudes toward environmental conservation among junior secondary school students in Bwari, as evidenced by mean scores ranging from 3.40 to 3.45, all above the acceptance benchmark of 3.00. This indicates that respondents accepted all the items relating to the promotion of positive attitudes toward environmental conservation.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
Reference
Appendix

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