Impact Of Social Studies Curriculum Content On Value Disposition Among Junior Secondary School Students In Plateau State

Abstract

This study investigated the impact of Social Studies curriculum content on value disposition among junior secondary school students in Quaan-pan local government area, Plateau State. From the stated objectives of the study, 3 research questions were formulated with 1 hypothesis tested at 0.05 level of significance. The study adopted a descriptive survey design to study a population of 633 JSS3 students from 22 Government Secondary Schools in Quaan-Pan LGA, plateau State. Simple random sampling technique was used to select 240 students as sample from10 secondary schools in the study area from whom data were collected and generalizations made on the entire population. A self-developed structured questionnaire titled “Social Studies Curriculum Content and Value Disposition Questionnaire for Students (SSCCAVDQFS)” was used for data collection. Face and content validity were determined for the instrument while Cronbach Alpha technique was used to determine the reliability of the instrument at 0.75 index level. Simple percentage was used to answer the 3 research questions raised while Pearson Product Moment Correlation (PPMC) was used to test the null Hypothesis at 0.05 level of significance. The study showed that the contents of Social Studies curriculum when properly taught will have the potentials of inculcating positive personal values among junior secondary school students for positive democratic life in the society. It also showed that social ills manifested in the society as a result of lack of general value disposition among Junior Secondary School Students in Quaan-Pan LGA as a result of fault in some curriculum contents of Social Studies. The study concluded that no doubt Social Studies is an instrument for societal reengineering hence, has the potential of inculcating positive values among students in Quaan-Pan Plateau State. The study recommended among others that there is need for review of Social Studies curriculum content to accommodate more concepts geared towards value education and citizenship education instead of introducing same concepts as separate subjects capable of causing confusion among learners in Nigeria.