Abstract:
The focus of this study was to investigate teachers' assessment of social studies curriculum as a tool
for resolving socio-cultural conflict for national integration and development in Nigeria. A sample of
350 teachers was drawn from all government owned Junior Secondary School in North-Central,
Nigeria. A 36- item questionnaire was used, which was subjected to experts' scrutiny. The reliability
coefficient of the instrument was computed using Cronach's alpha to arrive at a reliability index of
0.87. Percentages were used to analyze bio-data of respondents, while t-test and ANOVA were used
to analyze two sample variables and more than two sample variables respectively. The findings
revealed that there was no significant difference in graduate and non-graduate teachers in terms of
the assessment of the curriculum contents of the subject. There is significant difference in male and
female teachers in terms of their assessment of the use of instructional resources as a tool for
resolving socio-cultural conflicts. The study recommended that social studies be made a core subject
from early child-care education (ECCE) to Senior Secondary School. It was further recommended
that teachers should be encouraged to attend conference, seminars and workshops. It was
recommended that nomination of teachers for workshops, conference and seminars should always
involve rural and urban teachers. Finally, gender should also be considered when sending teachers to
attend and workshops. |
