Pupils variables and academic achievement in social studies among primary school pupils

Pupils variables and academic achievement in social studies among primary school pupils

Abstract

The study was carried out to investigate the pupils’ variables and academic achievement in social studies among primary school pupils in Ikot Abasi Local Government Area. To achieve the specific objectives of the study, two (2) null hypotheses were formulated. A review of the related literature was done as a guide in establishing principles for the study. The research adopted a quasi-experimental research design. The population of the study was all primary five (5) social studies pupils in Ikot Abasi Local Government Area from twenty (20) public primary schools selected. Simple random sampling technique was employed to select four (4) schools from twenty (20) public primary schools in the study area.

A total of two hundred (200) primary five (5) social studies pupils were selected from the four (4) primary schools selected for the study. Social Studies Achievement Test (SSAT) was used in collecting data for the study and the data collected was analyzed using independent t-test statistics. The finding from the study showed that male pupils performed better than their female counterparts did. Also, the study revealed that pupils of the ages 10-12 performed better than pupils of the ages 8-9.

Pupils variables and academic achievement in social studies among primary school pupils

 CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

It is interesting to note that researchers in education and other stakeholders have contributed immensely towards improving academic performance of learners in the teaching-learning process. Researchers have conducted researches mostly on environmental factors, teacher related factors, home and parental factors, use of instructional materials and school locations among other  variables while pupils’ variable seem to receive or attract less touch.

Pupils’ variable according to Meador (2013) includes those behavioral patterns that either foster or inhibit the pupils’ performance at school. He listed some of the positive pupils’ variables to include asking questions, hard work, regularity at class, class participation, seizing opportunities, trustworthiness and being a problem solver. Young (2012) identified the variables of good pupils to include being attentive in class, consulting with instructors, promptly turning in assignment and making good use of extra credit hour opportunities.

Pupils’ variable is a compound concept that encompasses the learner’s age, experience, interest, health, beliefs, gender, motivation and previous learning and intelligence (Fakeye, 2012). Apart from the afore factors mentioned earlier which have received much researcher’s touch, Cohen (2013) argued that pupils’ variables may even impact highly on academic performance considering the fact that they learn what is of interest to them. According to the researcher, “as a teacher, you can only create the learning  environment needed, explain the concept as supposed, use necessary material to facilitate the learning but cannot force the learner on what, how when and where to learn, he learns what is of his satisfaction depending on his personal attitude.  Many researchers have come to argue that learning should be learners-centered. This obviously is a pointer to the fact that pupils apart from being mere learners but listeners, their variables may go a long way in determining the extent to which they can progress academically.

In Nigeria, in spite of the enormous role that has been set in their respective places to enhance the academic performance of the pupils, many factors has contributed to this ugly and unwholesome situation. These factors include pupils’ health, lack of interest, gender inequality and pupils’ study habits. Researchers have identified a number of factors that may have impact on pupils’ interest in specific subjects, researches has been carried out on pupils’ variable and interest in social studies, basic questions till now are open how to make pupils’ variables toward arts and science more favorable and how to increase their interest in the subject, interest has many applications for studying and learning.

It is particularly note worthy that a variety of research also found significant gender difference in attitude towards an interest in social studies with girls losing interest faster than boys in secondary schools. It is also likely a point of interest to note that gender difference were most likely to be connected with a number of variables related to classroom experiences including pedagogical variables. This implies that gender is a very good predictor of performance in arts subjects at secondary school level. It is against this backdrop that, this study is designed to investigate those   factors associated with learners particularly in Ikot Abasi Local Government Area of Akwa Ibom State because the earlier we identify those good and bad pupils’ variables and properly address them, the better the academic performance of pupils in social studies and at large and all other life subjects.

1.2   Statement of the Problem

Pupils’ variables have been found to have a considerable influence on pupils’ interest in learning and academic achievement. Accordingly, the school system has put in place several rules and regulations to guide the pupils. For a smooth academic progress in school, pupils’ are expected to be law abiding, respectful of school authorities and school staff as well as being regular and punctual to class. Other variables expected of the pupils includes, respect for one another, honesty, hard-work commitment to class tasks and attentiveness in class.    

In Nigerian educational system, policy keeps collapsing from time to time and this has generated much concern from several quarters of the nation. For instance, social studies which initially was a compulsory subject in all Nigerian primary schools in now an elective subject. Again, children are sent to school some at a very tender age while some at their advanced age, quite unlike what was obtained in those days. As if this is not enough, parents now let their wards to jumps certain classes claiming that the children are of high intelligence.

It has been noted that pupils who exhibits positive variable like regularity in class, active class participation and prompt response to assigned tasks were  more committed to learning than pupils with negative variable which includes; poor study habit, irregularity in class, truancy, fighting, disobedience, examination malpractice, lateness to school and general indiscipline; others include; pupils abstaining themselves from school and classes using unnecessary excuses such as being sick when they are not, fake suspension by the school authority or teacher, some of these variables are common among the pupils who perform poorly in their test and examination.

At this point, one would stop to ask, where is the foundation to a healthy living by the society when social study has become an optional subject in our foundational schools? Having young, average and advanced ages in the same class? Should children be allowed to jump classes all in the name of high intelligence? What is its impact, if at all there is?

The growing number of failure in social studies in both external and internal examinations in primary schools has become alarming and also a cause of concern because of this nagging issue. Educators have been forced and motivated to conduct series of research study with the view of finding a lasting and better solution to the problem of learning social studies. This study seeks to investigate the possible answers to this problem.

1.3   Purpose of the Study

        The purpose of this study was to examine the pupils’ variables and academic achievement in social studies among primary school pupils in Ikot Abasi Local Government Area.

Specifically, the study sought to;

1. Determine the influence of gender variation and academic achievement in social studies among primary school pupils in Ikot Abasi Local Government Area.
2. Determine the influence of age variation and academic achievement in social studies among primary schools pupils in Ikot Abasi Local Government Area.

Pupils variables and academic achievement in social studies among primary school pupils

1.4   Research Questions

The study will attempt to provide answers to the following questions;

1. To what extent does gender variation influence the academic achievement in social studies among primary school pupils in Ikot Abasi Local Government Area?
2. To what extent does age variation influence the academic achievement in social studies among primary school pupils in Ikot Abasi Local Government Area?

1.5   Research Hypotheses

The following Hypotheses were formulated to guide the study;

1. There is no significant difference between the academic achievement of male and female pupils in social studies in Ikot Abasi Local Government Area.
2. There is no significant difference in academic achievement of social studies pupils of the ages eight to nine (8-9) and those of the ages ten to twelve (10-12) in the same class in Ikot Abasi Local Government Area.

1.6   Significance of the Study

1. Counselors will find it useful to discuss with the learners and possibly guide them on the need to improve on those variables that can impart on learning.
2. Parent will appreciate the need of sending their wards at the tender age of life to school.
3. Parent will realize whether allowing their wards to jump classes in the best thing do for them. Again encouraging their wards to develop interest in subjects early.

Pupils variables and academic achievement in social studies among primary school pupils

1.7   Delimitation of the Study

The study was restricted to pupils’ variables and academic achievement in social studies among primary school pupils’ in Ikot Abasi Local Government Area of Akwa Ibom State. Also the study was restricted to primary five (5) pupils in the selected primary schools in the study area.

1.8   Limitation of the Study

The study was face with difficulties, which includes;

1. Time Factors: The period for the completion of the study was short and researcher could not cover all the identified pupils’ variable and its impacts on academic achievement.
2. Financial constraint: Finance available for the study was not enough to support the research into other subject and possibly expand the study to other Local Government Area of the State.           
3. Pupils’ insincerity of their age: Some pupils were not sincere about their age.

1.9   Definition of Terms

Pupils’ Variable: This involves the behavioral pattern and attributes that are peculiar to the learners.

Academic Performance: This is a score average of the pupils’ determined using assessment, test and examination.

Learners: This is a person who is undergoing studies in school.