Factors Responsible for Poor Academic Performance of Pupils in Social Studies among Public Primary Schools
Factors Responsible for Poor Academic Performance of Pupils in Social Studies among Public Primary Schools
Abstract
The main purpose of the study was to examine the factors responsible for poor academic performance of pupils in social studies among public primary school in omoku metropolis. The study was guided by three specific objectives which were translated into research questions. Literature related to the study was reviewed accordingly.
A survey design was adopted in the study as it allowed the researcher to assess the opinion of the respondents by studying part of the population as a representative sample. The sample size for the study was 150 respondents comprising teachers, students, and parents in three (3) selected public primary schools in Ogba/Egbema/Ndoni Local Government Area of Rivers State. Questionnaire was the instrument used for the collection of data from the respondents, the data collected was analyzed using the mean score method. Based on the analysis of data, the findings of the study indicate that:
Pupils’ negative attitudes towards social studies such as, inability to read their notes, inability to complete their assignment, and poor attitude to study are pupil’s negative attitudes that contributes to poor academic performance in social studies.
Pupils perform poorly in social studies because a good number of social studies teachers are not qualified, unqualified teachers make students lack interest in social studies, and teachers wrong use of teaching methods contributes to pupil’s poor academic performance in social studies. Most parents are un-educated and do not assist their children in homework, un-educated parents do not enroll their children in good schools and cannot provide learning materials for their children.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Academic performance among primary school students, particularly in subjects like Social Studies, is a matter of concern, especially in public schools. Various factors contribute to this issue, with socioeconomic status being one of the most significant.
Studies have consistently shown that students from low-income families face obstacles such as limited access to educational resources, inadequate parental support, and unstable home environments (Bradley & Corwyn, 2002). These challenges hinder their ability to perform well in subjects like Social Studies, which require critical thinking and understanding of complex societal concepts.
Teacher competence and methodology also play crucial roles in students’ academic performance. Research suggests that teachers’ lack of training in Social Studies curriculum and outdated teaching methods contribute to students’ disengagement and poor performance (Kagan, 1992). Moreover, the relevance and implementation of the curriculum are essential. If the curriculum fails to resonate with students’ experiences or lacks practical applicability, it may lead to surface-level learning and disinterest in the subject (Sarra, 2012).
Resource allocation within schools significantly impacts educational outcomes. Insufficient funding for educational materials, including textbooks and technology, limits teachers’ ability to deliver effective instruction (Biddle & Berliner, 2002). Additionally, overcrowded classrooms and inadequate facilities hinder students’ learning experiences, particularly in subjects like Social Studies that require interactive and experiential learning (Lee & Smith, 1993).
Parental involvement is another critical determinant of academic performance. Research indicates that parental engagement positively correlates with students’ success (Desimone, 1999). However, disparities in parental involvement due to socioeconomic factors and cultural attitudes towards education can affect students’ performance in Social Studies (Fan & Chen, 2001).
Peer influence and social dynamics within schools also affect academic performance. Negative peer pressure and social exclusion can create hostile environments that hinder students’ engagement and learning (Ladd & Troop-Gordon, 2003). Moreover, assessment practices that prioritize memorization over critical thinking may not accurately measure students’ understanding of Social Studies concepts (Wiggins, 1998).
Language barriers and cultural context pose challenges, particularly for students from linguistically diverse or culturally marginalized backgrounds. A curriculum that neglects cultural relevance may fail to engage students and hinder their academic performance (Gay, 2010).
The quality of the teacher-student relationship is essential. A supportive environment fosters positive learning experiences and enhances students’ academic performance (Roorda et al., 2011). Technology integration in Social Studies education presents opportunities to enhance engagement and comprehension (Doolittle & Hicks, 2003). However, disparities in access to technology may widen the achievement gap.
Factors Responsible for Poor Academic Performance of Pupils in Social Studies among Public Primary Schools
Community and societal factors, such as socioeconomic opportunities and cultural attitudes towards education, also influence academic performance (Coleman et al., 1966). Communities that prioritize education tend to produce students who perform better academically.
Addressing poor academic performance in Social Studies requires comprehensive interventions. These may include teacher training programs, curriculum revisions, enhanced resource allocation, parental engagement initiatives, and technology integration efforts (Epstein et al., 2002). By addressing these factors collaboratively, stakeholders can work towards improving students’ academic performance in Social Studies and fostering a deeper understanding of societal concepts.
The aim and objectives of social studies is to inculcate in learners the life skill and values that would help them to function in a globalized society. There is a definite goal for adopting any innovative educational programme and that is- change for the better. The national philosophy of education in Nigeria recognizes the need for social studies education in building the desired social orientation needed after independence in mobilizing the young citizens for national development.
The subject was adopted in Nigeria about 50 years ago as a result of the quest for relevance in the Nigerian education. The traditional subjects like geography, history and civics inherited from the colonial education system according to Mbaba and Omabe (2012) were criticized for not being relevant both in purpose and content to the immediate needs of the Nigerian child and the society at large.
The traditional subjects also encouraged learners to know more about the colonial master’s country than about their own environment and the pressing problems in their society (Oweredu, 2010, Ikem and Reuben 2012). Social Studies in several nations of the world are essentially introduced to meet certain specific needs and aspirations of the people.
In Britain for instance, Social Studies was introduced into the school curriculum after the first and second world wars as panacea for social problems (Edinyang and Ubi 2013). The Nigerian society is not an exception to this. This however, partly explains why Social Studies have been given a pride of place at all levels of Nigerian education industry. The corruption free, humane, moral and integrated society which Nigeria is craving for cannot be achieved without a sound foundation as well as instructions in Social Studies.
Social Studies as a unique area of discipline is committed to transmitting and forming the values of citizens of this great nation. Mezeobi, Fubara and Mezieobi (2013), affirms the shortcomings of Social Studies when he states that, Social Studies education in Nigerian schools and college has failed in its educational mission in Nigeria or rather is falling in this enterprise. This position was re-echoed by Osakwe (2012) that Nigerian Social Studies should begin to focus on restructuring and re-conceptualizing to make the subject more relevant to current challenges, events and developments.
According to Udoukpong, (2014) he opined that Nigeria lacks a clear direction for the purpose, method and content of teaching Social Studies that would have addressed many developmental challenges in Nigeria. However, Enoh (2009) blamed education for the slow pace of development in Nigeria. To achieve the expected results, he contends, the school curriculum has to be revisited and restructured to fall in line with the vision of the national development desired.
Factors Responsible for Poor Academic Performance of Pupils in Social Studies among Public Primary Schools
This by implication means that the goals of Social Studies curriculum is yet to be achieved, hence, broad goal and objectives are left unachieved even after about five decades of its full scale introduction in the Nigerian educational industry. This is signaled by a society characterized by moral decadence, religious intolerance, man-made woes, corruption, tribal crises and terrorism such as that of Boko Haram. Also, in the list of these woes are the chain of bomb blasts, lootocracy and provocative statements among the ruling class, which Social Studies was supposed to have addressed.
Education outcomes are measured through examinations which have been accepted as an important aspect of the educational system. Examinations have always been used as the main basis for judging a student’s ability and also as a means of selection for educational advancement and employment.
However, a lot of students do not perform well in many school subjects, including social studies. The poor performance has raised concern among experts and concerned citizens to find out the reasons behind poor performance of social studies among primary school pupils in omoku metropolis. Factors such as lack of facilities in school, lack of teachers, pupils’ indiscipline, unfavorable home environment, low intelligence, and anxiety has been identified as some of the problems affecting poor performance in social studies. (Ndirangu, 2017).
This goes to buttress the fact that poor academic performance of pupils in social studies among public primary schools in omoku is a problem which needs to be tackled. Pupils’ performance is considered a vital indicator of good schooling, so the poor performance of pupils at the basic level of education has not only led to public outcry, but also educationists have been increasingly occupied in their attempt to identify factors responsible for pupils’ poor academic performance in social studies and means of solving the problem.
For example, Anamuah-Mensah (2010), an educationist attributed the phenomenon to lack of effective supervision and monitoring at school, lack of motivation for teachers and inadequate number of qualified teachers to fill empty classrooms. Also, Etsey (2015) attributed the cause of poor academic performance of pupils in social studies to a combination of factors relating to the school environment, teachers, pupils and parents.
In the same vein, Diaz (2013) found factors such as intellectual ability, poor study habits, achievement motivation, lack of vocational goals, low self-concept, low socio-economic status of the family, poor family structure and anxiety as contributing to educational performance. It goes without saying that poor academic performance in public schools may be the result of interplay of several factors such as; lack of facilities in school, lack of teachers, pupils’ indiscipline, unfavorable home environment, low intelligence, and among others which are identified as some poor academic performance of pupils in public primary school in Omoku metropolis.
Factors Responsible for Poor Academic Performance of Pupils in Social Studies among Public Primary Schools
1.2 Statement of Problem
The academic performance of pupils in Social Studies within public primary schools remains persistently low, posing a significant concern for educators, policymakers, and stakeholders. Despite efforts to enhance educational outcomes, a substantial proportion of students continue to struggle with understanding and applying concepts in Social Studies. This issue is multifaceted, with various factors contributing to the overall poor performance observed across diverse school settings.
Socioeconomic disparities play a prominent role, as students from low-income families often face barriers such as limited access to educational resources, inadequate parental support, and challenging home environments, all of which impact their ability to excel in Social Studies. Additionally, shortcomings in teacher competence and methodology, curriculum relevance and implementation, resource allocation, and the broader socio-cultural context further compound the problem, highlighting the need for a comprehensive understanding of the underlying factors driving poor academic performance in Social Studies among public primary school pupils.
Thus, many public schools still lack improved performance. Researchers generally agree that a combination of family, school, teacher and students factors exert significant influence on the educational aspirations and academic performance of pupils. The study therefore sought to find out the factors responsible for poor academic performance of pupils in social studies among public primary schools in omoku metropolis.
1.3 Purpose of the Study
The major purpose of the study is to investigate the factors responsible for poor academic performance of pupils in social studies among public primary schools in omoku metropolis. Specifically, this study will seek to:
- Determine the extent pupil’s attitudes contributes to poor academic performance in social studies.
- Determine the extent teacher’s qualification contributes to poor academic performance of pupils in social studies.
- Determine the extent parents educational level contributes to poor academic performance of pupils in social studies.
1.4 Research Questions
The following research questions will guide the study:
- To what extent do pupils attitudes contributes to poor academic performance in social studies?
- To what extent do teacher’s qualification contributes to poor academic performance of pupils in social studies?
- To what extent do parents educational level contributes to poor academic performance of pupils in social studies?
1.5 Significance of the Study
The outcome of the study would be important to all stakeholders in education. The findings of the study could be used as a framework for improving academic performance in all public schools in Omoku metropolis.
Principals may utilize the results of the study to establish ways and means of improving performance in their respective schools, including those that have been enjoying good academic standards.
Students could use the results at their personal level to avoid negative traits so as to enhance their personal academic performance.
For further researches, the factors that are responsible for poor academic performance in social studies would be documented and can be used as a point of reference to carry out further studies.
Factors Responsible for Poor Academic Performance of Pupils in Social Studies among Public Primary Schools
1.6 Scope of the Study
The scope of the study focus on the factors responsible for poor academic performance of pupils in social studies. The study will be carried out in Ogba/Egbema/Ndoni Local Government Area of Rivers State. The study will be limited to three (3) public primary schools in Omoku in Ogba/Egbema/Ndoni Local Government Area of Rivers State.
1.7 Definition of Operational Terms
Academic Performance: Educational activities embarked upon by a child in a school or learning environment.
Social Studies: Various aspect or branches of the study of human society, considered as an educational discipline.
