The Influence of Social Networking Sites on Academic Performance of Primary School Pupils in Social Studies in Private Schools

The Influence of Social Networking Sites on Academic Performance of Primary School Pupils in Social Studies in Private Schools

Abstract

The study investigated the influence of social networking sites on academic performance of primary school pupils in Social studies in private schools in Ondo Central Senatorial District of Ondo State. The survey research design was employed in the study. The population of the study comprised all the primary school pupils in Ondo Central Senatorial District of Ondo State in the 2021/2022 session. A total of four thousand nine hundred and ninety eight (4998) primary school pupils were selected from the forty nine (49) primary schools using stratified sampling technique in the six Local Government Areas that made up Ondo Central Senatorial District and used as the sample size. The instrument that was used in gathering the needed data for the study were a questionnaire on “Social Networking Sites and Academic Performance of Pupils’ Questionnaire (SNSAPPQ)” and Social Studies Performance Test (SSPT). The data obtained for the study were analyzed using ANOVA statistical method.

The findings of the study showed that: there is a significant influence of Facebook networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State; and there is a significant influence of YouTube networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State. In the light of the findings of this study, it was recommended that pupils should be educated on the influence of Social networking sites on their academic performance; pupils should be monitored by teachers and parents on how they use these sites; and that teachers should ensure they use the social networking sites as a tool to improve the academic performance of pupils in schools.

Introduction

Social Studies in some countries of the world are basically introduced to meet some specific needs and aspirations of the people. In Britain, for example, sociology was introduced into the school curriculum after the First and Second World Wars as a panacea for social problems. Nigerian society is not an exclusion to the assertion. This, however, partly explains why Social Studies has been given pride of place at all levels of the Nigerian education industry.

The corruption-free, humane, moral, and integrated society that Nigeria is craving for cannot be achieved without a sound foundation as well as instructions in Social Studies. Social Studies as a unique disciplinary field, committed to conveying and shaping the values ​​of the citizens of this great nation. Social Studies have been accepted as “a subject at school that helps pupils acquire the basic knowledge, skills and positive attitudes necessary to become responsible citizens and contributing members of society” (Alberta, 2010).

In the Nigerian context, the goals of Social Studies curriculum design is aimed at building a sound and balance of mind as the foundation of a functional social education oriented towards the development of an intelligent, responsible and autonomous citizen. The mainstreaming and dissemination of social knowledge through the design of the social studies curriculum  in Nigerian schools aims to: be confident and proactive; The power of imagination and resourcefulness; Thirst for knowledge and never stop learning; Feel sorry for those less fortunate; Sense of respect  and tolerance for the opinions of others; Social values ​​and attitudes such as cooperation; joining; interdependence; open personality; honesty; integrity; reliability; diligent and obedient as well as national consciousness and patriotism (Garb, Singh, Yusuf and Saad, 2012).

However, despite the importance of teaching social studies in society, there have been issues of poor academic performance of pupils in the subject. Academic Performance has to do with what a learner is able to accomplish by execution of class work in the school. Wentling (2018) asserted that the academic performance is pupils’ achievement and acquisition of learning objective within a specified period of study.

The objective are established based on the age, prior learning and capacity of individuals with regards to education, socialization and qualification. Some of the purposes of academic performance measurement are enumerated in Ukwuije (2018) as follows: to determine the relative effectiveness of a programme in terms of students’ behavioural outputs; to identify students growth or lack of growth in acquiring desirable knowledge skills, attitudes and social values; to help teachers determine the effectiveness of their teaching technique and learning material; to help motivate students to learn as they discover their progress or lack of progress in given task; to encourage students to develop a sense of discipline and systematic study habits; to acquaint parents or guardians with their children performance;

The Influence of Social Networking Sites on Academic Performance of Primary School Pupils in Social Studies in Private Schools

to predict the general trend in the development of teaching learning process; to make reliable decision about education planning and to provide educational administrators with adequate information about teachers effectiveness and school need. Ukwuije concluded that academic performance is very important in schools as it is the yardstick used in determining the success or failure of the educational system. It is relevant instructional, administrative, guidance and counseling and research purposes.

This poor academic performance is one of the utmost concerns of parents, teachers, government and stakeholders in the educational sector. And if this is not looked into, such pupils will have to face the effect of poor academic performance which includes examination malpractice and gloomy future (Saini, 2012). This is one of the reasons why parents employ home teachers for their children or even change their children’s school persistently in hope that things will change. Moreover, teachers are not also pleased when their pupils perform academically poor.

There is a saying which goes thus “the success of a teacher depends on the accomplishment of his/her learners (Wentling 2018)” Many factors have been identified to be the cause of the poor academic performance of pupils. One of these factors is teachers’ approach to teaching or instructional strategy adopted in the teaching and learning process. This is because social studies being a non practical subject need to be handled with materials which enable the teachers to explain the concepts with concrete evidences minimizing the level of abstraction. The approach used by teachers during lesson delivery to students will determine whether the students will understand or not.  When the content is poorly delivered, it will tell on the achievement of the students. It is common to see teachers teaching while students are not learning. This calls for reevaluation by the teachers on his/her approach to teaching (Onono, 2019).

Another factor of poor academic performance of students is academic anxiety, academic anxiety is a consequence or outcome of biological or emotional response that lower attentiveness level of students during learning process. The dimensions of instructional tension encompass; impressionability, worry, discrepancy in reading competencies and intrusion through obligation or undertaking of students. Fundamentally, those factors of instructional tension have a good sized bearing at the primary school level of education outcomes. The first issue of instructional tension is emotionality this is characterised with signs which include pains in the body, fright (panic), excessive palpitations, queasiness (nausea), wet palms, touchiness (irritability), and tenseness amongst others. In maximum cases, those are emotions emanating from the incapability to carry out predicted duties. Undeniably, emotionality can effect negatively on pupil instructional overall performance if not attended to (Saini, 2012).

Idehen (2017) has been linked to many students’ factors like proper engagement of students in learning processes and school factors such as school type have impacts on students’ academic performance, Abasiono (2021) asserted that the pupils’ engagement in social media is another factor that affect the pupils especially at the primary level of education since the primary level is intended to provide pupils with an adequate knowledge base for their future activities and also to adapt them to changing situations (Federal Ministry of Education, 2013).

Similarly, primary level of education is aimed at providing pupils with the intellectual background adequate for their future endeavour and also to make them adapt to changing situations (Federal Ministry of Education, 2013). These can only be achieved through effective instructions in an active and nurturing environment. In the field of education, it is notable to acknowledge the crucial role of online learning during the corona virus pandemic era. Social Networking Sites (SNSs) are virtual communities where users can create individual public profiles, interact with real-life friends, and meet other people based on shared interest.

A social media site has profiles and connections, combined with the tools to easily share online content of all types. The difference between the two things is that social media is mainly used for communications, while social networking site is used to build that network of people. Boyd (2008) defines social networking sites (SNS) as web services that allow individuals to create public or semi-public profiles within a limited system, to obtain a list of connections and visits. view, and expand their list of connections to these sites. allows users to sit online profiles or personal homepages and develop online social networks, including Facebook and YouTube.

Facebook is a social networking site that allows its users, who register (sign-up) for free profiles to connect with friends or people they don’t know online. Facebook allows its users to share images, music, videos, and their thoughts and opinions with however many people they like (Madrigal, 2012).

YouTube is a social networking video site sharing service where users can watch, like, share, comment, and upload their videos. The video service is accessible on PCs, laptops, tablets, and mobile phones (Bennett, 2010). Social networking sites though has been acknowledged as a significant resource for education today, studies, however, show that pupils use social networking sites such as Facebook for fun, to kill time, to meet existing friends, or to make new ones and this, in turn, influence their learning outcome (Ellison, Steinfield, and Lampe 2007).

Bennett, (2010) posited that learning has gone beyond class-rooms where social learning is promoted in almost all the leading social networking sites. Students can take classes from social networking sites and discuss their learning’s or doubts using various social media channels. Students can make use of live video that is a part of so many social networking sites to engage themselves in classes. Students can share study materials through social networking sites like Facebook and Youtube. In this process of social learning, it’s becomes very important for students to stay connected to peers. Students can make friends with friends of friends and build a strong network. In line with this, Pugh (2017) asserted that social networking sites is a beautiful platform for students to express themselves. Many students will be scared with the thought of what will happen if they express themselves. It helps students to share their thoughts without any fear.

Social networking sites allows students to express in many ways, like by posting photos, blogs, individual articles, videos, audio clips etc. This helps students to come out of the box and explore their talents. Such events will identify the student’s talents and give them opportunities further in life. Compared to before it’s very easy to communicate with others now. This has become possible only with the help of social networking sites. Social networking sites have helped us to do away with the old methods where students had to wait for an opportunity to participate in an event and showcase their talents. From when social networking sites has come into picture it has given students a beautiful platform for them to showcase their talents.

Tinto (2017) argued that social networking sites are utilized in the teaching and learning process both by teachers and learners and those face-to-face academic activities were not enough to satisfy pupils during the Covid-19 period in Nigeria. This shows that social networks may be beneficial for the pupils as they may contribute to their learning experiences as well as in their academic life. Cain (2009) asserted that social network sites provide ease of relating people to one another as well as posting news, educative material and other things including videos, pictures and music.

Wiley and Sisson (2006) argued that previous studies have found that more than 90% of school pupils use social networks at home. In the same way, Ellison (2017) stated that the pupils use social networking websites approximately 30 minutes throughout the day as a part of their daily routine life; and that pupils are adapted to social networking site (facebook and Youtube). Lenhart and Madden (2017) revealed through a survey that pupils strongly recommend social networking websites to stay in touch with friends to keep informed and aware.

Contrary to the above assertion, Trusov, Bucklin, & Pauwels (2009) noted that social networking sites are extremely unsafe for pupils as they become hugely common and well-known in past few years. This may be due to the fact that pupils may not be able to fully grasp the reality of time management, prioritization, concentration, and study habit as necessary factors that inhibit academic performance in learning. Time management according to Pugh (2017) has been considered the key to success.

It is a form of self-management with a clear emphasis and time in understanding what activities to do, how to do them more efficiently, at what time it is to be done, and when is the correct time to a particular activity (Savino, 2016). Olubiyi (2012) noted that these days’ pupils are so engrossed in social networking sites that they are almost 24 hours online. Even in classrooms and lecture theaters, it has been observed that some pupils are always busy pinging or Facebooking at home and these make them exposed to situations that may be harmful to them. Hence most pupils experience a deviation from the main users of social networking sites for learning purposes.

According to Kuppuswamy and Shankar (2010), social network websites grab attention of the pupils and then diverts it towards non-educational and inappropriate actions including useless chatting. On the other hand, (Liccardi, Ounnas, Massey, Kinnunen, Midy, & Sakar, 2007) observes that pupils are socially connected with each other to share their daily learning experiences and converse on a variety of topics.

Tinto (2017) argued that extracurricular activities and academic activities are not enough to satisfy some student those who are suffered by social networking isolation. This shows that social networks are beneficial for the pupils as it contributes in tier learning experiences as well as in their academic life.

However, since pupils spend more time on social networking sites; it is pertinent to investigate into the effect these networking sites could have in the academic performance of pupils especially in private primary schools in Ondo Central Senatorial District. This triggers the present study to examine the influence of Social Networking sites on academic performance in Social studies of Primary school pupils in private schools in Ondo Central Senatorial District of Ondo State.

Statement of the Problem

The teaching and learning of social studies in Nigerian schools has series of challenges owing to the fact that the process involves the effort of both the teachers and the pupils. Thus, one of the major challenges of the educational system is lack of pupils’ participation in the teaching and learning process at the primary level of education, which also affects the quality delivery of educational institutions.

This implies that the pupils occupy the central position in the teaching and learning process and learning cannot be forceful as such the pupils must be ready to learn before they can learn. However, due to the important position occupy by pupils in the teaching learning process, their interaction and activities within and outside the classroom becomes necessary to be investigated upon.

Similarly, there is tremendous pressure on pupils to achieve good performances because learning outcome is assumed to possess predictive value on the pupils’ future endeavour. The importance of pupils’ learning outcome has raised several queries among educational researchers. In search for an answer to the queries, a number of attempts have been made by researchers to identify factors which influence pupils’ learning outcome. It is therefore based on the above importance that a question arises in mind of the researcher whether the activities of the pupils on social media is related to the pupils’ learning outcome in social studies or not?

This is owing to the fact that social networking sites (SNSs) are virtual communities where users can create individual public profiles, interact with real-life friends, and meet other people based on shared interest. Social networking sites manifest in Facebook and YouTube.

However, these social media handles have been observed to have attracted the interest of pupils when exposed to it. By so doing, it tends to influence their activities and concentration during lessons in the classrooms due to the time spent using these media. Little study has been done looking at the social media sites and academic performance in Ondo, much which is directed to mainly the junior secondary school pupils.

Since we live in the information age, this fact clearly makes new demand on the educational system, requiring radical changes on “what” and “how” pupils learn and why pupils are not doing as per expectations. It is important to have a clear understanding of what benefits or hinders one’s educational performance. This is the premise that motivated the researcher to investigate the influence of social networking sites on the academic performance of the primary school pupils in Social studies in private schools in Ondo Central Senatorial District of Ondo State.

Purpose of the Study

The main purpose of this study will be to investigate the influence of social networking sites on academic performance of primary school pupils in Social studies in private schools in Ondo Central Senatorial District of Ondo State. Specifically, this study intends to:

• Examine the influence of Facebook networking site on the academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.
• Determine the effect of YouTube networking site on the academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.

Research Question

To guide this study, the following research questions are posed:

• What is the influence of Facebook networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State?
• How does YouTube networking site influence academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State?

Research Hypotheses

            The following Research hypotheses were formulated to guide the study:

1. There is no significant influence of Facebook networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.
2. There is no significant influence of YouTube networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.

Research Design

The survey research design was adopted in the study. This design was appropriate since the researcher had no control over the variables under study. The social networking sites under this study being the independent variable had already occurred in the course of teaching and learning social studies. Hence the researcher intervenes to check its effect on the primary pupils’ academic performance in social studies in primary Schools in Ondo Central Senatorial District of Ondo State.

Area of Study

            The study was conducted in Ondo Central Senatorial District of Ondo State. Ondo Central is a senatorial district in Ondo State and comprise of: Akure North Local Government Area; Akure South Local Government Area; Idanre Local Government Area; Ifedore Local Government Area; Ondo East Local Government Area; Ondo West Local Government Area. Population

            The population of the study comprised all the pupils in private primary schools in Ondo Central Senatorial District of Ondo State in the 2021/2022 session. The estimated population of study is about 969153 pupils from 497 primary schools according to Ondo State Ministry of Education (2022).

Sampling Size and Technique

            In Ondo Central Senatorial District of Ondo State, there are 497 primary schools out of this, forty nine (49) schools were selected using stratified random sampling technique for the study. The strata were (urban and rural areas) and 34 primary schools were selected from urban schools and 15 primary schools were selected from rural area. A total of four thousand nine hundred and ninety eight (4998) primary school pupils were selected from the forty nine (49) primary schools using multi staged sampling technique (Stratified sampling technique and simple random sampling technique) in the six Local Government Areas that made up Ondo Central Senatorial District and used as the sample size.

The Influence of Social Networking Sites on Academic Performance of Primary School Pupils in Social Studies in Private Schools

Instrumentation

 The instruments that were used in gathering the needed data for the study was a questionnaire on “Social Networking Sites and Academic Performance of Pupils’ Questionnaire (SNSAPPQ)” and Social Studies Performance Test (SSPT). The Social Networking Sites and Academic Performance of Pupils’ Questionnaire (SNSAPPQ) contained two sections: Section A and section B. Section A contained information about the respondents’ bio-data and section B contained twenty statements about the topic.

The instruments that were used in gathering the needed data for the study were a questionnaire on “Social Networking Sites and Academic Performance of Pupils’ Questionnaire (SNSAPPQ). The instrument contained two sections: Section A and section B. Section A contained information about the respondents’ bio-data and section B contained ten statements about the topic. Social Studies Performance Test (SSPT) constructed by the researcher had twenty (20) multiple choice question with option lettered A-D.

Validation of Instrument

The Social Networking Sites and Academic Performance of Pupils’ Questionnaire (SNSAPPQ) and Social Studies Performance Test (SSPT) were developed by the researcher and the draft copy was shown to the research’s supervisor and two other experts in Measurement and Evaluation. Their inputs and corrections on certain items gave the researcher a guide to review the items before they were considered suitable for administration.

Reliability of the instrument

The split half method was used to establish the reliability of instrument. To accomplish this, thirty (30) pupils in a school of the same population that were not part of the main study were administered the instrument. Data emanated were split into two equal parts were correlated using the Pearson Product Moment Correlation Coefficient (PPMCC) analysis. The reliability of the instrument was 0.81 therefore the instrument was considered reliable.

Research Procedure

The researcher visited the selected schools with the letter of introduction given to her to obtain permission from the school principal(s) to use their schools for the research. When the request was granted, the researcher was introduced to the Basic Five teachers who acted as the research assistant in the administration of the instruments. The researcher’s assistants administered the instruments in each school; fifty pupils participated in the study.

The researcher with the assistance of the Basic 5 teachers instructed the pupils on the purpose of the study. The Social Networking Sites and Academic Performance of Pupils’ Questionnaire (SNSAPPQ) was then administered and the instruments after completion by the pupils were collected at the spot to ensure 100% return. The Social Studies Performance Test (SSPT) was further administered immediately to the pupils to test their academic performance in Social Studies.

Method of Data Analysis

The data obtained for the study were analyzed using Analysis of Covariance (ANOVA). The result was tested at 0.05 levels of significance.

Results

Research Hypothesis One: There is no significant influence of Facebook networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.

Table 1:Summary of one way ANOVA result on influence of Facebook networking site on academic performance of primary school pupils in social studies in private schools (n = 4998)

* = significant at 0.05 probability level

Result of analysis as shown in Table 1 showed that a one-way ANOVA was preformed to compare the Facebook networking site on academic performance of primary school pupils in social studies in private schools. A one-way ANOVA revealed that there was a statistical difference in mean response between the pupils’ response on the Facebook networking site on academic performance of primary school pupils in social studies in private schools as the f-calculated value of (556.35) is greater than the f-critical value of 2.60 at (3 and 4994) degree of freedom at 0.05 significance level. Since the f-calculated value is greater than the f-critical value, the null hypothesis is rejected. This implies that there exists a significant influence of Facebook networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.

Research Hypothesis Two: Youtube networking site does not significantly influence academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.

Table 2: Summary of one way ANOVA result on influence of Youtube networking site on academic performance of primary school pupils in social studies in private schools (n = 4998)

* = significant at 0.05 probability level

Result of analysis as shown in Table 2 showed that a one-way ANOVA was preformed to compare the Youtube networking site on academic performance of primary school pupils in social studies in private schools. A one-way ANOVA revealed that there was a statistical difference in mean response between the pupils’ response on the Youtube networking site on academic performance of primary school pupils in social studies in private schools as the f-calculated value of (771.68) is greater than the f-critical value of 2.60 at (3 and 4994) degree of freedom at 0.05 significance level. Since the f-calculated value is greater than the f-critical value, the null hypothesis is rejected. This implies that there exists a significant influence of Youtube networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.

Discussion of Results

The findings of research hypothesis one showed that there exists a significant influence of Facebook networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State. This finding is in conformity with Ellison, Steinfield, and Lampe (2007) who asserted that social networking sites although has been recognized as an important resource for education today, studies however shows that pupils use social networking sites such as Facebook for fun, to kill time, to meet existing friends or to make new ones and this inturn influence their learning outcome.

This findings also is in line with the study of Tinto (2017) who argued that extracurricular activities and academic activities are not enough to satisfy some student those who are suffered by social networking isolation. This shows that social networks are beneficial for the pupils as it contributes in their learning experiences as well as in their academic life.

The findings of research hypothesis two showed that Youtube networking site influence the academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State. This findings is in conformity to Trusov, Bucklin, & Pauwels (2019) noted that the Internet is no doubt evolution of technology but specifically social networks are extremely unsafe for pupils, social networks become hugely common and well-known in past few years.

This study also conformed to Karpinski and Duberstein (2009) who conducted a study on the effect of social networking sites on academic performance of pupils in primary schools. The survey research design was adopted for the study and three research hypotheses were stated to guide the study. A questionnaire on social networking sites and academic performance was the instrument for data collection. The analysis of variance was used to analyzed the data collected for the study. The study revealed that the ppupils who are exposed to social networking sites networking sites are prone to social depression and this influence the academic performance of pupils.

Summary of the Study

The study investigated the influence of social networking sites on academic performance of primary school pupils in Social studies in private schools in Ondo Central Senatorial District of Ondo State. The survey research design was employed in the study. The population of the study comprised all the primary school pupils in Ondo Central Senatorial District of Ondo State in the 2021/2022 session.

In Ondo Central Senatorial District of Ondo State, there are 497 private primary schools out of this 49 schools were randomly selected for the study.  A total of four thousand nine hundred and ninety eight (4998) primary school pupils were selected from the forty nine (49) primary schools using stratified random sampling technique in the six Local Government Areas that made up Ondo Central Senatorial District and used as the sample size. The instrument that was used in gathering the needed data for the study were a questionnaire on “Social Networking Sites and Academic Performance of Pupils’ Questionnaire (SNSAPPQ)” and Social Studies Performance Test (SSPT). The test-retest method was used to establish the reliability of instrument. The data obtained for the study were analyzed using Analysis of Covariance (ANOVA) statistical method. The result was tested at 0.05 levels of significance.

The findings of the study showed that: There is a significant influence of Facebook networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State; and there is a significant influence of YouTube networking site on academic performance of primary school pupils in social studies in private schools in Ondo Central Senatorial District of Ondo State.

Conclusion

The result from the findings of this study showed that, social networking sites have negative effects on pupils such as lack of privacy, distracting pupils from their academic work, taking most of their productive time, and such like, they also have benefits and can be used appropriately.   The findings of this study and earlier ones showed some noteworthy results. Social networking site participation of pupils negatively related with pupils’ outcome.

Recommendations

            In the light of the findings of this study, the following recommendations are made:

1. Pupils should be educated on the influence of Social networking sites on their academic
2. Pupils should be monitored by teachers and parents on how they use these sites.
3. Teachers should ensure they use the social networking sites as a tool to improve the academic performance of pupils in
4. Pupils should better manage their study time in and prevent distractions that can be provided by the social networking sites. There should be a decrease in the number of time spent by pupils when surfing t

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SOCIAL NETWORKING SITES AND ACADEMIC PERFORMANCE OF PUPILS’ QUESTIONNAIRE (SNSAPPQ)

SECTION A (DEMOGRAPHIC DATA)

Name: ……………………………………………………………………….

Name of School: ………………………………………….

Class: …………………..

SECTION B

SA- Strongly Agree, A- Agree, D- Disagree, SD- Strongly Disagree

SOCIAL STUDIES PERFORMANCE TEST (SSPT)

INSTRUCTION: Encircle the letter corresponding to the option you consider correctly answers the questions below.

1. The name of a river which Nigeria draws her name is ———
2. River Nigeria B. River Benue C. River Niger D. River Mississippi.
3. How many colours have the Nigeria flag?
4. 3 B. 4 C. 1 D. 2.
5. The eagle in the Nigeria coat of arms represents ——- A.strength B. power C. wealth D. football.
6. The second line of the Nigeria National Anthem is ———- A. so help me God B. Arise o compatriots C. Nigeria call obey D. To serve with heart and might.
7. Which of these is the minerals resources Nigeria is known for? A. palm oil B. petroleum C. Gold D. Diamond.
8. Which of these is not a means of transportation in Nigeria? A. Road B. Air C. pipeline D. Water
9. Jos plateau is known for which minerals? A. Crude oil B. Coal C. Diamond D. Tin
10. The capital of Ekiti State is —— A. Ado Ekiti B. Borno C.Ikere Ekiti D. Owerri
11. Another name for Akwa Ibom state is ———– A. Land of Excellence B. people’s paradise C. Uncommon transformation D. Land of promise
12. Which of these is a river in Nigeria? A. River Zambia B. River Nile C. River Senegal D. River Eden
13. The government that is closest to the people is the——— A. Local Government B. Good Government C. State Government D. Federal Government.
14. The extended family system is made of ———- A. Father, Mother and uncles B. Father, Mother and Children C. Father, Mother and teachers D. None of the above.
15. The confluence town in Nigeria is ———- A. Kogi B. Makurdi C.Jebba D. Lokoja
16. What raw material is used in the production of Belt and shoes? A. cotton B. Hide and skin C. Polythene D. Coal.
17. The Holy Bible is for Christians as the ———- is for Muslims. A. Holy Rosary B. Holy crosses C. Holy Mosque D. Holy Quran
18. A. I. D. S. is acronym for ——– A. Acquired Immunity Deficiency Syndrome. B. Acquired International Diseases Syndrome C. Acquired Immunity Diseases Syndrome D. None of the above.
19. The traditional chief in the village is called. A. Oba B. Obong C.Etteubom D. None of the above.
20. Who is the Governor of Akwa Ibom State? A. Lady Valerie Ebe B.Lady Helen Esuene C. Deacon Udom Emmanuel D. His Excellency Dr Gods’will Akpabio
21. What is the capital of Taraba State? A. Jalingo B. Abeokuta C.Uyo D. Asaba
22. What is the Local Government Headquarter of Ibiono? A. Ikono B. Itu C. Ibiaku Ntok Okpo D. Ini.

CORRECT ANSWERS

1. C
2. D
3. A
4. C
5. B
6. C
7. B
8. A
9. D
10. B
11. A
12. A
13. B
14. B
15. D
16. A
17. B
18. C
19. A
20. B