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Professional Competence of Social Studies Teachers Teaching Population and Family Life Education

Fredrick Awhen OPOH, Hilary Ejim EGAN, EKPOTO, Ekpoto Agbor, David Dunka Gokas, Chisom Godswill Metu

Abstract

The study focused on the professional and non-professional social studies teacher teaching Population and Family Life Education in the pilot secondary schools in Cross River State. The study involved the use of two instruments: Social Studies Teacher Competence Test SSTCT) and Social Studies Teachers Classroom Observation Schedule (SSTCOS). The instruments were administered to 50 teachers from the 84 pilot secondary schools in Cross River State drawn using proportionate stratified random sampling. Three research questions and two hypotheses were formulated to guide the study. The data collected were analyzed using mean and standard deviation. The statistical test used was teachers t-test for independent sample. The result of the study showed that the professional and non-professional social studies teachers have the knowledge of the objectives of Population and Family Life Education but were not using varying methods to achieve them. The result also showed that there was no significant mean difference between the professional and non-professional social studies teachers in the selection and use of teaching methods. Both teachers did not vary their methods during lessons. ‘plug in method’ recommended by Nigerian Education Research and Development Council (NERDC) was not used. The study recommended that professional social studies teachers teaching population and Family Life Education needed to be re-oriented towards the use of skills and strategies they acquired for enhanced learning performance. There is also need for professional social studies teachers to be encouraged to vary their methods and combine them with discipline in the classroom since they make teaching easy and learning meaningful.

Keywords

CompetenceFamily LifeSocial StudiesTeachersPopulationProfessional

References

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