Assessment of Kwara State Social Studies teachers of the adequacy of Upper Basic Social Studies Curriculum content for sustainable development in Nigeria

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dc.contributor.authorYusuf, A
dc.contributor.authorDaramola, D.S.
dc.contributor.authorBello, M.B.
dc.contributor.authorObafemi, K.E.
dc.date.accessioned2021-05-27T12:04:50Z
dc.date.available2021-05-27T12:04:50Z
dc.date.issued2015
dc.description.abstractThe purpose of the study was to find out the adequacy of upper basic Social Studies curriculum content for sustainable development in Nigeria as assessed by Social Studies teachers. 306 Social Studies teachers (109 male and 197 female teachers) from 341 upper basic schools in Kwara State participated in the study. A researcher-designed questionnaire was used to collect data that were analysed using descriptive statistics and chi-square. The results showed that the content of upper basic Social Studies was not adequate, as assessed by teachers. It was also revealed that teachers’ assessment was significantly influenced by teaching experience, qualification and school type. However, the research showed that gender did not significantly influence Social Studies teachers’ assessment. Based on the findings, it was suggested that upper basic Social Studies curriculum should be reviewed and taught so as to ensure sustainable development in Nigeria.en_US
dc.description.sponsorshipSelvesen_US
dc.identifier.other2015-0013
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/5462
dc.language.isoenen_US
dc.publisherUniversitatea"AlexandruIoan Cuza. Romaniaen_US
dc.subjectAssessmenten_US
dc.subjectAdequacyen_US
dc.subjectSocial Studiesen_US
dc.subjectCurriculumen_US
dc.subjectUpper basicen_US
dc.titleAssessment of Kwara State Social Studies teachers of the adequacy of Upper Basic Social Studies Curriculum content for sustainable development in Nigeriaen_US
dc.typeArticleen_US

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