On consideration of the previous research that was carried out earlier and policy makers and stakeholders’ desire to understand more on the attitude of students towards social studies, need arose for further clarification of the students’ stance towards the same. The result pointed out that certain factors generally led to students’ unenthusiastic approach towards social studies. As pointed out in this study carried out by Chiodo (2007), it is necessary that the particular factors are put in consideration in order to ensure that students’ attitude towards social studies is changed. This paper will therefore concentrate on the methods applied in this research, procedures and instruments used in the study, procedures employed in the analysis of data, results of the study, conclusion and then finalize with the interrelationship between the description of the data analysis, the results and conclusion.
Students were requested to assemble information on various questions for instance, the effect of the teacher’s concern and eagerness and methods of teaching and the effects these had on their stance towards social studies. Other areas to be explored included students’ perception of the significance of the study of social studies to their lives and the students concerns, interests and expectations towards the study of social studies.
During the performance of a phenomenological revision, the center of attention was on the quintessence of familiarity plus the postulation on the presence of a shared experience. In this research, students in governmental institutions were interviewed on the stances of eighth and eleventh grade students toward social studies. The grade levels of these middle school and high school scholars were selected basing on investigation of the brain escalation and development. The size of the sample within the research study had a populace of one thousand permanent tenants. The participants used in the research were found to be from universities within the same community. This was necessary because it assisted in the reduction of variables that could lead to certain differences. Research was investigated on eighth and eleventh grade students to act as a representation of steady phases of cognitive progression (Chiodo, 2007).
During the study, the participants were chosen with special emphasis on creation of an intentional sample. The themes chosen in the purposeful sampling usually replicate the standard person or phenomenon. Schools in Southwestern States of the United States were ordered to teach state objectives thus making it easier for research to be carried out in these sides.
During the research study in both the 8th and 11th grade, data was collected through interviewing, taking of notes as well as audio taping of interviews. Interviews were transliterated during the end of one school year for all the respondents. Despite the fact that the methods employed in the collection of data were analogous, they were distinguishable too. The interviews were performed to ascertain the feelings of the 8th and 11th grade students towards their views as pertains social studies.
This was followed by investigations and clarification of the response made by students and encouragement of self discernment. Interviewing method was relevant as through this, connotations, incentives and disagreements were derived from the students. Tape recording of interviews ensured accuracy and the transliteration allowed verification for correctness through listening. Interviews were coded and themes established and disparities and comparison within the two groups recognized with exceptional interest.
Two themes emerged from the results. First, teacher’s interest and lively association led to positivity in the student’s attitude social studies. Second, lack of or apparent functionality of their attitude contributed towards opinion formulation. However, the spirit of the school, clean university grounds and obedience never transformed the student’s attitude. The participation and concern of the students contributed to their attitude. Boredom and uncertainty in the methods of teaching affected the student’s attitude (Davis, 1993). Students expressed that they did not have a negative attitude towards learning of social studies. Most of the information given out by students was found out to be contradicting to most of the researchers’ information.
In conclusion, the teacher’s interest, preceding knowledge, technology plus pedagogic methods were found to affect the students’ attitude towards this study. There is need for reinforcement of effective value of social study, exploration of diverse techniques of teaching for creation and enhancement of the student’s discernment towards social studies. There is also need for evaluation of teaching strategies to counter the different learning styles of students. Effective response by the teacher to the students’ perception on social study is recommended. This does not only stop on the teacher and student but also the support from parents, society and school district too. Exploration and comparison of data from participants in different districts can help better the research.
From the analysis of the data, the results and conclusion, two themes have dominated. Teachers’ lively participation and interest as well as professed functional value have affected the students’ attitude towards social studies. In the analysis of data, exploration of the students’ responses through interviewing led to derivation of two themes which are explained in the results and further emphasized in the conclusion. Therefore, it is the role of teachers and policy makers to ensure that appropriate methods of approach are designed in order to ensure that students do not get bored by social studies as a discipline.
Reference List
Chiodo, J. J. (2007). Do they really dislike social studies? A study of middle school and high school students. Journal of Social Studies Research, 20(1), 1-12.
Davis, B. G. (1993). Tools for Teaching. San Francisco: Jossey-Bass.