Students' Experience in Social Studies Classrooms: The Case in the Second Cycle Primary Schools of Western Gojjam and Bahirdar Administratve Zones
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Date
2001-06
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Addis Ababa University
Abstract
The purpose ofthis study was to explore students' experience in social studies
classrooms. The study takes place in the context of the recently introduced (1996)
second cycle primary schools social studies curriculum in Amhara Region.
For the purpose, the perspectives of those who are directly impacted by the
curriculum changes-students were the main subjects of the study. In addition,
subject teachers, who are close to students, were also the source of information.
Moreover, attempts were made to obtain data about the transparency of the
teaching-learning processes in enhancing students' experience through systematic
observations of classrooms in live situations.
Principal findings are that students view the contents and learning experiences
of social studies as 'providing them an opportunity to be more sensitive to social and
environmental problems', 'to learn some to be better citizens', 'to increase own
exposure to people who are different', and the like. Most of the respondents also
reflected that, social studies have immediate and direct relevance to the development
of their social knowledge, attitudes and skills. The majority of the students believe
that the contents and learning experiences are 'enjoyable and stimulating'. The
overall attitude of the majority of students toward social studies is found to be
'favorable'. However, this study showed as the majority of students are of the opinion
that the contents and learning experiences of social studies are 'difficult', that
required them to apply hard efforts to master, 'broad' that required them to cover
much contents in so little time, and 'remote ' that required them to handle so
unfamiliar facts, concepts, generalizations and the like.
Teachers also endorsed the feelings of students regarding the 'difficulty' and
'broadness' of the social studies curricular materials meant for the specified groups.
But teachers also condemned students for failures to do reasonable efforts. Then,
their response showed a discrepancy from students concerning the 'interest' and
'willingness' of students in accomplishing subject related tasks. Though the social
studies teachers reported that they are competent to teach the subject and have a
favorable attitude towards their tasks, their instructional attempts in enhancing
students' experience is found to be deficient. Students seemed less considered as
an agent for their own learning. Meanwhile, they are not provided opportunities to be
active.
The classroom interaction too, found to be less transparent for the quality and
nature of student learning. Therefore, it was concluded that the second cycle primary
school students who are found in Western Gojjam and Bahir Dar Administrative
Zones are encountered for moderately relevant, interesting and enjoyable but
challenging contents and passive learning experiences.
Accordingly, the findings from this exploratory study suggest issues like: the
need of reinforcing the existing favorable attitudes towards the subject; the need of
being aware of the problems that come from introducing the concepts too early; the
need of employing active instructional strategies to ensure student learning, and the
need of authentic, and valuable atmosphere for two-way classroom interaction