An Assessment of the Integrated Social Studies Contents in the First Cycle Primary School Syllabus the Case of East Show A Zone
No Thumbnail Available
Date
2007-07
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa University
Abstract
An integrated curriculum approach has been given significant place in the modern world. This is
because by using this approach it is possible to overcome problems of curriculum irrelevancy, lack of
connection among subjects and the issue oflalOwledge "explosion". However all these advantages are
realized only when it is effectively and properly applied.
Accordingly, the main purpose of this study was to assess the extent of social studies contents
integration in the first cycle primary environmental science syllabus of East Showa Zone of Oromia
Region.
To achieve these objectives, data was collected from primary school teachers, Oromia Education
Bureau curriculum department head and social science curriculum experts. The other sources of data
were grades 1 t04 environmental science syllabus, environmental science student textbooks and
teacher's guides. To conduct the study, descriptive survey method was employed. Random sampling
technique was used in the selection of teachers and school whereas; availability sampling was
employed ill selecting experts and curriculum department head. The data was collected through
questiollnaire interview and content analysis of the textbooks. Percentage, frequency and mean were
applied as a relevant statistical tool in analyzing the data.
The findings of the study indicated that although the Educational and Training policy of the country
recommends integrated curriculum for the lower primary school, in the case of social studies contents
integration in environmental science syllabus, th~ policy intent has not been folly and properly
realized in selected schools of East Showa Zone. Absence of essential social studies contents,
I
incompatibility of topics with integration principles, absence of some essential social studies skills
,presence of some difficult social studies contents in the textbooks, the dominance of traditional
methods of teaching practiced by the teachers, the dominance of objective types of exercise questions
that did not meet the demand of integrated curriculum, teachers unfavorable perception and low
understanding towards integrated social studies contents and inadequacy of training for teachers
,curriculum experts and textbook writers were some of the findings identified as the major constraints
for effective social studies contents integration in the environmental science syllabus.
Based on the results of the findings the follOWing recommendations were suggested. They are revising
curricular material based on integration principles, improving teachers' knowledge and skills of
subject matter and methodology through in-service training and refreshment courses and offering
appropriate training and orientation for textbooks writers and social studies curriculum experts
Description
Keywords
Education