University of Nigeria Virtual Library

Serial No ISSN: 1119-8451

Author 1 NWAUBANI, Okechukwu O.

Author 2 Author 3

Title

Teacher Instructional Effectiveness as a Factor in Primary School Pupils’

Understanding of Value Concepts in Social Studies

Keywords

Description

Teacher Instructional Effectiveness as a Factor in Primary School Pupils’

Understanding of Value Concepts in Social Studies

Category Social Science Education

Publisher International Journal of Educational Studies (IJEST)

Publication Date

2007

Signature

. . Visit University of Education, - .

, Winneba's-webpage .

wwweueweedu.gh to access IJEST articles on-line

j i INTERNATIONAL JOURNAL OF EDUCATIONAL STUDIES ; I ' I t + ;

1 VOLUME: 3 NUMBER : 1 - 2007 1

2

I

CONTENTS , I . i

EpOFESSIOHAL CRXLLESGES FACED BY M W TRAt3XD BASIC SCHOOLTEACRERS 40 ; Felix Kwarne Duodu - - - - .- , - - - - . - . - . . ..-. . . ------.-<--.-.- ~ . . - -

PIPACT OF STRICT PAREXTAL COhTKOLk\D DISCIPLL?4E I 3 RELATION TO 74 % . ~ H ~ L D R E N ' S BEILAVIOUR PROBLEMS Guv C. Ilogu, PhD & Dora S. Ofoha, PhD

- - - - - . - - - - - - - - - - - . - - - i j - - . . ---------.--- ------ -..

I

I - C R E A T M N A N D CREATTrVE PROCESS OF \fUSIC ITI'$TRUMEXT t 139 I Lucy L. Eknucme, PhD - - - I

r , -- -- . ---- - , ---- -.-- ---- ---- ._1)

, -

IJEST - VOL 3, NO 1

All rights reserved. -

No part of this text may be reproduckd, shred in any retrieval system, or transimitted in any form or by

any means in whole or part without the prior written approval of the copyright owner(s).

Published by:

University of Education, Winneba Department of Social Science

Printed by:

University of Education Winneba Department of Social Science - Education -

P.O. Box 25. ' enpal Region; 432 22036 ext.

Ghana - -

IJEST -Editorial Board -

Editor in Chief Prof. S.M. Quartey, Department of Social- Science, University of

Education Winneba, Ghana

Secretary Dr. Jim Weilcr, Department of Educational Foundations, Ashland

University, USA

3oai-d Membcrs Dr. S.D.Y. Amuzu, Department of French, University of

Education Winneba, Ghana Dr. G.C. Ilogu, Department of Science Education, University of

Lagos, Nigeria -

Prof. M.O. Awoyemi, Department of &a1 Studies, University ,

of Education Winneba, Ghana Dr. Mrs. C.C. Opara, Department of Arts and Social Science

Education. University of Lagos, Nigeria Prof. A.O. Qnivehu. Department of Psychology and Education, ,

' Tai Solarin Universit: of Education, Ogun State, Nigcria

Mr. E.K. Pomen o r . '~e~ar tmen t of French Education. University of Educatiorrm'inneba - - -

Editorial Constutant Gbana Cassaridra Starfin-\\.eilsr. XISW. Counselling centre,

I:ni\ersitv of Education W i n n d a

- LIST O F CONTRIBUTORS -

S. M. Quartey, PhD - Social Science Education, University of Education Winneba, Ghana

0. Kayode Oyesiku, PhD - Tai Solarin University of Education, Ijagun Ijebu-Ode, Ogun State

Felix Kwame Duodu - Department of Psychology and Education, IJniversity of Education, Winneba. Ghana

D. S. Y: Amuzu, PhD - Department of French Education, University of Education Winneba, Ghana

Guy C. Ilogu, PhD - Associate Professor of hleasurernent and Evaluation, ~ e ~ a r t r n e n t of Educational Foundations, university of Lagos, Nigeria.

Dora N. Ofoha, PhCI - Lecturer in Educational Psychology, National Open Uriiversity of Nigeria, Lagos

Ekpe K. Pomevor - Department of French Educdtion, University ofEducation, Winneba - -

C.C. Opara, P ~ D - Department of French Educarion, - university o f ducati ion. W i k e b a , Gharw. -

- Okechukwu 0. Nwaubani, P ~ D - Department of

. . - Science ducati ion, Unii-essity of Nigeria, Ns~isukka,

. . - -

INTERNATIONAL JOURNAL O F EDUCATIONAL STUDIES

Enugu State, Nigeria

Lucy U. Ekwueme, PhD - Department of Arts & Social Sciences Education, University - of Lagos Akoka, Lagos, Nigeria

R.O. Igwe, PhD - Dept. of Arts & Social Science Education, University of Lagos, Nigeria

Mawuadem K. Amedeker - Department of Science Education, University of Education, Winneba, Ghana

Victor Antwi - Department of Science Education, University of Education, Winneba, Ghana

Oyetunde Awoyele, Ph.d - Dept. of Educational Management College of Applied Education & Vocational Technology, Tai Solarin University of

, - ducati ion,-1jagun Ijebu-Ode; ogun State, Nigeria

Jim Weiler, PhD - ~ducational Foundations; Ashland Univeristy, USA

A.Y. Quashigah, PhD - Social Studies Education, Universi~y of Educati.on Winneba, Ghana

P I N T E R N A T I O N A L J O U R N A L O F E D U C A T I O N A L ~ T U U I E S

V O L U M E : 3 N U M B E R 1 2 0 0 7

BUII.DING A NEW GHANA THROUGH QUALITY EDIJCA'TION 1 S. h4. Quartey, PhD

CI IANCJB MANAGEMENT: CONCEPT AND I'KACTICAL APPLICATION TO 8 .TRAXSII'ING TERTIARY fiSTITUTION IS NIGERIA 0. Kayode Oycsiku. PhD

PROFESSIONAI, CIIAI,LESGF,S FACED BY NEWLY TRAIXED BASIC .4 0 SC11001. TEACI It.KS I.'c11s i.;:v:41nc I-:uoiiii

ERREUII COMh4E INDICC D';VPREXTISSAGE DU FRIXCrUS LASGCE 5 1 ~ T K A N G E R E D. -S. Y. hnuzu. PhD

- . . .

IMI'ACT OF STKICT PAREWtU CONTROL AXD DISCIPLWE IN RELATION 74 '1'0 CHILDREFS BEHAVIOIIR PROBl,E>IS '

Guy C. Ilogu, PhD R: Dora N. Ofoha PhD

DEVELOPMENTS IS FOREIGX LANGU:\GE PEDAGOGY AKD THE 8 5 TEACIIIXG OF FRENCH IS GIIAK:i Ekpc K. Pornevor

. .

INTERNATIONAL JOURNAL OF EDUCATIONAL STUDIES

- CEATIVITY AND CREATIVE PROCESS OF MUSIC ~ ~ S T K L I C I E N T 139 Lucy U. Ekwuerne, P h n

ASSESSXENT PRAC'I'ICES USEL> BY PHYSICS I'EACIIERS IN SENIOR 157 SECONDARY SCHOOIS: M E OUR SI'UDENTS INFORMED?

, h4amuadem K. Amedekcr & Victor Antwi

* PROhlOTING U A S S PARTICIPATION I1\J A LARGC LECTCRE: CASE 4 86 STUDY OF A UNIVERSITY RESIXlXCH METHOIIS COURSE Jim \Ve:ler. PhD 22 A Y. Quashigah. PhD

IJEST - VOL 3, NO 1 . .

TEACHER INSTRUCTIONAL EFFECTIVENESS AS A FACTOR IN PRIRIAIRY SCHOOL PUPILS'

- - UNDERSTANDING OF VALUE CDNCE-PTS IN SOClALSTUDIES -

- - -

- - - - - - - By .

Okcchuhwy 0. Nwaubani, PhD - -

Abstract - Teacher <@criveness is u crucial fdktor in aFv -

educatr?nal Vstem. This position is Jrt;zly supported . .

,stem c m by the popular assertio~l that no educational sjVL, , -

rist! above the quality of its teachers. Social studies is currentl? one of the core curricular ofSerings at the

-printaq~ school level which, if effectively taught, is -

capable of enhancing the values education of h7igerim pupils. However, the extent to which this noble aim can be achieved. depends largely on the- overall instructiohal efectiveness of social studies tsachers within and outside the classroom. This ppper therefore

. examines the need for social studies teachers to *

mrruirnize their professional skills in promoting primary school pupils' understanding of value concepts. Specifically, it explains the concept and characteristics , o f teacher effecliveness am? reitcrcrtcs rhc need for teachers to tuke congrzizance of the fact that social ,

' studies as a value-laden subject requires some peculiar instructional approaches for its teaching and learning in the classroom. The implications of these to the effective teaching and learning of value concepts in primary schools social studies are discussed.

--

Introduction -

It is a widely-held view in Nigeria that the quality of education at any level depends on the effectiveness and commitment of teachers (Fafunwa, 1967; Federal Republic of Nigeria 1998). One vital aspect of

INTERNATIONAL JOURNAL OF EDUCATIONAL STUDIES

teacher etfectivebess which is equally crucial to pupil$ learning ..

o;tcorn& is instructional effectiveness:- Th& quality of the teachcc: in , gcncral 2nd his i n s ~ t i o n a l effectiveness ' in pirticulnr could hc

asses.& by . the extent to which he has- been hblc to faciIi~3tc- appropriately the desired beh~sridur changes or learning outcomes iil .

- - - . . pupils. . - ..- -

- - '

The nced for teachers to utilize effective instructional strategies in .

teaching primary school pupils in Nigejan schools has be& amply reflected in the ~ a t i o n a l policy on Educatiori (Federal Republic of -

Nigeria 1998). This Policy among other things expressed government's intention to encouragg the use ofsound and cffecti~c teaching methods in primary schools. Incidentally, sccial studies is one of the core or compulson. subjects at the primary school leyel n hich requires the use of effective instructional methods which are capable of "stimulating spirit of inquiry, problem - solving, critical thinkin2 and development of positive skills and values in Nigeria'n pupils" (XI.ansaray, 1996).

The need to give adequate attention to effecthe teaching of social studies at the primary school level has received considerable scholarly attention (Dubey and Barth, 1980; Adaralagbe, .I98 1). Indeed, the emerging position is that pupils among other things could gain immense

. knowledge. skills, values and positive attitudes reqslired for the understanding of their environment from well orpnized content and instruction in social studies (Obebe, 2005). In fact, much research seem to have been undertaken by Nigerian scholars on instructional effectiveiie?\ in cocial ~ t u d i c ? in rcccnt time.\ (Akinbote. 1992; Ogunyemi, 1994; Ogundare, 1997). However, R hile some pf these studies surveyed the instructional effectiveness of social studies teachers in respect to some general concepts, others like Ogunyemi (1994) and Ogundary (1997) examined the effectiveness of values clarification instructional strategies in enhancing students' mastery of value concepts in social studies. The emerging views therefore in recent times, are that poor mastery of value concepts in social studies could be attributed largely to teachers' instructional styles (Nicholls & Nelson, 1992: Nwaubani, 1996). This position is reinforced by Bruner's (1963) popular assertion that any subject can be taught effectively in some intellectually honest form to any child at any stage of development if the appropriate instructional approaches are utilized by teachers.

3 .

IJEST- V O L ~ , NO 1 ' - - - -

, The .prevalent approach to instruction in social studies especially in - respect oi' value- concepts has 'consistcr~tl~ bekn expository with very - -

little involvement of pupils in valuing pro_ccsses or critical thinking - . operations (Nwag-. 195 1: 0-bemeata,I 983). . - .

. . - - Consequently, most teachers. even in the.primary scheols teach value- -

laden concepts in social studies without committing pupils to either grasping value situations-or in resolving value confl i t . Pupils can grasp .

th-ese through experiences, activities and instructiirnal processes that are -

in consonance ~vith their kvorld-views, interests and environmental - realities or developmental stages (Ogundare, 1984). -

-

= The main objectire of this paper is, therefore, to reflect on how the overall instructional capacity and effectiveness of the teacher can assist -

primary school pupils to understand value concepts, thus helping them develop desirable values and attitudes, which constitute one of the envisaged outcomes of teaching social studies in Nigerian schools (NERC, 1981; Federal Republic of Nigeria 1985).- This position is further strengthened by ovenyhelming research findings shich indicate that primary school pupils can learn value concepts effectively if the appropriate instructional strategies and skills are used (Hilda Taba,

. . 197 1 ; Merril& Tennyson 1977; Schunk & ~ r o h , 1972).

Concepts of Teacher Instructional Effectiveness in Social Studies Teacher effectiveness seems to have been viewed from different perspectives (Gage, 1967; Good, 1973; Awopi, 1988). For instance, Gage (1967) perceives teachers' effectiveness as the teacher's effect of the realization of some values. Usually the values take the form of educational objecti~es, defined in terms of desired pupils behaviours, abilitics, habits or characteristics.

- Similarly, Good (1973) defined teacher effectiveness as the ability of a teacher to create a meeting and interaction point bctween the physical, intellectual and psychological interests of the students and some given subject-matter content. It equally reflects theability of the teacher to relate the learning activities to the developmental process of the learner and to hislher immediate interest and needs.

--- -. -- - -.

. - '

-INTERNATIONAL JOURNAL OF EDUCATIONAL S T U D I E ~ ~ ~ a c h e r -and teachini effectiveness can be understood fmin a wider perspective. That is. .in terms of teacherpupil fnteractions and pupil learning outcomes,.the level of. availability of resources in--the in~mediare cnvirvnnxnt of the school (A\vob.ia: - Efobi. 1999). Thus. tcackr effcctivcncss could be determined by factors-operating within- - tkacherslkvd of productivity and other-constraiijts . - outsidqhis control ' which aregit icd to his overall effectiveness. , . . -

. . - - .- - .

Simply dcfined, teaching effectiveness implies teachers' efiiciency in their- routine , classroom jobs or within ' the teaching-kaming - environments; .This 3ficiency could be measured by co~straints indices . .

n.itkin or outside his environment, which impedes his ahi1it-y and - resourcehlness - in assisting>upils to learn effecti~el? (Oladele. 1985).

-

To facilitate effective learning, the teacher is expected to possess mastery of subject matter, classroom management skills, classroom control abilit)., evaluation skills, and overall effecthe instructional delivery system. As is implied, instructional effectiveness is part of the overall teacher-effectiveness which facilitates his job perfolmance. Teacher instructional effectiveness can thus be defined in terms of c.ertain characteristics the teachcr is expected to possess. The-areas include: . ,

-3 Perso?ality . -

-3 Communication skills + Rapport with colleagues -3 Responsibeness to parents -3 Education of teachers t. Teacher lnnovativeness (Awop~ , 1988; 128)

~ i m i l a r l ~ , Druva .and Anderson (1983) outlined teaching experience, knowledge of subject matter, favourable attitude towards teaching, and adequate knowledge of teaching methodology as some of the indices of teacher instructional effectiveness. Invariably, teacher instructional effectiveness could be measured in terms of teacher's characteristics and hisher students' performance. Specifically, it means the ability of the teacher to do the right thing at the appropriate time in- the use of methods, equipment/facilities, and exhibition of other relevant qualities in effecting desirable change of behaviour in learners. Instructional effectiveness therefore calls for initiatives, resourcefulness and creativity from the teacher in the mastery and use of subject matter,

, IJEST-VOL~, ,NO 1 .

pedagogical skills. and other facilkative competencics in - bringing about- - effective teaching aild leaking. .

. . -

-By and large. in line with thc vie\vs -o f 0ladele (198$, teachers' iristructional etTceti\.eneswan be measured using the followingcriteria: - -

*:+ ' P'ioduct c?f \vl& students lewn: that is, how m'uch and ho,k -;

- .. well studeats achieve copitive, affective and psjrhoniotor -

r ' s.kil.1~: ' a

0:. Process: that is, what a teacher docs, what students do, the - . ~- interattiin beh..een students and teacher or all three but not

- - - in terms of students ac-hievement; -and , -

*:* Presage: this is-a predicator factor. This implies that a teacher's present and probabie future effectiveness is judged on the basis of hisher intellectual ability, college grade, -

personal appearance and'other characteristics. .

From the foregoing, it could be readily deduced that teacher effectiveness is a crucial factor in all forms of learning that take place in the school and in the overall achie~ement of the schools educational objectives (Mgbodile, 2003, p. 229). The characteristics of an effective teacher, therefore, comprise all the skills, behaviours, and attitudes that - helshe (the teacher) has which enable himm'er to perform hisher job. .

Presumably, it is the catalyst that gives meaning and success to planned programmes and objectives. Teacher effectiveness is thus characterized by the possessio~~ and demand of skills, attitudes and behaviours which are crucial to the implementation of instructional tasks in such a way tha t envisaged goals and oqcctives of teaching and learning are a c h i c ~ ed.

Teacher ~nstructional Effectiveness and the Teaching of Value Concepts in Primary School Studies Recent research findings indicate that effective teaching of values and moral concepts in social studies depend largely on teachers' instructional effectiveness or overall competence (Drior, 1993;.?'homas & Roberts, 1994). However, most social studies research generally acknowledged that methodological insights are necessary, not much attention seems to have been given to the critical role of the teacher in the methodological process, especially with respect to value teaching (Mkpa, 1989, p. 70). Indeed, while we recognize the appropriateness and propriety of certain instructional strategies in handling values and

INTERNATIONAL JOURNAL OF EDUCATIONALSTUDIES moral issues in social studics classrooms, the focus. nonetheless. should be on teachers' instructionat competence as a factor on how pupils -

learn. Thus, methods are largely effective if they'arc appropriately used . by teachers to deepen the knowledge and understanding of pupils.

- - - *

-The positionsf this paper therefor? is that pjmar?. x h o d pupils can - Icam moral 'and value concepts in socjai studies effccti\clyif teachers -

- . bring to be= on the-teathinglearning process their overall i n i t i a t i ~ e s ~ creativity. knowledge, skills and competence. The nced to reinforce this

-position is predicated bq the fact'that most teachers spend-liftle timc.on those iKstructiona1 activities that help pupils to acquire desirable S lues

-

iascjcial studies classrooms (Obemeata, 1983). . - - -. -

To address the- abo\c issue, thc use of innovati\? and resource-based instructicnal strategies have been suggested (Kupolati. 1989). ?he relevant question here, however, is: what is reall! immative and resourceful about certain instructional strategies and teacher- competencies or skills? Is it because they are so characterized or does it depend on efficiency of purpose of some dtie instructional processes? Of course the answer is both, but the effective answer lies more with the latter.

Resources-based teaching requires teachers'. effective instructional skills, initiative, enterprise and resourcefulness, iffectivc communication, motivation and commitment, mastery of content and utilization of relevant resources to achieve strategic educational goals. It involves inputs which are mental, physical, material, and largel, inno\ a t i~ i : and resull-01 i ~ n t e d . itgain, it promotes positive teacher att6butes and the use of instructional skills, strategies and methods that are Investigative, problem-solving and reflective in nature (Mansaray, 1991).

Learning outcomes in social studies with respect to moral valuc concepts arc not accidental contrary to the opinionsof many members of the public. They are deliberately planned aspects or components of social studies curriculum and, therefore, require articulate, instructional skills and teacher's overall managerial ability and competency to achieve them. Jarolimek (1977) states that social studies is generally taught at the primary or elementary school levels to enable pupils gain the following:

. .

- I JE'ST - VOL 3, NO 1 -

- *:* Knowledge (facts and information), *3 concepts and generalization, . -

Q Values and desirable attitudes, - - - .:: - - . , - Skills. . . . -

- - . . .- -

Indeed. N i ~ e r i m teachers of sbcial studies,. it has becn &npl), demonstrated. are aware of the moral,and value laden nature of the subject (Osunde, 1989). However, what has remained a problem is the approaches geneGlly adopted by teachers in achieving the moral and

,value objec4ves of social studies. As reported elsewhere- (Nwaubani 1998 and 2002), socialStudies has some reaching for moral values for

- -students depending on how its 'ontent is presented.

The usual practice in primary school is for teachers t o "indoctrinatc" pupils when teaching moral or valuoladen issues in social studies. Here, "bags of virtues" (honesty, responsibility, hard work, etc.) are routinely taught by teachers, who in turn expect pupils to intemalise them.

. . Another common practice .is imitation or modelling, both of which

. ' ittend to value socialization. Here, teachers present to examples of activities, experiences, instructional materials (stories, biographies), which demonstrate social norms and character development. Through this approach, the teacher creates desired aLvareness and classroom environment fwhich helps pupils to accept certain values (Federal Republic of ~ i ~ e r i a : 1981 and 1998).

It needs to be reiterated here for the purpose of cl'arity that these approaches on their own rights arc appropriate depending on the following factors:

*:* the environment and culture in question, - *3 recognized moral agents in the environment, -

*3 the intellectual and moral development levels of the child.

Thus, provided a social studies teacher is sensitive to pupils' interest, needs, environment and circumstances, these approaches could be used

-

to achieve positive moral education of Nigerian pupils.

,However, there seems to be somc general reservations on the use of "indoctrinating" and teacher dominated instructional styles and methods

INTERNATIONAL JOURNAL OF EDUCATIONAL STUDIES in handling value or moral concepts in social studie's, especially amoig- ifoung pupils (Galbyaith & Jones, -1975). Generally %akins, it is - ,

believed t'hat indoctrination otTends the dcveloprnent of childreti's self- - . concepts, creativit?. and independence b r encouraging them to adhere to moral pri~lciples andvalues.they have IittlCoiinadequnte understanding. Thus,.pupits whose moral b~haviourTresulg from irid%ctrination. can hardily be challen_ced 'to. probe,. ciarif4lrand publicly dgfend their value --

or moral position,.consistcntly (Ajala, 2002). -

The current th-inking on methodological approach to moral education, -

generally and even within the context of social mdies, seems to h a ~ e been influenced considerably b j theoraical positions of values ciarification and cognitive moral development (Kaths, Harmin, 8: Simeon, 1966; Kohlberg, 1975) Indeed. the use of values clarification in the teaching of values is credited to the seminal work of Louis Raths, . Merill Harmin, and S>dnej Simon (1966). Overtime, other values clarification strategies, which are adaptable to various classroom situations, evolved. By definition. values clarification strategies are designed to assist students to become aware of what their values and attitudes are in relation to variety of situations and to prize and appraise these values (Simon and Hamiin, 1972).

There are' different values clarification strategies, namely affectibe processes (Frankel, 1978), wh~ch stress that values are easily developed subjectively through empathy (feeling); cognitive process, which sees values as products of thinking rather than feeling (Galbraith & Jones, 1975); gteatel s:udcirt and tcacher participation (5idnq Pt Cimon i972), which advocates that values clarification strategies are better facilitated if students are allowed to discuss their values themsclves with minimum teacher participation (Hart, 1975; Swccny & Parson, 1978). The basic steps inbolved in the values clarification process include:

(1) choosing freely (2) after considering all possible alternatives and

(3) the consequences of each alternative (4) cherish the choice/value (5) affirm it publicly and firmly (6) act upon the choice and -

(7) repeat it overtime and in consistent manner (Raths, Harmin & Simon, 1966).

IJEST -. VOL 3, NO 1 Generally; some of the exisfing research findings in literature have proved the efficacy of values clarification in the teaching of values

-

concepts in social studies (Bangkok UNESCO, 1985). This no doubt is '

an impetus that'should-bc hrther explored by teachers in social studies. -

xspwially at the primary school leveLwhere few attempts itithis rcspect - seem to have been made (Qgundare-, 1997). f hus. inireaching some '

- sozal studies value concepts to pfimaq-schools pupils. mich&s should - 'employ strateiies - stories, objects. illustrations and examples that are lelevant to the age, world-views, interest, and environment. .As implied, t eachers in effstively assist children in the process of valuing by encouragng them to make value choices f;eely from alternatives after - some reflections (Villaneuva, 1 977). -

- -

. . Another contribution to value teaching in social Ctudies is the cognitive? moral development theory (Kohlbeg, 1975). This theory focuses on the &ay individuals Teason about moral issues. This theor);, if 'effectively applied, could assist teachers in going beyond teaching "bags of v h e s " or moral rules and stimulate pupils to imbibe strong moral principles they can grow to defend through improved reasoning processes.

Indeed, discussion and questioning skills are vital to the moral dilemma stratea, which is an adaptation of Kohlbergk cognitive moral .

development approach to- social studies classrooms. Diszussion can take various forms like debate, dialogue, and value reasoning. In using these strategies the teacher should create a permissive and democratic classroom atmosphere, which will enable learners to communicate . - openly with others on moral value qucstions or issues.

L

This approach also calls for the teachers' facilitation of moral discussion within pupils' intellectual levels or abilities. That is, attempts should not be made to impose adult values or moral opinions on pupils. In this rcspect, non-complex moral dilemma issues should be used to stimulate value preferences and beliefs of pupils. . -

The moral dilemma strategy requires teachers to help students engage in five distinct activities namely: .

- + confront a dilemma; -

- *3 recommend tentative courses of action to resolve the dilemma and to justify these recommendation;

*:* discuss their reasons in small group;

INTERNATIONAL JOURNAL OF EDUCATIONAL STUDIES

- *:* _examine, as a c-lass, their reasoning and the 'reasoning students useaas they justiij recommended solutions to the

- - . dilemma; . . *:* reflect on thc reasoning as the) bring t e m p o r a ~ closure to .

-their disct,lssicin (Galb'eairh & Jones, 1975). - -

-

The pctx-tlnent- question is htw Tan these sleps be undertaken by pimarl school pupils? ~ i m ~ l f put, hon convenient is the Kohlberg's model for the prima? school child'? Can he copc with the int~llectual demands if the moral dilem&a stagos?

XIoral discussion can bekt be initiaEd bjr preseulting moral problems 'or dilemmas which are considered only relevant to the ciperience, age,and interest of pupils. Generally,. dilemmas are stories or situations for' \vhich there are several possible altematites. ' The -elegance of .this approach lies in the fact that it does not only expose :;oung learners td mora! principles relevant to their age and intellectual. le\.els but prepares them to confront moral problems in their everyday activities. This is why, how, and where it is different from indoctrination, which merely .

imposes morals or values without necessarily giving learners the choice to understand why certain moral principles and value positions should be consistently held (Beyer, 1976; Blatt & Kohlberg,*1975).

Cnderstandably, the extent to which the above goals can be achieved depends on the instructional skills and ge'neral effectiveness of teachers in the classroom. Therefore, to ensure successful valuing process, teachers should after presentin? moral dilemmas throuph stories or relevant spring boards - pictures charts, illustrations - allwv pupils to respond-to questions on what the main character of the story should do and what they should possibly do if~they were in similar situations. Indccd, the reasons or answers generated become the primary focus of discussion, which in turn becomes the major vehicle for moral development.

-

Basically, how we teach in the social studies classroom is as important as what we teach. 'I'hus, we do not merely teach to inculcate knowledge (facts, information, concepts and generalization) but to ensure that pupils also acquire value aspects of knowledge. Accordingly, the ability of learners to develop positive values in social studies depends largely on teachers' instructional effectiveness.

. ~ J E S T - - V O L ~ , N O I - -

- Inessence, the instructional styles adopted by social studies teachers in presenting vdue-laden or controversial issues should afford young learners of priman. school age opportunities Lvithin their own devclopmentd contest-to recopizc value -pr6blems in - their own environment with a \ iewto making informa decisions. -

- - - - - Implications and Suggestion for Effectkc Value Tcaching in

, the Social Studiks Classroom - - This- paper has stressed the need for the instructionateffectivCness of

teachers in handling Lalue concepts in social studies. To achieve this, the following implications and suggestions are ou<lined. -

-

, First, the b-pe of instructional strategies and materials wed b\ teachers are v e 6 important in stimulating value decisions of pupils. Thus, teachers are expected to employ both instructional skills and relevant springboard materials which are capable of clarifying to pupils the reasoning behind different moral conflicts or dilemmas. This will help them to develop justifiable value or moral positions which are very meaningful to them.

Second, in using values clarification strategies and other valuing . .

processes, teachers should demonstrate indepih knowledge or understanding of the various steps and stages in order to give pupils necessary cues that will sustain moral discussion and probably help them to think about the '.rightness or wrongness" of the various options.

Third, pupils should not be expected to demonstrate or have an adult understanding of a given value concept. This implies that the strategies to be used by teachers arc those that are ~vithin the intellectual level and maturity of the pupils.

Fourth, there is also the need for proper training and general re- orientation of teachers :on viable and innovative strategies for value teaching in social studies. This,. if done, will enhance the effective teaching of value cornpon&ts of primary school social studies

- -curriculum in Nigeria. -

Finally, there is also the need to encourage pupils to be independent in making value decision. This could be done by teachers if they use

INTE~NATIONAL JOURNAL OF EDUCATIONALSTUDIES techniques like questions, .debate and dialogue, which tend to have the potentials of treating permissive_and democratic classrooms. This, if ' '

- . done, wifl nut only encourage proper understanding o t value concepts- . '

b!. pupils hut could also ensurc their active- participation in teaching- learning processes. - - -

- . - - . . - - . . . . -. - . -

- - ~o'ncfusion . . +

To. a la rge ex&. this paper has justified' the vital role of teachersq- . . instructional versatilih. in the effective teaching of ,value concepts in primary school social studies. It largely retlected-upon the essential - .

characteristics of effectivz teachers and the rolcsuch teachers could play in valuing procgsses in social studies classroom especially among young pupils bvhose value positions are generally susceptible to parental

. indoctrinaTion and other related interferences. It concludes. 6 y reiterating the fact that, primary school. pupils can make informed value

. decisions if properly guided by teachers in social stu9ies.classrooms.

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- CREATIVITY AND CREATIVE PROCESS OF MUSIC

-

INSTRUMEXT ' - .

- . 7 By - ~

. - . -- Lucy-U. Ekwuenic, PBD . - -

- - - - - .4 bstrbct The purptzw c$ [his paper is lo $e@e creczrivip and .

disczcss how creative teaching uwi improvisation, which w e attributes , of - ccrecrtivip, c m rrici music instruction in- - schools. - .

Introduction Leading music educators feel that there should be a change from the old traditional method of music instruction to something more experimental and creative. In or+r to appreciate the creative process cf music instruction: it is peninent to understand the concept of creativity.

The concept of creatib ity had, for a long time. been considered elusive. vague, and mystical. until recently nhen it has come to be better understood (Paramesh, -1972). There has been no consensus on the definition of creatikity, but from research efforts and findings morc information has been gathered to aid clarification of thc concept. A general direction of the definition shows creatib ity as "causing to exist". Creativip, according to Torrance (J976) has usually been defined in terms of citlicr a process or a product. and at times a certain kind of

, - p e k o n a ~ i t ~ or cnvironmental condition 1 orrance defined creativity as the-"Process of sensing problems or gaps in information, forming ideas or h~pothcses, testing or modifjhg these hypotheses and communicating the results" (p.6). Thc production of something new or original is included in most definitions. Creativity is defined by Barron (1969) as "The ability to bring something new into existence" (p.10). To Smith (1966); "~re&ity is sinking down taps into our past experiences and putting their selected experiences together into nen patterns, new ideas, or new products" (p 7). Smith adds that creativity, which usually implies quality of a unique nature, must be of value to mankind and must be of positive nature. Thc author further states that negative creativity must be excluded in elementary school teaching. For