TABLE OF CONTENT
Title page
Approval page
Dedication
Acknowledgment
Abstract
Table of content
CHAPETR ONE
INTRODUCTION
1.1 Background of the study
1.2 Statement of problem
1.3 Objective of the study
1.4 Research Hypotheses
1.5 Significance of the study
1.6 Scope and limitation of the study
1.7 Definition of terms
1.8 Organization of the study
CHAPETR TWO
LITERATURE REVIEW
CHAPETR THREE
3.0 Research methodology
3.1 sources of data collection
3.3 Population of the study
3.4 Sampling and sampling distribution
3.5 Validation of research instrument
3.6 Method of data analysis
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS AND INTERPRETATION
4.1 Introductions
4.2 Data analysis
CHAPTER FIVE
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Recommendation
Appendix
Abstract
The study intend to investigate the effect of western civilization on history curriculum for senior secondary schools in Nigeria. I believe that history teaches people who they are and where they come from and thus equips them to learn from their past and prosper due to the analysis of the accomplishments and faults of their ancestors. I was curious to see how and what Nigerians are taught about their past since their Western style education system has been structured after the British education system. I also wanted to find out how much is taught about the African Diaspora in the lower and upper levels of education. History is not a separate subject until senior secondary school (SSS) so that was the level at which I focused on most. I wanted to discover all the aspects of teaching history in Nigeria by looking at the curriculum, teaching strategies, the syllabus, and textbooks to see if History is a subject relating to Nigerian students live and futures.
CHAPTER ONE
INTRODUCTION
- Background of the study
For a start, I argue that colonialism, slave trade and missionaries are the pioneers of Western civilization in Africa. This is true to the extent that colonialism serves as a vehicle of western civilization in Africa. Colonialism, perceived in this context, is a forceful imposition of foreign rule over indigenous traditional political setting and foreign dominance and subjugation of Africans in all spheres of their social, political, educationally, economic and religious civilizations.
Western civilization began to creep into African socio-cultural settings, first, with the contact of Europeans with Africa, a consequence of Berlin conference in the quest for imperial theft of African resources and, later, consolidated by the unstoppable wave of globalization. It is important to stress that colonialism distorted and slowed the pace and tempo of cultural growth and trend of civilization in Africa. One of the most profound consequences of colonization has been how the political and economic rape of the colonies has also led to what sometimes seem to be an unbridgeable cultural gap between the nations that were the beneficiaries of colonization and those that were the victims of the colonial assault. The era of colonial pillage and plunder led to the relative stagnation and often precipitous decline of traditional cultural pursuits in the colonies. The universal declaration of Human Rights adopted by the United Nations General Assembly in December 1948 guaranteed for the individual a whole range of basic freedom with education serving as a basic right necessary for the achievement of all other freedoms. The achievement of the right to education requires that young people be given the opportunity necessary for the acquisition of the knowledge, skills, attitudes and values which will enable them lead happy and productive lives as individuals and discharge their social duties for the betterment of life in the society. Nigeria, having realized the effectiveness of education as a powerful instrument for national progress and development, adjusted her educational philosophy and methodology to march the ideals and challenges of changing economic and social structure of modern society (National Policy on Education 1981, revised 2004). Consequently, in 1982, Nigeria adjusted her secondary educational system to encompass diversified curriculum that integrates academic with technical and vocational subject intended to empower the individual for self-employment (Igwe 2000). According to the National Policy on Education 1981; 2004, the broad aims and objectives of secondary education in Nigerian educational system are preparation for useful living within the society (self-employment) and preparation for higher education. (The area that concerns this study is the first objective – preparation for self-employment). However, more than two and half decades after adoption of the laudable initiative, majority of Nigerian youth are idle and some are involved in various vices due to unemployment. They do not have the required skills to either fit into many types of jobs that are available or create jobs (Igwe 2007). It is no longer news that the nation’s youth unemployment rate has been shooting up the sky. The federal government recently acknowledged that about 80 per cent of Nigeria’s youth are unemployed and 10 per cent underemployed. And the Minister of Education, Sam Egwu, recently noted that the poor quality of graduates is worrisome. The major policy speeches of President Yar’Ardua these days revolve around his aspiration of transforming Nigeria into one of the first 20 largest global economies by the year 2020.
Westernization could also be referred to as part of civilization; many countries believe that civilization represents western culture because civilization naturally originates from them. Many western technologies, cultures and customs like dress codes, hair styles, vehicles, buildings, music, language, educational development and materialism are introduced to different parts of the world.
Western influence and westernization have led to the extinction of indigenous languages and cultures of many societies in the world. Nigerian educational growth and development have suffered base on the adoption of western civilisation and values.
STATEMENT OF THE GENERAL PROBLEM
The poor study in history education in secondary schools coupled with the poor academic performance of the few students who venture into history education has been a cause for a major concern as the rate of failure has continued to increase as the day progresses. The lack of effective adherence to the curriculum in secondary schools in the teaching of history education may have been the cause of these poor studies of history education. These poor adherences to the curriculum in history in education have resulted in the slow growth or complete stagnation of the educational system in Nigeria.
AIMS AND OBJECTIVES OF THE STUDY
The major aim of the study is to examine the effect of western civilization on history education curriculum for senior secondary schools in Nigeria. Other specific objectives of the study include;
- To examine the general effects of civilization on the educational sector of Nigeria.
- To determine the importance of history education in Nigeria.
- To assess the developmental level of history education in Nigeria.
- To recommend ways of improving the study of history education in secondary schools.
RESEARCH QUESTIONS
- What are the general effects of civilization on the educational sector of Nigeria?
- What is the importance of history education in Nigeria?
- What is the developmental level of history education in Nigeria?
- what is the effect of western civilization on history education curriculum in secondary schools?
- What are the ways of improving the study of history education in secondary schools?
RESEARCH HYPOTHESIS
H0: Western civilization has no effect on history education curriculum in senior secondary schools in Nigeria.
H1: Western civilization has an effect on history education curriculum in senior secondary schools in Nigeria.
H02: history education in Nigeria has no importance to Nigeria education curriculum
H2: history education in Nigeria has importance to Nigeria education curriculum
SIGNIFICANCE OF THE STUDY
The study would greatly improve the study of history education in Nigerian secondary schools. the study would also benefit students, researchers and scholars who are interested in developing a further study on the subject matter.
SCOPE AND LIMITATION OF THE STUDY
The study is restricted to the effect of western civilization on history education curriculum for senior secondary schools using Using somolu LGA Lagos state as a case study.
LIMITATION OF THE STUDY
Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview)
Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
Availability of Research Material: The research material available to the researcher is insufficient, thereby limiting the study
OPERATIONAL DEFINITION OF TERMS
Curriculum
According to Obanya (2004a), curriculum is the total package of what is to be taught or learnt. He describes it as a process of translating national educational objectives into ‘within-school do-ables
History
History is the study of the past as it is described in written documents. Events occurring before written record are considered prehistory.
Civilization
A civilization or civilisation is any complex society characterized by urban development, social stratification imposed by a cultural elite, symbolic systems of communication, and a perceived separation.
ORGANIZATION OF THE STUDY
This research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study
