Pre-Service Teachers’ Perception and Attitude about Service-Learning in Social Studies Curriculum in Nigeria

Abstract

Nigeria at centenary is dwindled with poverty and high illiteracy rate, where there is corruption and corresponding increase in unemployment, ineffective governance and apathy on the part of the citizens among others. As a result of these situations, there seems to be a paradigm shift to envisioning many new approaches to educational system to bridge the gap between the school and community and civic engagement. Some of such new approaches may be captured in service–learning (hands-on teaching and learning strategies that integrate meaningful service and classroom content). Indeed, Nigeria is yet to incorporate the concept into the academic curriculum, despite its effectiveness in developed countries. This paper, therefore investigated pre-service teachers’ perception and attitude about service learning in social studies curriculum. A quantitative survey method was adopted by using simple random sampling technique to select three public Universities in South-West, Nigeria. Therefore, 300 Social Studies education students were purposively selected, employing a questionnaire tagged ‘’Service-Learning Attitudes and Perception Scale (SLAPS), validated and its reliability coefficient was 0.75 using Cronbach Alpha formular. The findings revealed that students with previous knowledge of participation in a community service project showed greater willingness to enroll for a course in Service-Learning, if it would improve their career development, promote their personal and social development etc. Based on the findings policy recommendations were made such as integration of service learning into university curriculum and clear standard guides should be put in place that are back up by relevant laws for proper implementation and so on.



Author Information
Tolulope Victoria Gbadamosi, Emmanuel Alayande College of Education, Oyo, Nigeria

Paper Information
Conference: ECE2014
Stream: Curriculum and Pedagogy

This paper is part of the ECE2014 Conference Proceedings (View)
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