THE ROLE OF SOCIAL STUDIES IN CORRECTING SOCIETAL VICES AND IMPROVING SOCIAL VALUES AMONG THE YOUTH

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter is devoted to review of relevant literature related to the present study and empirical related studies.

2.2Theoretical Framework

Although there are several theories for explaining facts generated in research endeavours, for purpose of this study, the “Strain Theory of Deviance and the Frustration Theory” were adopted. This became expedient because all the factors that are commonly advanced as an explanation for youth restiveness can be located in the above context due to the fact that they all relate to the bottom line, which is dissatisfaction and unrealized goals.

The “Strain” theory as propounded by Merton (1968) contends that deviant behaviour results not from pathological personalities; rather, it is a consequence of the culture and structure of society itself. He reasoned that because all members of the society are placed in different strata of the social structure, they do not have the same access to the realization of their shared values and goals. The shared values and goals translate into cultural goals which could be material possession, educational attainment, and significant others. Merton further noted that people feel strained when they are incapable of meeting the cultural goals to which they are exposed owing to inaccessibility to the culturally approved and acceptable means of realizing the goals. The tendency therefore is to resort to deviant and unacceptable means.

In the same vein, the “Frustration” theory presupposes that a continuing or unresolved motivational conflict is a source of frustration (Atkinson & Atkinson, 1975). This theory argues that when a person‟s progress toward a desired goal is blocked, delayed, or otherwise interfered with, he or she encounters frustration. Blocked goal seeking therefore produces confusion, bewilderment, and annoyance.

Frustration, by implication, connotes an event rather than an emotional state; thwarting circumstances rather than their consequences. Apart from the various types of conflict that provide a major source of human frustration, there are other barriers to the satisfaction of drives Frustration, whether it is the result of obstacles, deficiencies, or conflict, has both immediate and remote consequences. This viewpoint is premised on the reasoning that when blocked in goal seeking, the individual or youth may react immediately or develop attitudes toward uncertainty or risk taking that has more enduring consequences. Restlessness and tensions are usually associated with many actions indicating unhappiness, dissatisfaction, and frustration and closely related to increased tensions; although aggression is often the result of frustrating circumstances, an explanation of aggression based solely on environmental influences is incomplete. Because of the problems inherent in the original version of the frustration aggression hypothesis, Berkowitz (1965) suggested three alterations to the theory. He opined that emotional reaction does not compulsorily cause aggression, but it creates a predisposition for aggressive acts. The strain theory of deviance and the frustration theory therefore have the utilitarian explanatory value for the youth restiveness.

2.3Concept of Social Studies Education

Social Studies is a subject that helps individuals to be useful to the society and appreciate current practice in order to be acceptable by the immediate and large society. Authors, writers, commentators and pamphleteers define social studies differently all of them defining it in accordance with their academic background level of exposure and general life experiences. Therefore we should bear in mind that there is no single definition universally accepted. Awe (1976 1&2) declared that: social studies as a discipline if properly programmed and effectively taught should help to solve social problem that are facing developing countries like Nigeria where the old norms. Norms are fast losing their grips and no effective substitutes to replace them. Ololobou (2007:2) conceptual social studies as: A program of study which the society uses to instil in student the knowledge skills attitude and action it consider important concerning the relationship human beings have with each their world and themselves Gelve (2006) viewed social studies as the study of man and the outcomes of his relationship with his environment. Moreover, Okam (2006:3) viewed social studies as: A complex but organized process through which individual acquire worthy knowledge attitude, Okam (2006) define social studies as comprising all efforts conscious and incidental direct made by a given society to accomplish certain desirable in terms of the individuals needs as well the need of the society where the program is based.NERC (1980) define social studies as “a way of seeing viewing and approaching thing with special regards to their proper place and function in the ordering and management of man‟s natural social and technology. In Ololobou (2001) viewed, social studies education as the development of attitude and values in citizens.

Going by the above definitions, it is apparent that social studies education is a discipline that focuses on solving the problem of man in the society.

2.3.1Historical Development of Social Studies Education in Nigeria

Nigeria as the most populous nation in the black race has passed through general stages of education development. Social studies as an integrated discipline was not in existence during the colonial era in Nigeria (1840 – 1960) what was found inthe primary post primary schools in the country was the teaching of kind of curriculum called general knowledge (Udoh 1989). The Nigeria child was therefore educated outside his /her own environment his society and culture. It was more appropriate at that time to know and explain concepts forms European perspective. The development of social studies in Nigeria however came earlier than those of other countries in Africa. This was because as early as 1958, the Ohio State University in the United States of America had sponsored some Nigerians for training programme in Social Studies. The arrival of the recipient of such training programs greatly influenced their thought about social studies. For instance they perceived the social ills that accompanied Nigeria‟s transition from colonial era to independence. They discourse the high rate of acculturation among Nigerians and the rate at which the nation cultural traditional were breaking down. They therefore felt that the only way to salvage the country was to train the young ones in the manner that would provide them with opportunity to catch up with the new problem of change (Lawal, 2003).This problem of social studies was also complemented with an earlier effort introducing the subject on an experimental based in the Northern Nigeria teacher training institution as a formal school subject. However, between 1964 and 1965, social studies had been introduced into Nigeria through the Northern education project and the Aiyetoro comprehensive high school project of the western. During this same period, the then western Nigeria ministry of education began preparation for the propagation of the subject by convening a conference and agreeing to an outline of the social studies syllabus for secondary schools classes I and II. This was later assigned to the department of social studies in Aiyetoro comprehensive high school with the assistance of the Ford Foundation and the Comparative Education Study and Adaption Centre (CESAC). The experiment teaching of social studies did not experience a total success in the eastern Nigeria due to the civil war. The Northern states‟ education committee of the interim common service agency made a decision that social studies should be introduced in schools and colleges in the Northern in states. By 1969, social studies department was firmly established in the Institute of Education Ahmadu Bello University Zaria. In that year a national curriculum conference was held giving recognition to the subject as a means of achieving national objectives of education ever. 1970 witnessed another tremendous position change in social studies as a material produced for primary and teachers colleges in the North were out and (CESAC, books were modified and refined. More states such as the then Lagos Kwara and Kaduna states began to introduce the subject in 1971). Also in that same 1971, Social Studies Association of Nigeria (SOSAN) conference was held to support the teaching and learning of the subject. Social studies syllabus was produced at National curriculum conference held in Ibadan. Concept, nature, objectives teaching strategies and aid evaluation technique were discussed at the conference under the sponsorship of Nigerian Educational Research Council (NERC).

Based on the necessity for training of pre – service teachers in primary schools the NERC produced syllabus for teachers colleges in 1972 and institute of Ahmadu Bello University Zaria introduced the subject in to its Post Graduate Diploma in Education (PGDE) program. In the same year a degree course in social studies in Ahmadu Bello University Zaria and Nigeria Certificate in Education (NCE) program in Advanced Teachers College, Sokoto was introduced in 1973. The following two years (1974 - 1975) witness another development at the Institute of Education University of Lagos where the subject was introduced at associate ship and NCE temps. The launching of Universal Primary Education (UPE) throughout the country led to the replacement of separates subject in the primary school with the teaching of social studies. In 1978, two years Bachelor of Education (B.ED) in social studies was also introduced at Ahmadu Bello University Zaria. By 1980, the discipline of social studies was offered at all levels of our educational system and the national policy on education made it a core subject in primary schools and junior secondary schools.

In 1981, NERC now Nigeria Education Research and Development Council (NERDC) thought it wise to review the national primary school studies curriculum guide which was produced in 71 -1981. The year 1984 witnessed another rapid development because many more universities started post – graduate degree program in social studies examples of such institution include: Ife, Ibadan, Ilorin, Lagos, Nsuka and Jos. The Joined Consultative Committee (JCC) also approved teachers did not only produced the grade II social studies syllabus and text, it also went ahead to write course books on social studies for NCE for distance learning system, the distribution of which started in January 1990. Almost all colleges of education now offer social studies in their current programs. Degree and post - graduate program in social studies are now being offered in more than ten universities in Nigeria. The scepticism on the nature, scope and philosophy of social studies has been over to some extent. It is now a compulsory subject in the first nine years of Nigeria child‟s Education courtesy of the new 9 – year Basic Education curriculum launched in 2007. In a related development there is an on-going effort by stakeholders in the field of social studies education to pursue the review of and social studies education full implementation of social studies education curriculum for senior secondary schools in Nigeria. The curriculum was developed some years back, but its implementation is yet to be realized. This will serve as a measure boost to the subject.

2.3.2Nature of Social Studies Education

Social studies is an innovative concept with an electric field involving the arts, sciences technology and social sciences. The nature of social studies in Nigeria and indeed in Africa aims at educational decolonization and corrects the mistakes of the colonial period. The content of the different syllabus on social studies reflect the African background examples the philosophies and experience of African leaders such as kwame Nkrumah, of Ghana, Leopold Senghor of Senegal, NnamdiAzikwe of Nigeria etc. are made to bear on the contents of the social studies syllabi. The nature of social studies is concerned with the basic characteristic of the subject in terms of its content.

Adeyoyin (1991) identified eight different dynamic of social studies conception on the subject. They include:

social studies as citizenship education;

social studies as skills development;

social studies as culture integration;

social studies as dynamic education;

social studies as social science;

social studies as ecological studies and Social studies as discipline.

The nature of social studies either at the primary and secondary levels, places more emphasis on man. The NCCE minimum standard on social studies (1996) declared that: “The fundamental concern of social studies is with man and his complex relationship with the world around and beyond to instil in the students the basic knowledge and skills for investigation, analyzing and explaining these inter- relationships”. The conception reflects the open ended nature of social studies as it emphasis the accommodation of social issues considered relevant to life.

2.3.3Scope of social studies

According to Ndan and Jarimi (2011) social studies programme draws content from the various social science subjects and uses materials from the Local community that cannot be properly classified as belonging exclusively to any of them. Here it is the content average of the social studies syllabus curriculum or programme. The scope of social studies is vast and ordinarily limitless.

Meziobi, Fubera and Meiziobi (2008) outline the following scope as:

a.the content is tailored specifically to a particular society like Nigeria nonetheless, content can be drawn from anywhere in the universe to

enrich or compliment the local content,

b.The content focuses largely on what is on ground, the present with an eye on what it should be in the future. the past is never ignored as there are experiences that may be drawn to enrich the present or future content of

social studies and

c.The content of social studies programme is drawn from the social science personal, or group, oral history, contemporaryissues, mass media, personal or group experience of learners, teachers, and parents and from resource persons and places, ideas, past activities and thought etc.

The syllabus of social studies is flexible and can accommodate new trends or changes, problem or aspiration in the world or in a society that bears relevance to social studies teaching as the classroom must reflect the going on in the society. The implication of this, is that the scope of social studies is continuously enlarging to accommodate the rapidly of knowledge explosion and knowledge implosion. He went further to outline the restricted scope of social studies is by:

a)the society-relative nature of social studies which makes it very possible for a country to prescribe what its curriculum content will be for any level of the education system including the primary schools;

b)curriculum content is also limited by the level of the educational strata i.e. primary schools to which the prescription is designed for;

c)The goal emphasis deferrers from country to country and from one level of the educational system to the others. for example social studies goals in Nigeria and primary education are not the same with the USA, USSR and Japan and

d)The scope is also limited by the quality of social studies programme implementers.

Social studies goals will better achieved by qualified and committed social studies teachers than uncommitted non-qualified teachers in social studies classrooms:

a)Poor attitudes of learners to learning and bad study habits may lead to uncommitted attitude of teachers to teaching.

b) salary, fringe benefits on regular basis;

c) Nigeria schools being in general turmoil;

d) uncongenial schools and work environment and poor condition of service may impair social studies teachers‟ classroom inputs;

e) The value confusion in school and society which make what to beach in school not certain and paucity of instructional resource in schools.

2.3.4 General Aims and Objectives of Social Studies

According to Ndubisi (1981) Ololobou, 2010) aims at broad targets of schooling. They are general foreseen ends of education. They give guidance and direction to schools programme. Kissock (1981) made distinction between ultimate goals and mediate goals. Whereas, the former refers to general statement which relate closely to programme, rationale and scope. The latter are less broad out of the ultimate goals but guide educational activities at different levels of education

The general aims of social studies education as outlined by Ainaetal (1981) in Ololobou (2010) include:

the development of an understanding of the environment in the learners;

the development of useful skills and abilities which will enable learners to deal with and manage the forces of world around them and

To inculcate in learners the desire and cultural diversities in the society.

However, Mazieobietal (2008) indentified seven (7) goals of social studies. They are;

1. didactic or knowledge and information goals;

b) reflective thinking goal;

c) affective goal;

d) citizenship transmission goal;

e) pupil self-enhancement goal;

f) socio political goal and

g) Skills goal.

In a related development Obi (2008) identified the following as objectives of social studies:

a)good citizenship;

b)development of critical thinking;

c)enlighten patriotism;

d)positive social attitude;

e)problem solving skills;

f)concept of historical time;

g)concept of integration; and

h)Concept of change.

Social studies objectives for post-primary schools

At the secondary school level, the objectives of social studies as stated in Dubey and Barth (1980, pg 7-8) includes:

1)to make the students aware of the problem of the world in general and to appreciate the interdependence between people;

2)to create the awareness and understanding of the evolving social and physical environment, its natural man-made, cultural and spiritual resources, together with the rational use and conservation of these resources for development;

3)to develop in the students a positive attitude to citizenship and desire in them to make a positive personal contribution to the creation of united Nigeria;

4)to develop a capacity to lean and acquire skills essential to the formation of satisfactory professional life, that is, pride in the job and sound judgment and

5)to develop in the student an appreciation of his cultural heritage and a desire to preserve it.

2.3.5Overview of the Philosophy of JSS Social Studies

The philosophy of the JSS social studies came as an answer to specific and National problems in the late 1960s were most educators in Nigeria arrived at the conclusion that the school must ne Nigerian in our look rather than emphasizing foreign ideas (Esezobor, 2012). This was because having undergone the JSS social studies programme; the students must have achieved the basic knowledge and ideas that are required of them to function in the society as an effective citizen. Consequently upon this, the child will build upon the foundation that was laid at the primary school. Ezezobor (2012) observed that the content of the social studies at the JSS include the physical features of Nigeria, natural resources, elements of weather and climate, history of education in Nigeria, origins of man, various institutions, leadership and followership, to mention a few. She went further to say that social studies at the JSS level is taught to familiarize the learner with his environment in all its ramification, to understand the working relationship between communities, towns, states and countries. He learns about Nigeria in different dimension such as location, its physical features, settlement, and relationship among ethnic groups and so on.

More so, the learner will be able to exposed to the problems in the society and equip them with necessary skills needed for their survival.

2.3.7 Nigerian Core Values

The Oxford Advance Learner‟s Dictionary defines values as “worth of something compared with the price paid for it and quality being useful or worthwhile or important”. A re-known philosopher and educationalist Dewey (1968) perceived values as importance and something qualitatively cherished. Baduirng (2009) noted that values are basic beliefs and attitude in a society whether individuals or grouped which are considered worthwhile and which serves as guide to choices and behaviour in daily life. Esu (2009) further defined values as ideals that guide or qualify your personal conduct, interaction with others and involvement in your career on his part Balarin (2009) defines values to mean traits, practice, acts, ideals, belief, attitude and principles that a group or society considers to be merit, worthwhile dear, acceptable and right values deals with preference corning appropriate courses of action or outcomes. Your value represents your value belief arrival felling of what is good, important or desirable. It influences the choice one make among alternatives example of values are freedom, peace, comfort, health, honesty, security, knowledge etc. These values may spend greater share of all money on education rather that other things unlike norms which define appropriate and acceptable behaviour in specific situation, values provide more guidelines (Haralambos, &Heald, 1980). Recently individual achievement and materialism are major values in western industrial society. Thus according to Halarambos and Heald (1980) the individual believe it is important and desirable to come top to win a race or reach top of his chosen profession in the west, the values of materialism motivate individuals to invest time and energy producing and acquiring material possession like norms, value of generosity. In term of serious, the acquisitive individual of western society would be best be regard as peculiar and more probably would be condemned as grasping self and antisocial.

It is obvious that the core values of Nigeria that have been weakened over the years need to be strengthened for sustainable natural development to be achieved. NEEDS (2004) described Nigeria as a multi ethnic society with a value system that is derived from the diversity of its pupil, religion, and culture. These core values NEEDS identified include respect for elders, honesty, accountability industry, discipline, self- confidence and moral courage. The above core values are grossly compromised in the present Nigeria socio-economic and political context to the extent that it has constituted serious moral problem. Their excessive compromise in greed, corruption, dishonesty, violent crimes, political killing, drug peddling and so many others and social behaviour capable of jeopardizing all sincere efforts directed at stimulating national development. This moral decay is mostly ramped among the youth on whose hands the future of our country lies. Given this circumstance, the need for value education cannot be over emphasised as value education involves education for character and good moral behaviours. This implies the teaching of respect and responsible adult life to the citizens. This is the core aim of social education i.e. producing effective citizen for healthy nation.

Basic fundamental moral values every nation should teach its citizen include respect for constituted authority and sanctity of life, responsible, value of honesty, fairness, tolerance, prudence, self-discipline, helpfulness, compassion, co-operation and courage, along-side some fundamental procedural values upon basic ingredients of democracy. They include the rule of law, equality of opportunity, due process, representative government, checks and balances and democratic decision making. These are the underlying values that guarantee democratic stability (Esu, 2011).

2.4 Incidence of Social Vices

Social vices are fast becoming national and global trends. Social vices cut across ethnic nationalities, races and even religious cleavages. Some of the social vices include but not limited to examination malpractice, indecent dressing and prostitution, political thuggery, cultism, drug addiction, targeted assassinations, armed robbery, pipe-line vandalism, vandalism of electricity installations and cyber crimes. These vices are at variance to social norms and values which include beliefs, attitudes, honesty, hard work, customs and traditions, ideals, skills and taboos which a society cherishes and passes on from one generation to another via formal and non formal education. For want of time and space only a few of the social vices will be explained presently.

(i) Examination Malpractice

Tests and examinations are very important in the school system. It is examinations that are used as criteria for placement of citizens in society. Its natural tendency is to establish a meritocracy in which power, earnings and status depend (Umaru and Babuje, 2012). The quest to pass public examinations conducted by examining bodies like the West African Examinations Council (WAEC), National Examinations Council (NECO) and Joint Admissions and Matriculation Board (JAMB) by hook or crook emphasizes the importance of examinations to students. Oyetunde (2004) stressed that examinations exert a very powerful influence on the educational system, on what is taught or how it is taught, and they determine how far students can go in their academic pursuits and job aspirations. Entire family lives can be influenced by a child's performance in an examination because that performance can constrain or expand future employment possibilities for the child (Copper, 1996). Examinations therefore are very important to students as their future seems to hang on them. All manner of examination malpractices are therefore trending. Maduabum (2001) states that examination malpractice is an improper practice carried out before, during or after any examination by an examinee or others with a view to obtaining good results. Examination malpractice could include leakages, impersonation, collusion, swapping of scripts, smuggling in already answered scripts and most recently downloading examination questions and answers from the internet of examining bodies' website. The recent trend of downloading examination questions and answers and indeed all forms of malpractice is worrisome as it makes mockery of the examination process and its intended purpose. Stakeholders in educational planning including Ministry of Education, examining bodies, teachers and parents have the responsibility to ensure that examinations measure correctly the competences and capacity of students that sit for them.

ii.Indecent dressing/prostitution

Social norms and values are part of the culture of a people. The Nigerian society believes in a Supreme Being or God who controls the affairs of man. The people value decent dressing but abhor near nude dressing associated with prostitution. Nigerian youths have a penchant for any kind of dress even foreign dresses. They dress in British dresses, gowns and suits, Chinese wears, American trousers and suits and German wears (Ogbonnaya, 2009). Social media and the internet have influenced the dressing of our youths negatively. It is common to see on the streets and campuses half clad boys and girls or wears that show the contours of all vital statistics of their bodies. For quality education in a globally depressed economy, Nigeria and other nations must plan education to cater for the decadent society. Education should be planned to correct the ills in the society.

Education should be planned to cater for the need of both the rich and the poor, in this way prostitution may also be reduced. It is in this respect that the classical economists do not often regard education strictly as an economic but a social good, a luxury consumption good. They insist that education does not strictly obey the law of demand and supply. This school of thought argued that since the principle of externalities

of education stipulates that in the long run the education of the individual benefits the society as a whole more than the individual who invests in it, or acquires it, it stands to reason that society should be made to pay for the proportion of benefits that it derives from the education of the individual (Nna, 2012). The cost of education should therefore be borne by the public, the government. The socialists therefore see the provision of education at public expense as a means of creating a class-less society and a society free from the exploitation of the downtrodden by the bourgeoisie (Nna, 2012).

iii.Cultism

A cult is a belief system in a local god. The Oxford Concise Dictionary of Sociology as cited by Nwoke (2006) defines cult anthropologically as a set of practices and beliefs of a group in relation to a local god. These activities relating to the local god are highly secretive as members always swear oath of secrecy. Secret cults or societies are those organizations which completely conceal their rules, the names of their members, their signs, passwords from outsiders and the members take oath of secrecy and are often under the threat of severe punishment in the case of its violation (Ogbonnaya, 2012). Youth restiveness is typified by political assassinations, ethnic militia, armed robbery, sexual assault or rape, kidnappings among other vices. Cultism is an extension of violence in the Nigerian society. Gimba (2002) states that university students and graduates earn much money by taking part in crime-related services and contracts. Thomas (2012) observed that campus cult groups enjoy subtle supports and patronage from both government and school authorities. To eliminate or reduce cult activities on campuses and Nigerian streets, educational planners and policy makers should consider in its planning Nigeria's philosophy of education which is based on:

1. The development of the individual into a sound and effective citizen; (b)The full integration of the individual into the community and (c)The provision of equal access to educational opportunities for all citizens of the country at the primary, secondary and tertiary levels both inside and outside the formal school system (Federal government of Nigeria, 2004 p.2)

2.5 Review of Related Empirical Studies

Ibrahim (2014) conducted a study to investigate the “opinion of JSS students on the influence of social studies education in addressing the problems of delinquency in Niger State”. The study was a survey research and used 383 students from JSSIIand JSS III as sample based on the sample sizeable by research Advisors 2006. The study used questionnaire as data collection instrument. Three objectives, research questions and hypothesis were raised respectively in the study. The data were analysed using independent t-test sample, mean and standard deviations. All the three (3) null hypotheses were retained. The study therefore concluded that social studies education is still making tremendous role in promoting desirable attitudes and discouraging undesirable ones. The study and that of Ibrahim (2014) used t-test, independent sample, mean and standard deviation as data analysis instrument. The two studies used survey designs with questionnaire as data gathering instrument. Similarly, the two studies used JSS students as their target populations. Nevertheless, the two studies differ in some ways. While the current study used Zaria Inspectorate Division as its case study, the study conducted by Ibrahim (2014) used the entire students of Niger State as population. The current study uses simple random sampling technique while that of Ibrahim (2014) used purposive sampling.

More so, Muhammed (2014) conducted a study to investigate “the role of social studies education in controlling restiveness and moral decadence among JSS students in Niger State”. The study was a survey research and questionnaire was used as data collection instrument. The study used purposive sampling technique to draw respondents numbering 384. The study raised three objectives, answered three questions and tested three (3) null hypotheses at 0.05 alpha level of significance. Data were analysed using one-way Analysis of Variance, t-test independent sample, mean and standard deviation. All the null hypotheses were retained. The study recommended among other things the need for periodic review of social studies curriculum to stand the test of time, the need to send social studies teacher for In- service and refresher course, the need to recruitment of well-motivated and qualified teachers etc. However, the current study and that of Muhammed (2014) differed in some ways. The current Study used Zaria Inspectorate Division while that of Muhammed used Niger State. The current Study used Independent t-test sample as data analysis tool while that of Muhammed (2014) used One-way Analysis of variance (ANOVA) and t-test Independent sample. The current study used Simple random sampling technique while that of Muhammed used purposive sampling. The two studies however, shares the following commonalities:

-they used JSS students as populations of the study;

-the current study and that of muhammed (2014) used survey with questionnaire as data collection Instrument and

-the two studies used t-test, mean and standard deviation as data analysis tools.

Sani (2012) focused on the “impact of social studies education in inculcating values and attitudes for self-reliance among JSS students”. Two types of questionnaires were designed and administered to three hundred and sixty (360) student and twenty teachers in Niger state. The results revealed among others that social studies education has impact in inculcating values and attitudes for self- reliance. He adopted descriptive survey research. The data for the study were collected through the administration of the instrument to all the sampled respondents personally with the help of research assistants, percentages, frequency, means and standard deviation and independent t-test were used in testing the hypothesis. The research also revealed that the contents of social studies are adequate in fostering values and attitudes for self-reliance. The dearth of instructional materials and resources, inadequate use of teaching methods and evaluating techniques are problems confronting social studies education in achieving fully its objectives. Also the study indicate that the instructional materials and resources as well as teaching methods and evaluation techniques employed in social studies teaching are not adequate for inculcating values and attitudes for self- reliance among JSS 111 students. The above differ from the present study in the area of location, population and sample size. Also, while the present study is on minimizing youth restiveness among the JSS students the above study was on inculcation of attitude and values. It also agreed with the former that the inculcation of values and attitudes can impact good conduct and morals which is the focus and objectives of social studies.

However, both studies are geared towards one purpose; how social studies can bring about change in children.

In addition, Ahmadu (1979) Carry out a study on “integrative attitudes and values among various level of education in Nigeria”. The research was carried out to investigate the behaviour patterns and attitudes of Nigeria‟s with different levels of education. Nine hundred and ninety respondents of the study were the primary pupils, secondary and university students and non- school group. The instruments used were questionnaire. Durn‟s test, a simple percentage spread and two tailed test were statistically used for data analysis. It was found out that education contributes to the expression of achievement of attitudes towards national integration in Nigeria in which social studies objectives stands for. The study is also related and relevant to the present study because integrative behaviour patterns and attitudes of students towards national integration is an act of patriotism, national consciousness among others which are values and attitudes are vital in minimizing youth restiveness through social studies education.

Igbo and Ikpa (2013) based their research work on “causes, effects and ways of curbing youth restiveness in Nigeria”. The study focus was on the 1200 National service corps members Batch B 2012 in Benue state. They adopted survey design; the method of data collection was stratified random sampling to get the respondents that participated in the study. The method of data analysis was a descriptive statistics frequencies and percentages. The research finds out that illiteracy, unequal distribution of natural resources, poor child upbringing, unemployment, poverty among these causes these youth restiveness. It also discovers that youth restiveness is associated with upsurge of social vices and criminal (armed robbery, cultism, kidnapping etc.). Also the study has shown that effective counselling to youths, parents, and political leaders at various levels of government could go a long way in curbing youth restiveness in Nigeria. Even though the study is relevant to the present study only that the present focus on JSS junior secondary school students while the former is on universities graduates (NYSC corps members). More so the work was done in Benue State

Another work reviewed is that of Ibrahim (2012) which was based on th Impact of social studies education in curbing indiscipline among JSS in Zaria and Sabon- Gari local government areas in Kaduna State”. The design of the research was a descriptive survey. The method of data collection was structured questionnaire. The sample population was 400 groups of respondents. The method for data analysis was to test. The result of the research outcome state that there is direct relationship between indiscipline and social norms and that, with the effective teaching of social studies education students could be more disciplined and resourceful and social studies education has the power of making students more responsible citizens. The research work is of great importance to the present study because the present work focuses on minimizing youth restiveness while the former on curbing indiscipline. The area of coverage and level are the same i.e. secondary school at JSS level. Though the population and sample size differs in some ways, while the current study used Zaria Inspectorate division as its case study, the study by Ibrahim (2012) used both teachers and students of Kaduna State, which is wide in scope.

Mohammed (1997) conducted a study on “disciplinary problems in secondary schools in Sokoto State”. The study‟s focus was on the entire secondary schools in Sokoto state. He adopted a descriptive designed; the method was used to sample the target population. The method of data analysis percentages and tabulations while correlation studies chi-square, one way analysis of variance (ANOVA) and t-test statistics were employed in testing hypothesis at 0.05 level of significance. The research finds out that there is significant difference in the opinion of teachers and students on the issue of school discipline. This could be due to the fact that teacher‟s experiences and exposures very often differ from those of students. Also, the study has shown that there is a close relation in the opinions of teachers and students on disciplinary problems in secondary school.