Social Studies Pedagogy Adequacy for Environmental Awareness Learning Outcomes of Students in Akwa Ibom State, Nigeria

Abstract

The adequacy of social studies pedagogy remains a critical determinant of students’ environmental awareness learning outcomes, as effective instructional practices are essential for translating curriculum intentions into meaningful environmental knowledge, attitudes, and responsible behaviours. This study investigates the adequacy of social studies pedagogy for environmental awareness learning outcomes of students in Akwa Ibom state, Nigeria. Three objectives, three research questions and two hypotheses were proposed, answered and tested respectively in this study. Data was generated from 389 students and 312 teachers of public Junior Secondary Schools, using researcher developed questionnaire titled ‘Teachers’ Questionnaire (TQ) and Students’ Questionnaire (SQ).  Using descriptive statistics and One Sample t-test, the researchers found out that students perceive current social studies curriculum as moderately adequate in integrating environmental awareness themes at the basic and secondary school levels while the teachers perceive the same as low in adequacy. Again, findings indicated that instructional strategies used in social studies classrooms are moderately adequate, but not strong enough to fully facilitate robust environmental awareness learning outcomes. Also, the study revealed that social studies teachers possess moderate pedagogical competence in delivering environmental education content. Consequently, the researchers concluded that there is a limitation in the effectiveness of social studies as a tool for environmental awareness and sustainability education given the fact that curriculum design, instructional strategies, and teacher competence are aligned at a moderate level. Based on the conclusion, the researchers recommended that social studies content should be aligned with local, national, and global environmental challenges to enhance relevance and depth.