Synthesis of the State of the Art

The review of related literature and studies has an implication on the present study. All
reviews were focused on the students perception of the effectiveness of teaching methods in
social studies among the grade 8 students of UPHSL. The researchers and works of different
writers and authors like Jantz and Klawiller (2006), state that attitudes about race crystallize
during the later elementary years and the attitudes expressed by teachers and peers are important
in the elaboration of racial attitudes. Rice (2006), concluded that children could learn more
difficult and abstract social studies concepts much earlier than is expected in the traditional
social studies curriculum. Tamakloe (2006), his studies stresses group or g roups ideas such as
co-operation, interdependency, peaceful co-existence, tolerance and adaptability and any other
socially desirable habits, virtue, attitude, and values. Wade (2008), learners are exposed to two
branches of history education: historical understanding and historical thinking.Odom (2010),
develops a basis for building an effective social program. Doyle (2011) and Hamilton (2011),
urge educational researchers to acknowledge these findings and strive to understand the complete
picture by including qualitative research methods to investigative the students point of view
about what happens in classrooms. Morris and Obenchain (2012), arts instruction within the
social studies includes three methods: scripted, interpretive, and original. Mezieobi and Fubara
(2008) Okam (2010), defines teaching methods as the operations teachers perform in order to
involve students in activities to help them learn. While information in proper selection of
instructional methods and their effective uses help the teacher to impart adequate knowledge that
brings about desirable changes in behavior in the learners in teaching-learning situation were
offered by the literature and studies of Alad (2006), Mika (2009),Chocalla (2008), Mezieobi
(2008), Bozimo and Ikwumelu (2008). History and geography, keystones of elementary as well

as secondary social studies, are linked to conceptions of time and space. Yet these concepts are
difficult even for some adults (Poster 2006). A prime area of concern for this review was the
perception by students, parents and the wider community that Social Studies was of little value,
frequently dull and boring and not related to future employment. In terms of status of Social
Studies, studies by Fraser (2008,2009) reported that students ranked Social Studies well below
the core subjects of English, Mathematics and Science. Compulsory education there is a
possibility that fewer students will choose Social Studies in upper school which will have a
compounding effect on the status of Social Studies as a school subject.( Darby 2007). Alazzi and
Chiodo (2007) revealed that the students in both middle school and high school valued social
studies, while at the same time they did not rate social studies as their favorite courses. Students
indicated that many teachers continued to depend on textbooks and lectures as the main tool for
teaching. In addition, students put a high value on teacher enthusiasm and interactive learning.
The learning atmosphere was the strongest influence on overall students learning motivations
Hung and Fan (2014). The Student Perceptions of Classroom Quality survey indicated that
students like to be challenged academically and appreciate the opportunity to be partially in
charge of their own (Gentry & Springer, 2006). The result of the study shows that teachers do not
effectively utilize available Social studies instructional methods in classroom Social studies
teachers use lecture methods as the only method of delivery of instruction to the students
(Mbakwem (2006), Oganwu (2006), Anadi, Egboka and Ikwumelu (2008)).