ABSTRACT
This study was on impact of agents of socialization on the academic performance of social studies students in junior secondary school in Jigawa state. Four objectives were raised which included; To examine the role of family as an agent of socialization on the academic performance of Social Studies Students in some Junior Secondary Schools in Jigawa state, to identify the impact of the school as an agent of socialization on the academic performance of Social Studies Students in some Junior Secondary Schools in Jigawa state, to ascertain the contribution of mass media as an agent of socialization on the academic performance of Social Studies Students in Junior Secondary School in Jigawa state and to examine whether differences exist between the socialization process of male and female students of Junior Secondary School in Jigawa state and the status of their academic performance. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Jigawa state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
CHAPTER ONE
INTRODUCTION
1.1BACKGROUND OF THE STUDY
Socialization is an interactive communication process that involves both individual development and personal influences, namely the personal reception and interpretation of all social messages, but also the dynamics and content of social influences. Thus, socialization is a complex process that is based on the theory of social learning, learning which a fundamental mechanism of assimilation of social experience is. Although retaining certain autonomy, man and society form an indissoluble unity, and society is generated by the relationship between its members. The socialization term is expressed in the literature by social learning, culture and so forth. All these terms have the meaning of a process through which the little child is humanized by acquiring human behaviors. In order for the socialization process to prove its efficiency, it must develop the individual’s ability to self-educate, to manage himself to discern between good and evil, to know how to choose between the moral attitudes that are assessed by society negatively and those which allow for adequate social cohabitation. The purpose of this essay is to discuss how schools usually reinforce or extend the socialization received in the family. This essay will first define key terms such as; socialization; family; School, followed by the main body, thereafter a conclusion shall be drawn at the end.
Socialization is broadly defined as “a process in which an individual acquires the attitudes, behaviors and knowledge needed to successfully participate as an organizational member.” Socialization is an ongoing process that sometimes lasts for a year. It represents a sense-making process that helps new hires adapt, form work relationships and find their place in the organization (Cascio. W, 2003). Family is a multidimensional unit performing various functions in a society (Fitzpatrick, 1993). On the hand a school is an educational institution designed to provide learning spaces and learning environments for the teaching of students (or “pupils”) under the direction of teachers (Mikael. P, 1998).
Family is the first agent of socialization. Mothers and fathers, siblings and grandparents, plus members of an extended family, all teach a child what he or she needs to know. For example, they show the child how to use objects (such as clothes, computers, eating utensils, books, bikes); how to relate to others (some as “family,” others as “friends,” still others as “strangers” or “teachers” or “neighbors”); and how the world works (what is “real” and what is “imagined”). As you are aware, either from your own experience as a child or from your role in helping to raise one, socialization includes teaching and learning about an unending array of objects and ideas (Berge, 1977).
Many social factors affect the way a family raises its children. For example, we can use sociological imagination to recognize that individual behaviors are affected by the historical period in which they take place. Sixty years ago, it would not have been considered especially strict for a father to hit his son with a wooden spoon or a belt if he misbehaved, but today that same action might be considered child abuse (National Opinion Research Center, 2008).
Sociologists recognize that race, social class, religion, and other societal factors play an important role in socialization. For example, poor families usually emphasize obedience and conformity when raising their children, while wealthy families emphasize judgment and creativity (Ibid). This may occur because working-class parents have less education and more repetitive-task jobs for which it is helpful to be able to follow rules and conform. Wealthy parents tend to have better educations and often work in managerial positions or careers that require creative problem solving, so they teach their children behaviors that are beneficial in these positions. This means children are effectively socialized and raised to take the types of jobs their parents already have, thus reproducing the class system (Kohn 1977). Likewise, children are socialized to abide by gender norms, perceptions of race, and class-related behaviors.
Social studies education has been viewed as both a course of study and a way of life. It is aimed at producing effective citizenry who are fully equipped with skills, values and attitudes to enable them to relate in a non-conflictual way in the society. However, AERO (2008) has observed that “for all the arguments, convention speeches, and journal articles, it seems clear that the term citizenship education lies at the heart of social studies.” According to Ololobou (2010), social studies is “the integrated study of man as he battles for survival in the environment both physical and social. It promotes awareness, appreciation, and understanding of the reciprocal relationship between man and the environment. The essence of studying social studies is to make out of learners, persons who are responsive and responsible citizens
Based on this background the researcher wants to investigate the impact of agent of socialization on the academic performance of social studies students in junior secondary schools in Jigawa State
Statement of the problem
The survival and progress of any nation depend largely on the way of life of the individual members of the society. Over the years, Nigerian society has increasingly lost its sense of values due to socialization problems. Thus, more people, especially the youth, are found engaged in evil acts like greediness, brutality, sexual immorality, cultism, corruption, armed robbery, alcoholism, tribalism, drug abuse and addiction, examination malpractices, high rate of indiscipline among students, adaptation of foreign cultures in the name of civilization, unacceptable, immoral, criminal and violent films produced by mass media, disrespect for constituted authorities which culminatively yield a society of neither African nor western in nature and several others which negatively affect the socialization process of students thereby resulting into mass failure in examinations as well as poor academic performance
This study intended to ascertain whether the agencies of socialization have positive or negative impact on the academic performance of social studies students in selected junior secondary schools in Jigawa state
Objective of the study
The objectives of the study are;
- To examine the role of family as an agent of socialization on the academic performance of Social Studies Students in some Junior Secondary Schools in Jigawa state
- To identify the impact of the school as an agent of socialization on the academic performance of Social Studies Students in some Junior Secondary Schools in Jigawa state.
- To ascertain the contribution of mass media as an agent of socialization on the academic performance of Social Studies Students in Junior Secondary School in Jigawa state.
- To examine whether differences exist between the socialization process of male and female students of Junior Secondary School in Jigawa state and the status of their academic performance.
Research Hypotheses
The following research null hypotheses are formulated to guide the study;
H1: there is no role of family as an agent of socialization on the academic performance of Social Studies Students in some Junior Secondary Schools in Jigawa state
H2: there is no impact of the school as an agent of socialization on the academic performance of Social Studies Students in some Junior Secondary Schools in Jigawa state
Significance of the study
The importance of conducting a research on the impact of agents of socialization on the academic performance of social studies students in Junior Secondary Schools in Jigawa state can not be over emphasized, since socialization problems constitute a menace to the youth and the society at large.
Therefore in the light of this, it is hoped that the findings from the study will:-
Help students to be familiar with the impact of socialization agencies more especially family, school and mass media on their academic performance.
It is hoped that the findings of the study will help the State Universal Basic Education Board (SUBEB) in formulating policies which will serve as prescription for the control of delinquent behaviours due to the influence of peer group among Junior Secondary School Students. The findings from the study will also help the government and general public with vital information on how children should be socialized right from birth to maturity through various agents responsible for the socialization process.
The findings from the study will assist the guidance cousellors to device means of helping students who find it difficult to fit into the society to do as it demand due to the side effect of broken home on the socialization process thereby changing their attitude for the better.
The findings from the study will invariably serve as directional guide and reference sources to curriculum planners if the responses of the respondents proved positive.
Scope of the Study
The nine educational zones consist of two to three local government areas in the state, but this study covers all the JSS from only one local government area in each of the nine educational zones of Jigawa state due to the large population of the area. It covers only the Impact of Agents of socialization on the Academic Performance of Social Studies Students in Junior Secondary Schools in Jigawa State. However, only Junior Secondary School III Students in the selected schools were used in the study. The study is also delimited to all the teachers of JSS III students.
Furthermore, due to the fact that socialization is a learning process by which infants are transformed into normal human beings possessed of culture and are able to participate in other social relations, is a process which begins right from home, passing through peer group, getting wider at schooling and continue after graduation as well as at the place of work, social clubs, religious institutions, mass media and through out one’s life time. In fact it is believed that in a research of this nature constraints are bound to occur.
Definition of termsSocialization: socialization or socialisation is the process of internalizing the norms and ideologies of society. Socialization encompasses both learning and teaching and is thus “the means by which social and cultural continuity are attained”. Socialization is strongly connected to developmental psychology
This material content is developed to serve as a GUIDE for students to conduct academic research
IMPACT OF AGENTS OF SOCIALIZATION ON THE ACADEMIC PERFORMANCE OF SOCIAL STUDIES STUDENTS IN JUNIOR SECONDARY SCHOOLS IN JIGAWA STATE
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