INTRODUCTION
1.1 BACKGROUND OF THE STUDY
According to Treagust (1990), analogy compares similarities between things which are otherwise unlike. Maharaj-Sharma, (2012) stated that It is a constructivist-based teaching approach designed to provide a powerful means of bringing about this conceptual change in students which involves use of familiar situation (source or analog) to explain a similar unfamiliar phenomenon (target). Analogy must therefore be familiar if it is to be fruitful, it must be able to prove its competence in bringing about conceptual understanding of the needed concepts (Maharaj-Sharma, 2012). Also, Ogile and Thomas (2007) opined that when teachers use analogies to bring about conceptual change in students, they are better able to construct more accurate conceptions of complex ideas, making ideas more internally consistent. In teaching with analogy, social studies teachers must be careful to help the students realize where the analogy breaks down. In line with Harrison and Coll (2008), they must exercise caution to point out to the students those aspects or areas in which the analogue and the target are different. This is why Brown and Salter (2010) also suggests that it is extremely important that due caution be exercised to be sure that students remember the content and not just the analogy, noting that analogy is only an aid to understanding a concept, content or process and not the concept, process or principle itself. The study seeks to appraise the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria.
1.2 STATEMENT OF THE PROBLEM
The inability of students to construct more accurate conceptions of complex ideas and making ideas more internally consistent poses a challenge in the teaching of social studies. It is essential that teachers are careful to help the students understand the concept, content or process involved in the subject through analogy teaching method. However, this often lacking. According to Harrison and Coll (2008), it is important that teachers exercise caution to point out to the students those aspects or areas in which the analogue and the target are different. Brown and Salter (2010) also postulate that due caution be exercised to be sure that students remember the content and not just the analogy, noting that analogy is only an aid to understanding a concept, content or process and not the concept, process or principle itself. The problem confronting the study is to investigate the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria.
1.3 OBJECTIVES OF THE STUDY
The Main Objective of the study is to investigate the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria. The specific objectives include:
- To investigate the analogy methods available for effective teaching and learning of Social Studies in secondary schools in Uyo Local Government Area.
- To ascertain the impacts of analogy methods in teaching Social Studies in secondary schools in Uyo Local Government Area.
- To assess the challenges faced by secondary schools in using analogy methods in Uyo Local Government Area.
1.4 RESEARCH QUESTIONS
i. What are the analogy methods available for effective teaching and learning of social studies in secondary schools in Uyo Local Government?
ii. What are the impacts of analogy methods in teaching of Social Studies in secondary schools in Uyo Local Government Area?
iii. What are the challenges faced by secondary schools’ social study teachers in using analogy methods in Uyo local government area?
1.5 SIGNIFICANCE OF THE STUDY
The study investigates the effect of analogy teaching method on the teaching of social studies in junior secondary school in Nigeria. It provides relevant data for the effective formulation and implementation of policies to enhance the realization of envisaged objective.
1.6 LIMITATION OF THE STUDY
The study was confronted with logistics and geographical factors.
1.7 DEFINITION OF TERMS
ANOLOGY TEACHING METHOD DEFINED
Analogy compares similarities between things which are otherwise unlike. Maharaj-Sharma, (2012) stated that It is a constructivist-based teaching approach designed to provide a powerful means of bringing about this conceptual change in students which involves use of familiar situation (source or analog) to explain a similar unfamiliar phenomenon (target).
