The study examined teachers ’ perception of the use of drama for teaching of Social Studies in primary schools in Owerri Municipal Council Area of Imo State. To achieve the purpose of the study, seven research questions were posed and two null hypotheses were formulated. Descriptive survey research design was used for the study. The population for the study comprised two hundred and eight four (465) primary school teachers in twenty-five primary schools in Owerri municipal area council of Imo State. Stratified random sampling technique was used to sample 327 primary school teachers. The instrument for data collection was a questionnaire titled “Teachers’ Perception Questionnaire” (TPQ). The instrument was trial tested to determine the reliability using primary school teachers in Nsukka education zone of Enugu State, and reliability coefficient of 0.93was obtained. The data collected for the study were analyzed using means and standard deviations to answer the research questions while t-test and analysis of variance were used to test the formulated hypotheses 0.05 level of significance. The findings of the study were: drama as a method of teaching was perceived by teachers as an advantage in teaching Social Studies in primary schools; the extent to which Social Studies teachers perceived drama as effective in teaching Social Studies is to a high extent; drama teaching method is applied to 26 Social Studies topics to achieve the stated goals out of 30 topics; drama as a method of teaching are often used by teachers in 21 Social Studies topics while 9 topics are rarely used by teachers; there are numerous challenges hindering the effective use of drama in teaching Social Studies; qualification has no significant influence on teachers’ perception of the use of drama for the teaching of Social Studies in primary schools; gender has no significant influence on teachers’ perception of the use of drama for the teaching of Social Studies. The findings have some implication for students, teachers, parents, ministry of education. Based on the findings of the study, it was recommended among others that drama method should be frequently used in teaching pupils at primary school level and physical conditions in classrooms should be improved in order to accommodate drama activities. However, implications of the study, limitations as well as suggestion for further studies were also highlighted.

Background of the Study
The importance of education to human beings cannot be overemphasized. Globally, education is considered as a human right that should be accorded to all human beings and that accounts for why a lot of international human right bodies consider education as a fundamental human right. Education is regarded, globally, as a potent instrument for introducing and sustaining social change in human societies, as well as shaping its destiny (Ifenkwe, 2013). Apart from serving as a vehicle for enhancing upward social and economic mobility, education is regarded as a key to social reconstruction and an instrument for conserving, transmitting and renewing culture. These are requisites for social integration, performance of productive tasks, and for effecting national development (Federal Republic of Nigeria, 2004).

In realization of the important role which education plays as an agent of national development and globalization, there has been agitation for more functional and qualitative education all over the world (Alaba, 2010). This agitation and concern for quality education is reflected in the inauguration of Education for All (EFA) in Jomtien (Thailand) in 1990 and Dakar in 2000. This was followed by a meeting convened by the 56th General Assembly of the United Nations to discuss the implementation of the Millennium Development Goals (MDGs). Operationally, education is a gradual and systematic way of acquiring knowledge to actualize one’s desired goal.

Though there are divergent systems of education in developed and developing countries of the world, education delivery come in stages which include pre-primary, primary, secondary and tertiary stages. For example, education in Nigeria is based on a system which involves three levels of institutional learning processes, the primary school, the secondary school leveland the tertiary levels. Primary education is very important in the Nigerian education system as the first stage of compulsory education.

Primary education is the first level of education where most Nigerian children come in contact with formal education and foundation for success of other levels of education after the family (NPE, 2004). Primary education plays a crucial formative role in the survival of the whole educational system. The National Policy on Education (2004) refers to the education at this level as the education given in institutions for children aged 6 to 11 plus. The NPE also added that since the rest of the education system is built upon it, the primary level is the key to the success or failure of the whole system. There is research evidence that successful adult intellectual development has its root in the early years of primary education (Gysbers & Henderson, 2005; Sink & Spencer, 2005). In line with the above view, Maduewesi (2005) who stated that a sound primary education is a pre-requisite not only to sound secondary and tertiary education but to continuing education. The objectives of primary education in Nigeria according to the Federal Republic of Nigeria (FRN) in National Policy on Education (2004) include to inculcate permanent literacy and numeracy and ability to communicate effectively; lay a sound basis for scientific and reflective thinking and give citizenship education as a basis for effective participation in contribution to the life of the society. Others include moulding character and developing sound attitude and morals in the child and develop in the child the ability to adapt to the Child’s changing environment. It also aims to give the child opportunities for developing manipulative skills that will enable the child to function effectively in the society with the limit of the child’s capacity and provide the child with the basic tools for further education and advancement including preparation for trades and crafts in the locality. It is through Social Studies that it is hopped of these objectives will be achieved.

Social Studies is one of the core subjects offered by pupils at primary school level in attainment of the above objectives of primary school education. Social studies refer to the subject matter, possessing skills, attitudes and activities that focus on society and on individuals as members of a social group.National Teachers’ Institute (NTI, 2000) opines that Social Studies is an area of school curriculum specifically designed for the study of man and how he fits into the society by utilizing the necessary attitudes, values and skills at his reach. Social Studies is a discipline, if properly programmed and effectively taught, should help to solve social problems that are facing developing countries, especially Nigeria, where the old norms are fast losing their grips without any effective substitute to replace them (Fadeiye, 2005; Bozimo & Ikwumelu, 2009). Social Studies help to instill in man a disposition for acceptance of attitudinal change or rebranding in order to tame the tide of corruption which has enveloped all sectors of life in Nigeria. Bozimo and Ikwumelu (2009) also opined that Social Studies is concerned not only with knowledge but also with attitudes, skills and values. It gives an opportunity for important social and moral issues such as attitudes to the destitute, poverty, racialism and different types of government, cruelty to animals and children, brutality and injustice to be introduced into the curriculum (Ikwumelu, 2002).

In Social Studies, man is viewed as being at the centre. while his physical, political, cultural, psychological and socio-economic environments encircle him. Thus, Social Studies deal with relationship between man, and his physical and social environments as well as his relationship with science and technology (Nigeria Education Research Development Council in Fadeiye, 2005). Social Studies can help the Nigerian citizens to generally develop the ability to respect the worth and dignity of individuals; helps in the inculcation of national consciousness and national unity; and instill in man a disposition for acceptance of attitudinal change or rebranding in order to tame the tide of corruption which has enveloped all sectors of life in Nigeria. However, Social Studies in the elementary years are crucial if we expect the young people of this nation to become active, responsible citizens for maintaining the democratic values upon which this nation was established. Unless children acquire the foundations of knowledge, attitudes, and skills in Social Studies in the important elementary years, it is unlikely that teachers in the junior and senior high schools will be successful in preparing effective citizens for the 21st century.

To achieve these objectives, all teachers of Social studies in all affected levels of education need to be familiar with the content and methods of teaching the subject in order to interpret the content of Social Studies correctly and encourage its learning. In addition, teachers need to acquire skills on selection and utilization of Social studies methods. Whether a subject is effective or not depends on the nature and quality of the.....

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