International Journal of Educational Science and Research (IJESR) ISSN 2249-6947 Vol.

2 Issue 3 Dec - 2012 7-20 TJPRC Pvt. Ltd.,

AN ANALYSIS OF THE NATURE OF PRACTITIONER RESEARCH IN SOCIAL STUDIES PROFESSIONAL PRACTICE IN NIGERIA
1

KEN A. MEZIEOBI & 2KELECHI CHINEMEREM MEZIEOBI

1

Ignatius Ajuru University of Education, Port Harcout, Nigeria

2

University of Derby, United Kingdom

ABSTRACT
Social studies as a curriculum artifact in Nigerian schools is barely three decades old. This fact notwithstanding social studies is not fully established in Nigerian schools. This is exemplified by the fact that there is pervasive dysfunctional implementation of social studies. Invariably professional practice in social studies has a surreal portrait. In order, therefore, to set social studies on real professional practice track, professional researchers in social studies have been put on their professional toes to righten the unprofessional practice in social studies, notwithstanding their negative effects on the researchers valiant efforts. The burden of this paper, therefore, is to analyze the nature of the current professional researchers practice in social studies in Nigeria. This apart, some crucial issues which face social studies practitioner researchers were highlighted. The conclusion is, however, inescapable that practitioner research in social studies in Nigeria is ongoing. The challenge is that of the practitioner researcher to enhance professional practice in social studies and, in addition, make practitioner research in this discipline - social studies - to worth the bother.

KEYWORDS: Pervasive Dysfunctional Implementation, Professional Practice Track INTRODUCTION

The introduction of social studies as a discrete subject in Nigerian schools and on a nationwide scale is barely thirty (30) years old (Mezieobi, Fubara and Mezieobi 2008). This educational innovation commenced on the 13 September, 1982 with social studies as a core curriculum artifact in the lower (primary 1-3) middle (primary-4-6) and upper (junior secondary 1-3) basic education levels. Although social studies is not taught in Nigerian senior secondary schools yet the conventional universities, and colleges of Education in Nigeria have mounted social studies programmes. Some conventional universities excluding the universities of technology and Agriculture, have social studies education programmes up to the masters degree and doctoral levels. A fact that must be noted is that social studies in Nigeria was introduced in schools without professionally qualified and trained social studies teachers. In this vein, therefore, the teaching of social studies was left in the hands of the traditional subject experts of history, geography, government, economics and sociology who handled lessons on social studies with some bias in favour of their particular disciplines. (Ezegbe, 1988, p.134). What was not difficult to observe is that social studies was taught in the canopy or garb of the traditional school subjects unmindful of social studies goalobject emphases and its ontological, epistemological and axiological orientation. In the bid, therefore, to give social studies teaching its desired professional touch by providing relevant materials and knowledge germane to effective teaching and learning of social studies and which will lead to the attainment of the objectives of social studies, two practices became very discernable. They are:

Ken A. Mezieobi & Kelechi Chinemerem Mezieobi

1.

In order to fill the gap created by the dearth of social studies textbooks and other social studies reading materials, there was on outpouring or upsurge of social studies textbooks and reading materials written by anybody who could write (Mezieobi and Fubara, 2008 p. 162).

2.

There are a few practitioner researchers in social studies who because of their professional training are in practice on-the-job. These practitioner researchers engage in research and encourage it. They further develop graduate research-oriented programmes in the Universities in order to bring to the fore apt knowledge of social studies. They also explore research in the new frontier areas of knowledge that will widen the knowledge base of social studies students and professional social studies practitioners. All these are in the overall interest of social studies teaching effectiveness. The thrust of this paper is to attempt an analysis of the nature of practitioner research in professional practice in

Nigeria with reference to social studies education.

CONCEPT CLARIFICATION
Two concepts need to be explained in the context of this paper in order to provide a solid framework on which to base the ensuing analysis. The concepts are: practitioner research and profession practice. Practitioner Research There are two main ways to look at practitioner research. First is research undertaken by one who is in a professional practice based setting i.e a social studies teacher in an educational institution embarking on research that is school practice based. This is what perhaps Costleya and Gibbs (2006 p.89) meant when they described practitioner researcher as insiders who have insider knowledge Second is knowledge created or generated by researchers about practice and which should be used by practitioners in their practice. The foregoing corroborates Nworgus (1991) statement to the effect that the overriding goal-object of practitioner research is not the expansion or extension of the vistas or frontiers of knowledge for its own sake, but the utilization of the generated or created or produced knowledge to improve practitioner practice and provide solutions to identified problems that may tend to retard practice efficiency and effectiveness. Professional Practice This refers to the demonstration, or utilization at the work place or job of the professionally acquired specialist or esoteric knowledge and skills that are peculiar to a given profession and in accord with the ethics of that profession. Among the major distinguishing characteristics of professionalism that foreshadows practice or on which professional practice rests are, according to Hall (1969) and Woodring (1986) members meeting the rigorously prescribed standards of education and lengthy training process in certified or approved training educational institutions and respecting a formalized code of professional ethics and values. The other characteristics associated with professional practice include pecuniary gains, deep commitment on the part of all the members of the profession, the degree to which the members believe in service to the public and improving human condition, autonomy, self-regulation and societal recognition. Others are members identifying with their profession via membership in professional organization like the Social Studies Association of Nigeria (SOSAN), supporting it, regular update of their professional knowledge and skills through participation in the given professionally related seminars, workshops and other programmes designed to enrich teacher knowledge and upgrade instructional methods and material. (Zevin, 1992 p 366).

An Analysis of the Nature of Practitioner Research in Social Studies Professional Practice in Nigeria

PROFESSIONAL PRACTICE IN SOCIAL STUDIES EDUCATION IN NIGERIA: AN INSIGHT INTO THE WAY IT IS IN REALITY
In order to pave way for a real understanding of an analysis of practitioner research in social studies education in Nigeria, it is pertinent to give an insight into what professional practice in the subject or disciple of social studies really is in outlook or practice in Nigerias context. Despite the three decades of the formal introduction and existence of social studies in Nigerias school curricula, it is to put it straight not fully established as a school subject (Mezieobi, 1992 p.185). This assertion is substantiated by the fact that in the 27th National Conference of the Social Studies Association of Nigeria held at the University of Nigeria Nsukka between 22-26 November 2011, the theme of the Conference was Needed Paradigm shift in Social Studies Education in Nigeria. In this Conference Mezieobi and Mezieobi (2011), two practitioner researchers in social studies, in lamenting over the dysfunctional implementation or operationalization of the social studies curriculum in Nigeria, discussed a good number of critical areas in which change are needed if Nigerias social studies curriculum will ever worth the bother. Everything considered in Nigerias social studies curriculum implementation, Nigerias circumstantial realities with regard to social studies are: first, most social studies teachers in the secondary schools and tertiary institutions are social studies generalists rather than specialists as they are uninitiated in the professional practice of social studies. What, therefore is preponderant under this circumstance is a social studies teaching scenario in which historians, economists, geographer, sociologists unprofessionally double as social studies teachers and teach with a prejudice in deep favour of their traditional disciplines. Second, with specific reference to social studies instructional delivery system, a very recent study by Mezieobi (2003) in which a survey design research was utilized to investigate the extent of the implementation of some aspects of the social studies curriculum, ie social studies teaching methods, social studies institutional materials and resources, and evaluative devices and in which unobtrusive observation was employed, the research report showed that the present crop of social studies teachers in Nigerian classrooms do neither utilize teaching methods and techniques germane for the achievement of social studies objectives, nor do the social teachers use instructional material and resources including textbooks that are apt for social studies learning. Third, most of the conventional universities in Nigeria according to Mezieobi (2003) are yet to mount doctoral programmes in social studies education. The consequence is that the universities where doctoral studies in social studies exist, there is dearth of qualified professional social studies teachers. The flood of people interested in professional doctoral research cannot all be accommodated in the admission process as the research supervisors are grossly lacking. Fourth, research focused on the components of the social studies curriculum process i.e social studies teaching methods, social studies instructional materials and resources and social studies instructional evaluation devices and techniques, are slim. Based on research findings, curriculum implementation , teachers self performance evaluation, teachers performance evaluation and some other components of the curriculum evaluation process i.e antecedent conditions, instructional objectives, content and their organization, learning experiences and their organization have being ignored (Mezieobi, and Mezieobi, 2011). Fifth, the content examination of some social studies curriculum document such as the nascent Basic Civic Education curriculum for JS 1-3 Upper Basic stage of the Universal Basic Education which was just introduced in 2007

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has a plethora of lapses, incorrect and misleading, themes and content inadequacies, subject matter overlappings and unnecessary duplication or repetitions ( Mezieobi and Mezieobi,2010). Sixth, Social Studies Association of Nigeria (SOSAN) which ordinarily should be the largest national organization for social studies teachers and the major vanguard for ensuring the firm enrichment of social studies curriculum in Nigeria and make the social studies teachers become effective and even more professional is feeble, characterized by instability and cannot make is curriculum enhancement impact ( via research) felt in schools (and) the society (as) it is always torn by internal (leadership) conflict(Which) detonates the Associations effectiveness (Mezieobi and Mezieobi, 2011). This claim is evidenced by the emergent situation today where the association has, as a result of leadership tussle, been fragmented into two along ethnic lines with each disparate group showing loyalty to their leader. Under these prevailing circumstances, SOSAN is incapable of sponsoring annual national conventions for social studies teachers, cosponsor State social studies enhancement programmes and meetings and regularly publish journals,

newsletters, series of books, pamphlet and articles as a ways of maintaining contact among professionals about the latest materials issues, theories, and researchreports on the latest curricular projects and research in the field (Zevin, 1992p.369) of social studies education. Seventh, in further lamenting the gravity of research reports blackout on social studies, Prof Mezieobi and his colleague (2011p?) observed that unlike the United State Council For the Social Studies which publishes its main journal seven times a yearSOSAN publishes once a year and this journal does not enjoy the subscription of most social studies teachers and tertiary institutional libraries as the journals are hardly seen

NATURE OF PRACTITIONER RESEARCH IN SOCIAL STUDIES EDUCATION IN NIGERIA: AN ANALYSIS

In the preceding pages, the unprofessional practice in social studies which negatively affect practitioner researcher has been highlighted. In this vein, therefore, an analysis of the current professional researcher practice becomes very pertinent. When social studies education was introduced in Nigerian schools amid the dearth or paucity of relevant teaching and learning materials and resources, generalist social studies teachers and writers, in a research-oriented bid, cashed in on this situation to write, publish and provide and curriculum materials. In as much as these publications helped quite much to cushion the effect of the unavailability of relevant textbooks and other print materials, they however, relied nearly on the authors knowledge, experience and personal opinions of what the author feels or thinks, sheer speculations and

questinations. The truth told, not every research qualifies as scientific research (or) will qualify as scientific research (Nworgu, 1991 p. 4). The writings and publications referred to above, fall into this category, were sheer library research by generalist practitioner researchers. The publications did not possess the vital characteristics or features of all scientific investigations which Anyanwu (2000 p.4) outlined as being empirical theoretical ., cumulative nonethical and verifiable. (Nworgu, 1991 p.4) No matter the inevitability or indispensability of the values or premium associated with the textbooks written by the generalist practitioner researchers in social studies in Nigeria, since textbooks will probably continue to be a standard organizational device (or tool) for (any) programme and for student learning, (Iyewarun, 1989 p.63), the truism is that

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most of those textbooks are produced from (poor) sources.. (as they) are merely geography and history (sociology and economics) books presented under the same cover with the title social studies on them. (DuBey and Barth, 1980 p.81). The motivation or purposes of these generalist practitioner researchers in social studies is not so much to advance knowledge that will enhance social studies teaching or process (teaching strategies and techniques) and

instructional ideas, as it is for economic gains selling the books at exploitative price that at times makes it unaffordable by the student clientele. The conclusions reached in the works of the generalist library researchers in social studies are not based on the application of the scientific method of finding solutions to identified educational problems. In addition, the conclusions are not reports on results of action research that are social studies based. Nonetheless, these conclusions have drawn attention to the effect that research should explore and unveil what actually is to be known done about effective teaching of social studies. Furthermore, the conclusions reached by the generalist library researchers, have the potential of stimulating further research or systematized inquiry of what is yet unknown as there are much to be known. Invariably, this is a challenge posed to practitioner researchers in social studies. With regard to practitioner research proper as it relates to social studies education in Nigeria, it is apt to observe that this (practitioner research) is categorizable into two broad categories namely: Practitioner Research whereby persons who hold a Masters degree in social studies and are teaching at any level of the Nigerias education system-Lower, (primary 1-3) Middle, (primary 3-6) Upper basic education, (junior secondary school) senior secondary school and the tertiary institution seek admission into professional doctoral programmespractitioner doctorate. The principal motivation of those outside the tertiary institutional level gunning for practitioner doctorate degree through educational research is basically not to advance knowledge in any aspects of the discipline social studies or improve the quality of social studies teaching and learning in the classroom situation, but to acquire a practitioner doctorate that will give them a lee way or entry into university teaching. This is more so when practitioner doctorate is a precondition for teaching appointment into the university system. For persons already at the university or college of Education their desire for a practitioner doctoral degree research is basically to undertake research that will lead to a practitioner doctoral degree which ultimately is the prerequisite for their promotion to the full professorial chair in their area of study or discipline. At this juncture, it is important to observe that there are also persons with Masters degree in social studies who are practitioners outside tertiary educational institutions proper but who work in research institutions, institutes, curriculum development agencies akin or relevant to their discipline social studies. These calibre of practitioners undertake research relevant to their discipline in order to enhance their performance on the job and to qualify for university teaching when the opportunity provides itself. The practitioner researchers outside the university system take to professional doctorate or practitioner doctorate because they consider it professional doctorate as prestigious professional practice based and a passport for academic careers and higher level jobs related to the field of specialization. It is also needed to meet the higher level qualifications of professions/organizations that demand graduate qualifications. While practitioner research is practice- oriented, it may also be an academic research embarked upon for the purpose of being awarded a degree or certificate.

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There are also teachers in professional practice in Nigerias classroom social studies situations, with first degree in social studies, who have relegated practitioner research. This is occasioned by the practising teachers entanglements with family matters and problems which leave them with no time and money to undertake practitioner research. More importantly their constraint is the phobia, uneasiness they have inflicted on themselves with regard to all that are involved in the tools for educational (or practitioner) research such as questionnaires, achievement tests and observational instruments the statistical strategies implicit to the development, validation and standardization of these tools (Akinboye, 1995 P. 6). Practitioner Researchers in the Universities The practitioner researchers in the universities, with doctoral degrees develop professional doctorate programs or curriculum, supervise professional doctoral students under taking research whatever their diverse range of motivations are and guide doctorates to the award of professional doctorates to the deserving students who have worked very hard for the award, One who has Achieved ones professional doctorate, becomes all it stands for and in addition contends with the challenges there in. Although there may be a few unenthusiastic professional researchers in the universities, who may not take practitioner research very severely, yet a good many of them live not only up to all practitioner research entails, but also contribute to professional practice enhancement. The university dons who are practitioner researchers are themselves sophisticated producers of (new) knowledge. These practitioner researchers in the context of Nigeria are largely self-sponsored expect a few instances that some of them are undertaken because the researcher has earned some research grant either from his university or international organization or institutions. The practitioner researches may or may not be targeted researches or practical or problems solving researchers in being carried out specifically for the solution of identified practice based or focused problems. No matter the high premium or value placed on practitioner researcher with regard to its advancement of knowledge in any area of study including social studies and the development of social studies educational practices in general, there is a factor of or problem of note which detonates or be devis the usefulness of practitioner research in developing countries such as Nigeria. It is that practitioner research findings and most of the data generated by it do not leave the four walls of the institutions where the research(es) were undertaken or carried out and the venues of the national and state conferences and workshops where exemplary classroom teachers and other educators, including social studies supervisors and college professors (who have carried out practitioner related researchers) demonstrate the latest teaching techniques, report on results of (practice based) action research, provide academic content updates and discuss curricular issues (emanating from practice-general research findings) (and) inform about the future of social studies teaching (Mahood, Biemer & Lowe, 1991 p.377) Invariably the report on results of practitioner research findings do not reach the classrooms, impact positively on professional practice, let alone reach the educational policy formulators and curriculum planners and designers developers for practice-based educational planning, budgeting and administration (Egbule and Okobia, 1998 P.4 and for real practice in the school system. The foregoing makes nonsense of practitioner research in our context and accounts largely

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for malfunctional practice and pedagogy in the discipline of social studies and in fact other fields of professional endeavour in Nigeria. But even if report of the research finding of the practitioner researcher effectively. Impact on classroom practice and are used by educational decision-makers and curriculum planned and designers in bringing about sophistication in social studies teach and learning in classroom situation , the swiftness of knowledge explosion and implosion and societal dynamism ca make existing research reports at a given time very obsolete unless of course these are continues and very regular practitioner researching aimed at keeping abreast or up-to-date with new developments and trends in education that bring about changes in classroom practice and pedagogy. This entails continuous practitioner researching for deeper insight into practice (Wellington and Sikes, 2006p.723). Whatever obstacles that may tend to thwart practitioner research in social studies, such as lack of research funds or understanding of research which Bello and Adeniji (1992 p.260) have attested to in their assertion that "presently, poor funding is the biggest threat to research..." in Nigeria and scanty research data (or information) base, the inevitability of practitioner research in effective social studies instructional practice delivery, underscores the renegade practitioner research. In developing countries such as Nigeria where frantic efforts are being made to ensure that social studies practice trails on the right professional ground and becomes firmly entrenched in the school curricular, it is highly recommended that practitioner research in social studies should focus predominantly on Action Research or Action Oriented Research, which according to Nwana (1996 p.4), and I endorse it, "seeks to find out answers to immediate pressing (instruction~ or implementation) problems of (social studies)..." This position finds justification in the fact that the introduction or commencement of the teaching of social studies in our schools was hurriedly done without adequate preparation or planning, or no planning at all or without curriculum trial testing in terms of the adequate provision of qualified teachers for and the availability of germane instructional materials and resource. Teaching quacks (or non professionals) largely man the social studies classrooms as 'teachers'. The other purpose-based categorization or classification of research which social studies practitioner researchers should utilize in their researches are basic research, applied research, research and development (R & D) and evaluative research. Consequent upon the relative new appearance of social studies in Nigeria's educational scenario, practitioner research in social studies which is focused on basic research will inevitably lead to the emergence or development of social studies improvement enhancing theories which are very necessary for the firm establishment or institutionalization of social studies in Nigeria. Sheer outpouring or development of social studies related theories emanating from practitioner researchers' employment of basic research are to a large extent useless, if the 'new found' theory or theories are not checked out or tested in real social studies classroom practical settings to authenticate their relevance or validity. This is the major concern of applied research which social studies practitioner researchers cannot afford to ignore or sweep under the carpet. The inter-connectedness or interrelationship of basic and applied research was well emphasized when Maduabum (1999 p.16) opined that "both should best be seen as a continuum. While basic research produces theory, applied research tests the usefulness of the theory in practical situations." In fact, the testing or application of basic research generated theories by practitioner researchers may invariably lead to the discovery of new knowledge or information or in fact the refinement or modification of existing theories or practices for the better, in relation to social studies efficacious delivery.

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Furthermore, in Nigeria's unrelenting efforts to ensure that social studies gets firmly established, social studies practitioner researchers, and other research-oriented parastatals that directly or indirectly have something to do with social studies efficiency and effectiveness, must also give prominence to Research and Development (R & D) component of purpose-based educational practitioner research. Unlike basic research and applied research which formulate and test theory respectively, R & D's commitment of practitioner researchers is principally to "develop effective products for use in schools. Such products include (social studies) learning materials (e.g. textbooks) media materials (e.g. equipment) or teacher training materials (e.g. curricula)" (Maduabum, 1999 p.17). When the developed products are test run or trial tested in actual social studies classroom situation, and eventually refined to acceptable standards, and quality, their place in the enhancement of social studies effective delivery is unparalleled. Practitioner researchers in social studies should not depend whole and entirely on basic research, applied research, action research and R & D. Innovations that are being brought to bear on instructional methods improvements by science and technology, in addition to knowledge explosion entail that practitioner researchers in their research agenda should also give premium to evaluation research. Professor Nwosu (2004) most vividly pointed to the significance of evaluation research, which practitioner research should not negate, when he noted that evaluation research helps to engender critical analysis of an existing operation, practice and programmes with a view to making improvement on the existing situations. Whatever burning interest, commitment and devotion a practitioner researcher demonstrates in embarking on practice-based research, his enthusiasm will wane in the face of time, energy and monetary demands of research, if the research effort is inadequately funded or not funded at all. The inevitable concomitant of gross underfunding of practitioner research, no matter the extent to which the practitioner researcher is labeled active research worker' is poor quality research findings. As of now, individual practitioner researchers undertake their independent researches without much reference (if any), to related complete research findings or related on-going practitioner research. This is unmindful of the fact that each research finding forms a foundation for another or creates the solid base for a follow-up research. Professors Ohuche, Nzewi and Nwachukwu (1988) drew attention to a litany of unpublished postgraduate educational practitioner researches in Nigeria which are lying waste in educational institutional library shelves. Apart from the failure of our institutional libraries to appropriately document these research reports, in order to make them accessible to potential practitioner researchers, most, if not all, of our tertiary institutional libraries are lacking in information banking and retrieval process infrastructure or outfit (data bank) even in this era of unhindered free flow of information via internet. When research reports or findings are pigeonholed, by omission or commission, or are not accessible, the possibility is that there may be practitioner researchers' unnecessary repetitions or duplications of research topics or titles with its attendant time, energy, efforts and resource wastage. This underscores the need for a systematized coordination of our research activities and efforts. It is needless to emphasize at this juncture that all practitioner researches in social studies education, as well as in other educational research based on method, should employ anyone of the following: descriptive, historical, experimental, correlational and causal-comparative research categories, and respect the principal stages or designs in scientific method tailored educational research. Practitioner research tradition should be encouraged, supported and well funded. Instead of the pervasive individual oriented practitioner research, which research reports are here and there untapped for the improvement of professional practice in social studies, and which to a large extent do not attract the attention of educational policy makers, collaborative

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research and its research findings, and interpretations may elicit the much desired attention of policy formulators. For professional practice to worth the bother and engender the congenial conditions for effective practitioner research, not one that will undermine research capacity by practitioner researchers, professional associations/organizations should live up to their responsibilities, which, among other things, include professionalizing social studies teaching and learning, and ensuring that research findings are made use of in classroom settings and, therefore, implementable Practitioner researcher reports or findings' implementation lacuna or bottlenecks should be checkmated.

ANALYSIS OF THE ISSUES FACING SOCIAL STUDIES PRACTITIONER RESEARCH

A number if issues face social studies practitioner researchers. The issues in question vary from one practitioner researcher to the other depending, of course, on the nature of a practitioners job-social studies practitioners in the primary and secondary school classrooms practitioners in teacher preparatory educational institutions and practitioners in social studies curriculum planning and development councils or institutes, and the extent to which the practitioner researcher understands and is familiar with the requisite tools of educational research. With regard to these three groups ability to research objectively, the practitioner-researches in the universities who are the producers of all the other types of practitioner-researchers are more prone to objective researching than the other kinds of practitioner researchers. This is largely because they are knowledgeable in all researching entails, are researching regularly, are inconstant touch with new knowledge in research via updating their knowledge, skills and in fact produce new knowledge and procedures in research which others follow. Social studies teachers practising in our primary and secondary schools, and practitioners in curriculum planning and development councils may not exhibit a commendable level of research objectivity in view of the fact that they may after initial teacher preparation loose track of what quality research entails perhaps as a consequence of their not availing themselves of professional development opportunities and their attendant knowledge obsolescence. These calibre of researchers may have research difficulty resulting in lack of research objectivity occasioned by their limited understanding of how to do research in contemporary times. Most importantly, research is characterized by objectivity (Maduabum,1999 p.9). If, therefore, the forerunner of research objectivity is the systematic collection, analysis and interpretation of data, then it is only those practitioner researches that have grasp of the characteristic features of scientific research that will have the ability to research objectively. To this end, it practitioner researchers in the universities, who are committed to research, and those in educational research councils (ERC) that can engage in objective research than practitioner-researchers from the classroom setting. Issues of Researching Ones Colleagues In researching ones colleagues, an experienced practitioner researcher who is very knowledgeable with all scientific research entails-sound understanding of the tools for educational research and ability to systematically apply them to the target of his study, will confidently embark on his scientific research and in fact elicit the maximal co-operation of his colleague being researched. On the contrary, an inexperienced practitioner-researcher who is researching an experienced colleague or a setting in which he is, will become jittery for the fear that his research deficiencies may be uncovered. This situation may negatively affect the quality of the overall research effort. A practitioner researcher who is being researched on, exhibits a little more seriousness in his practice based setting ie classroom in order not to be perceived in poor light, if his practice performance is faulty. In addition, if the

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colleague practitioner researcher, who is being researched, perceives the practitioner researcher as undertaking a fault finding research on him, the latter may not elicit the full acceptance and cooperation of the former in the research exercise. Nonetheless, a pre-conference interaction between the practitioner researcher and his colleague who is being researched, before the actual embarkation on the research, will defuse non-acceptance and lack of cooperation on the part of the practitioner research being researched. Rapport will be established by the pre-conference, and co-operative understanding relevant to the research will be fostered. It needs not be gainsaid that when both the practitioner researcher and his colleague being researched on, are experts in the field of social studies education and the problem the research investigation intends to resolve meets their goal expectation and is perceived as most likely to advance knowledge in the area of study ie social studies, their interest will wax. This is most probably because the research findings, if utilized will bring about improvements in the teaching and learning techniques in social studies classroom situation. Issues in Researching Pupils/Students Most educational researches are directed at schools and particularly in improving the quality of teaching and learning. Schools are largely composed of the teacher (the school heads inclusive), the pupils/students, the administrative support staff and the school environment. The practitioner-researcher can focus his research investigation on any of the constituents of the school. When the focus of the practitioners research is on the pupils/students, the research task of the practitioner researcher is more because he is largely on his own in the research investigation. The practitioner researcher cannot, however, do research that has to do with the pupils/students or in which the pupils/students have to contribute some data without involving the pupils/students. The involvement of the pupils/students in research focusing on them is in their being the population of the study. Whatever the focus of the practitioner researcher beamed on pupils/students, the latter are involved in all of the following: the entire population (universe), a part of the population (sample) that has been selected for the study, whether it is probability sampling which is constituted, according to Ackoof (1953), by simple random sampling, systematic sampling, stratified sampling, cluster sampling and sequential sampling, or non-probability sampling utilizing the following primary methods purposive sampling, quota sampling, haphazard sampling and availability sampling (Okobia, 1998 p.101). In addition, a pupil or student can be a population element ie a single member of a population. Pupils and students are also part and parcel of a researchers target population or accessible population. Whatever the involvement of pupils/students in practitioner researching, pupils and students of secondary schools and many students of tertiary institution are totally ignorant of what research investigations entail. In this vein, therefore, the practitioner researcher is on his own demonstrating mastery of his research competences in order to guarantee reliable research results. In Nigerias social context where the readability and understanding levels of primary school pupils and secondary schools students, particularly in English language is too poor, for a practitioner- researcher to have a dependable research results, the utilization of qualitative systematic observational techniques-the sign system and the category system, (Onocha and Okpala,1995) would be most appropriate research instrument. Otherwise, an array of research assistants will be engaged, and their services heavily paid for, if the practitioner researcher is utilizing questionnaires written in English language to elicit his research data.

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In this circumstance can the research questionnaire not be designed in the indigenous language of the research subjects- the pupils and the students? To do this will be very tasking and cost intensive in view of the heterogeneous nature of our schools even in rural areas. Furthermore, a practitioner-researcher, who for his research convenience, exposes pupils and students to any measure of the childrens mother tongue may incur the wrath of the parents and even the school authorities who acquiesced in that research-oriented exposure. This point is well made when John-Nwosu (2008 p.30-31) who opined that Nigerias are not good in the indigenous languageEnglish language in Nigerias context is treated as a prestigious language The educated elitedo not want their children to speak (or have anything to do with) any other language outside English language. In sore schools in Nigeria, the students are discouraged from speaking their mother-tongue, and deviants are punished from speaking their mothertongue. English has become a status symbol children to elitist schools where English language is the only language on the lips of the school children or students. But given the pitiable situation where Nigerians (pupils and students inclusive) are not good also in English language, it is doubtful whether Nigerian pupils and students can provide current responses when they are the researchers subjects. Issues of Translating Practice into Academic Study and Vice Versa A professional social studies teacher who has practised his profession over a good number of years would have acquired experiences, some of which are well established by educational theorists, as well as made some personal observations that are, by his un-tested estimation, likely to improve social studies instructional delivery. A professional social studies researcher may through his research investigation explore how established practices in teaching may further be improved upon. His observations emanating from his professional practice in the actual classroom setting may be checked out through the scientific research investigation process. When the observations and practices are confirmed through research findings to improve classroom practice, then they become subject for real application in classroom setting and for use in academia. Conversely, there is the probability that social studies practitioner-researchers in teacher preparation educational institutions may have brilliant academic ideas and opinions, on how further to improve social studies instructional delivery. Such practice-improvement oriented hypotheses may through application in real classroom setting, via research, confirm or disapprove their authenticity in actual professional practice setting. It is, however, no more a secret, in the context of Nigeria, that no matter how grandiose research findings are in supposedly improving pedagogical skills and methods in social studies classroom, and in advancing the frontiers of knowledge in the field of school studies, such findings are tentative until their acceptability is established via support lent to them by subsequent research findings. In the context of developing countries such as Nigeria, research efforts and their reports, no matter their perceived import, which do not get the stamp of approval of the political elite in power, as it relates to education, are exercise in futility. This is an endemic problem plaguing practitioner researchers and their research finding in Nigeria more so when the (Nigerian) government and society (are) complacent about research. (Nworgu, 1991 p.14).

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Ken A. Mezieobi & Kelechi Chinemerem Mezieobi

ANALYSIS OF THE NATURE OF PRACTITIONER RESEARCH IN SOCIAL STUDIES PROFESSIONAL PRACTICE IN NIGERIA: FURTHER REMARKS
In undertaking this analysis, some factors are worthy of mention as they largely influenced my thoughts in the appraisal process. They are: 1. I am basically a beginning practitioner researcher in social studies professional practice who has not, in reality, had any practice-based experience in actual-social studies classroom except the short-tenured three months teaching practice session which I participated in as a precondition for first degree certification. 2. I am a participant observer in social studies discipline who have come in contact with it through training and association with reading a vast volume of materials in this subject area. 3. The social studies field of study in Nigeria is up till today plagued by dearth of professionally and experienced social studies experts and professional practitioners. A few of this calibre of social studies personnel-experts- are available. 4. The available social studies experts by professional training are celebrated and are dependable source as they are authorities in this discipline. 5. The views expressed by these social studies oracles, the conclusions they reach in relation to effective social studies instructional delivery which are arrived at from their many years of teaching experience, practitioner researching and the concomitant research findings, have a force of law in the discipline. 6. Newer practitioner researches and their evidential report, which have been assessed in universities libraries in Nigeria and elsewhere are pleasantly confirming the wide spectrum of social studies dysfunctional implementation in Nigeria and, therefore , the pervasive social studies unprofessionalism. These are the ideas which the principal authors I have consulted in my reading and appraisal of the situation, have repeatedly professed in their write ups. Consequent upon the foregoing explanations, the ideas expressed by these specialist authors in social studies are acceptable and sacrosanct, until further practitioner researchers provide evidence to the contrary. The worth of these social studies experts evidence to my study is that concerted attention needs to be focused on professionalizing social studies teaching in Nigeria with particular commitment to the professional development of social studies teachers. Furthermore, encouraged to observe that apart from the profound works of the seasoned practitioner researchers and their ideas which they have expressed, implicitly or explicitly, with regard to social studies professionalism, coupled with most recent studies in the field which have validated the great works and ideas of the past, there are a great deal worth knowing that are yet to be found outside the more recent practitioner researchers. Continuous professional practitioner researching, therefore, needs no belabouring. It is imperative. Ideas keep altering and changes are needed but the wisdom in the older relevant practices cannot be neglected. I am reasonably convinced today and, therefore, share the ideas, views expressed by the social studies experts and the conclusions which they have drawn from their practitioner researches. But it will be foolhardiness to refuse to recognize that societal dynamic and new trends and new developments in science and technology are bringing about changes which inevitably will impact on social studies instructional delivery system. Future practitioner researches on social studies instructional process will perhaps unfold new and directly relevant teaching directions, new methods of inquiry or analysis. I am optimistic and quite sure that no one practitioner researcher, as at today, has ever been wise enough to contribute more than a small fraction of what is know about effective social studies teaching and learning.

An Analysis of the Nature of Practitioner Research in Social Studies Professional Practice in Nigeria

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I am constrained to state that practitioner researches in the past even in the distant past, and recent studies that bear direct relevance to social studies in Nigeria, have been deeply culture bound. While research should reflect our circumstances and resolve the problems, it should not be totally Nigerias culture bound. If Nigeria is to make a leap in the social studies effective teaching front alongside the comity of nations, what is going on in globalized world community should be explored. Whatever that are relevant to the Nigerian community should be adopted or adapted for the immediate and direct benefit to Nigeria and Nigerias social studies institutionalized professionalism.

CONCLUSIONS
This paper analyzed the nature of practitioner research in social studies professional practice in Nigeria. The conclusion is inescapable that practitioner research is ongoing but that the impact in terms of the utilization of research reports emanating from it do not reach the classrooms the formal practice theatre, let alone enhance professional actual practice striving. The challenge to make practitioner research worth the bother is that of the active practitioner researchers and their professional organizations that should bring their professional weight to bear on educational decision- making points.

REFERENCES
1. Akinboye, J. (1995) Forward in Onocha, C.O. & Okpala, P. (1995) Tools for educational research. Jattu-Uzairue: Stirling Horden Publishers (Nig.) Ltd. 2. 3. Anyanwu, A. 2000) Research methodology in business and social studies Owerri: Canun Publishers Nig. Ltd. Bello, G. and Adeniji, E. (1992). The role of research and development in education in Nigeria. In Ipaye, B. (Ed) Education in Nigeria: Past, present and future. Ibadan: Macmillan Nigeria Publishers Ltd. 4. Costley, C. & Gibbs, P. (2006) Researching others: Care as an ethic for practitioner researchers studies in Higher Education 31(1), PP. 89-98. 5. 6. DuBey, D. & Barth, J. (1980) Social studies: The inquiry method approach. Lagos: Thomas Nelson and sons Ltd. Egbule, J. & Okobia, D. (1998) Research methods in education for colleges and universities. Onitsha: Kmensuo Educational Publishers. 7. 8. 9. Ezegbe, M. (1988) Foundations of social Studies. Umuahia: Danton Publishers. Hall, R. (1969) Occupations and the social structure. Englewood Cliffs, N.J. Prentice- Hall. Iyewarun, S. (1989) The Teaching of social Studies. Ilorin: Omoniyi Ayeni Press.

10. Maduabum, M. (1999). Fundamentals of educational research. Onitsha: Commonwealth Educational Publishers. 11. Mahood, W. Biemer, L. & Lowe, W. (1991) Teaching social studies in middle and senior high schools: Oxford: Maxwell Macmillian International Publishing Group. 12. Mezieobi, K. (1992) Social studies education in Nigeria: An historical overview of development in Mkpa, M. and Ekenna, C. (Eds) Education in Nigeria: Issues trends and practices Owerri: whyte and Whyte Publishers. 13. Mezieobi, K. (2003a) Evaluation of the implementation of the junior secondary school social studies curriculum in Abia State. An unpublished doctoral dissertation, Delta State University, Abraka. Delta State Nigeria. 14. Mezieobi, K. (2003b) Social studies curriculum, Owerri: Whyte & Whyte Publishers 15. Mezieobi, K. Fubara, V. & Mezieobi, S. (2008a) Social Studies in Nigeria: Teaching methods, instructional materials and resources Owerri: Acadepeak Publishers 16. Mezieobi, K.A. & Fubara, V.R. (2008b) A review curriculum pattern in of Nigeria between the mid 1980s 2000 in School Review 12(6) pp. 161 -168.

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17. Mezieobi, K. & Mezieobi, S. (2010) Upper basic education curriculum in Nigeria: Lapses, seventeen untapped queries, a paper presented at the 26th National Annual Conference of the Social Studies Association of Nigeria (SOSAN) held at Umaru Musa Yardua University, Katsina on 9 December, 2010. 18. Nwana, O. (1996). Quality research in primary education in the year 2000 and after in Research in quality education: Paradigms directions for the future. A publication of the Association for Promoting Quality Education in Nigeria (APQEN) 9:1-15. 19. Nworgu, B. (1991) Educational research: Basic issues and methodology, Ibadan: Wisdom Publishers Ltd. 20. Nwosu, G. (2004). Basic research methodology for researchers trainers and trainers in management sciences. Owerri: Ambix Printers and Publishers. 21. Wellington, J. and Sikes, P. (2006) A doctorate in a tight compartment: why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education. 31(16), 723-734. 22. Woodring, P. (1986) School teaching cannot be considered a profession as long as its entrance standards remain low in Chronicle of Higher Education 6 p.6. 23. Zevin, J. (1992) Social studies for the twenty-first century: Methods and materials for teaching in middle and secondary schools. London: Longman Group Ltd.