Do They Really Dislike Social Studies? A Study of Middle School and High School Students

Journal of Social Studies Research, Spring 2004 by Chiodo, John J, Byford, Jeffery

Abstract

Building on previous research conducted over the past thirty years, this study attempts to inquire about students' attitudes towards social studies. Using a phenomenological research approach, two groups of eighth and eleventh grade students were interviewed. A total of forty-eight students were selected to participate in the study.

With teacher and learning variables, previous research, and the research questions in mind, there was an emergence of two dominant themes that related to the analysis of the information provided by the students. The first theme suggested active involvement and teacher enthusiasm led to positive images of social studies by middle and high school students. While the second theme suggested perceived utilitarian value or lack of it, was a major factor regarding both middle and high school students' views of social studies. Generally, students were not as negative toward social studies as indicated in previous research studies.

Introduction

Throughout the past fifty years, teachers and researchers have tried to understand why students either like or dislike social studies. Research studies have attempted to identify and measure student attitudes about social studies and predict relationships that influence their attitudes related to this area of curriculum (Corbin, 1994; Curry & Hughes, 1965; Fraser, 1981; Inskeep & Rowland, 1963; McTear & Blaton, 1975; McTear, 1978, 1979, 1986). Through the years, ongoing changes in curriculum design, teaching methodology, and administrative practices may have helped to improve students' perception of social studies (Shaughnessy & Haladyna, 1985). However, an attitude still persists among many students that social studies classes are dull, boring, and irrelevant to their lives. If the curriculum in social studies is to continue to have support from school administrators, politicians, and the general public, it is desirable to have positive student attitudes towards the subject matter. For it is quite possible that negative attitudes toward social studies could ultimately result in a sharp decline in the allocation of resources for this subject area.

Unfortunately, previous research indicates that youngsters are not positive about social studies and find it irrelevant for future careers (Schug, Todd & Beery, 1982). Historically, when elementary and high school students were surveyed, the most dominant negative perception was that social studies was boring and had little relevance to their lives. Fernandez, Massey, and Dornbush (1975; 1976) conducted one of the earliest surveys regarding student attitudes towards social studies in the San Francisco Public Schools. Those researchers found that students in grades 9 through 12 ranked social studies last in importance when compared to other core subjects such as English and mathematics. The participants described social studies as confusing and having little relationship to their future.

In a more recent study, Shaughnessy and Haladyna (1985) captured the essence of why social studies is one of the least liked courses. They interviewed sixth and twelfth grade students in a Midwest school district about social studies subject matter and teacher preparation. The researchers concluded that:

It is the teacher who is key to what social studies will be for the student. Instruction tends to be dominated by the lecture, textbook or worksheets.... and social studies does not inspire students to learn (p.694).

A large portion of research related to this topic was conducted in the 1960s, 1970s, and 1980s. For instance, studies completed by Hahn (1982) and Fouts (1987) examined the relationship between student attitudes toward social studies curriculum and achievement. However, in the past fifteen years, few researchers have investigated this topic. In light of the many curriculum changes that have taken place during the last 15 years and the changing attitudes of politicians and parents toward public education, it is appropriate to once again revisit this area of research.

As a nation we have also experienced several major socio-political events that have greatly affected our lives. The aftermath of Nine-Eleven and the war with Iran have thrust social studies into the forefront of our educational system. These events have caused a renewed interest in civic education and a concern for patriotism by various groups in our society. They have focused their attention on the social studies curriculum and social studies teachers. Therefore, we designed this study to investigate eighth and eleventh grade students' perceptions toward social studies.

Research Study

Despite a wide variety of teacher resources, such as creative lesson plans, inservice training, parental support and school support, students often have a negative attitude towards social studies. Haladyna and Shaughnessy (1982) contend that three factors have a direct correlation with student attitude: the teacher, the learning environment, and preexisting student attitudes of motivation, selfconfidence, and the recognition of the importance of subject matter. Haladyna (1982) indicated that the teacher and learning environment plays a strong role in potentially shaping student attitudes toward the social studies. Teacher factors, such as commitment to help students learn, enthusiasm in the classroom and individual attention, are highly related to students' attitudes toward subject matter. The teacher influence can create a positive learning environment in the classroom. Classroom climate and student attitudes can be modified through interventions to improve the image of social studies (Wheeler & Ryan, 1973).