Dr.

Premananda Sethy
pns.jnu07@[Link].
Dr. Sambhu Sankar Deep

Teachers Perception towards Problem of Learning Social

Studies among Students at Upper Primary Schools
nearby Slum area in Maharashtra

Abstract
This paper focuses on teachers’ perception towards the problems of learning social studies
among students from slums and children of socio-economically backward parents at upper
primary level. It analyses the perception through interview of social studies teachers (SST)
teaching in schools near a pre-dominantly slum area of Mumbai Urban and Suburban district
of Maharashtra State. The paper also highlights problems faced by teachers in pedagogical
processes and explores their reflective practices and their attempts to improve the process
of teaching and learning in the classroom. The data collected through different sources have
been triangulated to understand the problems of learning social studies through thematic
analysis of responses on different characteristics of sample schools. It is suggested that all
SSTs should be reflective practitioners and improve the quality of education through action
research and solve the immediate problems of teaching and learning social studies inside
the classroom. Evidence has been derived from the transcription of teacher interview to
reflect on the way of teaching and learning and develop the skill of creative thinking and
critical thinking among learners through the activity-based learning.
Keywords: Teachers Perception, Problems of Learning Social Studies, Reflective Practice
of SST

Introduction may have problems like disease due to living

conditions.
Learning of school subjects in children at the Social studies is an important subject at
elementary level is a major concern in the the upper primary level and is concerned with
context of the present educational system. the behaviour of “human beings as members
The issues of learning social studies are of society”. This behaviour of human beings
also an important aspect of the educational and societies varies frequently. This poses
discourse in the present times. Since, a great challenge to the teachers/social
children have to be more critical, creative scientist whenever they need to establish
and need higher order thinking skills etc., some hypotheses based on observation and
the teacher must teach in a manner that assumptions. The changing nature makes it
develops these abilities, but in reality most difficult to generalise statements that show
teachers are unable to facilitate this in their the existence of cause and effect relationships
classrooms. The children therefore require between observables. Therefore, a teacher
not only a suitable platform in the schools but cannot teach a child in the modern era, but
also a conducive socio-cultural environment simply bring out what is inside the children
at home. It is through this that they can and facilitate in the process of their learning
develop skills to become a responsible citizen while teaching.
of India. However, the students coming from
Government of India has initiated many
slums face major challenges in learning social
programme and policies to improve the
studies. The slum being an overcrowded area
quality of education. In the National Seminar
the living conditions are often not good. They
Teachers Perception towards Problem of Learning Social Studies among... 175

on ‘Research in Social Science Education in educational ideologies. Research is required

Indian Schools’, organised by Department of to understand how teachers and students
Education in Social Science, NCERT, March deal with and resolve various political and
15-17, 2017, some questions associated cultural perspectives inbuilt in social science
with classroom practices and processes syllabus and textbooks (NCERT, 2017).
adopted by different teachers and schools in One of the very few exceptions to the lack
the teaching of social sciences were raised. of qualitative research on faculty satisfaction
These include important questions such as: is the one by Ambrose et al (2005), which
To what extent these practices promote active set out an agenda for qualitative research
participation of students in the process of approach to assessing faculty satisfaction.
generating knowledge? How does dialogue By “qualitative” they mean semi-structured
with community help in improving the quality interviews that can be coded and compared
of learning experiences? To what extent and then used as the basis of more qualitative
do the classrooms encourage alternative analysis. As they pointed out that although
thinking and questioning by students and survey research has the benefit of statistical
allow going out of the classroom to engage

Voices of Teachers and Teacher Educators

power and structural modelling, the interview
with social reality around them? method allows faculty to identify issues in
Social science classrooms are not static or their own words so that they are not over
uniform. They change with the topics being emphasised. They suggest that qualitative
taught. Indian classrooms are also seasonal research work is not only enhanced by the
in the sense that their nature change with use of semi-structured interviews but also
the time of the year. In the initial months other methods of qualitative research like
of the academic year, social science teachers ethnographic field work and participation
spend more time to explain concepts and observation.
provide scope for discussions and exploration With this background, an attempt has
of knowledge outside the classroom. As the been made in this paper to study “Teachers’
academic year ends, teachers and students Perceptions” on the problems of learning
grapple with examinations. They spend social studies at upper primary level in
more time on revision and reinforcement of schools of a slum region.
concepts. Besides in the context of social
sciences as well the nature of classroom Database and Methodology
becomes complex when different teachers
teach one course. Every teacher brings in Operational Definition: Learning is the
different perspectives of their subject. Other acquisition of knowledge or skills through
questions that deserve exploration are: study, experience or being taught. It is
How students cope with different teachers the process of acquiring new or modifying
teaching one course? How much time teachers existing knowledge, behaviour, skills, values
and students talk in the social science or preferences. The sample schools have
classes? What is the nature of questioning been purposively selected and are Mumbai
by students and teachers and why? What Corporation, State and Central Board
kinds of materials are available to students schools near L-Ward slum dominated area
and teachers for use in the social science of Mumbai Urban and Suburban district of
classroom? How are they different from other Maharashtra.
subjects? Social sciences are sought after in Objectives of the Study: (1) To identify
some school systems and marginalized in a teachers’ perspective on reflective practices
few others. Does this affect the way social in the classroom and highlight the problems
science teachers and students get engaged faced by them in the pedagogical process;
in schools? Social science classrooms are (2) To analyse the perception of teachers
not far removed from political, social and through interview of social studies teachers
 176 Voices of Teachers and Teacher Educators

of schools near slum areas of Maharashtra; giving opportunity to students to present

and (3) To give an account of teachers their views inside the classroom, taking all
perception towards the problems of learning students to visit the nearby famous historical
social studies among the students in upper and geographical place, taking extra classes
primary schools of this area. for students who are weak in social studies,
Source: Data has been collected from both problems faced while teaching social studies
primary and secondary sources for the to socio-economic backward students; use
study. The primary data was collected by of ICT/Internet/ppt to explain concepts;
using the method of Personal Interview of their participation in training programmes
teachers through well-structured open ended of social studies. There were question asked
interview scheduled and extensive survey of like- how do you assist learners to learn social
teachers in sample schools. The secondary studies; what are the strategies of teaching
data was collected from RAA Mumbai, and learning that you use in social studies;
SCERT, Pune and the school records. Other what challenges of teaching and learning
government publications such as Primary you have experienced in social studies;
Census Abstract, District Census Handbook, what are the problems that hinder teaching
Voices of Teachers and Teacher Educators

books journals, newspapers etc. Were used of social studies at upper primary; what
as well. can contribute to improved performance
Sample: In this study, the sample of L-Ward of learners etc.. We also asked about their
slum dominated area of Mumbai Suburban contribution to educational reform to support
districts of Maharashtra State was learners with poor academic performance
purposively selected. As per the database and also asked if change in curriculum leads
of District Census Handbook-2001& 2011 to under-performance of learners in social
the slum has the population 5.85 lakhs. studies; and finally what are their suggestive
The location and information about three measures to solve the problems of learning
sample schools under study were obtained social studies.
from Regional Academic Authority (RAA), Tools: A structured questionnaire for
Mumbai Office. The respondents were 5 Teacher’s Interview Schedule and a
class-VIII social studies teachers from three Principals’ information schedule for school
schools and the principals of the schools. profile were used.
Two teachers from a KV, two teachers from Technique & Method: In order to accomplish
a private school and one from a BMC School these tasks and identify factors responsible
participated. The conversations took place for problems of teaching and learning social
as per their availability during the period of studies among the socio-economic backward
data collection. students, the Qualitative Data collected
Variable: In order to achieve the purpose of through teacher’s interview schedule was
this study, some aspects are to be taken into transcribed and thematically analysed. Data
account to identify teaching and learning triangulation was used to analyse qualitative
difficulties of students of the sample schools. data that included views, opinions,
These include inclinations of teachers to observations, philosophical ideas etc of the
teach social studies, problems faced in teachers and principals.
communicating content of social studies,
conducting activities during teaching- Profile of Sample Schools
learning process, participation of student
of different socio-economic backgrounds in All these three schools are headed by female
activities, organisation of group work inside teachers and are co-educational institutions.
the classroom, giving freedom to students They are upto different levels, till senior
to ask questions, clearing students’ doubt Secondary in KV, up to Secondary level in
during the teaching-learning process, the private school and up to elementary level
in the BMC School. The KV and BMC School
Teachers Perception towards Problem of Learning Social Studies among... 177

have a nice campus with availability of with regard to educational opportunities of

classroom and financial and administrative private school is very less in comparison to
support to initiate different innovative KV and BMC schools.
ideas, access learning resource and provide
in-service teacher training programmes etc. Teacher’s Perceptions About
These are not available to the same extent in
Social Studies Teaching and
the private school.
All three schools have provision of
Learning
electricity, safe drinking water and separate Ideally, the teachers of social studies should
toilets for boys and girls and availability of be reflective practitioners and understand
playground and sports and game materials. the problems and learning difficulties of the
However, in private school, there is no library students in the social studies classroom.
and also a shortage of classrooms when Since, the main objective of the reflective
compared to KV and BMC School. A majority practice of a teacher is to improve the
of the teachers in all the schools under study quality of education and solve the immediate

Voices of Teachers and Teacher Educators

are female. problems of learning social studies inside
In the private school (30.19%) and the BMC the classroom, the teachers dealing with
School (29.25%) there are many children social studies must understand the issues
from the slum area but in KV it is only 2.83%. in this regard. Theme-wise responses of the
The academic performance of the private and questions by the 5 teachers are given in
BMC School were low as compared to KV. Table 1.
In general, the infrastructural development
Table 1: Response of the Teachers towards Social Studies Teaching and Learning

KV Pvt. School BMC School

Q.N Question Total
Yes No Yes No Yes No
1. Do you like to teach social studies? 2 0.00 2 0.00 1 0.00 5
Do you face problems in communicating
2. content of social studies while teaching to 2 0.00 2 0.00 1 0.00 5
the socio-economic backward student?
(a) Are you conducting any activities
3. 2 0.00 2 0.00 1 0.00 5
during teaching-learning process?
(b) whether the socio-economic backward
4. 2 0.00 2 0.00 1 0.00 5
students are participating in the activities?
(a) Are you organizing group work inside
2 0.00 1 1 1 0.00 5
the classroom?
5.
(b)whether the socio-economic backward
2 0.00 1 1 1 0.00 5
student participating in the group work?
(a)Are you giving freedom to students in
2 0.00 2 0.00 1 0.00 5
asking questions?
6.
(b)Do socio-economic backward student
1 1 1 1 1 0.00 5
ask questions?
(a)Are you clearing student’s doubt during
2 0.00 2 0.00 1 0.00 5
the teaching-learning process?
7. (b)Do the socio-economic backward stu-
dent’s get their doubt cleared during the 1 1 1 1 0.00 1 5
teaching-learning process?
 178 Voices of Teachers and Teacher Educators

(a)Are you giving opportunity to present

2 0.00 2 0.00 0.00 1 5
8. their views inside the classroom?
1 1 1 1 0.00 1 5
Are you taking all the students to visit the
9. nearby famous historical and geographical 2 0.00 0.00 2 1 0.00 5
place?
Are you taking any extra classes for the
10. students those who are weak in social 2 0.00 2 0.00 1 0.00 5
studies?
Do you face any problems while teaching
11. social studies to the socio-economic back- 2 0.00 2 0.00 1 0.00 5
ward students?
Are you using ICT/Internet/PPTs to ex-
12. plain 2 0.00 0.00 2 1 0.00 5
social studies concepts?
Voices of Teachers and Teacher Educators

What are the training programmes attend-

13. 1 1 0.00 2 1 0.00 5
ed by you in teaching social studies?
How do you assist learners to learn social
14. 2 0.00 1 1 1 0.00 5
studies?
What teaching and learning strategies do
15. 2 0.00 1 1 1 0.00 5
you use in social studies?
What are the challenges of teaching and
16. learning that you have experienced in so- 2 0.00 2 0.00 1 0.00 5
cial studies?
How does an educational reform contrib-
17. ute to the poor academic performance of 2 0.00 0.00 2 00.00 1 5
learners?
What are the problems that hinder the
18. teaching of social at upper primary school 2 0.00 2 0.00 1 0.00 5
level?
Do you have any contribution towards
19. the improvement of learner’s poor perfor- 2 0.00 0.00 2 0.00 1 5
mance?
Do the changes in curriculum contribute
20. to the underperformance of learners in 2 0.00 2 0.00 1 0.00 5
social studies?
Can you give some suggestive measure
21. to solve the problems of learning social 2 0.00 2 0.00 1 0.00 5
studies?
1. Do you like to teach Social Studies? teacher said her interest in the teaching
All respondents said they were interested of social studies was because it provides
in teaching social studies. The reasons historical facts and current information.
for this ranged from- social studies has In this regards Aditya (2018) has argued
appeared interesting from schools days for embedding education for sustainable
and since I studied it upto a Master development(ESD) across subjects and
degree in some of its areas and for some school curricula. It should be given a
because the subject contained cultural, cross-curricula priority, so that the liking
social and environmental issues. One
Teachers Perception towards Problem of Learning Social Studies among... 179

and interest of the teachers as well as discrimination, election activity in the

students could be increased in teaching class by acting different ministerial role,
social studies. role play of famous personnel role etc.
2. Do you face any problems in com- Teachers from the private schools men-
municating content of social studies tioned activities like role of different plan-
while teaching to the socio-econom- ets while teaching lunar eclipse. The BMC
ic backward students? All teachers School social science teacher spoke about
of the schools under study were facing activities like drama, storytelling, general
problems in communicating social stud- knowledge competition and game of flash
ies content to socio-economic backward cards etc. They felt that activities during
children from the slum areas. The social teaching-learning process increased the
studies teachers view was that ‘students involvement and interest of the students
of the slum areas lack general knowledge in the theme and the concerned subject.
about the surrounding; don’t understand Singh et al (2016) also reflect on the key
English, and also lack of concentration in challenges of teaching profession in the
the class due to lack of awareness of the present context. The social studies teach-

Voices of Teachers and Teacher Educators

importance and relevance of education’. ers also said that they touch upon some
The same view was expressed by private less talked about issues of teaching and
school social studies teachers, they opined the opportunity of improvement through
that sometimes students don’t have books self-up gradation and wilful involvement
in Geography; are not interested to study in students learning through participa-
as most of them belong to low social and tion in activities.
economic background. The BMC School 4. Whether the socio-economic back-
social studies teacher had similar experi- wards students are participating in
ence. In this context, Bellack et al, (1966) the activities? According to the teachers
talk about a classroom study and identify interviewed, all socio-economic backward
two ways in which teaching is similar to students participate in the activities or-
playing language games. First, teaching ganised in the classes of their respective
in classroom is a social activity in which school. The SSTs of KV stated that the
teachers and students feel diffident but socially and economically backward stu-
give each other a complementary role. dents are participating in activities like
Second, teaching is generated by certain preparation of charts, albums, projects,
basic rules that guide actions of the par- participation in group discussion etc. Sim-
ticipants. The study explores the differ- ilarly, private school teachers pointed out
ent form of verbal action made by teach- that the students from slum region have
ers and students, and then the rules that also participated in activities. In BMC
govern these actions. School, as well the teacher stated that all
3. Are you conducting any activities activities are participated by each of the
during teaching-learning process?: All background of the students in the teach-
teachers said many activities were con- ing learning process.
ducted during teaching-learning process. This implies that there is recent improve-
This is a good practice because when ment of learning among all of children
teachers emphasized more on activities including from slum. However, there is
than on content and given importance to hope to further improve if the teachers
students, then it would be useful for stu- and teacher educators feel responsible
dents both inside and outside the school for shaping heart and mind of the na-
(NCSS, 2002:12). KV teachers said they tion and transform the young generation
give children map work, newspaper clip into well-informed citizens. The teach-
collation, group discussion, tasks on im- er education programme must not only
portance of natural vegetation, skits on empowers and provide skills for jobs; it
 180 Voices of Teachers and Teacher Educators

also teaches how to live together in a con- ically backward students do not ask any
flict world. Similarly, Wankhede(1999) questions, because they do not have in-
also studied the social and educational terest in learning. The problem here is
problems of deprived section of the so- from both sides, the teachers blame so-
ciety (SCs) in India and the underly- cio-economically backward students but
ing the principle of equality and social do not take proper initiative to motivate
justice supported by constitutional pro- students. The teacher must try to find
visions. However, various studies shows out why socio-economically backward
that the educational progress made by students do not ask questions. Vijaysim-
the SCs is marginal,. It however, differs ha (2019) in her study suggested that
from state to state and caste to caste and teachers can promote inquiry by asking
is necessarily urban based. open ended questions that provoke stu-
5. Are you organising group work inside dent’s thinking and conceptual develop-
classroom? The teachers of all schools ment. This implies a change in the regu-
under study stated that the group works lative discourse to facilitate appropriate
are organised by them inside the class- instructional process. In this regards,
Voices of Teachers and Teacher Educators

room, with participation of socio-eco- Surehatia (2017) has also highlighted

nomically backwards students in learn- that there are various approaches which
ing. However, one of the teachers in help understand the cultural diversity of
private school stated that the socio-eco- children in schools. Addressing the cul-
nomically backward students have some tural diversity of children remains a chal-
constraints and rarely participate in the lenging [Link] participation and learning
group work. The teachers of KVK and of children from different cultural diverse
BMC School said that socio-economically groups.
backward students actively participate 7. Are you clearing students’ doubts
in all group work. For this simply organ- during the teaching-learning process?
ising group work in the classroom is not Social Studies Teachers of all sample
enough. Desai(1989) pointed out the need schools stated that they clear doubts
for a holistic approach to education of of students during the teaching learn-
disadvantageous children based on their ing process. One private school teacher
contextual realities and their family back- said doubts of all students were cleared
grounds. Similarly, Rath & Kar (2017) ’ by simplifying the language. Likewise,
point out that activity based approach the BMC school teacher said they clear
(child-centred approach) is very effective doubts of students by showing video clips
in social studies and has a better impact and pictures in the classroom. One KV
than a teacher-centred approach. The ac- teacher said that some time the teacher
tivity based approach increases interest fails to clear the doubt of socio-economi-
among students, they are thereby able to cally backward students as they do not
gain basic ideas, know the management have interest. We feel teachers must at-
of teaching learning materials and how to tempt to find the cause of the disinterest
learn from peers during group work etc. In of socio-economically backward students.
the same vein Dubey (2019) focussed on 8. Are you giving opportunity to stu-
using peer learning as a classroom pro- dents to present their views inside the
cess. classroom? Teachers of all schools un-
6. Are you giving freedom to students in der study stated that the opportunities
asking questions? All the teachers from to all the students are provided by them
different schools under study said there to present their views in the classroom.
is freedom and opportunity for students One private school teacher opined that
to ask questions in the class. However, even though they encourage socio-eco-
one of the SSTs of KV said socio-econom-
Teachers Perception towards Problem of Learning Social Studies among... 181

nomically backward students to present School, teacher provides time for extra
their self-expression in the classroom, stu- class from 12 noon to 1.00 p.m every day
dents give less views and many times do to clear the doubts in all subjects. So far
not express. In this respect, the students as the improvement of learning among the
require the skill of debate and sharing of weak students are concerned, the activity
their views and opinions in discussion. To and project-based approach could be used
participate in the class debate and discus- to motivate students to adopt a sustain-
sion, the students have to develop their able lifestyle while teaching. In this con-
life skills as identified by World Health text, Selamat, Esa, Salleh & Baba (2012)
Organisation(WHO). According to WHO, who studied the Smart Secondary School,
the life skills are the abilities for adoptive of Johore, Malaysia found that majority of
and positive behaviour of human being students felt that attending extra classes
that enable the individual to deal with ef- can improve their academic performance.
fective demands and challenges in every- They also discovered that students’ per-
day life of any situation. As Pahuja (2018) ception towards the effectiveness of extra
pointed out life skills are essentially those classes is highly positive.

Voices of Teachers and Teacher Educators

skills that help promote overall well-be- 11. Do you face any problems while teach-
ing and competence. Children learn their ing social studies to socio-econom-
life skills from parents, teachers and oth- ic backward students? Social studies
ers significant person, who act as their teachers may have come across several
role model. That is why, the Life Skills personal difficulties while teaching the
Programme as school-based programme subject. For example, a teacher may re-
should be imparted in schools. alise that some of students are not keep-
9. Are you taking all students to vis- ing pace with her/his method of teaching
it nearby famous historical and geo- social studies. In such a situation, social
graphical place? All the Social Studies studies teachers require to introspect
Teachers of sample schools under study and come out with meaningful solutions
stated that students were taken by them through action research. The teacher
to visit nearby famous historical and geo- should also explore the way in which
graphical place. The social studies teach- teaching-learning process can be organ-
ers of KV said they took students to vis- ised in social science classrooms. In the
it different places like the Nehru Science changing scenario, why is there a need
Museum and Kolhapur. The BMC school to bring changes to pedagogical practic-
teacher stated that students were taken es of social sciences? The teachers must
to visit Tajmahal, Kutab Minar and Red seek answers to the questions related to
fort, etc. However, the private school SSTs several pedagogical issues encountered
said it was difficult to take children to visit by them. The KV teachers were faced
different places for long duration because problems because students do not com-
of the large number of girl students in the plete their homework; do not understand
schools and as there is shortage of fund the concept, and have careless attitude
and resources etc. towards class work and homework They
10. Are you taking any extra classes for keep losing books and notebooks. Such
weak students in social studies? Teach- students never participate on their own in
ers of KV stated that the extra classes any discussion and teachers have to force
taken by them for weak students in social them to take part. They have also stated
studies. The Private school teachers said that a very poor performance of such stu-
that they take extra classes sometimes for dents and felt their performance would
extremely weak students (those who do improve if they make more effort. The pri-
not know reading and writing). The BMC vate school teachers said that many stu-
 182 Voices of Teachers and Teacher Educators

dents have family problem and also don’t in strengthening the knowledge base of
have proper homes to stay. The BMC teachers. By providing opportunity to
school teacher were said that the test per- share, explore and contemplate on prac-
formance of the slum students was low tices would improve their teaching learn-
because many parents send their children ing process.
for outside work to earn some money. 13. What training programmes are you at-
In this respect, the life skill of human tended in teaching social studies? The
being is indispensable to promote the need for in-service education of teachers
overall well being and competence in cannot be underestimated. If teachers
young people as they face the realities of are to perform their functions effectively
life. A study conducted by KEÇE (2014) and efficiently, it is imperative for them
detected that social sciences’ teachers to have training in new skills and mod-
suggest that problems arise from lack of ern methodology. It is argued that high-
physical conditions and weekly course er the level of educational attainment by
hours. In the study done by Acar (2003), it teachers, the higher would be the level
has been said that ignoring the students’ of educational standard in the country
Voices of Teachers and Teacher Educators

levels while developing the content is (Osamwonyi, 2016). However, for the KVS
seen as a problem by the teachers. teacher who was working on contractual
12. Are you using ICT/Internet/PPT to basis, no in-service training programme
explain social studies concepts? In was possible. The permanent Social Stud-
all sample schools under study, the ICT, ies Teacher had attended two in-service
internet and power point presentation is courses provided by KV at Rajkot in 2007-
used by social studies teachers to help the 18 and Nagpur (Kampte) in 2011-12 and
students in explaining different concepts one social science workshop for preparing
of social studies. However, in the private question bank at KV in 2017. The private
school ICT has been used by teachers school teachers were untrained and were
once in a month. Sridevi (2019) has ar- pursuing [Link], B.A (Special) Geography,
gued that simply using ICT tools in class- B.A History (Special), [Link] (History). The
room is not useful, the teacher need to in- BMC School had attended drama train-
tegrate learning of how to use technology ing programme and history subject train-
in the classroom with content and pedago- ing programme. This is not sufficient in
gy orientation. It is observed that during the light of the discourse on Continuous
the process of pre-service and in-service Professional Development (CPD). Awas-
teacher training technological knowledge thi(2018) highlights the importance of
remains separate from the main con- CPD, to make teachers responsible and
tent and other parts of the course. These aware about their own professional de-
teacher training programme fail to de- velopment. Teachers can become reflec-
velop a nuanced and meaningful under- tive practitioners through the formation
standing of the applications of technolo- of Professional Learning Communities
gy and how to link content with pedagogy (PLCs). Developing teacher capacity is
through it. The author also argued that critical and requires a fine blend of ped-
pre-service teachers are not confident agogical skills and competencies, knowl-
of using technology in the classrooms. edge, attitude, positive learning, organi-
Any effort towards integration should sational conditions and culture etc. More
be strongly connected with other basic than all this it also needs a reflective dia-
knowledge domains of teachers’ i.e. con- logue of teachers that can lead to lifelong
tent knowledge and pedagogy knowledge. learning and passion for the teaching
Further, it is suggested that the expo- profession. Similarly, Aditya (2018) stat-
sure, updating and practice would help ed that as a teacher plays a crucial role in
Teachers Perception towards Problem of Learning Social Studies among... 183

the classroom process, where there is a of majority of students, group discussions

need to ensure that teachers have proper and also given chance to students by
knowledge of the subject and are aware teachers to speak more etc. One private
of the different pedagogies to transact school teacher uses example of real life
and equip with required competencies. situation. The BMC School teacher uses
Contextualisation of social studies con- teaching aids, chart, project and lectures
cept in education can help students re- as strategies. Ojha (2018) has proposed
late to sustainable practices. Activity and a shift in teaching social studies, espe-
project-based approach could be used to cially history from a mere collection of
motivate students to adopt a sustainable facts and rote memorisation to an effec-
lifestyle. Bose (2018) also suggested that tive student-centred effort, integrated at
practice of reflection is pivotal for teacher the elementary stage to enhance criti-
development, therefore, its importance in cal thinking skills and student engage-
a Teacher Education programme cannot ment. The author has also pointed out
be undermined. that history is a written record of human
14. How do you assist learners to learn so- experiences across time and space. The

Voices of Teachers and Teacher Educators

cial studies? The KV teachers said that learners of history need to relate various
learners of social studies are assisted kinds of available sources to understand
through ICT and group discussions. Re- historical events and concepts. She how-
medial classes and mixed groups of slow ever observes that history teaching is
learners and bright learners are formed repetition of a collection of facts, rote
and the learners encouraged and motivat- memorisation leading to boredom and
ed to learn. One teacher from the private leaves very little space for critical think-
school assists students by making groups ing among students. She suggests that
and providing suitable examples. The the student-centred teaching methods
BMC school teacher assist students by provided a better understanding of histo-
providing a time slot from 12 noon to 1.00 ry, resulting in improved critical thinking
p.m to solve problems of all subjects. Raj skills. The inquiry approach is more ef-
&Fatima (2018) have pointed out that the fective than memorising facts.
teacher-taught relationship at elementary 16. What are the challenges of teaching
level is important for children to achieve and learning that you have experienced
better academic results. This is from in Social Studies? Just as the teaching
their study in three districts of Himachal of mathematics methods has its own set
Pradesh. They found statistically signif- of challenges, so too does social studies;
icant positive relationship between the teachers need to understand and respect
teacher-taught relationship and academic those challenges (OWENS, 1997). The
achievement. Social Studies Teachers of KV face chal-
15. What teaching and learning strategies lenges of availability of modern infrastruc-
do you use in social studies? A strategy tures like social studies lab need to mod-
is an over-all plan to attack. Among other ernized, requirement of encyclopaedia,
things it includes a selection of goals and high speed network facility, E-books, AC
objectives, a determination of priorities, room/chairs, irregularity of student, con-
a selection of tactics and procedures and trolling students’ lack of learning attitude
a determination of resources to be em- in students etc. The teachers in private
ployed. (Schlechty, 1969). The KV teach- school face challenge as they lost their in-
ers stated that, first of all the objective terest to teach because of lack of interest
of the lesson is decided by teachers, and in studying geography and small num-
then they try to teach topics through dif- ber of demonstration lessons. Similarly,
ferent activities with active participation the challenges of the BMC school teacher
 184 Voices of Teachers and Teacher Educators

is to motivate students to come to school the improvement of learner’s poor perfor-

daily and in providing the awareness of mance?
the value of education besides the lack The Teachers of KV said that improvement
of parents support etc. Goswami (2019) of learner’s performance is through moti-
while conducting interviews of parents, vating students in learning, forcing them
felt many time that interview probing to study, providing freedom to ask doubts,
pushed the parents to think about con- question, difficulties etc.
cerns, but they may not have thought 20. Do the changes in curriculum contrib-
earlier and felt obligated to justify their ute to the under-performance of learn-
choice when they became aware that ers in social studies? The KV teach-
this was not quality education according ers felt that a change in curriculum has
to them. However, OWENS(1997) found contributes a lot to under-performance of
other challenges confront by social stud- learners in social studies. They felt that
ies teachers are lack of interest in stu- the questions in the new curriculum are
dents for social studies and in discussing not clear and understandable. The private
various sociological issues,. school teachers also said that change in
Voices of Teachers and Teacher Educators

17. How does educational reform contrib- curriculum has contributed to the under-
ute to the poor academic performance performance of learners because the syl-
of learners? According to the KV teach- labus is very difficult and large. There
ers, educational reform should help stu- should be less syllabus and more pictures.
dents to be disciplined, become good cit- The BMC school teacher also said that the
izens and have better life ahead in the use of picture, visit of historical places can
society. contribute to improve the learning achieve-
18. What are the problems that hinder ment and academic performance of learn-
teaching of social studies at upper pri- ers in social studies. This suggests that
mary school level? The KV teachers said the course in social studies syllabus at
that the implementation of “No Detention state level needs to be reduced. The teach-
Policy” up to Class-VIII, hinders teaching ers also said that there should be only one
of social studies at upper primary lev- book taking in to consideration of all rele-
el, because all weak students get stuck vant areas of the subjects like history, ge-
in Class-IX standard. The private school ography, civics and economics.
teachers also stated that lack of students’ 21. Can you give some suggestive mea-
interest in study and the high level and sures to solve the problems of learn-
vastness of the course in the social studies ing social studies? The teachers of KV
books is a hindrance at upper primary lev- suggested that textbook should be sim-
el. The BMC teacher pointed out student’s plified and only one book should be there
absence and family problems as the chal- and more importance should be given
lenges. Keeping aside of all such problems to history, geography and basics of civ-
identified by the teachers of all sample ics and economics. There should be no
schools, instead of blaming the students irrelevant lesson unrelated to real life.
backgrounds, Bose,(2018) argued that The Regional office of KVS should pre-
practice of reflection is pivotal for teacher pare question bank and circulate to stu-
development. Unless teachers foster the dents. They also said that, more impor-
practice of critical reflection, they remain tance should be given to academic work
in narrow values, unexamined assump- rather than other extracurricular activi-
tions and biases, and prejudices emanat- ties otherwise teachers get less time for
ing due to unquestioned judgments and teaching. The BMC school teachers sug-
interpretations. gested that there should be Social Stud-
19. Do you have any contribution towards ies Lab and Geography Lab like Science
Teachers Perception towards Problem of Learning Social Studies among... 185

Lab. Funds should be provided to school teachers are giving opportunity and freedom
to organise field visit for many historical to ask questions and in the classroom, but
and geographical places. Syllabus should some children are too reticent. So, addressing
be arranged in a sequence and reduced. the cultural diversity of children remains a
Audio-video programme should be pro- challenging task for the teacher at present.
moted in the teaching learning process. Teachers could motivate and promote
inquiry by asking open ended questions that
Discussion, Suggestion and Policy provoke student thinking and conceptual
development. This implies a change in the
Implication regulative process in order to facilitate the
From the study we learnt that social studies possibility of an appropriate instructional
is liked by one teacher from the school and discourse. Towards this, Hegde (2006) urges
by another due to having studied for a Master need for critical engagement with positions of
degree in history and geography. Some constructivism, not to argue for one or other
research studies have also suggested that constructivist positions, but to understand
how question of scientific knowledge and

Voices of Teachers and Teacher Educators

a cross-curricula studies may increase the
interest of the teachers as well as students truth in social science methodology and
in social studies. This is not possible with learning may be addressed.
an overloaded syllabus. It is suggested that When faced with a difficult situations,
the areas of social studies be divided in to teachers should tend to think critically,
two groups one Language, Geography and analyse all the pros and cons of the situation
Economics (LGE) and the other Language, and think of out of the box solutions for the
History and Political Science (LHP). seemingly difficult problems. In the study it
Such groups should also be available at has also been observed that there is shortage
undergraduate level, especially for the Four of qualified teachers, especially in the Mahila
Year Integrated [Link] programmes. Two Mandal Sanchalit Madhyamik Vidyalaya, to
Social Studies Teachers (SSTs) one from each deal and deliver the vast syllabus through
group ( LGE and LHP) could be appointed modern pedagogical approaches of teaching
at different level of school education. This to the socio-economic backward students. In
would interest of the teachers in the social this context, Govinda and Verghese, (1993)
studies and improve the effectiveness of the suggested that a trained teacher makes a
teaching learning process. considerable difference in terms of teaching
Sometime teachers also face the problem in style and classroom management. They also
communicating the content of social studies opined that the improvement in learning level
to the students belongs to slum areas. This of children depend not only on expansion of
is not due to the culture and background of schooling provision but also on availability
the family but many other things including of ample instructional time and its effective
the rules and regulation which guide the use. It is the teacher who plays an important
classroom processes. It is important for the role in effective use of instructional time.
teacher to be involved in students learning Similarly, challenges to education quality
through participation in activities. Clearly, arise from a variety of factors including:
the organisation of activities in the classroom (i) inability to staff and finance a rapidly
is an improved teaching learning process. expanding education system; (ii) research-
While, the teachers of the schools based evidence of low levels of learning in
studied organise group work, yet the socio- basic skills; (iii) new demands for advanced
economically backward children rarely language and computer skills; and (iv)
participate. It is suggested that peer group financial crises that have had an adverse
learning and cooperative learning would effect on education budgets – in some cases
improve the pedagogical process. Similarly, reducing internal efficiencies and eliminating
 186 Voices of Teachers and Teacher Educators

plans for qualitative improvement (Chapman teachers should be appointed and in-service
& Adams, 2002). training and orientation of latest curriculum
We have also learnt that in order to generate and pedagogical approach should be
interest among students, social studies provided to all teachers in a regular interval.
teachers must relate their teaching with the The PPT, e-learning device, play and drama
real life of the children. It is necessary that on different topics should be integrated in
teachers must understand the child properly the teaching learning process.
like their interest, abilities and background
etc. Hence, it is essential to orient teachers Conclusion
so as to change their perception towards
children of slum areas and make them realise From the above analysis and discussion we
that they can learn if proper opportunity will can argue that the identification of problems
be provided. We also learnt that students in social studies through the investigation of
from slum area have multiple problems in the perception of the teachers is necessary
learning social studies and these directly or for the development of skill and pedagogical
indirectly hamper learning. These include practices. They need to become aware of
Voices of Teachers and Teacher Educators

factors of home, surroundings or the school the changing pedagogies. This awareness
location and the resources there. can help them make classroom process
more effective and vibrant. In order to
Teachers suggest that teaching and
make teachers reflective practitioners and
learning of social studies at upper primary
independent learners, different pedagogical
level can be improved if there is a Social
practice can be adopted. The improvement
Science Lab and if the syllabus and
of learning for children from socio-economic
materials are reduced. They suggest that
backward and slum dominated areas is a
curriculum and syllabus should not change
great challenge. This needs to be addressed
frequently and the total content should be
for the development of nation with a good
less and simpler with less content according
citizen. Learners need to develop the skills
to age and level of students. Text books
of learning in terms of creative thinking and
should have relevant pictures and diagram
critical thinking by themselves through the
to make social studies learning interesting.
facilitation of teachers to become considered
Only one book instead of many books and
as independent learners. Such children
more importance should be given to history,
would be able to build their capacity in a way
geography, basic of civics and economics
that could improve the quality of education
only. They also suggest activities outside
at upper primary level.
the classes like trips to historical places,
legislative assembly, municipal office,
gram panchayats, primary health centres, Acknowledgement
anganwadis, consumer courts, banks, farm We would like to extent deep sense of
lands etc. Research suggests that in the gratitude to the National Council of
classrooms teachers must highlight the Educational Research and Training (NCERT),
connection between text and context of the New Delhi-110016, for their financial and
children. The teacher should provide space administrative support in carrying out this
for articulation of thoughts of the students research project. We also like to thank all
in the classroom. The age old practice of the concerned persons of the study for their
dictating answers or marking them in the cooperation.
text book should be gone away. Learners
must be encouraged to express their views
and write answers on their own. Trained
Teachers Perception towards Problem of Learning Social Studies among... 187

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