FOSTERING NATIONAL IDENTITY: THE IMPACT OF SOCIAL STUDIES ON NATIONALISM GROWTH IN SECONDARY EDUCATION

This study explores the influence of Social Studies education on fostering nationalism among Grade 10 students. Utilizing a quantitative research design, the research employed a researcher-made questionnaire to measure students' perceptions, attitudes, and behaviors regarding nationalism. The instrument was validated by experts and consisted of demographic data, a 20-item Nationalism Scale using a Likert scale, and a 10-item section assessing the impact of Social Studies on nationalistic growth. Data were collected through purposive sampling and analyzed using descriptive statistics, Pearson correlation, and paired samples t-tests. The results demonstrated a strong positive correlation (r = 0.710, p < 0.001) between Social Studies instruction and the development of nationalism, with significant differences in nationalism growth observed based on age and sex. Older students exhibited stronger nationalistic sentiments compared to their younger counterparts, while males showed slightly higher levels of nationalism than females. These findings underscore the pivotal role of Social Studies in cultivating national identity and civic responsibility. Despite its strengths, the study was limited by its focus on a single institution and the exclusion of external factors such as family and media influences. The research emphasizes the need for gender-sensitive and age-appropriate teaching strategies, culturally relevant pedagogy, and strengthened school-community partnerships to optimize the impact of Social Studies education on nationalism. Future studies should adopt mixed-methods approaches and explore external factors to provide a more comprehensive understanding of nationalism development.