An Assessment of Civic Education Curriculum Implementation for Greater Efficiency in Political Participation among Senior Secondary School Students of Zamfara State, Nigeria

Cite this article as: Muhammad, S., Adamu, B. & Usman, U.A. (2023). An Assessment of Civic Education Curriculum Implementation for Greater Efficiency in Political Participation among Senior Secondary School Students of Zamfara State, Nigeria. Zamfara International Journal of Humanities, (2)3, 65-74. www.doi.org/10.36349/zamijoh.2023.v02i03.008.

An Assessment of Civic Education Curriculum Implementation for Greater Efficiency in Political Participation among Senior Secondary School Students of Zamfara State, Nigeria

By

Sule Muhammad
EMAIL: muhammadsule78@gmail.com
TEL: +2347030475088
Department of Educational Foundations,
Federal University Gusau, Zamfara State

&

Bilyaminu Adamu

EMAIL: bilyaminuadamu.ba@gmail.com
TEL: +2348067775754
Department of Educational Foundations,
Federal University Gusau, Zamfara State

&

Ummulkhairi Abubakar Usman

EMAIL: ummubukar@gmail.com
TEL: +2348036652777
Department of Social Science and Humanities,
Federal College of Education (Technical) Gusau, Zamfara State

Abstract

The paper assessed the Civic Education curriculum implementation for the greater efficacy of political participation among senior secondary school students of Zamfara State Nigeria. The population of the study was estimated to be 558, using a sample of two hundred and seventeen (N=217). Three hypotheses were formulated and statistically tested. A purposive sampling technique was used. The instrument used for data collection was a questionnaire. Cronbach alpha reliability test was used and a reliable coefficient of .803 was obtained. The researchers employed different statistical tools for analyzing the data of the study; frequency and percentage were used for demographic variables, while mean and standard deviation were used in data analysis. Results of the analysis indicated that civic education curriculum content has no significant relationship in the views of civic education teachers on the greater efficacy of political participation among senior secondary school students of Zamfara State, while hypotheses 2 and 3 indicated that, there were significant relationships in the views of Senior Secondary School Civic Education teachers on the teaching methods and instructional materials used in the efficacy of political participation among Senior Secondary School students of Zamfara state. The paper recommended that; Civic Education teachers with requisite academic qualifications and enduring years of experience should be allowed to effectively implement the civic education curriculum content, and Civic Education teachers should be adequately equipped with training and strategies for the implementation of the curriculum. The paper stated that Civic Education teachers should be more encouraged on the use and improvise of instructional materials toward the great efficacy of political participation by students of Zamfara State.

Keywords: Assessment, Civic Education, Curriculum Implementation, Political Participation  

Introduction

Education is universally perceived and acknowledged as an effective tool for meaningful development in every society, be it social, economic, political or technological. It is for the development of individuals into sound and effective citizens for social advancement. Indeed, the Nigeria idea of acquisition of knowledge depends on the need to ‘’form people into sound and compelling residents’’ (Federal Republic of Nigeria, 2004). Achievement of this way of thinking prompted the selection of the Nigerian national educational objectives among which are the teaching of national cognizance and national solidarity and the teaching of the right sort of qualities and forms of mind for the endurance of the individual and the Nigerian culture (Mezieobi & Edinyang, 2013). According to Audu (2002), the products of any educational system should be reasonably empowered, to exert some element of control over the events that affect them through efficient and functional education. This will greatly be attainable if education is relevant to the needs, desires and aspirations of the society, thereby leading to the development of individuals and the entire society at large through the acquisition of appropriate knowledge, skills, ideas, values, attitudes, competencies and abilities.

Political participation is the involvement of the citizens in the political system.  Adelekan (2010) described political participation as the process through which the individual plays a role in the political life of his society and has the opportunity to take part in deciding what common goals of the society are and the best way of achieving these goals. According to Falade (2014), political participation is an aspect of political behaviour and it focuses on how individuals take part in politics. It is a voluntary activity and one may participate directly or indirectly. The various ways by which people can be involved in the political system include the selection or election of political leaders, formulation of policies, community activities and other civic engagements. According to Awolowo and Aluko (2017), the essence of political participation in any society, either civilized or primitive, is to seek control of power, acquisition of power and influence decision-making. Political participation is a means of contributing one's quota to the political system and overall development of the nation. Political participation is one of the fundamental requirements of democratic governance. This is the reason why Adelekan (2016) emphasized that ideally, democracy means individual participation in the decisions that involve one’s life. In a democratic system, there is a necessity for the citizenry to be fully involved in the democratic procedures of the choice of rulers and effective communication of public policies and attitudes. Any claim to democratic regime or state must essentially embrace a high degree of competitive choice, openness, and enjoyment of civic and political liberties and political participation

The word civic is derived from the Latin word civicus, meaning “relating to citizen”. The term relates to behaviour affecting other citizens, particularly in the context of urban development. (Kerry, 1997). It is a theoretical, political and practical aspect of citizenship as well as its rights and duties. It is an altruistic and moralistic term which initiates discussions of citizenship (socio-political) issues within the public (polis) domains of the state. From the classical Greek period, it was a tool to inculcate socio-political culture by infusing loyalty to collective interests and participation in state matters as hallmarks of effective citizenship (Musa, Bichi & Suleiman, 2021). Traditionally, civic education is used to provide insights into political traditions, principles, and institutions and engage in the political system of the state. Branson and Quigley (2018) define Civic Education as education in self-government; Vasiljevic (2019) as a way of learning for effective participation in democratic and development processes; and Pinguls (2015) as a basis for the formation of civic knowledge, skills, and dispositions for effective democratic participation. The debate of defining Civic Education remains contentious, because of the broad-ranging descriptions and yet beyond these very broad definitions remains a huge range of competing and even contested definitions in the existing and new literature. Fakorede (2015) defined Civic Education as an educational and learning activity directed towards an individual of a state to enable meaningful development of their state. He further opined that civic education enables government to make informed decisions on their own and take responsibility for their own lives and societies.

Olawoyin and Omolola (2017) view that, Civic Education teaches democracy and the pillars of democracy, which are the social and political fundamental structures on which the survival of democracy depends. It gives a clear understanding of what democracy is and how best it can be practised. The subject teaches the history of democracy and also sheds more light on how citizens should behave in a democratic dispensation. It spells out the roles of representative government, the majority and the minority in democratic dispensation. Ogunkeye (2012) defined civic education as the education given to young people to make them grow and develop into responsible citizens who know and understand their rights, duties and obligations which will make them participate actively in the growth and development of the society, nation or country.

Civic Education curriculum entails a great deal of political, cultural, citizenship and democratic sensitization contents (Atubi and Dania, 2020), this curriculum includes a considerable amount of the three domains of education namely, cognitive, affective as well as the psychomotor as propounded by Bloom. Curriculum in Civic Education is a systematic and intended packaging of competencies i.e. knowledge, skills and attitudes, they are underpinned by values and learners should acquire these values through organized learning experiences both in formal and informal settings (Tamunoibuomi & Okoro, 2021). Civic Education curriculum contains; values of citizenship, national consciousness and national unity, human rights and rule of law, representative democracy, duties and obligations of citizens Nigerian constitution, Social issues, Peace and conflict resolutions, and national economic life (NERDC, 2013). The content is a multi and inter-disciplinary, learner-centred, interactive, activity/issues–based curriculum. Young learners are to be exposed to total learning experiences which reflect depth, appropriateness, and inter-relatedness of knowledge. Civic education is concerned with three different elements: civic knowledge, civic skills and civic disposition. Civic knowledge refers to citizens’ understanding of the workings of the political system and their own political and civic rights and responsibilities example; the rights to freedom of expression and to vote and run for public office, and the responsibilities to respect the rule of law and the rights and interests of others.

The ultimate goal of the Civic Education curriculum is to prepare generations for the essential principles and values of democracy embodied with a high sense of responsibility and active engagement in issues that the society, community, or state face daily. Civic education, therefore, is the cultivation of the virtues, knowledge, and skills necessary for political participation (Opuwari, Cornelius & Duruamakwu, 2019). It also inculcates in learners lofty societal values such as obedience, hard work, honesty, the dignity of labour, patriotism, diligence, respect for human individuality and respect towards constituted authority. According to Ukegbu, Mezieobi, Ajileye, Abdulrahaman, and Anyaoch (2009), the overall goal of civic education is to promote civic engagement and support democratic and participatory governance. The idea behind civic education is to promote the demand for good governance and address a wide variety of political and governance issues such as corruption, Civic apathy or conflict reconciliation, as well as social issues, like domestic violence and drug abuse.

Implementation of the Civic Education curriculum can be sufficiently and appropriately utilized in delivering political participation toward consolidating democracy in Nigeria. Atubi (2019) maintained that Civic Education curriculum implementation can be the key to providing the needed political skills for young Nigerians to effectively learn the acts of participation in elections and democratic processes. This, in the long run, will lead to effective political participation and democratic consolidation. Adedoyin (2019) demonstrated that the teaching of political values through Civic Education is necessary for obtaining an efficient and stable political system in Nigeria. Sustainable political and democratic values are guided by principles, rules, openness and a sense of purpose, these values can be provided with appropriate teaching together with the learning of Civic Education. One way of building political participation is by aiding their awareness of political issues in society. The overall goal of civic education is to promote civic engagement and support democratic and participatory governance (UNESCO, 2020). The idea behind civic education is to promote the demand for good governance (i.e. an informed and engaged public), as a necessary complement to efforts to improve the practice of good governance. Civic education has been used to address a wide variety of political and governance issues example corruption, civic apathy or post-conflict reconciliation.

 Implementing civic curriculum content within the school context involves classroom interactive activities. The civic teacher (as facilitator) translates formally approved contents (a syllabus) into schemes of work and lesson notes to guide learners to construct knowledge and develop skills and dispositions (Musa, Bichi & Suleiman, 2021). Teachers are the implementers of the Civic Education curriculum and the observers of students’ behaviours in schools. According to Babayomi (2019), the teacher is an expert who intentionally and purposely utilizes his/her abundance of experience, preparation, aptitudes, abilities, dispositions, interests, and information on content with the assistance of instructional materials, strategies/methods to give to a less experienced individual. Instructors have the academic information on the substance, materials and strategies for showing Civic Education for the achievement of anticipated goals. Instructors' attitudes are significant factors in the learning procedure. Disposition is an inclination to act in a constructive or pessimistic manner towards people, articles, thoughts and occasions (Edinyan, Effiom, Edwin & Doris, 2020).

Training Civic Education carries the educator into contact with the substance, objectives, showing techniques, study hall condition and school children. The instructor's aura towards the above uncovers a positive or negative mentality toward the subject. Obebe (2015) and Osho (2017) believe that certain school subjects by their philosophy, nature, contents and methodological insight or approaches are better strategically positioned to provide effective political participation. Availability and proper utilization of learning materials have a close tie in fostering students’ learning in the classroom (Adere, 2015). Lack of learning materials or inadequate use of facilities in the classroom may likely affect students’ academic performance in Civic Education negatively. These learning facilities include chalkboards, real objects, mock-ups, slides, projectors, computers, pictures, charts, television, textbooks, projected and non–projected materials and models (Opuwari, Cornelius-Ukpepi & Duruamakwa, 2021).

Statement of the Problem                                                                                                                            

Civic Education is a programme of study which was introduced into the Nigerian education curriculum to bring out the political and societal problems facing the country. This can be achieved through the solutions inculcation of political values, citizenship training, recognition of democratic rule and human rights recognition. If the Civic Education curriculum is properly organized in senior secondary schools, it can lead to the inculcation of positive political values such as; political knowledge, political participation recognition of democratic rules, and appreciation of the rights and responsibilities of citizens among others. This study was conducted as a result of political apathy, political thugs, human rights violations and lack of recognition of democratic rules among the children, youths and adults in Zamfara State.

Objectives of the Study

The major objective of the study is to assess the Civic Education Curriculum for greater efficiency in political participation among senior secondary schools in Zamfara state, Nigeria. More specifically the research has the following objectives: 

i. To examine the effectiveness of Civic Education curriculum Content in political participation among senior secondary school students of Zamfara state, Nigeria;

ii. To ascertain the effectiveness of Civic Education teaching methods in political participation among senior secondary school students of Zamfara State, Nigeria;

iii. To determine the effectiveness of Civic Education instructional materials in political participation among senior secondary schools of   Zamfara state, Nigeria.

Research Questions

This study will attempt to find answers to the following research questions.

        i.            To what extent are the Civic Education curriculum contents effectively used for greater efficacy in the political participation among senior secondary schools of Zamfara state, Nigeria?

      ii.            To what extent are the Civic Education teaching methods effectively used for greater efficacy in the political participation among senior secondary schools of Zamfara state, Nigeria?

   iii.            To what extent are the Civic Education instructional materials effectively used for greater efficacy in the political participation among senior secondary schools of Zamfara state, Nigeria?

Hypotheses

            The following hypotheses are formulated in a null form which will be tested at a 0.05 level of significance for accepted or otherwise.

        i.            There is no significant relationship in the views of senior secondary school Civic Education teachers on how Civic Education curriculum content helped in the efficacy of political participation among senior secondary school students of Zamfara State, Nigeria.

      ii.            There is no significant relationship in the views of senior secondary school Civic Education teachers on the teaching methods used in the efficacy of political participation among senior secondary school students of Zamfara state, Nigeria.

   iii.            There is no significant relationship in the views of senior secondary school Civic Education teachers on the available instructional materials that can be utilized for greater efficacy of political participation among senior secondary school students of Zamfara state, Nigeria.

Methodology

For this study, the descriptive survey design was employed. According to Shukla (2020), survey research design is a procedure in quantitative research in which the investigator administers a survey to a sample or to the entire population of people to describe the attitudes, opinions, behaviours, or characteristics of the population. The scope of this study, Zamfara state is made up of fourteen local government areas and a total number of one hundred and eighty-seven (187) public senior secondary schools were located within the fourteen local government areas. The target population for this study, therefore, consist of senior secondary school Civic Education teachers, population estimated to be five hundred and fifty-eight (558). The researchers used the Research Advisors (2006) table to determine sample size from a given population of Civic Education teachers which adequately represents a sample size of two hundred and seventeen (217) respondents selected for the study. Sampling Technique: A purposive random sample technique was used.

The questionnaire was employed as an instrument for data collection. Therefore, a questionnaire which was designed by the researchers titled “Civic Education Curriculum Implementation Questionnaire (CECIQ)” was used to solicit respondents’ opinions. This instrument was divided into two (2) sections namely: A and B. Section A elicited the personal information of the respondents and B prepared alongside the key variables of the research topic. The said questionnaire was scored using the modified Likert four-point rating scale of Strongly Agreed (SA), Agreed (A), Strongly Disagreed (SD) and Disagreed (D) respectively. A Cronbach alpha reliability analysis was used and a reliability coefficient of .803 was obtained. This reliability coefficient was considered reliable for the internal consistency of the instrument. The researchers used frequency and percentage for the analysis of demographic variables, while mean and standard deviation were used in the analysis of research data.

Results

The results and interpretation of the findings of the study are presented in the tables as follows;

Table 1: Distribution of Respondents according to Gender

S/N	Categories of Respondents	Frequency	Percentage	Cumulative Percentage
1.	Male Teachers	138	63.6	63.6
2.	Female Teachers	79	36.4	100
	Total	217	100

Note: Research computation from field survey, (2023).

Table 1 presents the different sets of respondents for the study. Respondents who identify themselves as male were 138 (63.6%) and constitute the majority. Females who are 79 (36.4%) were the minority can add to the credibility of the study.

Table 2: Distribution of Respondents according to their classes

S/N	Categories of Respondents	Frequency	Percentage	Cumulative Percentage
1.	SS I     Teachers	56	25.8%	25.8
2.	SS II    Teachers	86	39.6%	65.4
3.	SS III   Teachers	75	34.6%	100.0
	Total	217	100%

Note: Research computation from field survey, (2023).

Table 2 presents respondents (Teachers taking Social Studies classes). Respondents who identified themselves as SS I teachers 56 (25.8%) constituted the minority, those who were identified as SS II teachers were 86 (39.6%) constituted the majority and those who identified as SS III teachers were 75 (34.6%).

Table 3: Mean and Standard Deviation of Male and Female Civic Education Teachers’ Views on Curriculum, content helps in political participation among SS students of Zamfara state

S/N	Item	N	Mean	Std. Deviation	Decision
1.	Civic Education curriculum content is too broad to implement in a fixed period.	217	3.45	0.85	Agreed
2.	Irregular industrial action affects the Implementation of Civic Education curriculum Content for the effectiveness of political Participation.	217	2.07	0.78	Disagreed
3.	Regular change in the curriculum content affect the Civic Education for the effectiveness of Political participation.	217	2.08	0.86	Disagreed
4.	Most teachers are having the challenge of the mastery of subject matters in the implementation of Civic Education curriculum.	217	2.05	0.78	Disagreed
5.	Civic Education teachers are not interested in Democratic rule, thereby able to effective political participation.	217	2.02	0.89	Disagreed
6.	Lack of suitable Civic Education textbooks is a challenge confronting the implementation of Curriculum for the effectiveness of political participation.	217	2.96	0.82	Agreed
7.	The time allocated for teaching during School hours are not adequate for teaching Civic Education.	217	2.21	0.83	Disagreed
	Cumulative Mean		2.41
	Decision Mean 2.50

Note: Research computation from field survey, (2023).

Table 3 reveals that the respondents accepted only 1 item as the relevance of curriculum content helps in political participation among senior secondary school students of Zamfara State, Nigeria with a mean score value of 3.45. While 5 items were rejected with 2.41 cumulative mean score which was less than 2.50 mean score values. Therefore, there is no significant relationship in the views of SSS Civic Education teachers on how Civic Education curriculum content helped in the efficacy of political participation among SSS students of Zamfara State, Nigeria.

Table 4: Mean and Standard Deviation of Male and Female Civic Education Teachers’ Views on Teaching Methods helps in political participation among SS students of Zamfara state

S/N	Item	N	Mean	Std. Deviation	Decision
8.	I use field trip as a method in implementing Civic Education curriculum for effective Political participation.	217	2.84	0.91	Agreed
9.	Most often I use the discussion method in                Teaching political participation.	217	3.23	0.72	Agreed
10.	I prefer using the role-play method in the Implementation of Civic Education for effective political participation.	217	1.98	0.67	Disagreed
11.	I don’t know how to use questioning method in the implementation of Civic Education Curriculum for effective political participation.	217	2.99	0.90	Agreed
12.	I think that the lecture method is not          suitable for implementing Civic Education for effective political participation.	217	3.42	0.92	Agreed
13.	The telling method is often used by Civic        Education teachers.	217	3.18	0.84	Agreed
14.	I use the dramatization method in the                       Implementation of Civic Education Curriculum for effective political participation.	217	3.08	0.87	Agreed
	Cumulative Mean		2.96
	Decision Mean 2.50

Note: Research computation from field survey, (2023).

Table 4 shows that the respondents rejected only 1 item with 1.98 and 6 items were accepted with a cumulative mean of 2.96 which was greater than the mean score values of 2.50. This indicated that Civic Education teaching methods help in political participation among SS students of Zamfara state. Therefore, there is a significant relationship in the views of SSS Civic Education teachers on the teaching methods used in the efficacy of political participation among SSS students of Zamfara state, Nigeria.

Table 5: Mean and Standard Deviation of Male and Female Civic Education Teachers’ Views on Instructional Materials helps in political participation among SS students of Zamfara

S/N	Item	N	Mean	Std. Deviation	Decision
15.	There are adequate instructional materials for the implementation of Civic Education Curriculum for the Effective Political Participation.	217	3.29	0.81	Agreed
16.	Instructional materials are too expensive for teachers to acquire the effective political participation.	217	3.24	0.85	Agreed
17.	Students are taken to resource places to observed practical things taught in the classroom.	217	2.24	0.91	Disagreed
18.	The teacher relies on printed instructional teaching materials.	217	3.27	0.83	Agreed
19.	There are pictures and diagrams that can be used as instructional materials for teaching and learning Civic Education.	217	3.41	0.81	Agreed
20.	Community resources are difficult to use by Civic Education teacher during teaching.	217	1.76	0.96	Disagreed
21.	The teacher does not improvise teaching                    aid when there are no instructional materials for teaching.	217	3.29	0.79	Agreed
	Cumulative Mean		2.92
	Decision Mean 2.50

Note: Research computation from field survey, (2023).

Table 5 shows that the respondents rejected only 2 items with 2.24 and 1.76 respectively while 19 items were accepted with cumulative mean scores of 2.92. The said items have a mean score value of above 2.50 and instructional materials help in political participation among SS students of Zamfara state. Therefore, there is a significant relationship in the views of SSS Civic Education teachers on the teaching methods used in the efficacy of political participation among SSS students of Zamfara state, Nigeria.

Discussion of Finding

The study assessed the civic education curriculum implementation for greater efficiency in political participation among senior secondary school students of Zamfara state, Nigeria. According to result gained from Table 3 reveals that the cumulative mean score value was 2.41 which was less than 2.50 of the mean score decision value. Therefore null hypothesis which said that there is no significant relationship in views of senior secondary school civic education teachers on how civic education curriculum content helped in the efficacy of political participation among senior secondary school students of Zamfara State, Nigeria was retained. By this finding civic education curriculum content does not only help in the political participation among the senior secondary school students of Zamfara State,Nigeria. The finding differed from the finding of Atubi (2019) maintained that civic education curriculum content can be the key to providing needed skills for young Nigerians to effectively participate in democratic processes in Nigeria. Adeyoyin (2019) demonstrated that teaching political values is necessary for obtaining an efficient and stable political system in Nigeria.

The result in Table 4 shows that the cumulative mean score value was 2.96 which was greater than the mean decision score value of 2.50. Therefore the null hypothesis which said that there is no significant relationship in the views of senior secondary school Civic Education teachers on the teaching methods used in the efficacy of political participation among senior secondary school students of Zamfara state, Nigeria was rejected. To this result, civic education teaching methods helped in greater efficacy of political participation among senior secondary school students of Zamfara State, Nigeria. The finding was correlated with the finding of Obebe (2015) and Osho (2017) that, methodological insight or approaches are better strategically positioned to provide effective political participation among the students in Nigeria.

The result of Table 5 reveals that the cumulative mean score value was 2.92 which was greater than the mean decision value of 2.50. Therefore the null hypothesis which said that there is no significant relationship in the views of senior secondary school Civic Education teachers on the available instructional materials that can be utilized for greater efficacy of political participation among Senior Secondary School students of Zamfara state, Nigeria was rejected. The finding was related to the opinion of Adere (2015) that, adequate instructional materials may likely help the learners in teaching and learning civic education for political participation among students in Nigeria.

Conclusion

The study concluded that civic education curriculum contents have no significant relationship with the greater efficacy of political participation among senior secondary school students of Zamfara State, Nigeria. The result of the finding shows that there is a significant relationship between the civic education method of teaching and greater efficacy of political participation among senior secondary school students of Zamfara State, Nigeria. Consequently, the finding also reveals that there is a significant relationship between civic education instructional materials and greater efficacy of political participation among senior secondary school students of Zamfara State, Nigeria.   

Recommendations

Based on the findings of the study the recommendations are as follows;

1. Civic Education teachers with requisite academic qualifications and enduring years of experience should be allowed to effectively implement the civic education curriculum content for greater efficacy of political participation in Zamfara State.

2. Civic Education teachers should be adequately equipped with training and strategies for the implementation of the curriculum to effectively politically participate students of Zamfara State.  

3. Civic Education teachers should be more encouraged on the use and improvise of instructional materials toward the great efficacy of political participation by students of Zamfara State.

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