INCULCATING RIGHT VALUES AND ATTITUDES ON STUDENTS TOWARDS TEACHING AND LEARNING OF CIVIC EDUCATION IN NIGERIAN SCHOOLS

Abstract

Civic education is often taught ineffectively, lacking a
practical focus on governmental dynamics. Despite its
potential to combat corruption and address social ills in
Nigerian secondary schools by instilling crucial values,
norms, attitudes, and behaviours, its full impact is not
realized. This study investigated the teaching and
learning of civic education in Nigerian schools. A
survey research design was employed, guided by three
specific research questions. A total of 200 respondents
were selected using stratified random sampling
techniques. Data were collected using a self-developed
questionnaire and analysed with descriptive statistics
(percentages, means, and standard deviations) and
Pearson Product-Moment Correlation Analysis, with
statistical significance set at the 0.05 level of
significance. The study showed that teachers'
perception of positive societal changes when students
were effectively taught civic education's core values.
Furthermore, the study underscored the necessity of
thorough concept clarification by teachers for
successful implementation. Therefore, it was
recommended that civic education teachers prioritize
effective classroom practices, possess strong content
knowledge, and uphold a clear understanding of civic education's inherent values to foster the development
of civic competence, knowledge, and skills in students.