TEACHERS' PERCEPTION OF USE OF SCHOOL-BASED STRATEGIES FOR THE IMPLEMENTATION OF CIVIC EDUCATION IN KWARA STATE, NIGERIA

Abstract

Senior secondary school civic education places emphasis on enhancing the teaching and learning of emerging issues in a given democratic society. Hence the need for emerging pedagogical innovation for effective implementation of civic education curriculum. Therefore, a descriptive survey research design was employed for this study. The study's participants were all of the senior secondary school civic education teachers in the Kwara-South Senatorial District. Utilizing the purposive sampling technique, 156 civic education instructors were selected from 52 public (38) and private (14) schools. The "Questionnaire on School-based Strategies for the Implementation of Civic Education (QOSBICE)," a tool developed by the researchers, was used to collect data. The instrument has a 0.84 Cronbach Alpha reliability rating. ANOVA and independent t-tests were used to perform statistical analysis on the gathered data. The findings indicated that discipline, punctuality, moral discussions during school assemblies, continuous evaluation, and punishment are the fundamental NIGERIAN JOURNAL OF SOCIAL STUDIES, VOL. 26 (2) OCTOBER, 2023 Teachers' Perception of Use of School-Based Strategies 65 strategies that can be used to implement the Civic Education curriculum in senior secondary schools. How the teachers see the effects of discipline is unaffected by their gender or the ownership of the school. Regarding how crucial punctuality is, teachers in public and private schools hold very different views. The results show that there are no notable differences in the influence of discipline as a school-based strategy for implementing civic education in SSS, as expressed by teachers based on their areas of specialization. It was suggested among others that in-service instruction on how to successfully implement discipline as a school-based strategy be given to teachers.