ABSTRACT
This research work sought to assess
the attitude of undergraduate youths toward democratic values and the
implication these would have on social studies education in Nigeria. The youths of Nigeria has been confirmed to form
the bulk of the citizens which is the decision making group in the
society. The lack of a democratic
attitude of mind has been identified as the major obstacle that has mar
democratic consolidation in Nigeria. Thus, both elites and youths have been
observed to surprisingly shown weak commitment to the basic symbols and values
of democracy. The youths must possess a
good grapse of democratic values which will aid, guide and direct their
conducts in the discharge of their civic responsibilities. And that the possession of democratic values
is not only essential for youths to participate in democracy but is essential
for them to participate well and positively.
In order to carry out this study,
nine research questions were raised to investigate the attitude of youths to
some selected democratic values. The
survey research design, using the descriptive method was employed in the
study. Six hundred subjects were
selected from the four universities in Edo State. The study made use of the frequency and
percentage statistical tools to analyze the research questions raised and
t-test for the hypotheses raised.
At the end of analysis the following
underlisted findings were arrived at; that:
-
Youths hold the values of respect and tolerance in
high esteem why discharging their civic duties.
-
Youths hold in high regard the virtues of equality and
the rule of law as a necessary tool for effective civil participation.
-
Youths hold in high regard the value of one-man-one
vote during civic practices (why exercising their franchise).
-
Youths hold in high esteem the virtues of honesty and
patriotism why carrying out their civic duties, etc.
And based
on the above findings, some useful suggestions and recommendations were offered
and were as follows; that:
-
Social studies curriculum selection and organization
should be reviewed regularly to cater for the constant changes in societal
values, attitudes and behaviours which tend to affect citizens adherence to
democratic values.
-
New democratic values such as transparency, due
process, your vote must count and one-man-one vote etc that are currently
gaining access into Nigeria
core democratic values need to as a matter of urgency be introduced into social
study curriculum.
-
All agencies, bodies, organizations like INEC, NOA,
civil society groups and Non-Governmental Organizations should assist to create
the awareness, understanding and internalization of democratic values in youths
that have missed the opportunity of been imparted with such values through
social studies teachings.
These
suggestions and others if carried out would help to forestall/reduce the
undemocratic attitude and behaviours prevalence in our society.
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vi
List of Tables x
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 10
Purpose of the Study 12
Research Questions 13
Hypotheses 14
Significance of the Study 15
Delimitation 17
Definition of Terms 17
CHAPTER TWO: LITERATURE REVIEW
Conceptual Clarification 18
Positive View, Belief and Regard for Democratic
Values
and Effect on Participation of Nigerian
undergraduate youths
in Democracy 42
Negative view, Belief and Regard For Democratic
Values
and Effect on Participation of Nigerian
undergraduate Youths
in Democracy 52
Social
Studies and Citizenship Education – Its Role in
Entrenching Right Democratic Values
in undergraduate Youths 60
Summary 76
CHAPTER THREE: METHODOLOGY
Research
Design 78
Population
of the Study 79
Sample and
Sampling Techniques 80
Instrumentation 81
Validity of
Instrument 81
Reliability
of Instrument 82
Method of Administration
of Instrument 82
Method of
Data Analysis 83
CHAPTER
FOUR: ANALYSIS OF DATA, INTERPRETATION
AND
DISCUSSION OF RESULTS
Analysis of Data, Interpretation 84
Discussion of Findings 112
CHAPTER FIVE: SUMMARY, CONCLUSION, AND
RECOMMENDATIONS
Summary 122
Conclusion 125
Recommendations 126
Suggestions
for further studies 129
References 130
Appendix (Questionnaire)
LIST OF TABLES
Table
3.1 Students Distribution in Edo State
Public and Private
Universities. 79
Table
4.1 Questionnaire Administration and
Return Rate-
Institution
by Institution. 85
Table 4.2 Respondents’ response to Question on haven exercise
Rights
in Elections 86
Table 4.3 Subjects responses comparing Institutions by
Institutions
and Programmes of study 88
Table 4.4 Youths Responses to the variables on the virtues of
Respect and
Tolerance in the Political process. 90
Table 4.5 Youths Responses to the variables on the
virtues of
Honesty and
Patriotism in the Democratic Process 93
Table
4.6 Youth Responses to the Variables
on the Virtues of Transparency and Due Process in the Democratic
Process. 95
Table 4.7 Youths Responses to the Variables on the Virtues of
Provision
of Justice in the Democratic Process 97
Table 4.8 Youths Responses to the Variables on the Virtue of
Provision of Freedom of Action in the
Democratic
Process 99
Table 4.9 Youths Responses to the Variables on the virtues
of Equality
and the Rule of Law in the Political
Process 101
Table 4.10 Youths Responses to the Variables on the Virtue of
One-man-one
vote 104
Table 4.11 Students’ Responses to the Variables on Democratic
values
comparing public to private institutions 106
Table 4.12 Computed t-test table for Public and Private
Universities
undergraduate students 107
Table 4.13 Students’ Responses to the Variables on Democratic
values
comparing programmes – full-time to Part-time 110
Table 4.14 Computed t-test table for full-time and part-time
Students’
Responses 111
CHAPTER ONE
INTRODUCTION
Background to the Study
Citizens are the hearts and soul of
democracy and hence there must be active and informed involvement of the people
at all levels of governance as willing participants in defining and maintaining
their democracy. The youths of any
society are a potential force to reckon with in that society, Nigeria not exempted. They constitute a large chunks of the
decision making groups in the society.
The Nigerian youths form the bulk of the citizens which is the decision
making groups in our democracy. Youths
must not be unlookers but the driving force behind democracy and their
participation must not be limited to elections only, but a continuing
engagement with the process of democratic governance. In line with this assertion, NERDC (2005)
agreed that,
The role of
the youths as electorates does not just stop at voting. The youths must constantly engage in the
political process in order to strengthen democracy. Thus, the youths must ensure that government
policies truly represent people’s best interest and not those of a handful of
rulers.
Corroborating the above assertion,
NOA (2006) posited that,
For
democracy to succeed, citizens must be active, not passive, because the success
or failure of the government is their collective responsibility. The citizens must ensure that they shape the
government of their choosing.
The youths can individually,
collectively and through various civil society groups get mobilized and
involved in citizenship and governance by joining political parties and
contesting elective offices wherein they can influence government policies and
programmes.
To participate well in democratic
activities, the youths must possess a good grapse of democratic values which
will aid, guide and direct their conducts in the discharge of their civic
responsibilities. In line with this, NOA(2006)
asserts that: “For democracy to be sustained, it is essential that citizenry possess
the requisite skills, demonstrate the values, and display the behaviours that
accord democracy”. That is democracy is
nurtured and sustained only when democratic values are rooted in the minds and
actions of citizens (NOA, 2006).
Ojo in Iyoha, Aghayere and Oviasuyi
(2003) advanced that “it is required at the level of both elites and the youths
that attitude and behaviour supportive of democratic consolidation be
appropriately developed”. Thus, it is
crystally clear that the possession of democratic values is not only essential
for youths to participate in democracy but are essential for them to
participate well and positively.
CIVITAS (1991) and Avaro (2001)
defined democratic values “as the fundamental beliefs and constitutional
principles which guide the democratic government put in place in a particular
society”. They are ethos that regulate
the extend, level and involvement of participants in a democracy. CIVITAS and Avaro went ahead to identify and
itemize life, liberty, pursuit of happiness, the common good, justice,
equality, diversity, truth, popular sovereignty and patriotism as fundamental
beliefs. And rule of law, separation of
powers, representative government, check and balances, individual rights,
freedom of religion, federalism and civil control of military as constitutional
principles, both making up the American core democratic values. Most of these
core democratic values identified by CIVTAS and Avaro were derived from the
speeches of American presidents, chiefly by Thomas Jefferson.
Here in
Nigeria, it need to be pointed out that there is no unanimous agreement as to
what constitute our democratic values or that there is no single document that
contain such values as in the case of the U.S and other older democracies. What
we can distill as our democratic values are excerpts from our constitution,
speeches of past leaders and governments and writings contained in some
available literature. A thorough search and
comparison of findings with that of the U.S core democratic values. The
researcher concludes that the following values of happy life, freedom,
equality(one-man-one vote), justice, toleration of diversity, unity(national
integration), national loyalty(as against sectional loyalty), rule of law,
separation of powers, checks and balances, transparency, patriotism, dignity of
human person, representative government, self-reliance, due process, electoral
credibility(citizens vote must count), common good(acting in the best interest),
popular consent, supremacy of the people, toleration of opposition and
legitimacy are Nigeria’s core democratic values. While the underlisted values
of honesty, discipline, integrity, dignity of labour, humaneness, mutual
respect, orderliness etc. should remain simply as democratic values or civic
values or traits that make democracy possible (FGN, 1999; Ojo in Iyoha et al,
2003; NERDC, 2005 & Nnamdi, 2009).
So the decision of the youths to
participate or not to participate depends on their awareness adherence and
internationalization of these democratic values and this has serious
consequences on democracy and the general polity. And it is in turn determined by the factors
of or the interplay of political culture, civic or citizenship education and
the political experiences of the society in question. Ojo in Iyoha, et al (2003) advanced that “the
lack of development of democratic attitude (values) is one major obstacle that
has mar democratic consolidation in Nigeria. Thus, it is the obstacle to youths positive
participation in our democracy”.
However, Nigerian youths have contributed immensely to the growth and
development of their various communities and the country in general. Their struggle and move have always been a
sacrificial one which outcomes are not only their selfish interest alone but
for the generality of the people (Aghayere in Iyoha, et al, 2003). Aghayere (2007) further asserts that,
Nigerian
youths, particularly Nigerian students, have been known for their active
participation in nation building. Their
sustained struggles and agitation against colonial exploitation and domination
of the political system, amongst others, paved the way for the termination of
colonial rule and attainment of independence.
The youths also played important roles
of facilitating the democratization of Nigeria
(demilitarization of Nigeria). Their selfless activities largely contributed
to the enthronement of democratic rule that culminated in the 1979 and 1983
civilian rule in Nigeria. The youths protest that greeted the annulment
of the June 12, 1993 presidential election cannot go unmentioned.
Contributing to this, NOA (2006)
also identified other areas of youths positive participation in democratic
governance. These it outlined to include
the following activities,
Meeting
with political officials to express their concerns and desires, petitioning and
demonstrating peacefully, voting, registering, contesting elective offices,
demanding accountability from elected representatives, scrutinizing and
criticizing government policies, writing articles in newspapers, boycotts and labour
unions strikes.
In addition to these, the youths
also served as Independent National Electoral Commission (INEC) staff, provided
services or items (electoral materials) to INEC as self employed youths and
defended their vote casted when results were hijacked by political warlords.
On the other hand, most of the
actions and involvement of Nigerian youths have portrayed negative influence on
our democracy and the polity in general.
In line with this view, Ojo in Iyoha, et al (2003) pointed out that,
Much of the
deviance in political behaviour can be traced to the youths and are correctly
attributed to lack of a democratic attitude of mind. The ultimate manifestation of the absence of
a democratic attitude of mind is electoral rigging, intolerance of political
dissent, alternative or opposing view points.
He asserts further that “both the
elites and youths have surprisingly shown weak commitment to basic symbols and
values of democracy”. Hence, there is
serious manifestation of greed, inordinate ambition to win power, thuggery,
dishonesty, personalization of political/public offices, insincerity,
disrespect for others, intolerance etc in our national polity.
The disposition that forms
democratic ethos are not inherited or passed down through the genetic mode; it
is required that each generation of society learn civic facts, explore
democratic ideas and values and connect such concepts to the responsibility of
citizenship. Such disposition must be
fostered and internalized by word, study and by power of example. It is in this regard social studies as a
school subject is highly imperative in fostering these learnings and to sustain
our nascent democracy.
The many years of military rule in Nigeria
have been marred by uncivil political behaviours that ranged from political
apathy to electoral fraud. The attendant
effect has been lack of popular participation, and disengagement of many
Nigerians, particularly youths, from political processes. These development suggest weak civil support
for democratic values and institutions.
The focus of this study is to
ascertain the extent to which youths are aware/unaware, have
positively/negatively internalized these democratic values in the discharge of
their civic duties and more importantly, the extent to which social studies
education can help to learn or unlearn these values in youths.
As pointed out earlier that democracy is
nurtured and sustained only when democratic values are rooted in the minds and
actions of citizens. Civic and
citizenship education, which are vital aspects of social studies is essential
in the inculcation and entrenchment of these vital knowledge, values and
actions in citizenry. This brings to
mind the definition of social studies given by Kissock (1981) when he defined
social studies as a programme of study which a society use to instill in
students the knowledge, skills, values, and actions it considers important
according to the relationship human beings have with each other, their world
and themselves (Iyamu and Onyeson, 1991).
To Kissock, social studies can be used to instill in learners those
desirable attitudes and actions (i.e. democratic attitudes and values) that a
society feels desirable to its survival as a people.
Youths
acquire the status of citizenship in any particular society after undergoing
certain psychological awareness and social training as well as some specific
skills (Aghayere in Iyoha, et al, 2003).
The age at which such is reached varies from society to society. But subscribing to the argument of Agbebaku and Agbebaku(2007) that, “youths in Nigeria are
people normally between the ages of 18 to 45 years”. Their reasons for the choices of 18 as the
lower age was derived from the fact that the 1999 constitution of Nigeria sets
that mark as the minimum acceptable voting age for Nigerians. And that of 45; it is the peak where people
still demonstrate youthfulness and energy for civic activities. Therefore, for the purpose of this study,
Nigerian undergraduate youths will mean persons between the ages of 18 and 45
years who are currently undergoing their first degree programmes in any
Nigerian universities.
Statement of the Problem
This
study was undertaken to investigate the perception of Nigerian youths of
democratic values. From experience with
youths during elections and civic activities, the extent to which youths are
aware of, understand and/or have internalized these values is not certain. This has serious implication for social
studies education, our
democracy and the Nigerian nation as a whole.
Thus, there is apprehension when one takes a cursory look at the
undemocratic attitudes, level of incivility prevalence among our youths and the
ultimate manifestation of negative behaviours such as electoral rigging;
kidnapping/killing of political opponents; writing or sponsoring the
publications of damaging articles in our media; tearing, removal or defacing of
posters belonging to political opponents/parties; youths enlisting into various
cult groups to be used as party kingpins/political thugs; the general
apathy/indifference of many youths to elections and democratic process; youths
mortgaging their conscience after being induced with meagre amount of money or
materials like face-caps, T-shirts, umbrellas etc to support the wrong
candidates/parties knowing fully well they have no political will and the
reputation to deliver on electoral promises and thereafter put their future in
jeopardy and perpetual wants. The end result is bad
leadership/government, high number of electoral cases in court, lack of basic
infrastructure, unemployment, and underdevelopment. Recently, the National Orientation Agencies,
has embarked on mass mobilization to raise people’s awareness of democratic
values in the country. Even at that,
what can we say about the present perception of Nigerian youths of democratic
values? How much does social studies
have to offer in promoting these values in the youths?
Purpose of the Study
This study was carried out to assess the attitude and
conduct of Nigerian youths so as to ascertain the extent to which they are
aware, understand, and have imbibed the democratic values that guide Nigerian
democratic process; the extent to which democratic values regulate our youths
as participants in the various democratic processes.
Specifically, it is to find out the attitude of youths
toward:
-
the virtues of respect and tolerance while indulging
in/carrying out political activities;
-
the virtues of honesty and patriotism while discharging their
civic duties;
-
transparency and following due process in their civic
practices;
-
the provision of justice for every citizens in our democracy;
-
equality of every citizens in our democracy;
-
the principle of one-man-one vote in the political process;
-
freedom of action in the democratic process.
Research Questions
The following underlisted research
questions were raised to investigate the study:
-
What is the attitude of youths to the virtues of
respect and tolerance in the political process?
-
What is the attitude of youths to the virtues of
honesty and patriotism in the democratic process?
-
What is the attitude of youths to the virtues of
transparency and due process in the democratic process?
-
What is the attitude of youths to the provision of
justice in our democratic process?
-
What is the attitude of youths to the provision of
freedom of action in our democratic process?
-
What is the attitude of the youths to the virtues of
equality and the rule of law in the political process?
-
What is the attitude of the youths to the principle of
one-man-one vote in the political process?
-
Does the attitude of the students in public
universities toward democratic values differ from those of the private
universities?
-
Does the attitude of full-Time students of democratic
values differ from those of the Part-Time students?
Hypotheses
-
The Attitude of students in public universities of
democratic values do not differ significantly from those of the private
universities.
-
The attitude of full-time students of democratic
values do not differ significantly from those of part-time students.
Significance of the Study
This study was undertaken at the time the Nigerian state is
passing through a trying moment in its democratization process.
The study will specifically expose what social studies as a
school subject has done so far in terms of citizenship transmission – producing
citizens (youths) that are civically conscious, responsible and competent. And the lapses in the school subject why it
is not living up to expectation.
The work will also be useful to curriculum developers when deciding
which subjects should feature as core; and at which level should they feature
and when should they not. That social
studies education terminating in JSS III in our school system before now has
done great disservice to good citizenship transmission. And thanks to the newly introduced civic
education that will be offered at senior secondary school (SSS) in our schools.
The study will also be useful in identifying the democratic
values that would be taught to the youths in our school system. It will also be useful in the informal
settings or gatherings organized by MAMSER, INEC, political parties such as
rallies venues, campaign grounds, sensitization programmes etc as there is
acute limited work or literature on the concept, democratic values.
It will also help to identify the undemocratic attitudes
and behaviour Nigerian youths are associated with/indulged in our democratic
process so as to provide INEC, security agents and political parties with the
adequate information and possible ways of forestalling such ugly menace.
Finally, it will help to correct the attitude of
indifference and general apathy of many Nigerian youths to electoral process
and democracy in general. That is to
sensitize the youths to be a part and parcel of the mechanism that makes and
shapes the decisions and policies that determine their future rather than
living it in the hands of few elites who are selfish and parochial in their
judgments. And why acting in this
capacity to imbibe the democratic ethos that ensure electoral credibility and
democratic consolidation.
Delimitation
The scope of this study was
restricted to the attitude of Nigerian youths within the ages of 18 and 45
years of democratic values. The
composition of youths for this study was made up of undergraduate students of the
universities in Edo
State. In a nutshell, the study is restricted to the
attitude of subjects in Edo
State but the findings
will generalized on the entire Nigerian undergraduate youths.
Definition of Terms
The core words or concept are
defined operationally as used in this study:
Democratic
Values: Are the
fundamental belief and the constitutional principle which guide the democratic
government put in place in a particular society. They are the ethos that regulate the extent,
level and the involvement of participants in a democracy. Examples are rule of
law, patriotism, equality, freedom, self-reliance, the common good, justice,
toleration of diversity, transparency, etc.
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