TABLE OF CONTENTS
CHAPTER ONE
INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the study
Research Questions
Scope of the Study
Significant of the Study
Operational Definition of Terms
CHAPTER TWO
REVIEW OF RELATED LITERATURE
The importance of civic Education as a subject in the Nigerian Schools.
The Impact of Research
The Effect of Research
Factors Affecting the inclusion of Civic
Education in the school
Curriculum
Appraisal of literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
Research Type
Sampling Technique
Subject and Population Sample
Measuring Instrument
Scoring Instrument
Statistical Analysis of Data
Procedure of Administration.
CHAPTER FOUR
Result of the Research
Questions.
Analysis of Data
CHAPTER FIVE
Summary,
Implication of Finding, Conclusion Recommendation and Suggestion
Summary
Implication
of Finding
Conclusion
Recommendation
and Suggestion
APPENDIX
CHAPTER ONE
INTRODUCTION
Background to the Study
Civic education is one of subjects included in the school
curriculum in Nigeria. There are many scholars that defined civic education
according to their school of thought. The following are the different
definitions of civic education.
Civic Education is an important component of education that
cultivates, citizens to participate in the public life of a democracy, to use
their rights and to discharge their responsibilities with the necessary
knowledge and skills.
Civic education can be broadly defined as the provision of
information and learning experiences to equip and empower citizens to
participate in democratic processes. Civic education in a democracy is
education in self-government. Democratic self-government means that citizens
are actively involved in their own governance; they do not just passively
accept the dictums of others or acquiesce to the demands of others. Civic
education is the branch of political science that deals with civic affairs and
the rights and duties of citizens. Civic education means all the processes that
affect peoples beliefs commitments, capabilities, and actions as members or
prospective member of communities.
In
November 2001 Civic Education was offered as an optional subject to pupils in
the first grade of primary school (7-8 years old) and first year of secondary
school (14-l5year old) classes operated outside the normal time table and the
syllabi for Civic Education were developed from existing NGO Programs. Teachers
of Civic Education were selected from existing staff within schools, and
received extensive training through workshops provided by the Ministry of
Education and Sports (MOES).
The
perception that Civic Education (CE) is an alternative choice to religious
education has created a very unhelpful dynamic where these are perceived to be
‘rivals’, this is likely to be exacerbated by the ‘compulsory choice’
legislation that has been enacted for the coming school year.
The
majority view across all stakeholder groups is that Civic Education should be a
voluntary choice. This may be due to a range of reasons. For some, including
the authorize of the Civic Education Curriculum, allowing pupils to choose
whether or not to enroll in Civic Education reflects the practice of democratic
values. For others, the option to choose whether or not to enroll was likely
important in the first year of a new and unfamiliar subject. There are indications
that some stakeholders see the subject as one that develops knowledge,
attitudes and skills needed by all citizens of a democratic society, and should
therefore be compulsory, but this is a minority view at this time. As pupils
and parents will be required to choose between Civic Education and Religious
Education in the 2002-2003 school years, issues of choice will likely receive
greater attention. The Ministry of Education and Sport introduce Civic
Education and Religious Education in the coming year in a way that preserves
possibilities for choice (Such as allowing pupils to attend both subjects).
Most
teachers, parents and pupils think that 1-2 periods of Civic Education per week
is adequate, but a significant number of schools pupils suggest that Civic
Education classes should be more frequent.
Many
of the lessons in the current curriculum attempt to cover an ambitious amount
of material in a 45-minute period and Civic Education would likely benefit from
an exploration of more creative scheduling options. Longer periods at the
schools level, for example would the opportunity to fully explore issues
through active learning methods.
The
introduction of Civic Education has exposed many teachers to the user of more
interactive teaching methods. The new methodologies have been widely applied by
teachers and enthusiastically received, particularly by pupils. The opportunity
to interact and participate has made a strong contribution to students’
positive perceptions of the subject.
Reasons for the
inclusion of civic education in the school curriculum
- Developing confidence to be able to
participate in civic life
- Engaging in political processes
- Assuming the roles, rights and
responsibilities usually associated with citizenship in democratic systems
- Being open, tolerant and responsible in
exercising their rights and responsibilities.
- Understand their political and civic
content
- Know their social and economic rights as
well as their political and civil rights
- Understand their roles, rights and
responsibilities of citizenship.
- Acquiring the ability to explain,
analyses, interact, evaluate, defend a position and monitor processes and
outcomes.
- Using knowledge for informed
participation in civic and political processes.
Statement
of the Problem
The
Civic Education which had been included in the school curriculum in posing
problem to the planning of the school curriculum in our education sector. Any
subject that will be included in the school should be in line with level of education
in Nigeria. The inclusion of civic education in the school curriculum is to
expose the student to their rights and to know their obligation to the nation
at large. In the light of this there is a need to carry out a research on the
teacher perception of the inclusion of civic education in the school curriculum
in Nigeria.
Purpose of the study
The major purpose of this study
is to comparatively assess the teacher perception of the inclusion of civic
education in the school curriculum in Ibadan Nigeria. To obtain the teacher
view and their participation towards the inclusion of civic education in the
school curriculum in Ibadan Nigeria.
Research Questions
The following research questions
were formulated to help focus on the problems and proffers solutions to the
problem. The questions are:-
1. How do teachers of the civic
education conceptualize civic?
2. To what extent do teachers
think that the objects of the civic education course are met?
3. What are the teachers’ views
on the contents of the civic education course?
4. What do teachers think about
the implementation of the civic education course?
5. What are the problems and
propose solution for civic education course that the teacher could identify?
Scope of the Study
This
research is supposed to cover the whole schools in Ibadan Nigeria.But of time
allocated for the study, it will be restricted to two hundred and fifty schools
both private and public schools in Ibadan.
Financial
constraint is another factor that may affect the proper conduct of this survey.
The period under which the project is expected to be completed is rather short
to allow wider coverage in spite of these limitations, however we shall ensure
that principles that guided reliability and validity will be strictly adhered
to.
Significant of the Study
This study is fundamentally
significant in the sense that if attempted to assess the teacher perception of
the inclusion of civic education in the school curriculum.
This study is significant
because it would enable the teachers of civic education to fully engage
themselves in teaching of civic
education and adopt relevant methods and materials suitable for the
teaching of civic education.
Therefore, it is very
significant that the government will be interested in the way by which enough
and professional teachers will be employed for the teaching of civic education.
Operational Definition of Terms
Public School Teachers – Are those people whose job is to teach or impact
knowledge to a student in a government school of the state.
Perception:-
The process of perceiving something with the senses.
Inclusion:-
The act of including or the state of being included.
Civic Education:-
The study of the political rights and responsibilities of citizens and of the
operation of government.
School:- An institution for
instruction in a skill or business.
Curriculum:-
A list of all the courses of study offered by a school or college.
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