Implementation of Civic Education Curriculum and Patriotism among Public Primary School Pupils in Ahoada Senatorial Zone, Rivers State (Published)
This study examined the influence of implementation of Civic Education curriculum on patriotism among public primary school pupils in Ahoada Senatorial Zone, Rivers State. Two hypotheses were formulated to direct the study and literature reviewed was based on the variable under study. Ex-post-facto research design was adopted for the study. A total sample of 500 pupils was selected using simple random and stratified sampling procedure. The questionnaire was the main instruments used for data collection. The instrument was face-validated by two experts in measurement and evaluation from the University of Calabar. Correction were pointed out by the expert and adjusted by the researchers and the document was considered valid. The reliability estimate of the instrument was established through Cronbach Alpha reliability estimate which gave .76 and .78. These estimates were considered adequate and were used for the study. Independent t-test statistical technique was adopted to test the hypothesis at .05 level of significance. The result of the analysis revealed that, effective implementation of Civic Education Curriculum, Availability of teaching and learning materials in Civic Education significantly influence patriotism among public primary school pupils in Ahoada-Senatorial Zone of Rivers State. Based on this finding, it was recommended among others that, the government should promote Civil Education by ensuring effective implementation and provision of teaching and learning in primary schools.
The Improvement of Critical Thinking Ability and the Learning Independence of SDN 067240 Students Medan Tembung through Problem Based On Learning Model at Civics Education 2016/2017 (Published)
The implementation of conventional learning process is only centered on the teacher; the students ‘learning outcomes are limited, the students’ opportunity to find their own knowledge is very low because the conventional learning model in Civics that takes place is only transferring the knowledge from the teacher to the student. This is what causes the students to have less active role in the learning process. The situation is also experienced by the students in SDN 067240 Medan Tembung based on the observations made by the researcher and the interview with one of the fourth grade teachers that most students in the school tend to learn depending on the teacher. it can be concluded that the learning strategy of Problem Based Learning is successful in improving the students’ Critical Thinking Ability on the subject of Civics in Primary School of 067240 Medan City. There is an increase in the students’ Independence Learning by using Problem-Based Learning Model rather than the Students who learned by Conventional Learning. Thus, it can be concluded that the learning strategy of Problem Based Learning is successful in increasing the students’ Independence Learning on the subject of Civics in Primary School of 067240 Medan City.
Needed Urgently: A Pedagogy for Boosting the Interests of Youths in Citizenship and Civic Education in Nigeria (Published)
Policies and policy directions in Nigeria are terribly shallow in terms of welfare considerations for the youths and the sustainable development of the Nigerian state. Adults who have been at the helm of affairs have been superlatively self-centered and this has consequently retarded general development in the Nigerian state in general and detrimentally hampered the development of the youths in particular. This paper makes a case for citizenship and civic education for the youths as a viable option for reversing this unfortunate trend. The paper extols the values of citizenship and civic education as needed innovations to affect the necessary changes and makes a case for urgent pedagogical re-engineering where the interests of the youths can be boosted in citizenship and civic education as a strategy to reverse the ugly trend. The paper proposes and recommends that such pedagogical strategies can focus on sensitizing the youths on the dangers that are inherent in their continued marginalization, making youths to think critically and analytically especially on how their participation in civic and democratic processes can reverse the trends in their favour, making social justice and good governance the focus of educational provision for youths and translating theory into practice by inculcating democratic norms of participation, commitment to learning, agreeing with others and accommodating divergent views of others.