SOCIAL STUDIES TEACHERS’ SELF-EFFICACY AND ATTITUDES TOWARDS SENIOR SECONDARY SCHOOL CIVIC EDUCATION CURRICULUM
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SOCIAL
STUDIES TEACHERS’ SELF-EFFICACY AND ATTITUDES TOWARDS SENIOR SECONDARY SCHOOL
CIVIC EDUCATION CURRICULUM
ABSTRACT
Nigeria is
currently facing myriad of social problems of monumental proportions. Some of
these social problems which appear to have emanated majorly from loss of civic
values include cult activities, armed robbery, violence, examination
misconduct, disobedience, and terrorist attacks, among others. The perceived
neglect of civic training to the Nigerian youth over the years might have been
the cause of these social ills. It therefore seems that civic education, which
needs to be handled by teachers that have positive self-efficacy beliefs and
attitudes towards it, is now the apparent antidote required to save Nigerian
youth from the menace of these social problems. This study therefore
investigated Social Studies teachers’ self-efficacy and attitudes towards civic
education as correlates ofeffective teaching of senior secondary school civic
education curriculum in Oyo State, Nigeria.
The
descriptive survey research type, which is “ex-post facto” in nature, was
adopted for the study. A total number of 600 subjects, selected through
stratified simple randomly sampling technique participated in the study. Eight
research questions and hypotheses were formulated and tested at .05 level of
significance to guide the study. Three self-designed instruments namely
‘’Social Studies Teachers’ Attitude Towards Civic Education Curriculum Scale’’,
‘’Social Studies Teachers’ Self-Efficacy of Civic Education Curriculum Scale’’,
and ‘’Civic Education Curriculum Scale’’ were used to collect relevant data.
These were validated and with reliability Cronbach Alpha values of
.85(SSTATCECS), .76(SSTSECECS) and .83 (CECS) respectively. Simple per
centages, Multiple Regression Analysis, Pearson Product-Moment Correlation
Coefficient, Independent t- test and One-Way Analysis of Variance (ANOVA) were
used for data analysis.
Finding
shows that Social Studies teachers’ self-efficacy and attitudes towards civic
education explained 20.3% of the total variance in the dependent variable (Adjusted
R Square=.203). Also, the two variables
Social Studies teachers’ self-efficacy (β=.356; p<.05) and attitudes towards
civic education (β=.149; p<.05) contributed differentially and significantly
to the dependent variable. Furthermore, there is a moderate, positive and
significant relationship between Social Studies teachers’ self-efficacy
(r=.435; p<.05); attitudes to civic education (r=.337; p<.05) and the
teaching of senior secondary school civic education curriculum in Oyo State,
Nigeria. Finding further reveals a significant difference in the teaching of
senior secondary school civic education curriculum based on Social Studies
teachers’ academic qualifications (F-value=7.963; p<.05), gender (t=6.479;
df=598; p<.05); and category of school (t=-2.446; df=598; p<.05).
Conclusively,
the two variables are quite relevant and important towards the determination of
the effective teaching of senior secondary school civic education curriculum in
Oyo State public and private senior secondary schools. It was therefore,
recommended among other things that Social Studies teachers should pay serious
attention to the two selected factors since they both made significant
contributions to the teaching of civic education curriculum. Also, there is the
need for Social Studies teachers in Oyo State senior secondary schools to
upgrade their academic qualifications through further education. Finally, Oyo
State public senior secondary schools need to be properly funded, supervised
and staffed with professionally qualified Social Studies teachers in order to
achieve the objectives of civic education curriculum.
CHAPTER ONE
INTRODUCTION
Background
to the Study
In Nigeria
and the world over, education is a means of achieving a nation’s objectives.
Education may be viewed as the transmission of what is worthwhile from
generation to generation. It is the various ways in which a society creates and
utilizes knowledge, including factual information and occupational skills as
well as cultural norms and values, to its members. Education is also a
life-long process, which transforms the life of an individual from that of
helpless and dependent creature to a self-reliant, rational and skillful person
who can contribute positively to the development of his society. It is the
aggregate of all the means by which human beings develop the necessary skills,
attitudes and values that are socially acceptable (Akinbote, 1988).
Globally, education is perceived as a
life transforming activity, which empowers its receivers to make concrete
contributions to the development of a society. The transforming potential of
education has informed the adoption of various policies by government in its
planning and delivery patterns. In most developing countries, basic education
has been adopted so as to make sure that educational services are provided to
as many that are willing and ready to consume it as possible. The reason is to make
sure that skills and knowledge are provided for young people for their personal
development and their societies. The paramount goals of government and
non-government agencies in developing countries is nation building and nation
cannot be built if the lives of her youths who are leaders of tomorrow lack
those values and traits of good and effective citizenship. Therefore, in order
to create a society where there is unity, tolerance, honesty, cooperation,
respect for human dignity and patriotism, there is the need to inculcate in the
citizens those traits and values of effective citizenship.
Changes are
most often effected through the educational system of the nation involving
various reform programmes and curriculum development. It is a polyvalent agent for
the transmission of appropriate values, norms, ideals and skills to the young
ones.It entails training and acquisition of special skills, knowledge,
attitudes and values needed by an individual to be responsible, and which will
enable him to contribute his own quota to the growth of the society. Education
is considered a potent instrument for change and development. Iyewarun (1989)
asserted that education is an instrument by which young members are brought up
and socialized so as to become useful and active members of the society. Cookey
(1970) perceived education as a means of inculcating right type of value,
self-reliance, responsibility moral uprightness, and civic dispositions for the
betterment of the individual and the society.
Nigeria is
facing many social problems of monumental proportions. Some of these problems include cult
activities, armed robbery, violence, indiscipline, examination misconduct,
disobedience, terrorist attack, and other unpatriotic practices. The
socio-political and economic problems emanate majorly from loss of civic values
and unpatriotic tendencies demonstrated by some Nigerian citizens. This is the
reason why training for effective citizenship should be one of the main goals
of the Nigerian education. Civic education is capable of inculcating in the
learners those values, attitudes and skills that will enable them to live
patriotic and democratic lives and also contribute meaningfully to the progress
of the nation.
The neglect
of civic training for years at the primary school level has negative effect on
the attitudes of the youths. It is therefore not surprising today, to see some
of the youths engaging in immoral, criminal and anti-social behaviours. In the
light of this, the re-introduction of civic education into the Nigerian
schools, right from the foundation level will help to develop in the citizens,
desirable social norms and national ethics since the primary schools level is
the basic foundation for other stages of the educational system, thus, the pupils will grow up to
become responsible adults. Falade (2008) had earlier remarked that the early
years (primary and secondary school levels) are important for the development
of civic values and traits.
Akindele (1994) argued that the
cohesive, socialist type of democracy and self-reliance which the Nigerians
want will not drop from the sky while they are sleeping. It will not be handed to them as a gift by
anybody rather, Nigeria needs to celebrate a period of nationhood, a period of
sustained democracy with democratic freedoms and practices effectively
institutionalized. To achieve this, it
is important not to ignore the role of education as a veritable tool in
establishing democratic citizenship in the country. The struggle for political
emancipation cannot be achieved through political parties. It can only come through the people’s own
political struggle and through the right type of education. In effect, civic education values play
prominent roles in producing a responsible citizen and in maintaining the
country’s democracy and ensuring its survival for future generations.
The concept of civic education has
for long been taught in Social Studies in Nigerian schools. As a matter of fact, there is a broad
consensus among Social Studies educators that the core mission of Social
Studies curriculum is education for democratic citizenship (Ajitoni,
2007). There is an appropriate place for
civic education at all levels of learning. Falade (2009) have recognized that
the secondary school years is an important time in the development of civic
roles and responsibilities.
Civic education, whenever and
however undertaken, prepares the people of a country, especially the young ones
to carry out their roles as responsible citizens. Civic education is therefore, political
education or as Falade (2008) described it, ‘the cultivation of the virtues,
knowledge, and skills necessary for political participation’. The ideals and
values which are rooted in civic education emerged about a century ago as kind
of panacea for solving problems confronting humankind (Banks, 2005). The belief
in many quarters is that the adoption or adaptation of the ideals and values
intrinsic in this kind of education could go a long way in ameliorating or
solving the problems arising from human’s inhumanity to other humans (Kazi,
2004; Mezieobi, 1993).
It was perhaps, in the light of the
foregoing that the Federal Republic of Nigeria (FRN) in the National Policy on
Education (NPE) (2004) stressed that the philosophy of education for the
country should be geared towards equipping the learner to cultivate values of
effective citizenship and civic responsibility. The policy asserts that the
philosophy behind all forms of instructions in schools should be measured in
terms of roles in producing citizens with skills, competencies, moral values
and reasoned judgments to effectively live, interact, interrelate and
contribute positively to economic, social, political and cultural development
of the Nigerian society. This, in a way
is all about civic education.
The dire
need for institutionalized civic education probably propelled the Federal
Government of Nigeria to carve out another subject from Social Studies and name
it ‘’Civic Education’’. Civic Education
also becomes more important when it is remembered that during the 1990s, there
was an unprecedented global dissemination of information about the theory and
practice of democracy and civic education for democracy (Banks, 2005).
Educators throughout the world today are recognizing that civic education
implies teaching and learning the principles and practice of democratic
governance and citizenship. Thus, the interrelated components of civic
education – civic knowledge, civic virtue, and civic skills are essential
things to be acquired by individuals in a democracy. Kazi (2004) remarked that
it is a commitment to such value-dimensions of civic education as cooperation,
confidence, trustworthiness, integrity, consideration, hard-work,
interdependence and loyalty that has contributed in the building and
establishment of the great nations and democracies of the world.
Over the
years, Nigeria has been bedeviled with such social vices such as examination
malpractices, sexual perversion, drug abuse, economic sabotage, corruption,
robbery, kidnapping, HIV-AIDS, environment pollution, cultism, prostitution,
indiscipline, violence etc. It was in order to tackle these vices that
successive governments in the country have initiated one programme or the other
with view to tackling such vices. Amongst such programmes are the National
Youth Service Corp (NYSC), War Against Indiscipline and Corruption (WAIC),
National Orientation Agency (NOA), Mass Mobilization for Self Reliance, social
Justice and Economic Recovery (MAMSER), Citizenship and Leadership Training
Centre (Man-O-War). These various programmes contain the elements of
citizenship education. However, it seems that the people are not addressing the
societal problems appropriately, because rather than improving, the society
continues to deteriorate or in decadence (Emilefo, 2001).
This leads to the urgent need to
cultivate in the students, national values of honesty, obedience, handwork,
tolerance, national consciousness, and unity, the spirit of patriotism, faith
and active participation in democratic process and to ensure that learners are
sound in morals and attitude. This informed the Federal government directive
that schools should re-introduce the teaching of civic education (Jekayinfa,
Mofoluwawo, &Oladiran, 2011).The necessity of re-introducing civic
education at foundation level of education in Nigeria arose due to the
prevalence of indiscipline, dwindling national consciousness and patriotic
zeal, lack of social harmony in different to duty, disrespect for the rule of
law, civic strive, moral decadency. This manifestation of negative trends in
the Nigeria society became evidence since 1980 when civic was removed from the
school curriculum, the country was thus facing the threat of losing the much
cherished sense of nationhood, cultural identity and hospitality spirit
(Adeniran, 2009).
The foregoing is largely
instrumental to the emergence and teaching of civic education in Nigeria
schools in recent times. The main philosophy behind the teaching and learning
of this curriculum area in schools, according to the National Orientation
Agency (NOA) (2006), is the production of effective citizens and of forging a
cohesive society that will support a notion of nation building, national
development and sustainability by way of classroom mediation of curriculum
programmes in the subject area.
The directive to include civic
education as a compulsory subject in senior secondary school was given at a
time when the Federal Government was carrying out reforms in education. The
National Council on Education (NCE) convened meeting at Ibadan, in December
2005, where it directed the National Education Research and Development Council
(NERDC) to carry out a review of the existing curriculum for senior secondary
school and re-aligned them to fit the reform being made in education. Between
January 2007 and March 2008, NERDC convened a meeting of experts, and several
workshops were organized to produce the senior secondary school curricula,
which would ensure continuity and flow of themes, topics and experiences from
SSS1 to SSS3. It is from this exercise that the new curriculum came into
existence in 2009 (NERDC 2009).
It is
obvious that the development and progress of any nation depends largely on the
values, attitudes and skills possessed by the citizens, civic education is
highly essential in the process of nation building, in that it helps to bring
back the traditional values and virtues such as honesty, obedience,
cooperation, self-reliance integrity, discipline, courage and the like that
have been eroded in our society. All forms of indiscipline and moral laxity can
be corrected and drastically reduced to the barest minimal through the teaching
of civic education, which go a long way in promoting responsible citizenship.
Civic education is apparently the antidote required to save Nigeria from the
menace of lack of integrity, danger of insecurity and all manner of
indiscipline troubling the country.
Belief in
one’s efficacy is a key personal resource to self-development and successful
adaption to change. Self-efficacy operates through its impact on the domains of
learning. Efficacy show whether individuals think optimistically or
pessimistically, in self-enhancing or self-debilitating ways. It affects
people’s goals and aspirations, self-motivation and perseverance. According to
Bandura (2001), people ought to believe they can produce desired effects by
their actions so that they can persevere in the face of difficulties. He
further states that whatever other factors serve as guides and motivators to
performance, they are rooted in the core belief that one has the ability to
effect changes by one’s actions.
Ormord
(2006) referred to self-efficacy as the belief that one is capable of
performing tasks in certain ways to certain goals. Furthermore, Bandura (2001)
affirmed that self-efficacy is one’s belief in one’s ability to succeed in
specific situations. Self-efficacy is a construct that deals with one’s
perception that one is capable of doing what is necessary to reach set goals in
terms of knowing what to do and being emotionally capable of doing it
(Pajares&Schunk, 2001). Self-efficacy shapes people’s expectations, whether
or not they expect their efforts to produce favourable outcomes or adverse
ones. It also determines how environmental opportunities and impediments are
viewed.
People of
low self-efficacy are easily convinced for the futility of their effort in the
face of difficulties and quickly give up trying while those of high
self-efficacy view impediments as surmountable by self-development and
perseverance, and they stay on course in the face of difficulties and remain
resilient to adversity. Self-efficacy affects the quality of emotional life and
the level of vulnerability to stress and depression. Lastly, it determines the
choices people make at important decisional points (Pajares, 2002). Jink,
Lorsbach and Morey (2000) believe that self-efficacy will be enhanced if
learning experiences ascend in difficulty and sequence. They further state that
if students collaborate and they are given opportunities to participate in small
group activities, it will also boost their self-efficacy. James, Sottile,
Carter and Murphy (2002) opined that if teachers are provided with professional
development, the self-efficacy increases.
Attitude is
a psychological concept that means what an individual thinks and feels about
something. Allport (1999) defined attitude as the most indispensable concept in
social-psychology, the study of them has remained central. According to him an
“attitude as a mental and neural state of readiness, organized through
experience, exerting a directive and dynamic influence upon the individuals
response to all object and situations with which it is related.” Lovell (1994)
said “attitude is a super inclination towards a certain types of object,
institution or idea” Krech and Crutchfield (2000) defined attitude as an
enduring organization of motivation, emotional, perceptual and cognitive
process with respect to some aspect of the individuals world. Also, Mukhejee
(2002) defined attitude on ones feelings, thoughts and predisposition to behave
in some particular manner towards some aspects of one’s environment”. Attitudes
are best expressed when individuals make statement about their feelings or
opinions about certain object, issue or things. Furthermore, Thomas and Znanreki
(1991) saw attitude as individual mental process that determines the actual and
potential response of each person in the social world, while Schuman (1995)
defined attitude as single evaluation of an object “Objects” includes people,
things, events and issue.
When an
individual has interest or positive feelings towards any object, he/she behaves
favourably towards the object. One of the factors that probably could influence
the acceptance of a new programme is attitude. For a change to be accepted
without much resistance, the recipient’s attitude of the need to change should
be positive. Teachers are seen as the most important agent of change within the
classroom arena or to any government policy. Social studies teachers’ attitudes
are important factors and should be positive in the successful implementation
of the new civic education in Nigeria.
Teacher’s
characteristicsare major determinants of student’s achievement (Okonkwo, 2000).
Darling (2000) observed that variables indicative of teachers' competence are
believed to have links to students’ achievement include qualification,
self-efficacy beliefs and years of teaching experience. The review of Darling
(2000) indicated that teachers improve year after year through in service
training thereby improving in knowledge, skills and techniques of
teaching.Based on this background, this present study investigatedSocial
Studies teachers’ self-efficacy, attitudes towards civic education and the
effective teaching of senior secondary school civic education curriculum in Oyo
State, Nigeria.
Statement of
the Problem
In recent times, the waves of
social ills and unpatriotic activities such as bribery, corruption, kidnapping,
assassination, indiscipline, violence, cultism, thuggery, neglect of civic duties
and obligationsand unpleasant bomb blastare on the increase in Nigeria.Nduka
(2004) observed that Nigerians exhibitdeplorable ethical attitudes in virtually
every aspect of life such that students are no longer acquiring requisite
knowledge and skills which they need to become good and effective
citizens. It appears such values and
virtues as honesty, obedience, respect, loyalty, justice, fair play and
humility to mention a few have been lost. The perceived neglect of civic
training to the Nigerian youth over the years might have been the cause of
these social ills. It therefore seems that Civic education, which needs to be
handled by teachers that have positive self-efficacy beliefs and attitudes
towards it, is now the apparent antidote required to save Nigerian youth from
the menace of these social problems. Could it also be that the teachers
handling civic education in our secondary schools do not possess positive
self-efficacy beliefs and attitudinal dispositions to the effective teaching of
the subject? This study therefore investigated Social Studies teachers’
self-efficacy beliefs and attitudes towards civic education as correlates of
effective teaching of senior secondary school civic education curriculum in Oyo
State, Nigeria.
Purpose of the Study
The general
purpose of this study is to investigate Social Studies teachers’ self-efficacy,
attitudes towards civic education and the effective teaching of senior
secondary school civic education curriculum in Oyo State, Nigeria.The study is
specifically designed:
1. To investigate the composite
effects of Social Studies teachers’ self-efficacy and attitudes to civic
education when taken jointly, on the teaching of senior secondary school civic
education curriculum in Oyo State, Nigeria.
2. To find out the
relative effects of Social
Studies teachers’ self-efficacy and attitudes to civic education when
taken individually, on the teaching of
senior secondary school civic education curriculum in Oyo State, Nigeria.
3. To examine the relationship
between Social Studies teachers’ self-efficacy and the teaching of senior
secondary school civic education curriculum in Oyo State, Nigeria.
4. To determine the relationship
between Social Studies teachers’ attitudes to civic education and the teaching
of senior secondary school civic education curriculum in Oyo State, Nigeria.
5. To examine the difference in the
teaching of senior secondary school civic education curriculum based on Social
Studies teachers’ academic qualifications.
6. To examine the gender difference
of Social Studies teachers in the teaching of senior secondary school civic
education curriculum.
7. To find out the difference between
experienced and less experienced Social Studies teachers in the teaching of
senior secondary school civic education curriculum.
8. To explore the difference in the
teaching of senior secondary school civic education curriculum in public and
private schools.
Research
Questions
The
following research questions were raised and answered in this study in line
with the specific purposes of the study.
1. What is the composite effect of Social
Studies teachers’ self-efficacy and attitudes to civic education, when taken
jointly, on the teaching of senior secondary school civic education curriculum
in Oyo State, Nigeria?
2. What are the relative effects of Social
Studies teachers’ self-efficacy and attitudes to civic education when taken
individually, on the teaching of senior secondary school civic education
curriculum in Oyo State, Nigeria?
3. What is the relationship between
Social Studies teachers’ self-efficacy and the teaching of senior secondary
school civic education curriculum in Oyo State, Nigeria?
4. Is there any relationship between
Social Studies teachers’ attitudes to civic education and the teaching of
senior secondary school civic education curriculum in Oyo State, Nigeria?
5. Does the teaching of senior secondary
school civic education curriculum differ based on Social Studies teachers’
academic qualifications in Oyo State, Nigeria?
6. Is there any difference in the teaching of senior secondary school
civic education curriculum between male and female Social Studies teachers in
Oyo State, Nigeria?
7. Do experienced and less experienced
Social Studies teachers significantly differ in the teaching of senior
secondary school civic education curriculum teachers in Oyo State, Nigeria?
8. Is there any difference in the
teaching of senior secondary school civic education curriculum by Social
Studies teachers in public and private schools in Oyo State, Nigeria?
Research
Hypotheses
The
following research hypotheses were formulated based on the raised research
questions. They were tested at .05 level of significance.
HO1:There is
no significant composite effect of Social Studies teachers’ self-efficacy and
attitudes to civic education, when taken jointly, on the teaching of senior
secondary school civic education curriculum in Oyo State, Nigeria.
HO2: There
are no significant relative effects of Social Studies teachers’ self-efficacy
and attitudes to civic education when taken individually, on the teaching of
senior secondary school civic education curriculum in Oyo State, Nigeria.
HO3: There
is no significant relationship between Social Studies teachers’ self-efficacy
and the teaching of senior secondary school civic education curriculum in Oyo
State, Nigeria.
HO4:Social
Studies teachers’ attitudes to civic education and the teaching of senior
secondary school civic education curriculum in Oyo State, Nigeria are not
significantly related.
HO5:Social
Studies teachers’ academic qualifications make no significant difference in the
teaching of senior secondary school civic education curriculum in Oyo State, Nigeria.
HO6:The
teaching of senior secondary school civic education curriculum by male and
female Social Studies teachers in Oyo State, Nigeria is not significantly
different.
HO7: There
is no significant difference in the teaching of senior secondary school civic
education curriculum in Oyo State, Nigeria between experienced and less
experienced Social Studies teachers.
HO8: There
is no significant difference in the teaching of senior secondary school civic
education curriculum by Social Studies teachers in public and private schools
in Oyo State, Nigeria.
Scope of the
Study
This study
focuses on Social Studies teachers’ self-efficacy and attitudes towards senior
secondary school civic education curriculum in Oyo state, Nigeria. Participants
in this study were all Social Studies teachers in both public and private at
the Senior Secondary School level in Oyo State. The study made use of Social
Studies teachers in the three Senatorial Districts of Oyo State.
The study
covers Social Studies teachers’ self-efficacy, their attitude, disposition to
the content, methods, instructional materials and evaluation strategies of
civic education curriculum in senior secondary in Oyo State, Nigeria. Moreover
the variable in the study include teacher’s gender, qualification, experience,
and school type. Three instruments were designed for the study namely ‘’Social
Studies Teachers’ Attitude toward Civic Education Curriculum Scale
(SSTATCECS)’’, ‘’Social Studies Teachers’ Self-Efficacy of Civic Education
Curriculum Scale (SSTSECECS)’’ and‘’Civic Education Curriculum Scale (CECS)’’.
Definitions
of Terms
For the
purpose of the study, the following terms are explained as they are used in the
study.
Civic
Education:In this study, Civic Education means an educational programme that
provides the citizenry with knowledge, skills and values necessary for the
development of the society. Civic education is concerned with helping students
acquire knowledge, attitude, values and basic skills that will help them become
responsible and disciplined members of their societies.
Self-efficacy:
In this study, self-efficacy is defined as individual's perception of his or
her own capabilities for organizing and successfully executing the courses of
action required to attain designated types of performance.
Personal
teacher efficacy:This is an individual teacher's expectancy in his/her capacity
to organize and execute the behaviour needed to complete his/her teaching
successfully.
Attitude:This
is the personal view or opinion someone has about something. It is someone’s
view whether negative or positive to a particular object, ideas or act. In this
study, it refers to the teachers’ disposition (positive or negative) to the
teaching of the new civic education curriculum in Oyo State, Nigeria.
Areas of
Specialization:The disciplines in which, teachers got their certificates, that
is, Social Studies, History, Geography, Government, Political Science,
Economics etc.
Gender:This
refers to being a male or female social studies teacher teaching civic
education in senior secondary school.
Qualified
Teachers:In this study, are teachers with the requisite-prescribed minimum
general and professional qualifications/training in education e.g. B.A. Ed.,
M.Ed.
Unqualified
Teachers:These are teachers without the requisite-prescribed minimum general
and professional qualifications/training in education and social studies.
Experienced
Teachers:These refer to teachers that have been teaching social studies for more
than 5 years in secondary schools.
Less
Experienced Teachers:
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