Teachers' Perception of The Relevance of Social Studies Curriculum for Developing Civic Competence Among Upper Basic Students in Kogi State, Nigeria

Abstract

This study investigated Social Studies teachers' perception of the relevance of the Social Studies curriculum as a tool for developing civic competence among Upper Basic students in Kogi State, Nigeria. The study adopted a descriptive survey design. The population comprised 578 Social Studies teachers in government-owned Upper Basic schools in Kogi State, from which a sample of 234 respondents was drawn. Data were collected using a structured questionnaire and analysed using descriptive statistics, such as mean and standard deviation, to answer the research question. In contrast, an independent t-test was used to test the null hypothesis at the 0.05 significance level. The findings revealed that Social Studies teachers strongly perceived the curriculum as an effective instrument for promoting civic competence among students. It was observed that the curriculum enhances the inculcation of civic values, political participation, and citizens' interest in democratic processes. However, the t-test indicated a significant difference in perceptions between male and female teachers regarding the curriculum's influence on the development of civic competence. The study concluded that the Social Studies curriculum is highly relevant in equipping students with the knowledge, skills, and values necessary for responsible citizenship and national development. It is recommended that practical civic education activities be integrated into teaching, regular teacher training programs be organised, and the curriculum be reviewed to reflect emerging civic challenges and global trends.