Functionality of Civic Education Curriculum Implementation for Civic Knowledge, Values and Skills in Uyo Education Zone of Akwa Ibom State, Nigeria

Abstract

Civic Education constitutes an essential component of the educational system, aimed at preparing citizens to participate effectively in the public life of a democratic society, exercise their rights, and fulfil their civic responsibilities with the requisite knowledge, values, and skills. Although numerous studies have investigated poor learning outcomes and the factors contributing to the challenges facing civic education in Nigeria, limited scholarly attention has been devoted to the effectiveness of civic education curriculum implementation, particularly its influence on the development of civic knowledge, values, and skills among senior secondary school students in Akwa Ibom State. This study investigated the functionality of civic education curriculum implementation for civic knowledge, values, and skills in the Uyo Education Zone of Akwa Ibom State, Nigeria. A correlational research design was adopted for the study. The population comprised all 5,022 SS2 (second-year senior secondary education) students in the 15 public secondary schools in the Uyo Education Zone of Akwa Ibom State. A sample of 255 SS2 students was selected using a multistage sampling technique. Data were collected using a researcher-developed instrument titled the Functional Civic Education Curriculum Implementation Questionnaire (FCECIQ). The instrument was duly validated and subjected to a reliability test, which yielded a coefficient of 0.88. The three research questions were answered, and the three null hypotheses were tested using simple linear regression analysis at the .05 level of significance. The findings revealed that civic education curriculum implementation significantly predicts the acquisition of civic knowledge, civic values, and civic skills by students. It was concluded that the functionality of civic education curriculum implementation leads to the acquisition of civic knowledge, values, and skills by students in the Uyo Education Zone of Akwa Ibom State. Based on the findings, it was recommended that parents should fulfil their responsibilities by complementing teachers’ efforts, teaching their children and wards the importance of civic knowledge, values, and skills, and discouraging indolence and involvement in social vices.