Students’ Perception of Difficulty Levels of Senior Secondary School Civic Education Curriculum Content in Osun State, Nigeria

2019 ◽  
Vol 5 ◽  
pp. 121-136
Author(s):  
Okunloye Rotimi William ◽  
Issa Nasiru Olokooba ◽  
Abdulsalam Alliyu Ayodele
Keyword(s):  
Secondary School ◽  
Civic Education ◽  
Survey Design ◽  
School Curriculum ◽  
Senior Secondary School ◽  
Intended Curriculum ◽  
Secondary School Curriculum ◽  
Content Coverage ◽  
Senior Secondary Schools ◽  
Senior Secondary

The learnability of school curriculum has been attributed to students’ perception of different school subjects which also determines the level of students’ performance and ultimately the achievability of the intended curriculum objectives. Studies had been conducted in other subject areas. However, studies of that type are not common in Civic Education which is relatively new in the Nigerian Secondary School curriculum. This paper examines students’ perception of difficulty levels of the Nigerian Senior School Civic Education Syllabus (SSSCES) and the factors associated with their perception. The population for the study comprised all Civic Education students in Osun State, Nigeria. Descriptive survey design was adopted for the study and a researcher-designed instrument titled Civic Education Syllabus Perception Questionnaire (CESPQ) was administered to 487 students drawn from 25 Senior Secondary Schools in Osogbo, Osun State, Nigeria. The three research questions raised for the study were answered using percentage, mean and standard deviation statistics. The results showed that the Senior Secondary School Civic Education Syllabus (SSSCES) topics are perceived by students to be of varying difficulty levels ranging from difficult to very simple with an absolute of them being predominantly very simple. The observed difficulty levels were associated with inadequate textbooks, teachers’ presentation of lessons and wide content coverage. These imply that Civic Education is learnable and curriculum objectives are achievable. Based on these findings, it was recommended that teachers should enhance the learnability of the few perceived difficult topics by students through the use of predominantly learner-centred strategies and more learner-friendly strategies to teach the subject.

scholarly journals Incorporating Green Chemistry Concepts into the Senior Secondary School Curriculum

2013 ◽  
Vol 3 (Special 3) ◽  
pp. 1490-1494
Author(s):  
John O. Agbayewa ◽  
Kunle O. Oloruntegbe ◽  
Ese M. Alake
Keyword(s):  
Secondary School ◽  
Green Chemistry ◽  
School Curriculum ◽  
Senior Secondary School ◽  
Secondary School Curriculum ◽  
Senior Secondary

Educational Development in Africa: Prospects and Challenges of Teaching/Learning History in Nigeria

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Oluwaseun O. Afolabi
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Curriculum ◽  
African History ◽  
Senior Secondary School ◽  
Adequate Knowledge ◽  
Secondary School Curriculum ◽  
Teaching Learning ◽  
Senior Secondary

<p><em>The paper discusses the challenges facing history teaching in Nigeria. The scope of the study is limited to private/public schools in Oyo State, Nigeria. The study starts by tracing the problem from the advent of missionaries to Nigeria in which their purpose of establishing mission schools was not to teach African history but to evangelize and to produce middlemen who will act as junior officers. The findings show that history as a subject was in the curriculum of both junior and senior secondary school. However, it was removed from junior secondary school curriculum and remained only in senior secondary school curriculum. Though only few senior secondary schools in Oyo State teach history subject due to lack of adequate knowledge by students in learning African history. Also, due to the reviewed policy, history teachers and textbooks are inadequate. Thus, in this present dispensation in Nigeria, African history education is facing challenges in terms of teaching and learning, apparently on the verge of extinction. The paper concludes by stating the methods of teaching history, prospects and challenges attached to it.</em></p>

scholarly journals Influence of Peer Pressure as a Determinant of Premarital Sexual Behaviour among Senior Secondary School Students in Kaduna State, Nigeria

2017 ◽  
Vol 3 (2) ◽  
pp. 151-159
Author(s):  
O L Badaki ◽  
M F Adeola
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Sexual Behaviour ◽  
Secondary School Students ◽  
Peer Pressure ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Premarital Sexual ◽  
Senior Secondary

This study investigated peer pressure influence on premarital sexual behaviour of senior secondary school students in Kaduna State, Nigeria. The population for the study comprised students in public senior secondary schools in the twenty-three Local Government Areas of Kaduna State. Simple random sampling was used to select Kaduna North senatorial zones from the three existing zones in Kaduna State. Nine schools from thirty-two senior secondary schools were randomly selected. The population of senior secondary schools in Kaduna North zone was 5,730 in 2010/2011. 50% (2,865) of the population was used as sample size. A total number of 1,655 males and 1,210 female students were used. In each of the nine (9) schools, 319 copies of questionnaire were administered to the Students using simple random sampling technique. The data collected were statistically analyzed using descriptive statistics of mean, and standard deviation. The hypothesis was tested using one sample Z-test at 0.05 level of significance. It was found that, there is significant influence of peer pressure on premarital sexual behaviour among senior secondary school students in Kaduna State, Nigeria. It was recommended, that Kaduna State Ministry of Education to intensify awareness programme on premarital sexual behaviour through workshops or seminars for the students on how to deal with peer pressure, and other social pressures that may lead to sexual intercourse.

scholarly journals Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation

2021 ◽  
Vol 1 (2) ◽  
pp. 66-76
Author(s):  
Steven Sylvester Bockarie ◽  
Michael Sahr Bengu
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Language Teaching And Learning

The study entitled 'Constraints in English Language Teaching and Learning in Senior Secondary Schools: Strategies for Implementation' seeks to unravel the myriad of problems in teaching and learning the English Language in senior secondary schools and offers strategies that can be implemented to salvage the situation. Learning to teach is more than simply knowing the results of research and theory; it always involves learning the ‘craft’ of classroom exposition, explanation, organization, and guidance. The desired outcome of the language learning process is the ability to communicate competently, not the ability to the ability to use the language exactly as a native speaker does. To guide the study, three research questions were posed. The questions examined the following three variables: (1) the constraints in teaching English; (2) the constraints in learning English; and (3) strategies for implementation in senior secondary schools. The research will be carried out in two senior secondary schools in Kenema City, Eastern Sierra Leone (Government Senior Secondary School and Methodist Senior Secondary School). The study revealed that: the lack of adequate teaching and learning materials, poor pedagogical and academic subject matter competency, and the negative attitude of students towards the English Language, account for the major constraints in the teaching and learning of the subject.

CAREER MATURITY AMONG SENIOR SECONDARY SCHOOL STUDENTS

2017 ◽  
Vol 4 (24) ◽  
Author(s):  
Suman Kumari Katoch
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Career Maturity ◽  
Early Adulthood ◽  
Developmental Theory ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Selection Of

Career Maturity has its origin in the Super’s developmental theory of career behavior, which envisages that selection of an occupation is a process spanning a considerable number of years usually from late childhood to early adulthood. Career Maturity describes one’s ability to successfully cope with vocational development tasks (e.g. crystallizing, specifying, and implementing career choice) that are encountered across the developmental continuum from exploration stage through withdrawal. The present study aimed at investigating career maturity among secondary school students. All the senior secondary school students of district Mandi constituted the population of the study. In all a sample of 108 senior secondary schools students were selected randomly from the selected schools. In the present study analysis and interpretation of the data statistical techniques mean, standard deviation and t-test were used. The findings of the study revealed that gender-wise, locality-wise, type of school in which student are studying do not differed significantly in their career maturity.

Global citizenship education and Hong Kong’s secondary school curriculum guidelines

2015 ◽  
Vol 4 (2) ◽  
pp. 221-247 ◽  
Author(s):  
Eric K. M. Chong
Keyword(s):  
Secondary School ◽  
Civic Education ◽  
Global Citizenship ◽  
School Curriculum ◽  
Content Type ◽  
Documentary Analysis ◽  
The World ◽  
Curriculum Guidelines ◽  
Secondary School Curriculum ◽  
Taking Action

Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines. Design/methodology/approach – This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines. Findings – From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations. Originality/value – This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

scholarly journals LOCUS OF CONTROL, STUDY HABITS AND GENDER AS PREDICTORS OF SENIOR SECONDARY SCHOOL STUDENTS ATTITUDE TO PHYSICS IN IBADAN METROPOLIS

2017 ◽  
Vol 17 (2) ◽  
pp. 12
Author(s):  
Edidiong E Ukoh ◽  
Uchenna K Okeke
Keyword(s):  
Locus Of Control ◽  
Secondary School ◽  
Study Habits ◽  
Reliability Coefficient ◽  
Senior Secondary School ◽  
Physics Students ◽  
And Gender ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Control Study

The study investigated the relationship between Locus of Control, Study Habits, Gender, and Attitude of senior secondary schools physics students in Ibadan metropolis. The study focused on the extent to which Locus of Control, Study Habit and Gender predicted senior secondary schools students Attitude to physics in Ibadan metropolis. The study adopted the descriptive survey research design of the correlational type. The population for the study comprised all senior secondary school 3 (SS3) Physics students in Ibadan Metropolis. Seven hundred and fifty (750) senior secondary 3 (SS3) Physics students were randomly selected from 30 schools in the five local government areas of Ibadan Metropolis. Three instruments were used for data collection. The instruments are Locus of Control Scale (LOCS) with a reliability coefficient of (0.86), Study Habit Questionnaire (SHQ) with a reliability coefficient of (0.89) and Physics Attitude Test Questionnaire (PATQ) with a reliability coefficient of (0.70). Four (4) research questions were raised and answered, using descriptive statistics of mean, inferential statistics of Pearson Product Moment Correlation and Multiple Regression Analysis. Findings of the study showed that the students have an internal Locus of Control. There is a significant composite relationship between the independent variables (Locus of Control, study habits and Gender) and Attitude of students to Physics, with R=.521a, which is equivalent to 52.1%. This indicates a good level of prediction. R2 = 0.271, which is equivalent to 27.1%, indicating the level of shared variance between the dependent variable and the independent variables. Locus of control has the highest contribution with unstandardized coefficient of 0.356 and standardized coefficient of 0.334, while gender has the least contribution with standardized coefficient of .016 and unstandardized coefficient of 0.002. There is a significant relationship between students’ locus of control and students’ attitude to physics [ r=.434, n=750,p=<0.01]. There is no relationship between Gender and Attitude of students to physics [r=-.041,n=750, p=<0.01]. The study concluded that locus of control; study habits and gender are predictors of students’ attitude to physics. The study recommends that necessary instructional methods that will enhance students’ locus of control and study habits be adopted; and gender related issues should be de-emphasis in senior secondary school physics teaching and learning.   

Sex Differences in Algebra by Senior Secondary School Students in Transkei, South Africa

1998 ◽  
Vol 83 (3_suppl) ◽  
pp. 1266-1266 ◽  
Author(s):  
Ajmer S. Grewal
Keyword(s):  
South Africa ◽  
Sex Differences ◽  
Secondary School ◽  
Sex Difference ◽  
Secondary School Students ◽  
School Students ◽  
Senior Secondary School ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Algebra Achievement

No sex difference in algebra achievement for a sample of 311 Standard 10 (Grade 12) students (140 boys and 171 girls) from 10 senior secondary schools in the Umtata district of Transkei, South Africa, was observed.

scholarly journals Performance Evaluation of Senior Secondary School Students’ Mock Examination Questions in Chemistry in Adamawa State, Nigeria

2021 ◽  
pp. 26-37
Author(s):  
Maryamu Buba Atari ◽  
Joseph Maundis Bika ◽  
Stephen Tizhe Kojigili
Keyword(s):  
Secondary School ◽  
Content Validity ◽  
Secondary School Students ◽  
Chemistry Curriculum ◽  
School Students ◽  
Senior Secondary School ◽  
Research Questions ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Examination Question

The study examined the content validity of Chemistry MOCK examination questions for senior secondary school students set by Adamawa State Educational Resource Centre (ERC), Yola. Students have been passing the MOCK examinations but unfortunately performance poorly in the subject in their final year external examination like WAEC in Adamawa State. The main objective of the study was to determine the representativeness of the topics in the senior secondary school Chemistry curriculum in the MOCK examination question papers from 2015 to 2019. Three research questions were raised and two research hypotheses formulated. An ex-post facto research design was used for the study. The population of the study comprised all MOCK examination questions in Chemistry and those involved in handling Chemistry MOCK question papers which includes both essay and objective examination questions. The research instrument used for the study was MOCK examination question papers in Chemistry in order to determine whether the contents are as indicated in Chemistry curriculum for senior secondary schools. The validity of the instrument was determined by some experts. And for the reliability of the instrument, a trial-test was conducted where a reliability index of 0.75 was obtained using Cronbach alpha. The research questions were answered using descriptive statistics while the null hypotheses were tested using Chi-square. The findings of study revealed that the content validity of the chemistry MOCK examination questions has not yet improved in order to prepare the students of senior secondary schools in Adamawa state for WAEC, NECO or NABTEB examinations.

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