Civic Education and Students’ Perceptions of Democratic Processes: Evidence from Senior Secondary Schools in Osun State, Nigeria
DOI:
https://doi.org/10.64268/jtse.v2i1.159Keywords:
Civic education, Democratic attitudes, Electoral awareness, Nigeria, Secondary school studentsAbstract
Background: Civic education is intended to develop democratic awareness, responsible citizenship, and informed political participation. However, electoral challenges in Nigeria raise questions about how secondary school students perceive its relevance to democratic processes.
Aims: This study examined students' attitudes toward civic education and electoral issues, their perceptions of curriculum relevance, and the perceived contribution of civic education teaching to democratic processes in Osun State, Nigeria.
Methods: A quantitative descriptive survey was conducted among Senior Secondary II students from four public and private schools in Ila-Orangun Local Government Area. Of 200 questionnaires distributed, 170 were returned (85%). Data were collected using a researcher-developed five-point Likert questionnaire with a reported Cronbach's alpha of 0.85. Responses were analyzed using frequencies, percentages, and chi-square goodness-of-fit tests.
Results: The three reported response distributions each comprised 100 observations. In the first two distributions, 80% of responses reflected favorable perceptions of civic education and its relevance to electoral issues. The third distribution similarly showed 80% agreement regarding its perceived contribution to democratic processes. Additionally, 60% of respondents affirmed the availability of qualified teachers, while 55% identified inadequate instructional materials as a limitation. The chi-square analyses described response distributions rather than establishing causal relationships.
Conclusion: Students generally perceived civic education as relevant to democratic awareness and electoral issues. These findings suggest the importance of contextually relevant curricula, adequate instructional resources, and teacher development. Further research is needed to examine whether civic education is associated with measurable changes in democratic knowledge, attitudes, and participation.
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