AN APPRAISAL OF POLITICAL SOCIALISATION OF JUNIOR SECONDARY SCHOOL STUDENTS IN NIGERIA: IMPLICATIONS FOR THE SOCIAL STUDIES CURRICULUM
AN APPRAISAL OF POLITICAL SOCIALISATION OF JUNIOR SECONDARY SCHOOL STUDENTS IN NIGERIA: IMPLICATIONS FOR THE SOCIAL STUDIES CURRICULUM
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Date
2000
Authors
ADEKEYE, RACHEL BOLA
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Abstract
The study investigated the political socialization of J.S.S. students in Nigeria. The
study focused on the extent to which formal teaching and learning of Social
Studies as provided in the junior secondary schools in Nigeria has helped to
shape the political orientations and attitudes of the students for the purpose or
transforming them into enlightened loyal and patriotic citizens.
The sample made of 729 JSS Ill students and 40 Social Studies, teachers
was drawn from 18 secondary schools selected from Abia, Bauchi, Kaduna,
Kwara, Oyo and Rivers states representing the six geopolitical zones of Nigeria.
Ten hypotheses were tested in the study, five for the cognitive test and five
for the affective test. The statistical methods used for the data analysis were
Analysis of Variance (ANOVA) and Scheffee test which were used for the analysis
of hypothesis 2 and 7; T-test was used for analyzing the other hypotheses, while
percentages were used for the discussions on students performance and teachers
questionnaire response.
The results of the study showed that the JSS III students in Nigeria were
positive in the political development as demonstrated by their good performance
in the political socialisation cognitive test (PSCT) and the political socialisation
affective (PSAT) test on the basis of gender and religion, no significant difference
was found in the students’ performance in the two tests, thus hypotheses one and
six were retained. Significant difference was found between the performance of
students from private and public schools as students from private schools
performed significantly better than those from public schools in the cognitive and
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affective tests. Hypotheses 4 and 9 were therefore rejected.
Students from urban area performed significantly better than their
counterparts from rural area in the cognitive test thus rejecting hypothesis 3.
There was no significant difference in students’ performance in the affective test
therefore hypothesis 8 was retained. Socio-economic status of parents was found
to exert influence as the students of high socio-economic status parents
performed significantly better than others in the cognitive test, therefore
hypothesis 2 was rejected. There was no significant difference in the students’
performance in the affective test, thus hypothesis 7 was retained.
A clear point in the study was that, despite ail the call for new, progressive
and more challenging methodologies intended to make Social Studies more
distinct as a field from other areas, the traditional methods (lecture, exposition)
continued to dominate the teaching of Social Studies.
Based on the findings of the study, some recommendations were made.
Better learning facilities should be made available in the public schools so that the
performance of the students would be improved. Social Studies teacher education
should focus mainly on methodology especially on the extensive use of inquiry
method as well as on construction and use of various teaching and learning
resources. In-service courses, workshops and seminars should be organized for
teachers of Social Studies as a matter of urgency. The various agents of political
socialization should work cooperatively with the school in order to enhance the
impact of the socialization.
Description
A DISSERTATION SUBMITTED TO THE POSTGRADUATE SCHOOL,
AHMADU BELLO UNIVERSITY ZARIA-NIGERIA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE AWARD OF
DOCTOR OF PHILOSOPHY IN SOCIAL STUDIES
FACULTY OF EDUCATION
AHMADU BELLO UNIVERSITY
ZARIA, NIGERIA
2000
Keywords
APPRAISAL,, POLITICAL,