This study was carried out to design, implement and evaluate the impact of civic information, education and communication (IEC) programme on College of Education Students in Lagos State. The study utilized a participatory research model within the action research paradigm and employed a 2x2, non-randomized factorial design. Hypothesis were generated and tested in the study at 0.05 alpha level. Focus group discussion guide and civic knowledge attitude (CKA) questionnaires were used for the study. Two hundred and forty (240) subjects were involved in the study, drawn from the 100 level social studies students in two Lagos State Colleges of Education. The data collected were analysed in two parts, Qualitative and Quantitative. The qualitative results revealed that by the mid-post-activities stages, students had become more knowledgeable about many of the civic issues and equally manifested attitudes that could be described as positive to the fundamental concepts. The major finding of the quantitative data was that the participatory approach was more effective than the conventional method of teaching in fostering students’ acquisition of knowledge of civic issues and it is also revealed that the main effect of treatment on attitude was not significant. The study therefore recommended the adoption of the participatory approach in the teaching of civic education concept in order to enhance student’s knowledge about and attitude towards sustainable development.
Keywords: Promoting, Knowledge, Attitude, Civic Education, Students, Development
Man is a social and political animal. He does not live in isolation but rather he lives in a society. In order for him to live peacefully in the society, he needs to know the rules and regulations governing such society; his right, duties and obligation to the society; the responsibilities of the society to those living within it. The history, customs and traditions of his society; as well as that of his neighbours. Civic Education is a relatively new subject in the National curriculum. Since the Presidential Forum on Education directed the National Technical committee on Civil Education (NTCCE) to collaborate with the National Orientation Agency (NOA) to coordinate the development and implementation of Civic Education at the Universal Basic Education level nationwide. This decision was the outcome of the presidential concern for the development and transformation of Nigerian youths into effective and responsible citizens who are able to productively contribute to the attainment of the Millennium Development Goals (MDGS). Despite the various socio-political reforms embarked upon by the Fourth Republic administration of President Olusegun Obasanjo from 1999, the national civic, political and economic landscape has remained beset by the same age-old problems that have always hindered national development.
A major factor for this is the inability of the generality of the people to appreciate the need for or even comprehend these reforms. It was in the context of developing long-term solutions and addressing the roots of the problems that the Civic Education for the Universal Basic Education has been developed (Adeniyi 2007). The Civic Education curriculum addresses young Nigerians in the formative educational years. The contents address issues that are important to developing young Nigerian people into responsible citizens. However, Civil Education curriculum will enable our young people imbibe the values, norms, knowledge, actions and activities for sustainable development.
The concept of sustainable development has been an age long discourse in all education matters, for education is a human development process. The child is prepared for the present and the future. Schools are one of the societal institutions that have an active role in helping children and youths learn to live and work in their nation. Hence, it is of critical importance that teachers make their classrooms places where children develop a sense of involvement, where children feel that their ideas will be given a respectful hearing, and where they know that part of the responsibility for evaluating their learning will be placed upon them. There should be daily occasions to ask pupils what they think, how they propose a problem be solved, what features they think should be labeled on a class-constructed map, and so on. In such a classroom environment the meaning of involvement is learned, and goodwill and mutual respect are observed and experienced. Since children learn what they live, and since we want children to learn the satisfactions of participatory approach, we should look for concrete ways in which pupil input has a better-than-even chance of influencing policy. Where civic sensitivity and responsibility are nurtured, children tend to develop a feeling of loyalty and protectiveness toward their class. This sometimes expresses itself in surprising, rewarding ways.
The drive towards re-engineering the process of teaching and learning civic education in our primary and secondary schools has become very imperative especially in the face of dwindling levels of national consciousness, social harmony and patriotic zeal. In the 80’s it became painfully evident that the lack of civic education and patriotic orientation had led to disorientation in schools and the larger society. The consequences were being felt at all strata of our society. Recent occurrence have indicated that Nigeria is on the brink of loosing its much cherished sense of nationhood, cultural identity and indeed, hospitable spirit. The prevalent trend of corruption, indiscipline, disrespect for both elders and the rule of law, noncommittal to duty etc are some of the manifestations of negative values in the Nigerian society. They call for urgent value re-orientation because of their far-reaching impact on sustainable development. However, teachers are very critical to the success of this bold initiative. Theirs is to inculcate the right kind of values through effective teaching of civic education. Civic education has evolved into so many approaches that teachers are confused by the different content, skills, and attitudes that are being promoted under the banner of civic education. The challenge facing educators today in regard to civic education is to produce a unified and synthesized approach that will select and combine the best elements of currently existing approaches.
(2018). DEVELOPING KNOWLEDGE AND ATTITUDES OF CIVIC EDUCATION IN STUDENTS FOR SUSTAINABLE DEVELOPMENT: A CASE STUDY OF LAGOS STATE NIGERIA. Afribary. Retrieved from https://afribary.com/works/developing-knowledge-and-attitudes-of-civic-education-in-students-for-sustainable-development-a-case-study-of-lagos-state-nigeria-4312
"DEVELOPING KNOWLEDGE AND ATTITUDES OF CIVIC EDUCATION IN STUDENTS FOR SUSTAINABLE DEVELOPMENT: A CASE STUDY OF LAGOS STATE NIGERIA" Afribary. Afribary, 29 Jan. 2018, https://afribary.com/works/developing-knowledge-and-attitudes-of-civic-education-in-students-for-sustainable-development-a-case-study-of-lagos-state-nigeria-4312. Accessed 10 Jun. 2023.
. "DEVELOPING KNOWLEDGE AND ATTITUDES OF CIVIC EDUCATION IN STUDENTS FOR SUSTAINABLE DEVELOPMENT: A CASE STUDY OF LAGOS STATE NIGERIA". Afribary, Afribary, 29 Jan. 2018. Web. 10 Jun. 2023. < https://afribary.com/works/developing-knowledge-and-attitudes-of-civic-education-in-students-for-sustainable-development-a-case-study-of-lagos-state-nigeria-4312 >.
. "DEVELOPING KNOWLEDGE AND ATTITUDES OF CIVIC EDUCATION IN STUDENTS FOR SUSTAINABLE DEVELOPMENT: A CASE STUDY OF LAGOS STATE NIGERIA" Afribary (2018). Accessed June 10, 2023. https://afribary.com/works/developing-knowledge-and-attitudes-of-civic-education-in-students-for-sustainable-development-a-case-study-of-lagos-state-nigeria-4312