Social Studies Educators Perceptions of Retrogression in Family Values as Source of Civil Unrest in North-central, Nigeria

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Date

2016

Authors

Rasheed, S. A.
Abdulsalam, A. A.
Jimoh, M. I.

Journal Title

Journal ISSN

Volume Title

Publisher

Department of Educational Foundations, University of Ilorin, Ilorin, Nigeria

Abstract

This paper is descriptive research, examined the Social Studies educators' perceptions of retrogression in family values as a source of civil unrest in North-central Nigeria. The populations for this study comprised Social Studies Educators in North-Central Nigeria.150 Social Studies Educators were randomly sampled in tertiary institutions offering Social Studies education in North-Central, Nigeria. The main instrument used to obtain data in this study was the researchers’ designed questionnaire. Four research questions and two research hypotheses were formulated. Data collected were collated and analyzed using frequency counts, percentages, mean ranking and t-test. Based on the findings of this study; the first three foremost perceived retrogression in family value that predisposed youth to civil unrest in North Central Nigeria are high rates of divorce and single parenthood with mean score of 3.80, changes in family roles and children exposition to peer group and mass media with mean score of 3.66 as well as the use of physical force to instill discipline in children with mean score of 3.63. The study thus recommended that marital disputes that would lead to divorce should be avoided, parent should also have adequate attention for their children despite their involvement in white-collar jobs. Moral talks and counseling approaches should be used instead of corporal punishment to enforce discipline.

Description

Keywords

Perception, Retrogression, Family Value, Civic Unrest

Citation

Rasheed, S. A., Abdusalam, A. A. & Jimoh, M. I. (2016). Social Studies Educators Perceptions of Retrogression in Family Values as Source of Civil Unrest in North-central, Nigeria. Nigerian Journal of Educational Foundations, 15 (1), 68–79

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