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

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dc.contributor.authorOkunloye, Rotimi William
dc.contributor.authorOlokooba, Issa Nasiru
dc.contributor.authorAbdulsalam, Alliyu Ayodele
dc.date.accessioned2022-03-25T12:32:02Z
dc.date.available2022-03-25T12:32:02Z
dc.date.issued2019-12
dc.descriptionEmpirical studyen_US
dc.description.abstractThe 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.en_US
dc.description.sponsorshipSelfen_US
dc.identifier.citationOkunloye, R. W., Olokooba, I. N., & Abdulsalam, A. A. (2019). Students’ Perception of Difficulty Levels of Senior Secondary School Civic Education Curriculum Content in Osun State, Nigeria. Ghana Journal of Education: Issues and Practices (GJE), 5, (1), 121 – 136.en_US
dc.identifier.issn2579 - 0382
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/7808
dc.language.isoenen_US
dc.publisherCollege of Education Studies, University of Cape Coast, Ghanaen_US
dc.relation.ispartofseries5;1
dc.subjectCivic Educationen_US
dc.subjectStudents’ perceptionen_US
dc.subjectDifficulty levelsen_US
dc.subjectCurriculum contentsen_US
dc.titleStudents’ Perception of Difficulty Levels of Senior Secondary School Civic Education Curriculum Content in Osun State, Nigeriaen_US
dc.typeArticleen_US

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