AFRICAN EDUCATION AND DEVELOPMENT (INTERDISCIPLINARY)

Vol. 1 No. 1 (2026) • Peer-Reviewed • Open Access • PARJ Africa

Stakeholders' Perception on Civic Education Practices of Upper Basic Students in Moro, Kwara State

AUN, Thompson Toryuha

Department of Social Sciences Education, Faculty of Education, University of Ilorin, Nigeria

Email: thompsontoryuhaaun@gmail.com | Phone: +2348141990480

Portal: 12-25ov017pg@students.unilorin.edu.ng

ABSTRACT

This study examined stakeholders' perceptions of Civic Education practices among Upper Basic school students in Moro, Kwara State, Nigeria. Using a descriptive survey design, 391 participants — comprising teachers, students, parents, and community leaders — were selected via simple random sampling. A validated questionnaire (Cronbach's α = 0.87) assessed perceptions on a 4-point Likert scale. Findings indicate broad recognition of Civic Education's role in fostering student engagement, responsibility, discipline, and leadership, with support ranging from 61–78% across stakeholder groups. However, concerns persist regarding poor implementation, insufficient policy support, and non-interactive teaching methods. An independent samples t-test revealed a statistically significant gender difference, and a one-way ANOVA (F = 5.115, p = .002) confirmed significant differences across groups. The study recommends specialized teacher training, learner-centered pedagogies, curriculum modernization, and stronger policy frameworks to enhance Civic Education delivery.

Keywords: Civic Education, stakeholder perception, Upper Basic Education, student engagement, Moro, Kwara State, Nigeria

1. INTRODUCTION

Education is widely recognized as a cornerstone of societal development, providing the knowledge, skills, and moral values necessary for economic, social, and political advancement ( (Kubkomawa et al., 2017); (Santos et al., 2019)). In Nigeria, education serves as a critical tool for national development, fostering unity in a multi-ethnic society and equipping individuals to address societal challenges. Upper Basic Education, which covers grades 7 to 9 within the Universal Basic Education program, is particularly important as it consolidates foundational knowledge while equipping learners with cognitive and practical skills necessary for higher learning or vocational pathways ( (C & P, 2018); (Yusuf et al., 2021)).

Civic Education, as a component of this level, aims to instill democratic values, social responsibility, and active citizenship, using teaching methods such as interactive classroom discussions, role-plays, service-learning projects, and technology-assisted learning to foster critical thinking and practical application of civic knowledge (Adeyemi & Usman, 2020; Bello & Udoji, 2019; Adekunle, Ojo, & Umeh, 2020; Nwachukwu & Bello, 2019; Akinyemi & Omotosho, 2023).

Despite its significance, the implementation of Civic Education in Nigerian Upper Basic schools faces several challenges. Studies have identified inadequate teaching resources, insufficient teacher training, overcrowded classrooms, and inconsistent pedagogical approaches as major barriers to effective delivery ( (Ezeh et al., 2023); (Adebiyi et al., 2022)). Moreover, the lack of standardized instructional methods and minimal policy support further limit the subject's effectiveness in shaping responsible and active citizens ( (Ijiga et al., 2021); (Salami & Afolayan, 2020)). These challenges are particularly pronounced in rural and semi-urban areas, where schools often struggle with resource scarcity and limited access to professional development opportunities for educators, resulting in a gap between theoretical knowledge and practical application of Civic Education.

The perceptions of key stakeholders — including teachers, school administrators, and parents — play a pivotal role in determining the effectiveness of Civic Education practices ( (Dzelagha et al., 2020); (Oladapo et al., 2019)). Teachers' views are often shaped by practical classroom challenges and the availability of teaching aids, administrators focus on policy frameworks and resource allocation, while parents assess the subject's impact on their children's moral and civic development. Demographic factors such as gender, educational background, and school type further influence stakeholders' perceptions, shaping the level of engagement, support, and critical evaluation applied to Civic Education practices ( (Bui et al., 2020); (Ezechukwu, 2023)).

In view of these gaps, the present study seeks to examine stakeholders' perceptions of Civic Education practices in Upper Basic schools in Moro, Kwara State, particularly within rural settings ( (Francis et al., 2023)). By integrating the views of teachers, school administrators, and parents, and considering demographic influences such as school type and educational qualifications, the study aims to provide a comprehensive understanding of the factors shaping stakeholder perceptions and offer insights for improving Civic Education practices.

2. PURPOSE OF THE STUDY

The main purpose of this study is to investigate Stakeholders' Perception on Civic Education Practices on Upper Basic school students' engagement in Moro, Kwara State. Specifically, this study seeks to:

3. RESEARCH QUESTIONS

The following research questions were answered in this study:

4. METHODOLOGY

This study adopted a descriptive survey research design, which, according to (Lampinen et al., 2022), is appropriate for gathering information on perceptions, attitudes, or behaviors regarding a phenomenon. The study focused on stakeholders' perceptions of civic education practices and their influence on upper basic students' engagement in Moro, Kwara State. The population consisted of 1,089 teachers and students across 7,678 Upper Basic schools ( (Albaroudi et al., 2024)), as well as parents and community leaders, all of whom are directly involved in civic education.

A total of 391 participants were selected using simple random sampling, comprising 107 teachers, 256 students, and 28 parents and community leaders, ensuring a representative sample across public and private schools and a diversity of educational qualifications and experiences ( (Colmenares et al., 2015)).

Data were collected using a researcher-designed questionnaire, the Stakeholders' Perception of Civic Education Practices in Upper Basic Schools Questionnaire (SPCEPSQ), consisting of two sections: demographic information and 15 items assessing perceptions of civic education and its impact on student engagement. Responses were measured on a 4-point Likert scale (Strongly Agree = 4, Agree = 3, Disagree = 2, Strongly Disagree = 1). Content validity was ensured through expert review, and reliability was confirmed via a pilot study, yielding a Cronbach's alpha of 0.87 ( (Udriyah et al., 2019)).

Ethical approval, permission from school authorities, and informed consent from parents were obtained before administering the questionnaires. Respondents were assured of confidentiality and voluntary participation.

5. RESULTS

Table 1: Descriptive Analysis of Respondents' Demographic Characteristics

The demographic distribution of respondents is categorized by gender, school type, and education level. Regarding gender, out of 391 respondents, 243 (62.1%) were male and 148 (37.9%) were female, indicating a higher participation rate among male respondents. In terms of school type, 153 respondents (39.1%) were from private schools, while the majority — 210 respondents (53.7%) — were from public schools, with 28 respondents (7.2%) being other stakeholders. Regarding education, the majority (256; 65.5%) were students, followed by those with NCE qualifications (62; 15.9%), B.A/B.Sc (Ed) holders (31; 7.9%), HND or other qualifications (14; 3.5%), and other stakeholders (28; 7.2%). Overall, the sample reflects a predominance of students and public-school participants, with slightly greater male representation.

Table 2: Research Question One — Orientation toward the Teaching of Civic Education

The data collected from various stakeholders — including teachers, parents, school administrators, community leaders, students, and government officials — highlight both support for and concerns about Civic Education in Moro schools. A majority of teachers (77%) and parents (77%) agree that Civic Education enhances student engagement, responsibility, and moral development, while administrators largely support its role in promoting discipline and social awareness (76.7%). Community leaders, however, express concerns about poor implementation, with 76.2% indicating that the subject currently leads to low student engagement. Student responses are more mixed, with only 61.6% agreeing that Civic Education increases classroom and extracurricular participation, reflecting variability in how the subject is delivered.

Government officials also acknowledge gaps in policy, with 76.4% advocating for stronger measures to improve Civic Education outcomes. Across stakeholders, practical and interactive teaching methods are widely recognized as important, with 76.7% agreeing that experiential approaches enhance student interest and participation, and 76.2% of teachers noting their potential to develop critical thinking skills. Overall, stakeholder perceptions indicate broad recognition of Civic Education's positive potential, with agreement levels ranging from approximately 61% to 77% for its impact on engagement, discipline, responsibility, and critical thinking.

Table 3: Research Question Two — Knowledge and Perceptions of Civic Education Capacity

Stakeholder responses reveal varying perceptions of Civic Education's impact and effectiveness in secondary schools. About 62.4% of teachers agree that Civic Education enhances student involvement, though 37.6% disagree, reflecting mixed confidence in its implementation. Parents show strong support, with 77% affirming that Civic Education promotes responsibility and participation, while 23% disagree. Similarly, 76.7% of school administrators believe the subject fosters discipline and social awareness, and 78.2% agree it builds leadership and citizenship skills.

Students' views indicate that 76.7% find engaging Civic Education classes motivating, highlighting the importance of interactive teaching. Community leaders are critical, with 76.7% noting poor practice contributes to low engagement, and 78.4% of government officials emphasize the need for stronger policy support. Practical teaching methods are endorsed by 67.7% of stakeholders, while 32% express disagreement, and only 67% of teachers believe interactive lessons foster critical thinking. Parental opinions on the consequences of poor Civic Education are divided, with 55.5% concerned about low student involvement and moral decline.

5.1 HYPOTHESES TESTING

Table 4: Independent Samples t-Test based on Gender

This table compares Civic Education Practices responses between male and female participants using an independent samples t-test. There are 243 female respondents and 148 male respondents. The average score for females is 65.39, while for males it is higher at 68.87. Female respondents have a standard deviation of 12.91, while male respondents show a slightly higher variability at 14.78. The standard error mean is 0.83 for females and 1.22 for males, suggesting that the estimate of the mean score is more precise for the female group. In summary, male respondents in this sample tend to have slightly higher average Civic Practices scores compared to female respondents. The decision is to reject the null hypothesis.

Table 5: One-Way ANOVA Table

The ANOVA table compares four different groups (e.g., by educational qualification or school type). The F-value of 5.115 was calculated by comparing between-group variance to within-group variance. The p-value (Sig.) of 0.002 — well below the conventional threshold of 0.05 — indicates that there is a statistically significant difference among the groups. Between-group degrees of freedom = 3; within-group df = 385; total df = 388. These results support rejection of the null hypothesis that there are no differences in stakeholder perceptions across groups.

6. DISCUSSION

A significant majority of teachers in Moro (77%) agree that Civic Education enhances student engagement, highlighting its perceived value in fostering civic responsibility and participation ( (Nnadi & Carter, 2021)). However, about 37.6% of teachers remain skeptical about its effectiveness, reflecting concerns over practical delivery. Research in Kaduna State also indicates that many Civic Education teachers lack specialized training, leading to ineffective teaching and skipped curriculum content ( (Kubkomawa et al., 2017); (Obiagu, 2019); (Aerts et al., 2018)).

Parents and school administrators largely recognize the importance of Civic Education. Around 77% of parents believe the subject promotes responsibility and active participation, while 76.7% of administrators affirm that it fosters discipline and social awareness ( (Nnadi & Carter, 2021)). These findings underscore stakeholder confidence in the subject's role in character and behavioral development.

Community leaders, while supportive of Civic Education, express concerns about poor implementation, with 76.7% noting that ineffective delivery reduces student engagement ( (Aerts et al., 2018)). Students themselves report mixed experiences: 76.7% find engaging Civic Education classes motivating, yet only 61.6% feel the subject increases their participation. This highlights the need for interactive and activity-based teaching methods to enhance student interest and critical thinking ( (Adebiyi et al., 2022)).

Approximately 78.4% of government officials emphasize the need for stronger Civic Education policies to improve outcomes, reflecting systemic challenges such as inadequate funding, insufficient teacher training, and lack of standardized curricula ( (Ajayi & Okeke, 2019); (Zakari et al., 2023)). To address these issues, recommendations include specialized teacher training, adoption of learner-centered teaching methods, policy strengthening, and the development of a relevant, practical, and adaptable curriculum that facilitates real-life application of civic knowledge.

7. CONCLUSION

The study of stakeholder perceptions and implementation challenges of Civic Education in secondary schools within the Moro area reveals both encouraging support and significant systemic barriers. Across stakeholder groups — teachers, parents, school administrators, students, community leaders, and government officials — there is a clear and consistent recognition of the value of Civic Education in promoting civic responsibility, discipline, leadership, and active student engagement.

However, the study also exposes critical implementation gaps that hinder the achievement of these educational goals. These include inadequate teacher training, lack of continuous professional development, outdated and inconsistent curricula, insufficient funding, and a widespread reliance on traditional, non-interactive teaching methods. These factors collectively contribute to low student engagement and ineffective curriculum delivery.

The findings underscore the urgent need for multi-level reforms aimed at strengthening the implementation of Civic Education. This includes specialized teacher training, adoption of learner-centered pedagogies, curriculum modernization, and stronger policy frameworks backed by sufficient resources and political will. Without such reforms, the full potential of Civic Education to nurture informed, responsible, and active citizens will remain unrealized.

8. RECOMMENDATIONS FOR FURTHER STUDIES

Based on the findings and limitations of the current study, the following recommendations are proposed for future research:

Published in: African Education and Development (Interdisciplinary), Vol. 1, No. 1 (), pp. TBD. PARJ Africa. Open Access. Powered by OJS.

© 2026 AUN, Thompson Toryuha. Licensed under open access terms. Published by PARJ Africa.