TEACHING CIVIC EDUCATION IN NIGERIAN JUNIOR SECONDARY SCHOOLS: CONSTRAINTS FROM OBIO/AKPOR AND EMUOHA

Abstract

This study examined barriers to effective implementation of the Civic Education curriculum in Junior Secondary Schools within Obio-Akpor and Emohua Local Government Areas of Rivers State, Nigeria. Using a descriptive survey design, data were collected from 194 respondents, including principals and Civic Education teachers, selected through cluster random sampling. The instrument’s reliability was confirmed with a Cronbach Alpha of 0.82. Data analysis involved means and standard deviations for research questions and t-tests for hypotheses. Findings identified key challenges such as inadequate instructional resources and a shortage of qualified teachers. No significant difference was found between principals’ and teachers’ perceptions of these challenges. The study recommends increased government funding to develop locally sourced instructional materials, greater teacher involvement in curriculum planning to foster ownership, and adherence to UNESCO’s recommended teacher-student ratio of 1:25 to enhance teaching quality and curriculum effectiveness