Social Studies Teachers’ Readiness to Teach the Security Education Theme in the Reviewed Edition of Nigeria’s Basic Education Curriculum

Moshood Babatunde Lawal

Abstract


Abstract

 

This study analysed Social Studiesteachers’ readiness to teach Security Education. Seven hundred and twenty (720) practising Social Studies teachers drawn from seventy two  (72) Junior Secondary schools in the South Western Nigeria were administered with a structured questionnaire. The data collected were analysed using percentage, means and standard deviations to test the three null hypotheses. Findings of this study showed that practising Social Studies teachers have a significantly low knowledge and awareness of the components of the Theme-Security Education. However, the practising Social Studies teachers’ readiness to acquire additional useful knowledge and skills needed for skills required for handling Security Education alongside their area of specialisation (Social Studies) was found to be significantly high. The teachers perceived the inclusion of Security Education in the reviewed Curriculum as a development that will create a significantly higher workload for them as practicing Social Studies teachers. Nevertheless, their response showed a relatively high degree ofnegative disposition towards the handling of the newly introduced Security Education theme in Religion and National Values class asocial Studies teachers. Based on these findings necessary recommendations focusing on the need for training and organizing workshops for curriculum implementers were suggested.             


Keywords


Social Studies, Security Education Theme, Teacher's Readiness, Nigeria, Basic Education Curriculum

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