Implementation Of Citizenship Education In Secondary School Social Studies Curriculum: A Case Study Of Three Social Studies Teachers In Ijebu - Ode, Ogun State, Nigeria

Abstract

This study examined the implementation of Citizenship Education in the secondary school Social Studies curriculum, using a case study of three Social Studies teachers in Ijebu-Ode, Ogun State, Nigeria. A qualitative case study design was used, with purposive sampling to select three teachers from two junior secondary schools. Data were collected using an observation schedule checklist, and thematic analysis was applied to identify patterns and themes. Findings showed that while Social Studies teachers had a moderate level of knowledge and understanding of Citizenship Education content, their classroom teaching was not consistently effective. Some teachers performed well, but others had difficulties delivering certain parts of the content. The use of teaching materials was generally poor, with a lack of enough resources affecting the quality of lessons. Assessment methods also varied, showing a mix of effective and weak practices, especially in giving feedback to students. Based on these findings, the study recommends the use of more creative and diverse teaching materials to meet different learning needs. It also suggests that schools and education authorities should organize regular training and workshops to help teachers improve their knowledge and teaching methods in Citizenship Education. Furthermore, more detailed and varied assessment methods should be developed to properly evaluate students’ learning progress. These findings have important implications for curriculum improvement and education policy. They suggest that some of the challenges identified may not be limited to the selected schools alone but could reflect broader systemic issues within the education system.