Civic education teaching in Nigerian secondary schools has been dominated by teacher-centered strategies emphasizing transmission of civic information¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q1 i? Classroom observation indicates civic education teaching in Nigerian secondary schools is largely teacher-centered, focused on transmitting civic information rather than civic literacy and competence. → AbdulRaheem 2018

Evidence¶

AbdulRaheem 2018¶

AbdulRaheem, Y., Bello, M. B., & Odutayo, A. O. (2018). In Search of a More Effective Strategy: Using the 5E Instructional Strategy to Teach Civic Education in Senior Secondary Schools in Ilorin, Nigeria. Journal of International Social Studies, 8(1), 62-85. https://eric.ed.gov/?id=EJ1173483

q1 · i? · causal · r1

The authors' observational claim about Nigerian classrooms, offered without printed data; the article states strategies "employed by teachers in Nigerian schools have been teacher-centered". Cited background (Adesoji, 2004) attributes persistence of lecturing to overcrowded classrooms and overloaded curriculum.

"It is observed that the strategies employed by teachers in Nigerian schools have been teacher-centered. The emphasis has been the transmission of civic information rather than civic literacy and civic competence."

Discussion¶

Related Claims¶

• In one quasi-experiment with two intact senior secondary classes in Ilorin, Nigeria, students taught Civic Education with the 5Es strategy scored higher on civic literacy than a conventionally taught class — related
• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — related
• Short online pedagogy courses shifted university teachers’ interpretations of a learning-focused teaching video from knowledge transmission toward learning facilitation — related