CONTROVERSIES IN TEACHING CIVIC SUBJECT
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CONTROVERSIES IN TEACHING CIVIC SUBJECT
CHAPITRE ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
According to Peterson (2011:144), “there is a strong sense in which curricular programmes and initiatives in a number of Western democratic nations are influenced by a civic republican agenda.”
In other words, Peterson (2011: 146) appears to remind us that when considering Civic Education, we must consider it in the context of civic republican political thought, which is not an easily defined entity because the principles and ideas that comprise civic republican commitments typically find expression in a variety of political writings.
This element is significant in the context of this study because it alerts readers to the possibility of conceptual issues in the way Civic Education is defined and understood by various participants in the field.
According to Gonzalez and Garazo (2006), civics teachers connect the school to its students, and parents make evaluative judgements about the quality of instruction provided by these teachers. As a result, civics teachers’ behaviours and perspectives provide teaching activities that are critical for students’ favourable evaluation of teaching activities.
The behaviour of the civics teacher during the teaching encounter, according to Soderlund and Rosengren (2008), is a major driver of students’ civics learning and performance. The viewpoint of a civics instructor has a significant impact on student learning in the classroom.
Teachers’ perspectives are one of the factions identified by Coyle Research Team (2010) in their study of what motivates parents to recommend a school. According to Karp (2012), outlook is where students’ knowledge of the material begins. The outlook on teaching activities sets the tone for how students evaluate civics teachers and teaching activities.
The problem of civics teachers’ viewpoint in most Tanzania secondary schools is serious, and it is not improving. Lwakabamba (2009) discovered in her research that the most generally stated difficulties with civics teachers teaching are slowness, inattentiveness, and harshness.
According to Kara (2006), pupils in public secondary schools in Dar es Salaam were treated somewhat unjustly due to the insignificance attributed to the time taken by civics teachers to answer students’ civics learning challenges. According to Guiry (1992).
The incorrect teaching approaches that civics teachers show during interactions with students, as well as the entire teaching process through which the subject is provided to students, generate a negative experience for students in the civics learning process.
According to Lowenstein (2011), Northwestern University conducted a school chain research that found that a 10% increase in the amount to which civics teachers aim to satisfy students in the teaching process resulted in a 22% rise in students choosing per school visit.
Teaching studies have also revealed that students who file a complaint will choose a school with the organisation again if their problems are resolved. This figure jumps to 95% if students believe their concerns are handled professionally, immediately, and pro-actively, which is dependent on favourable civics teachers’ attitudes.
Civics teachers are the only members of the teaching staff who have not studied civics pedagogy in teacher colleges and do not know how to get students to interact with themes in the classroom.
Civics teachers are expected to make students feel welcome and to change dissatisfied students into happy students when teaching civics. According to Magrogan (2009), educational activities cannot afford to be impolite.
Teachers who are irritable or ineffective interact with new pupils, resulting in poor learning and performance. Every new student engagement is important in learning civics because it leads to great performance. One lousy civics lesson in your school could signal the end of your civics career.
A civics instructor with a real optimistic viewpoint can build vital connections with pupils, inspiring them to become interested in civics studies and so perform well in national examinations.
1.2 STATEMENT OF THE PROBLEM
According to Lopper (2009), Hodge (2009), Lowenstein (2011), and Kara (2006), there is a direct relationship between instructors’ teaching approaches, teachers’ teaching performance, and their students’ academic success.
There appears to be a major issue with civics teacher preparation. Several studies, including Lwakabamba (2009), Coyle Research Team (2010), Soderlund and Rosengren (2008), Pritchett (2004), and Liao (2007), have found that teachers are most likely to perform poorly in their classrooms without teaching methods.
However, some studies, such as Magrogan (2009) and Karp (2012), argue that there is no relationship between students’ academic performance and their teachers’ teaching methods. The former viewpoint holds that pupils who are not taught by teachers can nonetheless achieve well in school.
However, there have been few studies on the types of teaching methods used by public secondary school teachers and students’ academic performance in civics subjects. It is becoming clear that the research from Nigeria has not been definitive in identifying certain instructors’ teaching techniques that have significant impacts on students’ civics learning and classroom performance.
Regardless of the relevance of civics teachers’ teaching strategies in the classroom. Little is known about the difficulties that civics teachers have in developing effective teaching strategies that cater to students’ civics subject performance. These issues demand the conduct of a study on the Challenges Facing Civics Subject Teaching in Ado-odo Ota LGA, Ogun State.
1.3 OBJECTIVES OF THE STUDY
The overarching goal of this study is to investigate the difficulties in teaching civics in Ado-odo Ota LGA, Ogun State. Among the specific goals are the following:
1. Determine whether there are any difficulties in teaching civics in schools in Ado-odo Ota LGA, Ogun State.
2. Determine whether a paucity of instructional materials is a barrier to the teaching of civics in schools in Ado-odo Ota LGA, Ogun State.
3. To investigate whether a lack of teacher motivation is a barrier to the teaching of civics in schools in Ado-odo Ota LGA, Ogun State.
4. Determine whether a poor school environment is a barrier to the teaching of civics in schools in Ado-odo Ota LGA, Ogun State.
5. To ascertain the impact of the difficulty in teaching civics on student performance in schools in Ado-odo Ota LGA, Ogun State.
1.4 RESEARCH QUESTIONS
The following are the relevant research questions for this study:
1. Are there any difficulties in teaching civics in schools in Ado-odo Ota LGA, Ogun State?
2. Is a lack of instructional materials a barrier to the teaching of civics in schools in Ado-odo Ota LGA, Ogun State?
3. Is a lack of teacher motivation a barrier to the teaching of civics in schools in Ado-odo Ota LGA, Ogun State?
4. Is a poor school environment a barrier to the teaching of civics in schools in Ado-odo Ota LGA, Ogun State?
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