PERCEIVED RELEVANCE OF GOVERNMENT AS A TEACHING SUBJECT IN SECONDARY SCHOOLS IN A LOCAL GOVERNMENT IN ONDO STATE. Dr. OGUNBIYI Joseph Olukayode

Transcription

1 European Journal of Business and Social Sciences, Vol. 1, No. 1, pp 32-39, APRIL URL: ISSN: X PERCEIVED RELEVANCE OF GOVERNMENT AS A TEACHING SUBJECT IN SECONDARY SCHOOLS IN A LOCAL GOVERNMENT IN ONDO STATE BY Dr. OGUNBIYI Joseph Olukayode TAI SOLARIN UNIVERSITY OF EDUCATION COLLEGE OF SOCIAL AND MANAGEMENT SCIENCES, SOCIOLOGICAL STUDIES DEPARTMENT P.M.B. 2118, IJAGUN, IJEBU-ODE, OGUN STATE Ogunbiyiolukayode@yahoo.com Dr. OJEBIYI Olufemi Adesola DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELLING OBAFEMI AWOLOWO UNIVERSITY ILE-IFE, OSUN STATE, NIGERIA EUROPEAN JOURNAL OF BUSINESS AND SOCIAL SCIENCES 32

2 ABSTRACT Government as an academic subject of study in secondary school education is synonymous with politics, political science and civic education. The study therefore investigated the relevance of government as a teaching subject in secondary schools in Ondo State as perceived by students and teachers. One hundred and thirty-five government students and five government teachers were randomly selected from five selected secondary schools in five local government areas of Ondo State. Two self constructed questionnaires containing twenty items each were used to collect data from the respondents. Simple percentage was used to analyze the data collected. The finding reveals that government is interesting and that it helps the students to be familiar with current events around their environment thus creating in them a healthy political consciousness that will lead to a high sense of loyalty, patriotism and commitment to the nation. Based on these findings, it is recommended among other things that teachers should teach students the principle of political education and leadership training that could lead to the emergence of a good citizenship. INTRODUCTION Government as an academic subject of study in secondary school education is synonymous with politics, political and civic education. Politics as a concept has a strong influence on the well being of the citizen and the stability of a country. In Nigeria, a pervasive atmosphere of inconsistency in government policies and absence of a political culture tend to prevail most of the time. This atmosphere of uncertainty has led to constant friction within the political system and this in essence led to political instability, a situation which does not create room for meaningful development. It becomes imperative that young generations of students in secondary schools as future leaders of the nation should, as a matter of urgency, be given a through political education with the aim of awakening in them a spirit of political consciousness that will lead to high sense of loyalty, patriotism and commitment to the nation s goals. Hence, the study of government in secondary schools can be a useful vehicle for fostering political consciousness if only our political leaders, policy makers and educational agencies can formulate a curriculum that will help in molding the youths to cultivate a positive attitude and the understanding of the Nigeria Political system. The emergence of politically conscious youths in Nigeria will make for wise use of their political rights by the citizenry by voting into power, leaders that will be politically and economically vibrant. In line with the above, it is imperative that the youths in secondary schools as leaders of tomorrow should understand the rudiment of our political systems to give them the insight into how these different political systems operate. Therefore, no effort should be spared in teaching the future leaders in such a way that will make them more interested in the study of government, which is the only way to know the rules of the game of politics. EUROPEAN JOURNAL OF BUSINESS AND SOCIAL SCIENCES 33

3 The basic justification for teaching government is the contribution. It can makes to an individuals potentials for acting wisely in the society since the subject matter of government deals with the past, present and future human socio-political events. Government is taught because it deals with the topics from which students may create their own value against the socio-political events of the past to redress the present situations. Statement of the Problem This study investigated the relevance of government as a teaching subject in secondary schools as perceived by students and teachers in Ondo State. Specifically, the study addressed the following questions stipulated under research questions. Research Questions To what extent does the teaching of government contribute to the development of democratic culture and principles among the youths in our secondary schools? To what extent does the study of government influence the political attitude of Nigeria youths? Purpose of the Study The purpose of this study among others are:- To identify and discuss the basic principles of political education and leadership training that could lead to the emergence of a good citizenship. To examine the relevance of government as a teaching subject in solving contemporary sociopolitical problems. Methodology The study covered five selected secondary schools in Ondo Local Government. The five schools were randomly selected in one Local government area of Ondo State. Five Government Teachers were randomly selected. One teacher from each school. One hundred and third-five SSS1, 11 and 111 students were involved in the study. The total number of respondent was one hundred and forty. Instrumentation The major instruments employed were two self-constructed questionnaires. One for the Government teachers and one for the students. Each questionnaire consisted of twenty items on the relevance of Government as a teaching subject in our secondary schools. The instruments were subjected to face and content validity by the experts in political education. The data collected were analyzed used simple percentage. Results: EUROPEAN JOURNAL OF BUSINESS AND SOCIAL SCIENCES 34

4 Table 1: Aims of teaching government Aims of teachers No of times percentage To pass examination To impart political knowledge Total % of the teachers agreed that they teach students to enable them gain political knowledge and other meaningful and functional skills, apart from passing examination alone. Table 2: Impact of use of English language in teaching government Response of Teachers No of Trs. Percentage Positive Negative Total All the teachers sampled agreed that the use of English language in teaching the student has positive impact on their understanding of government lesson. None of the teachers admitted that the use of English language have a negative impact. Table 3: Contribution of Government to the Development of Democratic Culture Response No of Trs. No of Student Percentage positive Negative Total EUROPEAN JOURNAL OF BUSINESS AND SOCIAL SCIENCES 35

5 The above table reveals that one hundred percent of the teachers and students respectively responded that government as a school subject contributed positively to the development of democratic culture among Nigerian youths. Table 4: Importance of Government on the Political Attitude of Nigerian Youths Response No. of Trs. No. of student percentage Positive Negative _ Total Table 4 also reveals that all the respondents (teachers and students) agreed that government do have positive effect on the political attitude of Nigerian youths. Table 5: Student s Reason for Studying Government No Items Frequency Percentage 1 It is interesting It is compulsory To make up my subject combination 4 To be politically conscious and to be able to be a good citizen Total The above table reveals that 63% of the students adduced their reasons for studying Government (see item 4 table 5 above). 11% of the respondents study Government to complete their subject s combination and 26% offer it because it is interesting. None of them indicated that it was made compulsory for them. EUROPEAN JOURNAL OF BUSINESS AND SOCIAL SCIENCES 36

6 Table 6: Desired Regime in Nigeria. Desired Regime Frequency Percentage Military Government Democratically civilian government. Monarchy Total As to the type of government (regime) they preferred most in Nigeria, 81.5% of the students are in support of a democratically elected civilian government, 14.8% of the respondents show preference for a military government while 3.75% of the respondents would prefer monarchical system of government in Nigeria. NO NAME OF SCHOOL YEAR TOTAL NO REG. FOR S.S.C.E NO. REG. FOR GOVT. PERCENTAGES A St. Patrick s College Iwaro Oka B Victory College Ikare Akoko C St. Mary s Unity Sec. School Owo EUROPEAN JOURNAL OF BUSINESS AND SOCIAL SCIENCES 37

7 D Fiwasaye Girls Grammar School Akure E St. Helen s Unit Secondary School Ondo Table 7: Student Enrolment Registration for Government (Year -) In School A, in year, the total candidates registered for government was 28.5%, while in year, 27.1% registered and in year, 26.2% registered for government. The present senior class in the school (S.S.S 111) Shows no improvement as only 128 students would be registered for S.S.C.E, while only 35 students offers government. The decline in the total number of students is due to the newly introduced state examination conducted for the S.S.C.E 111 where students are thoroughly screened. For school B, 27.95% registered for government in the year, while 28.9% registered for government in the year and 19.9% registered in the year. The decline in the number of student is also manifested in school B. For school C, 41.7% registered for government in the year, while 60.5% registered in the year and 36% registered in the year. The General decline is also manifested in school C as only one hundred and twenty (120) students passed the state examination and promoted to S.S.S 111 while only thirty (30) students offers government. Furthermore, for school D 26.4% registered for government in the year, while 30.3% registered in the year and 28.1% registered in the year. Presently, there is decline in the number of students enrolling for government. Lastly, for school E, 24.4% registered for government in the year, while 30.8% student s registered in the year and in the year, 30.1% registered for government. SUMMARY OF FINDING One hundred percent of the respondents (students and Teachers) agreed that government as a school subject contribute to the development of democratic culture. All the respondents equally agreed that government have positive effect on the political attitude of Nigeria youths. It was also reveals in the study that government as a school subject instills in learners some functional skills that enable them to solve socio-political problems in the society. EUROPEAN JOURNAL OF BUSINESS AND SOCIAL SCIENCES 38

8 CONCLUSION From the findings of this study, it can be concluded therefore that we teach government because it deals with the topics from which students may create their own political events of the past in order to address the present and future socio-political challenges. RECOMMENDATIONS Based on the study, it is recommendation that; Government lessons/classes should serve as a form of intellectual and social activities through debates, discussion, lectures and demonstration of new ideas and technologies. To encourage interest in the subject and ensuring an increase in the number of students offering the subjects, there is need for a change in the present methodology of the teachers where emphasis is mainly on lecture method. Teachers should be encouraged to attend seminars/work-shops on modern methods of teaching like cooperative learning strategy, values analysis, values clarification, and action learning strategy. etc. The schools and all education agencies should provide proper guidance to help the student s imbibe democratic ideas and principles. Teachers should instill into students the principle of political education and leadership training that could lead to the emergency of a good citizenship. REFERENCES Adamolekun, L and Oguntokun, J. (1977): Government and Politics; Heinemann Publisher. Coleman, J. S (1972): Nigerian Background to Nationalism, University of California Press, 2 nd Edition, Berkley and Los Angeles. Olawale, J. B; (1979): Topic on Government. Jola Publication. Ilesa. Sibley, M. Q (1970) Political Ideas and Ideologies. A History of Political thought (New York, Harmper and Row Publishers) Selassie, B. H (1974): The Executive in African Governments, Heinemann Publisher. EUROPEAN JOURNAL OF BUSINESS AND SOCIAL SCIENCES 39